Collaboration scripts are activity programs which aim to foster collaborative learning by structuring interaction between learners. Computer-supported collaboration scripts generally suffer from the problem of being restrained to a specific learning platform and learning context. A standardization of collaboration scripts first requires a specification of collaboration scripts that integrates multiple perspectives from computer science, education and psychology. So far, only few and limited attempts at such specifications have been made. This paper aims to consolidate and expand these approaches in light of recent findings and to propose a generic framework for the specification of collaboration scripts. The framework enables a description of collaboration scripts using a small number of components (participants, activities, roles, resources and groups) and mechanisms (task distribution, group formation and sequencing). However, when learners are left to their own devices, they rarely engage in productive interactions such as asking each other questions, explaining and justifying their opinions, articulating their reasoning, or elaborating and reflecting upon their knowledge. Collaboration scripts aim to foster collaborative learning in shaping the way in which learners interact with one another. In specifying a sequence of learning activities, together with appropriate roles for the learners, collaboration scripts are designed to trigger engagement in social and cognitive activities that would otherwise occur rarely or not at all.Collaboration scripts are based upon the scripted cooperation approach, as described by O'Donnell (1999), which differs from other collaborative learning approaches chiefly in the fact that it focuses on the specific activities that learners are expected to engage in, whereas others leave them unspecified or vague. In targeting those activities which have

(2017). Preparing teacher-students for twenty-first-century learning practices (PREP 21) : a framework for enhancing collaborative problem-solving and strategic learning skills. Teachers and Teaching: Theory and Practice, 23 (1), 25-41. doi:10.1080/13540602.2016 AbstractWith regard to the growing interest in developing teacher education to match the 21st century skills, while many assumptions have been made, there has been less theoretical elaboration and empirical research on this topic. The aim of this article is to present our pedagogical framework for the 21st century learning practices in teacher education. We will first review the current status of policy frameworks for the 21st century learning skills. Based on our previous work and current understanding in the field of learning sciences, we will next elaborate the processes and strategies for collaborative problem solving skills and strategic learning skills to specify current, rather general claims presented regarding the discussion on 21st century skills. We will also provide concrete case examples facilitating strategic learning skills, collaborative problem-solving skills and the skills to use ICT (Information and Communication Technologies) in contexts of our previous studies.

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Purpose -First, to explore the application of e-learning as a medium for workplace learning, as a form of adult learning and organisational learning from a theoretical point of view, second, to review empirical studies on recent solutions to pedagogical problems encountered in workplace learning in general and in e-learning in particular, and finally, to consider the challenges facing the further development of e-learning solutions targeted at the workplace. Design/methodology/approach -The paper reviews theories of adult learning, workplace learning and organisational learning and brings out main pedagogical implications of these theories from an e-learning point of view. Some empirical studies in which electronic networks and communication tools have been utilised in workplace learning are also described. Findings -The development of successful e-learning solutions for the use of work organizations requires integrating research knowledge from different sources: theories of the learning organization, sociocultural theories of learning, and cognitive theories of learning. Practical implications -Based on empirical examples and the literature review pedagogical challenges and theory-based guidelines are presented for the design of e-learning environments for the workplace. These include integration of theoretical knowledge with participants' practical experience, support for the explication of implicit knowledge, and encouragement of collaboration and knowledge exchange between different groups of people. Originality/value -This paper integrates different theoretical approaches for the design of e-learning environments of work organizations.

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