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

The role of teacher is increasingly related to designing and arranging collaborative learning situations in which fruitful and creative group work may occur. This thematic review presents recent studies on creativity and collaborative learning from the perspective of the teacher as conductor of learning processes. The precondition for the design and orchestration of these kinds of learning situations is analysing and understanding of creative and collaborative processes and their contextual adaption. Thus, the first section of this review focuses on the theoretical vantage points of creativity and collaborative learning mainly from socio-cultural perspective. Based on this theoretical grounding, the second section describes principles for orchestrating productive collaborative learning and supporting creativity from the teacher's perspective. We discuss three dimensions related to how teachers can bring about collaborative learning and creativity: (1) general pedagogical bases, (2) teachers' pre-and real-time activities and (3) opportunities and challenges for teacher activities. The review is concluded with theoretical and practical implications regarding collaborative learning and creativity.

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Keywords:Vocational education and training (VET) Problem-solving Technology-rich environments Large-scale assessment e PIAAC Work-based and everyday life learning a b s t r a c tThe rapidly-advancing technological landscape in the European workplace is challenging adults' problem-solving skills. Workers with vocational education and training need flexible abilities to solve problems in technology-rich work settings. This study builds on Finnish PIAAC data to understand adults' (N ¼ 4503) skills for solving problems in technology-rich environments. The results indicate the critical issue that more than two thirds of adults with vocational education and training have weak skills or lack the skills in solving problems in technology-rich environments and that more than one fifth of these adults are at risk. Furthermore, this study indicates that the likelihood of having fragile problem-solving skills is six times higher for adults with vocational education and training than for adults with at least upper secondary qualification. Since the need for problem-solving in technology-rich environments is likely to increase in the future, this study also identifies the indicators for problem-solving skills differences. The models predicting problem-solving skills on the basis of theoretical assumptions as well as empirical support are presented. Our results indicate that adults' lower performance does not seem to be associated with the vocational education and training educational system itself, but is mostly due to age, education in years, occupation, and gender, as well as work-related and everyday life factors. In practice, the models help to develop new approaches to enable novel problem-solving skills in technology-rich environments based on the current European workplace needs.

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This article examines technology-enhanced learning at work in the context of the integrative pedagogy model (Tynjälä, 2008;Heikkinen, Tynjälä, & Kiviniemi, 2011; Heikkinen, Jokinen, & Tynjälä, 2012;Tynjälä & Gijbels, 2012). The basic idea behind this model is to create learning environments whereby the four basic elements of professional expertise -i.e., theoretical, practical, self-regulative and sociocultural knowledge -can be integrated. The article illustrates two basic ways of applying the model in technology-enhanced learning at work. First, examples of how to make use of existing technologies, especially social media, to empower learning at work is presented, and second, an instance of the way the model is used in the design of specific technologies for enhancing collaborative learning in the work context is described. The article concludes that the integrative pedagogy model has the potential to serve both as a principle for designing technologies and for applying existing technologies for workplace learning. Practitioner notesWhat is already known about this topic • Today's work contexts are in constant change • The use of technology has potential to support workplace learning • There are many challenges in the use of technology for workplace learning • There is a need for theory-based frameworks to enhance TEL at work What this paper adds • The paper provides a framework for designing and applying technologies for workplace learning • The framework contributes particularly on integration of theoretical and practical knowledge • The paper discusses the potential of social media in learning at the workplace in the light of the integrative pedagogy model • The paper describes how the integrative pedagogy model can be used as a framework for designing 3D environmentImplications for practice and/or policy • The integrative pedagogy model may serve as a principle for designing technologies for workplace learning • The integrative pedagogy model can be used as a framework for applying existing technologies for learning at work 2• The integrative pedagogy model can be used in analyzing mediating tools that integrate theory and practice