External representation of argumentation in CSCL and the management of cognitive load

Abstract

Computer-supported collaborative learning (CSCL) environments, particularly environments where students share external representations, are discussed as an interesting area for the application of cognitive load theory (CLT). CSCL environments share a number of characteristics that will induce considerable cognitive load. This article reflects on the characteristics of CSCL environments and external representations and the research opportunities they offer to CLT. We argue that CLT can contribute to our understanding of CSCL by pinpointing situations in which high levels of cognitive load are generated. CLT also raises a number of particular issues: from a CLT point of view studying of worked out external representations may lead to better learning outcomes than (co)-construction which is the standard mode of operation in CSCL. The ontology and specificity of the representational scheme used are crucial factors, as they define what can be expressed and how much room for interpretation is left in the representation. CLT may help identify mismatches between representational schemes and execution of (sub)tasks. CLT has lead to a number of recommendations on the integration of diagrammatic and textual information. We relate this to discussion and chat facilities in CSCL and describe how these can be more firmly anchored in the external representation. 

Effects of representational guidance during computer-supported collaborative learning

“…In contrast to our expectations however, there was little difference between the two conditions regarding the online collaboration process. It can be concluded that representational guidance has an impact on group and individual performance and should therefore be taken into account during instructional design.Keywords Computer-supported collaborative learning Á Representational tools Á Argumentative tasks Á Visualizations Á Secondary education External representations (ERs) are graphical or diagrammatic representations that represent information about a topic (Van Bruggen et al 2002;Zhang 1997). A growing number of researchers advocates not only the use, but also the construction of ERs by students.…”

“…Keywords Computer-supported collaborative learning Á Representational tools Á Argumentative tasks Á Visualizations Á Secondary education External representations (ERs) are graphical or diagrammatic representations that represent information about a topic (Van Bruggen et al 2002;Zhang 1997). A growing number of researchers advocates not only the use, but also the construction of ERs by students.…”

ICT-support for grounding in the classroom

“…With regard to cognitive load effects, we build on the work of Van Bruggen et al (2002) on the effects of external representations on cognitive load. Van Bruggen et al (2002) found that poorly designed instruction for knowledge externalisation may increase cognitive load, due to the effort needed to apply the instruction in action.…”

“…Van Bruggen et al (2002) found that poorly designed instruction for knowledge externalisation may increase cognitive load, due to the effort needed to apply the instruction in action. In the case of NTool, this effect conceivably could be caused by too much coercion.…”

“…This could indicate some disruption of communication processes because the communication was constrained to the extent that participants had trouble carrying out their task (Dillenbourg 2002). Indeed, sometimes aspects of ICT-tools may lead to cognitive overloading, in which case they can even have negative influences on group learning processes and outcomes (Van Bruggen et al 2002). However, no quantitative measurements were included in the earlier study to substantiate this explanation.…”