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without script for the construction of argumentation sequences) and were randomly divided into groups of three. without script for the construction of single arguments and with vs. One hundred and twenty (120) students of Educational Science participated in the study with a 2 × 2-factorial design (with vs.
![stefan reading from a prompter stefan reading from a prompter](https://hackernoon.com/images/13pMkigbOYNYvOgjZuRKT7oljmz1-y7do3wra.jpeg)
However, there have been few empirical investigations regarding the extent to which computer-supported collaboration scripts can foster the formal quality of argumentation and thereby facilitate the individual acquisition of knowledge. Participation in argumentative discourse is seen to promote both knowledge on argumentation and domain-specific knowledge. Such scripts can support specific discourse activities, such as the construction of single arguments, by supporting learners in explicitly warranting their claims or in constructing specific argumentation sequences, e.g., argument–counterargument sequences, during online discussions. Computer-supported scripts have been found to support learners during online discussions. Learners often do not explicitly warrant their arguments and fail to construct counterarguments (incomplete formal argumentation structure), which is hypothesized to impede individual knowledge acquisition. Online discussions provide opportunities for learners to engage in argumentative debate, but learners rarely formulate well-grounded arguments or benefit individually from participating in online discussions. The document closes with an outlook on the utilization as well as the further development, and refinement of the conceptual framework in the context of the IdeaGarden project. Drawing on the basic conceptions provided by a practice-oriented perspective, the deliverable delineates basic dimensions for the description and analysis of practices in general and then applies the resulting conceptual framework to creative design as a particular kind of practice. As argued in this deliverable, such a perspective gives rise to alternative views on teamwork, the use of technology and artifacts, as well as the role of methods and mechanisms of coordination. This perspective essentially differs from structuralist and individualist accounts of human action in that is posits that both social phenomena such as science, power, organizations, and social change but also psychological phenomena such as reason, identity, learning and communication do not provide preexisting structures but only come into being in the ongoing course of transactions among human beings, artifacts, organisms and other material objects. Against this background this deliverable develops as practice-oriented perspective on human activity.
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Main challenges include (a) the complex interrelation of individual and collective efforts, (b) the dual nature of artifacts as social and material objects, as well as a (c) the orchestration of collective efforts under conditions of uncertainty and unpredictability. Even though a variety of conceptual frameworks such as activity theory, distributed cognition or actor-network theory, have been suggested and productively applied to the research and design of environments in support of collaborative working, designing, and learning, they only partly address the challenges the IdeaGarden project is confronted with conceptually. While there has been a considerable interest in creative teamwork in the fields of CSCW, HCI, Information Systems, Design as well as the Learning Sciences, there is still a need for integrative perspectives. This document introduces a conceptual framework for the description and analysis of creative design practices.