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Abstract

The increasing complexity of CSCL scenarios makes the classroom management highly demanding. Teachers invest considerable effort to design the learning scenario and to be aware of what happens during the enactment. We hypothesise that providing monitoring information closely related to the teachers' pedagogical intentions will help them to understand the unfolding of the learning situation, empowering them to intervene. This article presents a script-aware monitoring process which uses the knowledge about the learning design to guide the analysis of the educational data generated throughout the learning processes. The proposal is illustrated by an example based on a real CSCL scenario in an university course. This example shows how the script-aware monitoring provides useful feedback for the teacher and reduces the effort devoted to management tasks.

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