A Learning Sciences Perspective

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2. A Learning Sciences Perspective • How do people learn? • How to design for learning? • How does it work in context? Theory to inform instructional design Design for theorizing learning Learning and Innovation for 21st Century

3. Education Innovation? “One can’t believe impossible things.” “I daresay you haven’t had much practice,” said the Queen.  “When I was your age I always did it for half-an-hour a day.  Why, sometimes I’ve believed as many as six impossible things before breakfast.” Lewis Carroll,  Alice’s Adventures in Wonderland (Source: http://www.21stcenturyschools.com/What_is_21st_Century_Education.htm)

6. How do people learn for 21st century education? How do we scaffold knowledge creation and innovation using technology? How does innovation work in relation to socio-cultural context? Designing an assessment and pedagogical model of knowledge building Designing a knowledge-building teacher community Focus and Overview

7. Acknowledgements Funding: University Grant Council, Education Bureau, Hong Kong; Canada SSHRC INE 7

8. How do People Learn ? Metaphors of learning (Sfard, 1998; Paavola et al., 2005) Acculturation Of Practice Knowledge Acquisition Individual social Knowledge Creation Knowledge communities 8

9. Knowledge Building for 21st century learning (Scardamalia & Bereiter, 2006) • Production & continual improvement of ideas of value to a community • Knowledge as conceptual artifacts that can be examined, inquired for improvement of community knowledge • Progressive discourse in knowledge-building communities supported by Knowledge Forum Database created by students

10. Knowledge Forum 1. Thinking prompts, 2. Reference, 3. Rise-Above (Improvable idea) Rise-Above Reference Scaffolds

11. Different representations of knowledge(Scardamalia & Bereiter, 2006) Views Different Ideas

14. Knowledge Building Innovation goes to Asian classrooms Designing a pedagogical and assessment model

15. Knowledge building in Asian-Pacific Context • Curriculum and Syllabus • Examination-oriented System • Emphasis on assessment & performance The paradox of the Chinese Learner (Watkins & Biggs, 1996; 2001)

16. Improvable Ideas • Related to curriculum

17. Curriculum &textbook • Authentic problem • epistemic agency

18. Emphasis on Assessment To examine the roles of a assessment approach to characterize and scaffold collaborative knowledge building To identify knowledge building process… To scaffold sustained inquiry To meet teacher concerns

21. Design of Portfolio Assessment Portfolio We turn over the responsibility to students asking them to analyze their collective understanding and progress in the computer discourse using a set of knowledge-building principles Knowledge-Building Principles (van Aalst & Chan, 2001) cutting edge collaborative effort progressive problem solving monitoring own understanding

22. One of the student’s personal portfolio view Portfolio Note

23. reference Knowledge-building principle scaffolds

24. Design-Based Research for Integrating Technology in Classroom Study One: Designing knowledge building portfolios in a joint graduate course (van Aalst & Chan 2001) Initial Exploration – To identify knowledge building Study Two: Assessing knowledge building using portfolios among Grade 12 students From individual to Community portfolios (van Aalst & Chan, 2007) Study Three: Knowledge building for Grade 10 students (Lee, Chan & van Aalst, 2006) Portfolios & Principles scaffold knowledge building Study Four: Knowledge Building for high and low achievers…. 24

25. Conceptual understanding No-KBP KBP Percentage Note link Note read Keywords Forum participation Conceptual understanding Forum participation Depth of inquiry Without KBP & Low Achievers Without KBP & High Achievers With KBP & Low Achievers With KBP & High Achievers

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27. Design Principle: Assessment should be designed to foster inquiry, collaboration and understanding assessment in design 27 27

28. How does the design work in different context? From innovation to sustained innovation supported by technology… • Designing a knowledge-building teacher community

30. Some Participating Schools

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33. Workshops Collective Problem Solving Peer coaching Dissemination seminars Design meetings

35. Teachers empowering teachers Knowledge building In action Students as teachers

37. Diverse expertise in Knowledge-building community

38. Knowledge Forum for collective advances Technological Support

39. Scaffolds (我的立場/我同意/我不同意) (我的觀點) (我的新看法) (我的理據/原因/詳盡討論) (參考資料/新資訊) (我的問題) (比較) (集合我們的意見) Knowledge Forum scaffolds Teacher-designed scaffolds 39

40. Reflection & design space on different examples

41. Virtual meeting Video technology

42. Technology-Based Assessment to scaffold knowledge building

43. Participation Score Analytic Toolkit Basic Knowledge Building Measures Participation on Forum 43

44. Welcome View World Problems: Jigsaw Learning Design Assessment 44

45. Assessment View ATK Measures 45

46. Applets Assessment Tools Assessment Tools 46

47. Phase 1 (till 30 Sep 2007)

48. Phase 2 (till 25 Oct 2007)

49. Phase 3 (till 31 Oct 2007)

50. Phase 4 (till 30 Nov 2007)