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Fostering Knowledge Building Communities through Computer Supported Collaborative Learning

Fostering Knowledge Building Communities through Computer Supported Collaborative Learning. Lee Yeung Chun Eddy (Raimondi College). Key Questions. How can we design for Knowledge Building Practices? How to integrate KF into classroom teaching? How to recognize/assess knowledge building?.

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Fostering Knowledge Building Communities through Computer Supported Collaborative Learning

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  1. Fostering Knowledge Building Communities through Computer Supported Collaborative Learning Lee Yeung Chun Eddy(Raimondi College)

  2. Key Questions • How can we design for Knowledge Building Practices? • How to integrate KF into classroom teaching? • How to recognize/assess knowledge building?

  3. Knowledge Building & Computer-supported Collaborative Learning (CSCL) • Knowledge Building Community (Bereiter & Scardamalia, 1996) • Students working continuously & collaboratively in pursuit of new knowledge through • pondering questions • Synthesizing multiple perspectives • Using each others’ diverse knowledge and skills • Extending shared understandings(Bereiter, Scardamalia, Cassells, & Hewitt, 1997; Russell, 2002) • Producing communal knowledge(Scardamalia, 2003)

  4. New discourse mediumfor collaborative knowledge building • Knowledge Forum • Networked computers connected to a file server (communal database) • Database consists of text & graphical notes produced by students • Serves to objectify the advancing community knowledge

  5. Knowledge Forum (Client Version) Original Question Unread Read

  6. Teaching Pedagogy • Design a learning environment which allows • Individual Differences • Maximise Social Interaction

  7. Curriculum and Instructional Design Curriculum and Instructional Design • Identify big ideas or key problems in a domain • Identify other possible connections with related ideas Question: Where do I get these ideas and problems?

  8. Interpretation of the Curriculum Guide • Formulate the key questions to guide learning and teaching • Translate the curriculum guide key questions into key questions comprehensible to students • Sequence the key questions for online discussion and classroom teaching

  9. Are there any spatial patterns of the occurrence of earthquakes, volcanic eruptions and tsunamis? Why are there such patterns? What are the catastrophic effects of the above natural hazards? Why are the less developed areas more vulnerable to natural hazards than the more developed areas? Why do people still live in hazard-prone areas? Is their choice rational? What do you know about tsunamis? Why do we have tsunamis and earthquakes? What is the relationship among tsunamis, earthquake and tectonic plates? Can disaster be avoided? Interpretation of the Curriculum Guide Key Questions in Curriculum Guide Key Questions in Knowledge Forum Views

  10. Stage One • Development of a knowledge building community with Knowledge Forum

  11. Stage One (con’t) • Strategies: (a) • Small group discussion • Student report (b) • Ask students to think of a question so as to get more information from the presenter (foster interaction)

  12. Stage One (con’t) (c) Concept Mapping embedded with Jigsaw and Reciprocal Teaching strategies

  13. 7. Construction 1. Teaching & Questioning within expert group 2. Summarizing Phase Jigsaw Concept Mapping 6. Brainstorming Reciprocal Teaching 3. Teacher Intervention 5. Students commenting other groups’ concept maps 4. Peer Assessment

  14. Stages two and three: Starting the discussion and note evaluation • Jigsaw Views • Students generate questions for discussion • Rise Above Views • Writing Rise Above notes • Notes Evaluation

  15. Jigsaw View

  16. Self-generated Questions

  17. Annotate

  18. Rising Above (3)

  19. Rise Above View

  20. Rise Above Notes

  21. Different notes Rising Above (2)

  22. Note Evaluation • Select some notes from the database and ask students to evaluate • good questions • good responses • Summary notes

  23. Good Response

  24. Stage Four • Consolidation of Ideas • Portfolio • KB indicators • Knowledge Building Principles

  25. KB Principles KBTN WORKSHOP ASSESSMENT

  26. Learning Portfolio Electronic Portfolio (1)

  27. Electronic Portfolio (2)

  28. Electronic Portfolio (3)

  29. Electronic Portfolio 10 mins • Select the BEST cluster/group of notes from any of the Knowledge Forum views • Write a summary for the selected note cluster • explain the reasons for choosing that particular cluster of notes or the strengths of those notes • need to organise the content of the portfolio note so as to help reader to understand your work better. For examples, give a theme of the selected note and state which principle(s) can be recognised in the note. • Example: http://builder.ikit.org/view?DB=RC3CGEO%5F2006&ViewID=39784

  30. Portfolio note Referencing others’ KF notes Portfolio Scaffolds

  31. Figure 2A group portfolio note illustrating a knowledge building principle and collective knowledge advances 1. Evaluation of Depth of Inquiry Depth of Inquiry & Explanation Rating Schemes

  32. Figure 2A group portfolio note illustrating a knowledge building principle and collective knowledge advances (cont’d) 2. Evaluation of Collective Advances using knowledge building principles Descriptors Evidence

  33. Figure 2A group portfolio note illustrating a knowledge building principle and collective knowledge advances (cont’d) 3. Evaluation of Collective Advances using knowledge building principles and depth of inquiry rubrics

  34. Figure 2A group portfolio note illustrating a knowledge building principle and collective knowledge advances (cont’d) 4. Way Forward:

  35. Impacts on Learning • Foster collaborative exploration of ideas • Mutual inter-dependence mode of learning • Expansion of learning time & space

  36. Impacts on Learning • Monitor their own AND whole group’s learning progress • Knowledge is objectified • Employ some of the generic skills • Student as a social learner • Generate communal knowledge

  37. Difficulties & Solutions • Students reluctant to response/ask question Stage One • Small group discussion • Student report Stage Two • Ask students to think of a question so as to get more information from the presenter (foster interaction)

  38. Difficulties & Solutions Stage Three • Introduce KF activity • Who’s Who View Stage Four • Teacher sets question to foster discussion • Students generate questions for discussion (integrate seeding, migration, and appropriation of ideas here) Stage Five • Assessment Mechanism (4 principles & KF portfolio) virtual tour here

  39. Final Word • KF Vs Other Chat Rooms • KB Principles as the foundation Stone • Supported by some metacognitive prompts • Better thinking and understanding • Need not to be an IT expert • BeTeacherand Student

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