PowerPoint Presentation - MSmidterm

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Beyond best practice Research-based innovation
in learning and knowledge work Marlene
Scardamalia Project Director
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Beyond best practice Research-based innovation
in learning and knowledge work

• Interdisciplinary (represents at least 20
  disciplines)
• Intersectorial (participants range from Junior
  kindergarten to higher education, health care,
  small businesses, railroad workers, advocacy
  groups, community enterprises)
• Cross-age (4 year olds to 70)
• Cross-cultural (active participants from 12
  nations)

• ikit.org
• ikit.org/knowledgesocietynetwork
• Beyond Best practice Research Network the Big
  Picture
• http//builder.ikit.org19010/view?DBKSNViewID8
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• BBP Knowledge Society Network (KSN) Research
  Model Organizational Framework
• http//builder.ikit.org19010/view?DBKSNViewID8
  1

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Beyond best practice Research-based innovation
in learning and knowledge work

• Publications
• A full listing of outputs http//ikit.org/ikit_re
  f/masterlist.php
• Book 13
• Peer-reviewed journal publications 137
• Articles in peer reviewed conference proceedings
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• Chapters for edited volumes 94
• Presentations at high-caliber conferences 314
• Technical reports 2

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Beyond best practice Research-based innovation
in learning and knowledge work

• Students, Workshops, Courses
• Students - Canadian 81 Worldwide 146

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Beyond best practice Research-based innovation
in learning and knowledge work

• Students, Workshops, Courses
• Students - Canadian 81 Worldwide 146

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Beyond best practice Research-based innovation
in learning and knowledge work

• Students, Workshops, Courses
• Students - Canadian 81 Worldwide 146

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Beyond best practice Research-based innovation
in learning and knowledge work

• Students, Workshops, Courses
• Students - Canadian 81 Worldwide 146

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Beyond best practice Research-based innovation
in learning and knowledge work

• Students, Workshops, Courses
• Students - Canadian 81 Worldwide 146
• Workshops and training or professional
  development events 59

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Beyond best practice Research-based innovation
in learning and knowledge work

• Students, Workshops, Courses
• Students - Canadian 81 Worldwide 146
• Workshops and training or professional
  development events 59
• Specially designed online courses to support the
  work of the network 31

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Beyond best practice Research-based innovation
in learning and knowledge work

• Growth in the Knowledge Society Network
  collaborators and partnerships
• Letter of Intent, Nov. 2001 Researchers from 6
  countries
• INE proposal submitted July 2002 Researchers
  from9 countries
• Summer Institute, August 2003 122 researchers
  and practioners from 11 countries, and 6
  provinces territories in Canada
• Summer Institute, August 2004 144 researchers
  and practioners from 13 countries, and 6
  provinces territories in Canada
• IKIT website, Sept 17, 2004 29 countries

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Beyond best practice Research-based innovation
in learning and knowledge work

• Knowledge Building Catching On
• 1980s - knowledge building enters the
  educational literature
• 2002 - 32,000 hits
• 2004 - 88,400 hits

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Beyond best practice Research-based innovation
in learning and knowledge work
Virtual Meetings http//ikit.org/calendar.html Av
erage of 1.4 a month since April 1, 2003 40
people on average participate in each event with
an average of 7 countries and 15 different
communities represented each time
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The Knowledge Triangle
Policy Makers/Knowledge Mobilization http//ikit.o
rg/KnowledgeSocietyNetwork/view?DBKSNViewID122
Knowledge Building Communities
Researchers http//ikit.org/world_map
Practitioners http//ikit.org/world_map
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Emergent Leaders Scandinavia
In Sweden
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Emergent Leaders Scandinavia
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Emergent Leaders Scandinavia
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Emergent Leaders Scandinavia
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Emergent Leaders Scandinavia
In Finland
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Emergent Leaders Scandinavia
In Finland
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Emergent Leaders Scandinavia
In Finland
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Emergent Leaders Scandinavia
In Finland
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Emergent Leaders Scandinavia
In Finland
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Emergent Leaders Scandinavia
In Finland
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Emergent Leaders Scandinavia
In Norway
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Emergent Leaders Scandinavia
In Norway
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Emergent Leaders Scandinavia
In Norway
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Emergent Leaders Other European colleagues
At EARLI 32 presentations from IKIT
members lthttp//ikit.org/EARLI2003.htmlgt
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Emergent Leaders Other European colleagues
Italy
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Emergent Leaders Other European colleagues
Italy
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Emergent Leaders Other European colleagues
Spain
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Emergent Leaders CANADA
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Emergent Leaders CANADA
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Emergent Leaders USA
USA
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Emergent Leaders USA
USA
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Emergent Leaders USA
USA
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Emergent Leaders USA
USA
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Emergent Leaders South America
Brazil
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Emergent Leaders South America
Brazil
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Emergent Leaders Asia
Singapore
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Emergent Leaders Asia
Singapore
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Emergent Leaders Asia
Japan
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Emergent Leaders Asia
Japan
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Emergent Leaders Asia
Japan
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Emergent Leaders Asia
Taiwan
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Emergent Leaders Asia
Taiwan
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Emergent Leaders Asia
Hong Kong
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Emergent Leaders Asia
Hong Kong
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Emergent Leaders Asia
Hong Kong
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Emergent Leaders Asia
Hong Kong
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The Institute for Knowledge Innovation and
Technology Creating Knowledge to Drive Knowledge
Creation
Create the science, environments, and networks
of support that make knowledge innovation part
and parcel of the ordinary.
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The Knowledge Society Challenge Generating New
Knowledge
From Learning to Knowledge Building
Learning Knowledge Building
Keeping abreast of advancing knowledge Contributing new knowledge
Cultural replication lifelong learning Lifelong innovation
Dissemination inherited information and best practices Going beyond best practice
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Foundational and Design Research
1. Theoretical Development 2. A Developmental
Pathway Model of Individual and Group
Innovativeness 3. A Shared Resource for
Cross-Sector Research and Innovation 4.
Exploring the Potential of Semantic Analysis to
aid Knowledge Building 5. Focus on Idea
Improvement 6. Comprehending Difficult Text as a
Task for Collaborative Problem Solving 7.
Controlling the time demands of on-line teaching
and knowledge building 8. Building on
Intuitive Understanding 9. Shared problem spaces
as a basis for cross-age, cross-sector learning
and knowledge creation
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Strand 1A - Theoretical Development
A scientific basis for knowledge building must
draw not only on the learning, information,
management, and cognitive sciences, but also on
such diverse areas of inquiry as dialogue,
self-organizing systems, emergence, and memetics
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Strand 1A - Theoretical Development
Learning Knowledge Building
Guided Discovery Process of expertise and innovation
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Theoretical Development Challenge
A new educational science is needed, which
recognizes the self-organizing character of
learning and creativity and which takes as its
goal the advancement of education toward higher
levels of functional organization.
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Strand 2 A Developmental Pathway Model of
Individual and Group Innovativeness Learning to
Knowledge Building The rich get richer-- as
close to a law of nature as learning research
has come The more you know, the
more you can learn. . Knowledge Building
Drives Learning
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Strand 2 A Developmental Pathway Model of
Individual and Group Innovativeness
The Learning to Knowledge Building Pathway
Learning Guided Discovery KB Processes of expertise and innovation
Project-Based Learning, Inquiry-Driven Learning, Collaborative Learning, E-Learning Distance Education Sustained Idea Improvement
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Strand 2 A Developmental Pathway Model of
Individual and Group Innovativeness
The Learning to Knowledge Building Pathway
Learning Learning Learning Learning Knowledge Building
Best Practice Best Practice Best Practice Best Practice Beyond Best Practice
Elementary Education Secondary Education Tertiary Education Graduate Post Graduate
Practitioners, Teachers, Managers Practitioners, Teachers, Managers Practitioners, Teachers, Managers Practitioners, Teachers, Managers Research Scientist Designers
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Strand 2 A Developmental Pathway Model of
Individual and Group Innovativeness
Knowledge Building Drives Learning Creative
work with ideas part and parcel of the ordinary.

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Knowledge Building The Knowledge Creation
Pathway Knowledge Building Environment
Increasing intellectual capital
Knowledge Building Community Taking
Responsibility for the Advancement of Community
Knowledge
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Grade 1 Student Where will my ideas go? Who will
help me improve them?
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Sustained Idea Improvement
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Epistemic Agency
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Research Results

• Standardized test scores in reading
  comprehension, vocabulary, and spelling
• Ability to read difficult texts
• Quality of questions and comments
• Depth of explanation
• Graphical literacy
• Conceptual change
• Math problem solving
• Portfolio commentaries
• Collaborative processes
• Inquiry processes

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Blake, P., Fischer, K., Lamon, M. Teplovs,
C. Understanding students conceptual development
in a knowledge building environment through skill
theory analyses.
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Impact of Task Design on Learners Developmental
Trajectory in Knowledge Building
Nancy Law, Allan Yuen Elaine Wong Johnny Yuen

• Students were able to reach higher levels of KB
• Student took off faster along the KB
  developmental trajectory at early stage of the
  course and were able to sustain idea improvement
  throughout the process
• Played with ideas, identified knowledge gaps and
  worked on cutting edge of knowledge in order to
  improve the contraption, promoted theory
  refinement idea evolution, moving beyond
  current best practice

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HANDHELD COMPUTERS TO SUPPORT ONLINE AND OFFLINE
DISCOURSE Latika Nirula

• Handheld notes to identify individual level
  misconceptions (ONLINE)
• Transcripts of small group face-to-face
  discussions using handheld computers where
  students discuss and negotiate their ideas
  (OFFLINE)
• ? Linking
  OFFLINE/ONLINE
• Creation of co-authored handheld notes from
  small group discussions (ONLINE)
• Subsequent threads of KF notes in the form of
• Build-Ons or Rise Aboves marking moves
  towards conceptual change (ONLINE)

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From the lesson study toward the design study
Teacher development through their participation
in design research practice
Oshima, Oshima, Horino
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Resistances to Knowledge Building An Analysis of
Student Practices in Asynchronous Computer
Conferencing Environments Implications for
Distance Education
Peters and Hewitt

• Learners complained of information overload and
  compensated by skimming notes or ignoring some
  discussion threads. These strategies saved
  students time, but it limited their engagement in
  the kind of progressive discourse that computer
  conferencing was intended to engender.
• Students searched for topics of interest or
  notes containing questions to fulfill
  requirements rather than adopt learning-related
  goals.
• Learners are sensitive to the social dynamics of
  the course and how they are perceived by others
  (especially the instructor). There is a certain
  level of insecurity and uncertainty, and
  reluctance, among some, to take risks.

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Resistances to Knowledge Building Pre-service
Teacher Education Supporting Learning and
Engagement Through Online Knowledge
Building Brett Moosabhoy

• Students found the online environment to be less
  supportive
• Possible Reasons
• (1) Two courses integrated through online
  conference, this year, rather than just one
• (2) Lack of experience using WebKF or an online
  forum in deepening ideas
• (difficulty navigating views not recognizing
  importance of build-ons)
• (3) Epistemology of learning for group appeared
  more transmission-oriented
• (4) Several preferred face-to-face interaction
  than online
• (5) For some, time required and redundancy of
  ideas covered in class discouraged engagement

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Strand IC A Shared Resource for Cross-Sector
Research and Innovation
Emergence and Self Organization
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Patterns of Use in Knowledge Forum
Philip, Burtis, Laferriere, Lamon, Allaire

• Note creation data
• Notice the shape of the curve--its not a normal
  distribution curve.
• This represents a Zipfs Law or power law
  relation.
• R-squared 0.94

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Emerging social positions in a Computer-Supported
Collaborative Learning Community Li Sha Jan
van Aalst Simon Fraser University

• Results
• Four sub-groups (blocks) with structural
  equivalence were found by blockmodel analysis.
  This means that the 24 students clustered around
  four different social positions as their
  interactions unfolded
• A logistical regression analysis shows that FSA
  scores for reading and numeracy were
  statistically significant discriminators of group
  membership, after adjusting for gender (plt.05)
• Significance
• The disclosure of social positions of students
  provides an insight into mechanisms of
  collaboration in the course of constructing
  collective knowledge, particularly when the
  social positions are obtained empirically rather
  than pre-assigned.
• This study may be one of the first attempts to
  explore the existence of naturally emerging
  social positions in knowledge building
  communities.

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Non-linear dynamical development of knowledge
building communitiesLi Sha and Jan van Aalst
Simon Fraser University
A nonlinear regression model with Lyapunov
exponent (Guastell, 2002) was introduced to test
whether the targeted KB communities were
undergoing a chaotic expansion corresponding to a
positive Lyapunov exponent, were gravitating
toward to a stable state (fixed-point attractor)
in the end corresponding to a negative Lyapunov
exponent, or were showing a kind of oscillated
progression over time. R-sq. .37, plt.000
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• KBC - Japan elementary school
• Research Purposes
• Use of authoritative texts
• Teacher progression from
• traditional Japanese lesson
• study to design research

2nd Japanese iteration Using scaffold supports
KF database with texts on genetically
modified foods (notes from biologists Grade 5/6
students

• KBC - Toronto elementary school
• Research Purposes
• 1. Use of authoritative texts
• 2. Effects of scaffold supports
• for reading comprehension

Notes translated and entered into a KF database
in Toronto. Students read texts to understand GM
foods.
Analyses
Harvard Microgenetic analyses
IKIT ATK
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Strand ID Exploring the Potential of Semantic
Analysis to aid Knowledge Building
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The Measurement of Idea Diversity Teplovs, C.,
Reeve, R. Scardamalia, M.
Total ideas Unique ideas
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New idea contributions
Plateau in new ideas
Latent Semantic Analyses
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ATK comparative Read Link To measures by
IP group Highly Read
Concurrent Feedback
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Innovation Strand 1 Focus on Idea improvement
There is the tendency to fall back on routines,
to accept or reject ideas, and to abandon old
ideas when new ones come along. We have
elaborated a more fruitful way sustained idea
improvement, by which the strengths of ideas
are developed and weaknesses eliminated. Real
Ideas in the Real World
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Coding Epistemological Shifts in Teachers Levels
of Approach to Knowledge
Ruffus Keefer University of Missouri-St. Louis
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Using Knowledge Forum for an introductory
Educational Technology course in Barcelona
Álvarez University of Barcelona
Results (from ATK analyses)
1) Helping students to reflect upon their own
learning process in early stages, 2)
Increasing peer-aid to plan out activities
collaboratively, 3) Facilitating all students
voices to be heard (remarkable with 40 students
in a group) and, 4) Showing that Knowledge Forum
4.0 is an important tool to help
computer-challenged students to overcome their
fears much easier.
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Exploring a scalable mechanism for changing
learning culture in an examination-oriented
setting
Law, N.,Yuen, A., Wong, E. Yuen, J. University
of Hong Kong

• A curriculum activity framework can facilitate
  engagement with ideas bootstrap understanding
  of KB principles
• Common framework can build up teachers
  understanding of KB their facilitation ability,
  foster engagement of teachers as participant
  researcher in a community of practice

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Fostering Scientific Inquiry in Schools Tan, Hung
So - National Institute for Education, Singapore
Significant differences for the class using
scaffold supports (Class A) emerged for
identifying variables and stating hypotheses
(plt.001).
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Design Experiments in Japanese elementary
schools. Oshima, J., et al (2004)
A t-test on the proportion showed that students
were more likely to access other groups in a
collaboratively oriented classroom than in an
hypothesis one ( t(186) 3.33, p lt .001).
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Algebraic Reasoning with Grade Four Students at
two different schools
Barkin Shillolo
Improved metacognition to communicate with
unknown students
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Innovation Strand 2 Comprehending difficult Text
as a Task For Collaborative Problem Solving
Team members are developing means to turn
comprehension of difficult texts into a task for
collaborative problem solving, and to support
the shift from reading for comprehension to
reading for idea improvement.
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Knowledge Building Fostering Reading
Comprehension Lamon, M., Melnick, B., Klonsky,
K. Scardamalia, M.
Controlled Study with Grade 9 students in an
English literature course Literacy as a
by-product of knowledge building
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Andrews Lamon First Nations Program
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Comprehending difficult text through problem
solving What is the problem? - Lamon, M.,
Oshima, J., Caswell, B. Reeve, R. Results

• Students successfully used the scaffold support
  interpretation to aid text comprehension.
• Scaffold supports such as This text does not
  explain led to shallow processing.
• Responses to the difficult texts showed more
  depth than did student led investigations.

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COMPUTER SUPPORTED COLLABORATIVE READING FOR
FOREIGN LANGUAGE VOCABULARY ACQUISITION
Wible, Chen, Chen Kuo Tamkang University,
Taiwan
All students used English to annotate unknown
words Scaffold supports led to Insightful
perspectives on L2 vocabulary acquisition.
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Innovation Strand 3 Controlling the Time Demands
of Online Teaching and Knowledge Building
Team members are developing research-based
methods for turning high-level responsibilities
for knowledge work (e.g. evaluation,
contributing resources, monitoring difficulties)
over to participants and creating systems of
participatory mentorship.
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INNOVATIVE EDUCATIONAL DESIGN STRATEGIES IN
HEALTH CARE Russell

• High frequency of unassigned views (N29)
  visited and note reads (N346) by the
  Nurse-Intern, positive evidence of epistemic
  agency-in-practice.This extends work in assigned
  views.

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Innovation Strand 4 Building on Intuitive
Understanding
Intuitive understandings are being used as a
driving force for sustained idea improvement,
rather than as misconceptions or beliefs to be
contrasted with alternative beliefs.
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How does Knowledge Work in Classrooms Knowledge
Dynamics in an online Knowledge Building
Environment Zhang, J., Scardamalia, M., Lamon,
M., Messina, R. Reeve, R.
Rating of ideas in 15 large inquiry threads over
time.
Anova results showed a significant improvement in
scientific ideas over time (F(2, 159 13.51,
p.000). Multiple Comparisons (LSD) showed
significant differences between Stage 1 and 2
(p.003) as well as between Stage 2 and 3
(p.027).
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To elaborate the process of conceptual growth, we
examined the largest inquiry thread how light
travels consisting 60 notes and six annotations,
entered between Feb. 8 to May 10, 2002. Notes
were grouped into three stages of 20 notes. ANOVA
demonstrated a significant growth in the rating
of personal ideas between the three stages (F(2,
44)14.21, p.000).
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To support the process of conceptual growth
opportunistic and participant-driven
incorporation of new information
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Video Notes as a Support for Telementoring in a
Knowledge Forum Classroom
Robertson, Hewitt, Messina and Scardamalia

• Students who have poor reading or writing skills
  can still interact with mentors
• Video conveys emotional content (through facial
  expressions and voice)
• Video notes allow children to display classroom
  artifacts to mentors
• Students can create and watch videos when it is
  convenient for them (unlike real-time
  videoconferencing)
• Video notes can be replayed over and over again
  and shared among students.

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Innovation Strand 5 Shared problem Spaces as a
basis for Cross-age, cross-sector learning and
knowledge creation
We are identifying problem spaces from the
discourse of participants and through
negotiation and explication of shared goals
across ages, sectors, and cultures. These
methods promise to lessen the need to reinvent
the wheel.
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Pre-service teachers' use of knowledge building
scaffolds during field experiences and student
teaching
Laferriere, T. Allaire, S.
Across years, pre-service teachers showed little
variability in their use of scaffold supports -
following a model?
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Dynamic Web Reporting
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VIRTUAL DESIGN STUDIOAS A LEARNING ENVIRONMENT
Seitamaa-Hakkarainen Hakkarainen University of
Joensuu University of Helsinki
Collaborative design shared objects patterns of
collaboration
Participatory design integrating conceptual
design with sketches user as information source
or co-designer
Experts participation integrating conceptual
designing with sketches expert support for
virtual design process
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Exploring the use of Squeak for modeling
mathematical ideas Amy Paradine
students demonstrated facility using Squeak to
create unique slope representations modest
amount of collaboration and communication among
students about math concepts and Squeak tools
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Knowledge building in Home Economics
education Kivilehto
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