E hui presentation 2012

Knowledge Building (the pedagogy) Knowledge Building Communities (the practice)

and Knowledge Forum (the ICT tool)

DSM-IV-TR Criteria:According to the revised fourth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR), to be diagnosed with schizo-pedagogo-phrenia, three diagnostic criteria must be met:

Characteristic symptoms: Two or more of the following, each present for much of the time during a one-month period (or less, if symptoms remitted with treatment).

Delusions (ie: I can do a research project as well as doing my normal teaching load and the duties my school requires of me. I'm capable and have something to offer. I enjoy exploring new pedagogical paradigms and am ready to make a 'shift' to a 21st century style of teaching)

Disorganized speech, which is a manifestation of formal thought disorder (ie: what day is it? which job should I do first - what did I need to do again? What is this sandwich doing in my classroom printmaking press? What meeting was I supposed to be at? Should I apologise again to so and so, what did I do wrong again? Poop on a stick for dinner kids - what, no?)

Grossly disorganized behavior (e.g. dressing inappropriately whats wrong with undies for a hat?, crying frequently isn't that normal for practitioner researchers?) or catatonic behavior I was sure the TV had been on for the past 2 hours...

Negative symptoms: Blunted affect (lack or decline in emotional response), alogia (lack or decline in speech), or avolition (lack or decline in motivation ie: What I was going to say about how I feel was...was... oh... um...whatever... cant be bothered anymore...)

If the delusions are judged to be bizarre (um, yes?), or hallucinations consist of hearing one voice participating in a running commentary of the patient's actions or of hearing two or more voices conversing with each other (isn't that normal? no, its not, yes it is! I don't think it is, what do you think? did you see Australia is on TV, nah, turn it off and concentrate...), only that symptom is required above. The speech disorganization criterion is only met if it is severe enough to substantially impair communication.

For occupational dysfunction: For a significant portion of the time since the onset of the disturbance, one or more major areas of functioning such as work, interpersonal relations (what friends), or self-care (my hair has always had dreads), are markedly below the level achieved prior to the onset.

Significant duration: Continuous signs of the disturbance persist for at least six months (January to mid/late June 2012, thats six months isn't it?). This six-month period must include at least one month of symptoms (or less, if symptoms remitted with treatment).

“Technological Pedagogical Content Knowledge – A Framework for Teacher Knowledge”

Punya Mishra & Matthew J. KoehlerMichigan State University

Teachers College Record Volume 108, Number 6, June 2006, pp. 1017–1054Teachers College, Columbia University

This research project is jointly run by Otago University with Kwok Wing Lai

and Ann Trewern; and the Virtual Learning Network (VLN) with Ken Pullar

from OtagoNet, and funded by the Teaching & Learning Research Initiative

(TLRI) fund.

New Zealand classroom learners are progressively trained to focus on and value learning outcomes marked by

assessment events, and directed towards learning as a competitive means to win

employment and contribute to the economy beyond schooling.

How can they be turned into a community of learners focused on collaborating to

improve ideas and build knowledge together, where the teacher is no longer the repository of specialist knowledge?

This will have its challenges, not least of which is the question of the purpose of

school based learning within our society in the 21st century.

“Catching The Knowledge Wave? – The Knowledge Society and the Future of Education ” Jane Gilbert (NZCER), 2005, NZCER Press

“Supporting Future-Oriented Learning & Teaching – A New Zealand Perspective” June 2012 (Report) MOE

Rachel Bolstad & Jane Gilbert, with Sue McDowall, Aly Bull, Sally Boyd, & Rosemary Hipkins

Marlene Scardamalia and Carl Bereiter developed and named their educational pedagogy

‘Knowledge Building’ integrating pedagogy, socio-cognition, and technology to form a coherent

21st century learning paradigm.

Knowledge Building theory is practically applied in Knowledge Forum, a digital learning environment.

Marlene Scardamalia posits that knowledge building creates idea-centred education, rather than

traditional activity-centred education (Scardamalia, 2002)

While idea-centredness, teaching for understanding and constructivist structures are familiar to teachers, Knowledge Building

integrates and moves well beyond these strategies to form a pedagogical paradigm that draws together elements identified by

researchers as distinct to 21st century learning and teaching (Scardamalia, 2002)

Knowledge Building integrate and activate the ‘front end’ of the NZ Curriculum in an authentic, ‘real life’ way…

Vision PrinciplesValues Key competencies

“Knowledge Building entails creating a culture in the classroom that is not a miniature of the surrounding culture,

but rather is a model of what that surrounding culture might become — a

culture in which the creation and improvement of ideas pervades social

life.” (Scardamalia, 2002)

Mechanisms developed to foster Knowledge Building in Knowledge Forum include:

digital space or public forum where a community shares ideas scaffolds & supports that facilitate the inquiry processbuild-on’s enable idea elaboration quote from ideas presented by others to encourage reflection and synthesis…

views enable community members to organise & refine notes from other members

rise-above notes facilitate integration and

synthesis of ideas & further reflection

publication of notes which make important and creative contributions to the community

(Bielaczyc, 2006)

TWELVE KNOWLEDGE

BUILDING PRINCIPLES

SOCIO-COGNITIVE DYNAMICS

TECHNOLOGICAL DYNAMICS OF KNOWLEDGE

FORUM

Real Ideas, Authentic Problems

Knowledge problems arise from efforts to understand the world, problems are ones learners really care about.

Creates a culture for creative work with ideas.

TWELVE KNOWLEDGE

BUILDING PRINCIPLES

SOCIO-COGNITIVE DYNAMICS

TECHNOLOGICAL DYNAMICS OF KNOWLEDGE

FORUM

Improvable ideas

All ideas are treated as improvable, psychologically safe learning culture is critical for sharing half-baked ideas, revealing ignorance, and giving and receiving criticism.

Designed so that there is always a higher level, always opportunities for ideas to be improved, revised and refined.

TWELVE KNOWLEDGE

BUILDING PRINCIPLES

SOCIO-COGNITIVE DYNAMICS

TECHNOLOGICAL DYNAMICS OF KNOWLEDGE

FORUM

Idea Diversity

To understand an idea is to understand the ideas around it – idea diversity is essential for knowledge advancement.

Facilities for linking ideas, bringing different combinations of ideas together in different notes and views promotes interaction.

TWELVE KNOWLEDGE

BUILDING PRINCIPLES

SOCIO-COGNITIVE DYNAMICS

TECHNOLOGICAL DYNAMICS OF KNOWLEDGE

FORUM

Rise Above

More inclusive principles and higher level formulations of problems, working with diversity and messiness, and out of that, achieving new syntheses.

Rise above notes and views support unlimited embedding of ideas in increasingly advanced structures, and support emergent rather than fixed goals.

TWELVE KNOWLEDGE

BUILDING PRINCIPLES

SOCIO-COGNITIVE DYNAMICS

TECHNOLOGICAL DYNAMICS OF KNOWLEDGE

FORUM

Epistemic Agency

Participants negotiate a fit between personal ideas and ideas of others, they deal with problems of goals, motivation, evaluation, and long-range planning normally done by teacher or managers.

Support for theory construction and refinement, scaffolds for higher level knowledge processes.

TWELVE KNOWLEDGE

BUILDING PRINCIPLES

SOCIO-COGNITIVE DYNAMICS

TECHNOLOGICAL DYNAMICS OF KNOWLEDGE

FORUM

Community Knowledge, Collective Responsibility

Team members produce ideas of value to others and share responsibility for community knowledge advancement, collective achievement is valued as much as individual achievement.

Community membership is defined in terms of reading and building-on the notes of others, ensuring views are informative and helpful for the community.

TWELVE KNOWLEDGE

BUILDING PRINCIPLES

SOCIO-COGNITIVE DYNAMICS

TECHNOLOGICAL DYNAMICS OF KNOWLEDGE

FORUM

Democratising Knowledge

All contributors are legitimate contributors to the shared goals of the community, all take pride in knowledge advances, all are empowered to engage in knowledge innovation.

Analytic tools allow participants to assess evenness of contributions and other indicators in the joint enterprise of knowledge building.

TWELVE KNOWLEDGE

BUILDING PRINCIPLES

SOCIO-COGNITIVE DYNAMICS

TECHNOLOGICAL DYNAMICS OF KNOWLEDGE

FORUM

Symmetric Knowledge Advancement

Symmetry results from knowledge exchange, to give knowledge is to get knowledge.

Supports virtual visits and the co-construction of views across teams, both within and between communities.

TWELVE KNOWLEDGE

BUILDING PRINCIPLES

SOCIO-COGNITIVE DYNAMICS

TECHNOLOGICAL DYNAMICS OF KNOWLEDGE

FORUM

Pervasive Knowledge Building

Knowledge building is not confined to particular occasions or subjects but pervades mental life, in and out of school.

Encourages knowledge building as the central and guiding force of the communities mission, not as an add-on.

TWELVE KNOWLEDGE

BUILDING PRINCIPLES

SOCIO-COGNITIVE DYNAMICS

TECHNOLOGICAL DYNAMICS OF KNOWLEDGE

FORUM

Constructive uses of Authoritative Sources

Requires respect and understanding of authoritative sources combined with a critical stance.

Encourages use of authoritative sources, as data for knowledge building and idea improving processes

TWELVE KNOWLEDGE

BUILDING PRINCIPLES

SOCIO-COGNITIVE DYNAMICS

TECHNOLOGICAL DYNAMICS OF KNOWLEDGE

FORUM

Knowledge Building Discourse

Beyond the sharing of knowledge, knowledge itself is refined and transformed through discursive practices of the community.

Supports rich inter-textual and inter-team notes and vies and emergent rather than predetermined goals and workspaces. Understand is advanced beyond the level of the most knowledgeable community member.

TWELVE KNOWLEDGE

BUILDING PRINCIPLES

SOCIO-COGNITIVE DYNAMICS

TECHNOLOGICAL DYNAMICS OF KNOWLEDGE

FORUM

Embedded, Concurrent and Transformative Assessment

Assessment is part of the effort to advance knowledge. The community engages in its own internal assessment, which is both more fine-tuned and rigorous than external assessment.

Increases in literacy, 21st century skills, and productivity are by-products of mainline knowledge work, and advance in parallel.

Can Knowledge Building act as a destablising agent to reform how we learn and teach in NZ

schools?

Can it advance progress toward 21st century learning and teaching?

Madeline CampbellVPLN & DA Hui in Christchurch

21 June 2012