Introduction to Collaborative Knowledge Building

Introduction to Collaborative Knowledge Building

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Rundown of this session

Teacher experience sharing

Introduction to Knowledge Building

Introduction to Knowledge Forum

Hands on session with group discussion

Some local designs and cases


Class Discussion

To your understanding, what is Computer supported collaborative learning??Are there any instances of using computer to mediate idea development among students in your school? Would you please share with us?How much do you think the students have gained after the learning activity? Why?


What is collaborative knowledge building??

Traditionally, schools are dominated by the teacher-led chalk-and-talk approach.

Most of the time, there may not be enough time for students to discuss in class because of the tight teaching schedule and arrangement.


Through the discussion and mutual learning process, students are actually forming a knowledge-building community.

And in this community, students have to produce, share and advance the knowledge of the collective.

In this case, the roles of students have changed from that of clients to that of participants and workers in the community.


Hence, there is a shift from teacher-directed approach to a more student-centred learning. It helps trace out students’ own paths of constructing knowledge collaboratively with teacher’s guidance and monitoring. The collaborative knowledge-building approach is very important to students not only in the sense that it can help develop better thinking, analytical, enquiry and problem-solving skills, but it also paves the way for student to develop their life-long learning abilities and attitudes.


In this circumstance, Knowledge Forum (KF) can provide a room for students to have discussion and to develop their independent and critical thinking.

The Tool: Knowledge Forum


Online collaborative knowledge building platform

Virtual Knowledge

DomainInterface Interface

In other words, it mediates processing among human mind.


Knowledge Forum

Virtual Knowledge

DomainInterface Interface

Students cannot learn from Knowledge Forum.

They learn by interacting with knowledge through Knowledge Forum


Knowledge Forum (KF)KF is a problem-centered collaborative knowledge medium that operates over a computer network. KF includes knowledge building and management tools for:

Collaborative learningProviding scaffolding supports for building idea networksProviding graphic functionalities for developing concept mapsIdentifying knowledge gaps and advancesViewing database from multiple perspectives

The functional design of KF is an embodiment of the knowledge building principles proposed by Carl Bereiter & Marlene Scardamalia.


We hope that KF can help students to develop their:

Thinking skills

Meta-cognitive skills in learning

Abilities to collaborate with others

Life long learning skills


In order to become a knowledge builder…

Students need to learn to carry out by themselves:

Identifying frontiers of knowledge

Judging what constitutes an advance in knowledge


Lets learn to use KF now!

Advantages of KF over threaded discussion forums


ViewsStudents can create their own views and layout to represent their knowledge in novel ways, while very often the layout of the program for threaded discussion cannot be changed


Knowledge ‘Trees’

The web like representation of notes submitted on a view allows flexible ways of viewing the same discussion. It is not achievable by threaded discussion


Rise Above Notes

Rise-above notes are “summary notes” that work like a folder which collect relevant notes together and raise the knowledge within to a higher level. There are no comparable functions to realize the same process in threaded discussions


Use of ScaffoldsScaffolds can prompt students to think along the line

It also trains students to write logically

No such function can be found in threaded discussions


Lets see some local KF database now

Impact to local secondary school classroom


Extension of classroom discussion

Students can discuss after school or during weekends, whenever and wherever!

The online environment is a place where less active students can speak out

Students with different learning capabilities can be grouped together to form study group for more productive discussion


Peer Tutoring

Through presentation or group discussion, students can present their output from discussion to their classmates or schoolmates.

It achieves the objective of peer tutoring, while also creates the drive for students to move on in their discussion for better achievement.


Learning through real problems

E.g. solar cooker or flight device


Self-reflection through journalsStudents can reflect on their performance based on their reflection journals

For example:

2nd reflection jounal LSS 4EStudent A

Mar 15 2004(03:39:52)

NewInformation

This week I understand what the project we do and thanks formy groud members. But unfortunately, we have the Englishpresentation so we don t have enough time to discuss theproject.And few imformation also is our problem.

What wehave learn

We have got two methods about the project since now on-----by using the water pressure and the hot ballon.I think wecould discuss those further more.

difficult to understand LSS 4EStudent B

Mar 21 2004(11:49:33)

1 Largest learning gain this weekI had read many websiteabout the flight this week.Also , I found some method : 1)Using water 2) Using water and the parachute 3) Using waterand the parachute that is by spring of clockwork However allof them are d


Better learning skills

Students are more able to identify their weaknesses in their learning

Students know how to “ask questions”

Train students to look for solutions, which can always be added-onto or improved, rather than looking for merely answers, which stops the discussion.


Integrate learning activities with curriculum

We have teachers who have integrated Knowledge Building into the following curriculums:

Form 1 Integrated SciencesForm 3 Design and TechnologyForm 4 PhysicsForm 4 ChemistryForm 4 Computer StudiesForm 6 Liberal Studies, HistoryAnd so on…

Curriculum planning & actual implementation in

Knowledge Forum®

Learning Community Projects 2001-2004


The aim of the project is to support and investigate the development of life-long learning abilities in group collaborative learning contexts using technology, focusing on finding the relationships between the development of enquiry and knowledge-building abilities and the changing group dynamics and interaction patterns of the learners. With the integration of a web discussion platform called ‘Knowledge Forum’ (KF) into secondary school curriculum, this project hopes to develop better thinking, analytical and problem-solving skills of students, and to enhance their knowledge-building ability.

2001-2004 Learning Community Projects



About 20 schools have been involved at various points during the life of this project Subjects include:

Integrated SciencesPhysicsChemistryCivic EducationLiberal Studies, HistoryDesign and Technology



Various learning schemes and learning projects organized:

Peer Tutoring Project (2002)

Assessment for Better Learning Project (2003)

Promoting Higher Order Thinking Through Knowledge Building Scheme (2003)

Go Up Stay High Science Design Competition (2004)


Knowledge Building Symposium and Workshops

18th –25th May 2002

The activity served as a means to conduct interim review and disseminate good practice and the use of KF.

The focus of the Symposium rested on the conceptual introduction and operational sharing of experience on knowledge building.

The workshops were mainly catered for a smaller audience who were interested in integrating knowledge building supported by Knowledge Forum in the next year.


Peer Tutoring Project

June 2002 – October 2002The partakers in this scheme were the secondary school students from approximately ten schools, ranged from Form 3 to Form 6. The students worked on the topics set by their teachers with their own schoolmates in groups during the summer. They were required to report on their progress in the form of peer tutoring to their schoolmates at the beginning of new semester. This was followed by a cognitive achievement test on the respective subjects to find out the depth of understanding attained by students. Students were also invited to do presentation and sharing in the award presentation ceremony in mid-October.


Assessment for Better Learning

May 2003 – July 2003

students are required to design a structured assessment item on their own subject area. This assessment item should adequately cover a topic in the curriculum of their subject and the time allocation for an individual student to finish the assessment item should be around 20 minutes.

Along with the design of this item, students need to design a model/ guided answer and a marking scheme which is able to differentiate different levels of understanding to the assessment item

Except from designing their own question and marking scheme, they also need to assess other groups’ proposed question.


Promoting Higher-order Thinking Through Knowledge Building

September 2003 – December 2003In this project we paid more attention in guiding and scaffolding students to develop their thinking and enquiry skills through the knowledge building process and to cultivate their epistemic agency as working in a learning community. In order to provide better induction and encouragement to participating students, there was an award scheme concomitant to the project. We turned the abstract idea of knowledge building into easy-to-understand guidelines and award mechanism for students to follow. It is hoped that students can be aware of the award selection criteria and then develop their thinking skills gradually.


Go Up, Stay High! Science Design Competition

February 2004 – May 2004The students’ task is to employ their knowledge in Form 4 Physics to design a system whereby they can launch a device to go up into the air, stay there as long as possible before touching ground againIt is an important goal for this competition to encourage students to exercise their creativity in applying what they learn to solve difficult practical technological challenges. They are encouraged to also read the notes written by other students from different schools and they are also encouraged to contribute to other groups' efforts by building on and responding to others' notes.


Video clips of students’ reflection on how KF/KB helped them to learn will be played at this point


Curriculum planning & actual implementation

1. Form level of students involved

2. Subjects that students will work on

3. Topics that students will work on: Set seed questions and stages for discussion

4. Timeline for work: Start-off date, weekly summary and reflection journal, culminating event, any pre-and post-test

5. Grouping of students and selection of group leaders


Curriculum planning & actual implementation

6. Technical set-up and support: installation of KF, checking of firewall

7. Students’ workshop on usage of KF

8. Leaders’ workshop on organization of views

9. Facilitation method

10. Culminating event: Oral presentation, written report, other tangible deliverables

11. Assessment and evaluation: (Cognitive) tests, written report, (metacognitve) self and peer evaluation

Task design & sustainability


Task design & sustainability

1. Different stages for students to transfer from easier questions to tougher problems

2. Open-ended questions VS close-ended questions

3. Stage-guided discussion VS unstructured discussion

Knowledge Building Principles


Knowledge Building PrinciplesKnowledge Building Principles(M. Scardamalia) 1. Real Ideas, Authentic

Problems2. Improvable Ideas 3. Idea Diversity4. Rise Above5. Epistemic Agency6. Community Knowledge,

Collective Responsibility

7. Democratizing Knowledge8. Symmetric Knowledge

Advancement9. Pervasive Knowledge Building10. Constructive Uses of

Authoritative Sources11. Knowledge Building Discourse12. Embedded and Transformative

Assessment


Four CategoriesFour Categories1. Collective responsibility for advancing knowledge

2. Epistemic agency for collective knowledge advancement

3. Rise above for continuous knowledge advancement and embedded and transformative assessment

4. Pervasive and symmetric knowledge building for authentic problems


collective responsibility for advancing knowledge

1.1 community knowledge, collective responsibility1.2 democratizing knowledge1.3 idea diversity


epistemic agency for collective knowledge advancement

2.1 improvable ideas2.2 knowledge building discourse2.3 epistemic agency2.4 constructive use of authoritative sources


rise above for continuous knowledge advancement and

embedded and transformative assessment3.1 rise above3.2 embedded and transformative assessment


pervasive and symmetric knowledge building for

authentic problems

4.1 real ideas, authentic problems4.2 pervasive knowledge building4.3 symmetric knowledge advancement

Teacher’s Facilitation


Facilitation1. Provide a good framework for students to work

on (e.g. curriculum planning and actual implementation)

2. Read students’ notes regularly on weekly basis3. Respond students’ notes appropriately when

necessary4. Stimulate discussion by writing thought-

provoking notes5. Encourage (pushing with coercion) students to

work hard on platform6. Liaise with group leaders7. Answer questions related to the tasks offline8. Different facilitation style


Group & principles主要法則

1. Collective responsibility for advancing knowledge集體學習，多元觀點KB principles embedded: Community knowledge, collective responsibility Democratizing knowledge Idea diversity

Guidelines指引

Contribute new idea or problem or new information which is relevant and conducive to the discussion.為解決討論的問題而提出有關的新意見或問題或新資料。

Provide diversified opinions and information so as to enrich the discussion. 提供多元化的意見以豐富討論。

Share responsibility for the knowledge advancement of the group by contributing notes regularly and producing ideas of value to others.分擔知識建構的責任，定期到 KF閱讀別人的筆記和撰寫對討論有幫助的筆記。

Contribute to the discussion without over-dominating. Value others’ contribution.以積極正確的態度參加討論，但不能壟斷討論，要欣賞別人的貢獻。



2. Epistemic agency for collective knowledge advancement自覺主導，提升認識KB principles embedded: Improvable ideas Knowledge building discourse Epistemic agency Constructive use of authoritative sources

Guidelines指引

Provide definition or explanation for some difficult concepts and terms. 介紹或解釋題目有關的技術用語。

Relate and compare different ideas and concepts. 串連及比較不同的概念。

Raise content-related query, be it fact finding, explanation seeking or concept criticizing 提出與內容有關的諮詢，可以是為了找尋事實、解釋或對有關資料提出質疑。

Elaborate and extend ideas posted by yourself and others延伸他人提出的意見。

Pose challenges to ideas contributed by others rationally by giving own reasoning and evidence. 提出自己的理據，理性地挑戰他人提出的意見。

Plan for the course of action for task completion為學習定下目標及時間表。

“Copy-and-paste” culture is strongly discouraged. 不鼓勵以「剪貼簿」的形式去處理所收集到的權威性論述。

Make use of the authoritative sources from books, internet and other avenues to support your own contention, and then present the useful information in your words in a systemic way.利用書本、互聯網或其他途徑所收集的權威性論述，支持自己的理據，並以自己的文字有條理地表達出來。

Critically use authoritative sources to evaluate, further interpret or extend some of the arguments.以理性批判的角度去審視所使用的權威性論述，然後嘗試評論、解釋或伸延部份理論。



3. Rise above for continuous knowledge advancement and Embedded and transformative assessment自省互評，集體提昇KB principles embedded: Rise above Embedded and transformative assessment

Summarize various contributed information and achieve new synthesis.

整合和總結不同的資料從而融匯成新知識。

Guidelines指引

Plan for the course of action for task completion.為學習定下目標及時間表。

Monitor plan execution or time schedule regularly.定期檢視學習進度。

Add entry to reflection journal every week to monitor and review your own learning progress.每星期寫反思日誌以回顧和監察自己的學習進度。

Perform group self-evaluation and review of progress regularly, and then fine-tune and improve the study plan.進行小組內的自我評估和進度檢視，然後調較和改善學習計劃。



4. Pervasive knowledge building for authentic problems隨時思辨，建構新知，解生活疑難 Symmetric knowledge advancement溝通互補，教學相長KB principles embedded: Real ideas, authentic problems Pervasive knowledge building Symmetric knowledge building

Guidelines指引

Set up some interesting problems to study from everyday life, and turn the problems into researchable questions在日常生活中發掘有趣的問題，並將之轉變為可研討的議題。

Carry your knowledge building capability in everyday life.在日常生活中發揮知識建構的精神。

Relate to other group’s discussion notes. Compare and contrast the ideas of your group with those of others.串連其他組別的討論筆記，並比較大家的意見。

Take initiative to contribute to other people’s learning problems, and improve own understanding in the process.主動協助他人解決探究過程中遇到的疑難問題，並從中增進自己的認識。


Teachers may use the example curriculum design form to design their own KB activity.

Evaluation of learning outcome & Learning impact on students


Evaluation of learning outcome1. (Cognitive) Traditional paper-and-pencil test and

its problem2. (Cognitive) Misconception test3. (Cognitive) Knowledge building discourse on KF4. (Cognitive) Oral presentation5. (Cognitive) Wrapping-up written report6. (Metacognitive) Instruments on knowledge

building principles developed by IKIT and CITE7. (Metacognitive) Self and peer evaluation8. Individual Vs Group assessment9. Exploration of more authentic assessments


An example on evaluating outcomes of KB activities

General Awards獎項名稱獎項性格獎項數量評選標準評選機制

最深刻反思日誌獎學習過程(個人) 每班一名最能夠在學習過程中不斷就學習的進度、過程及學習方法、小組協作等各方面進行自我反思，以達到最深刻的學習成果

由每班同學提名，投票產生

最善用KF推動思辨及學問交流獎

學習過程(個人) 每班一名最能夠在討論中適當運用 KF 裡的鷹架(scaffolds), 關鍵詞(keywords), 參考文獻(reference), 註釋 (annotate) 等功能推動思辨及學問交流


最能開拓深入思維獎學習過程(個人) 每班一名最熱心閱讀他人撰寫的筆記，並加以認真思考，從而提出具建設性的問題、意見或批評

每組就該組學習經歷提名一位曾提出最寶貴問題或意見者，再由老師從中選出得獎者

最能發揮集體智慧獎學習過程(小組) 每班一組最能夠在討論中引發集體思維, 展現多元觀點及營造共同解難、創建新知的氣氛

由每班同學互選而產生

最能利用KF功能促進學習進程獎

學習過程(小組) 每班一組最能夠在討論中自覺主導, 透過KF的各種功能如 rise-above 及views 演進概念,從而對論題有深入的認識


最具全方位廣闊學習視野獎學習過程(小組) 每班一組最能夠從觀摩其他組別的討論中和他人溝通互補, 達到教學相長目的之組別

由 CITE 對KF討論進行數據分析，選出最樂於閱讀及回應其他組別、其他學校的討論

最佳知識建構獎學習成果(小組) 每班一組學習成果最能表現出探究過程中努力不懈地把理論探索和就日常生活的各種現象、疑難的思辨結合，從而建構新知


最佳學習大獎學習成果(小組) 全場冠、亞、季軍

最能夠在知識建構的過程中表現各項知識建構的特質, 在討論中發揮自省互評的精神,達到與組員一同對討論題目有更深層認識的目標之組別

大會從各小組獎項得主中選出


An example on evaluating outcomes of KB activities

Design Awards

獎項名稱獎項性格獎項數量評選標準評選機制

最深刻反思日誌獎學習過程(個人) 每班一名最能夠在學習過程中不斷就學習的進度、過程及學習方法、小組協作等各方面進行自我反思，以達到最深刻的學習成果


最善用KF推動思辨及學問交流獎

學習過程(個人) 每班一名最能夠在討論中適當運用 KF 裡的鷹架(scaffolds), 關鍵詞(keywords), 參考文獻(reference), 註釋 (annotate) 等功能推動思辨及學問交流


最能開拓深入思維獎學習過程(個人) 每班一名最熱心閱讀他人撰寫的筆記，並加以認真思考，從而提出具建設性的問題、意見或批評

每組就該組學習經歷提名一位曾提出最寶貴問題或意見者，再由老師從中選出得獎者

最能發揮集體智慧獎學習過程(小組) 每班一組最能夠在討論中引發集體思維, 展現多元觀點及營造共同解難、創建新知的氣氛


最能利用KF功能促進學習進程獎

學習過程(小組) 每班一組最能夠在討論中自覺主導, 透過KF的各種功能如 rise-above 及views 演進概念,從而對論題有深入的認識


最具全方位廣闊學習視野獎學習過程(小組) 每班一組最能夠從觀摩其他組別的討論中和他人溝通互補, 達到教學相長目的之組別

由 CITE 對KF討論進行數據分析，選出最樂於閱讀及回應其他組別、其他學校的討論

最具科學創意設計獎學習成果(小組) 每班一組最能清晰表達設計理念，並能把理論探索和日常生活的各種現象、疑難的思辨結合，從而建構新知，完成設計成果


最佳設計獎學習成果(小組) 全場冠、亞、季軍

最能夠在知識建構的過程中表現各項知識建構的特質, 在討論中發揮自省互評的精神,達到與組員一同對討論題目有更深層認識的目標之組別

由大會評判根據已宣佈的評審標準選出


Through the use of award systems

Students are encouraged to work towards the KB principles embedded within the awards

Students are encouraged to read, review and criticize notes written by their peers, and hence to encourage idea interflow

Students are encouraged to write reflection journals of their learning progress in order to develop learning to learn ability

Social aspects ofknowledge building


Student Community

Through the discussion and mutual learning process, students are actually forming a knowledge-building community.

And in this community, students have to produce, share and advance the knowledge of the collective.

In this case, the roles of students have changed from that of clients to that of participants and workers in the community.

Hence, there is a shift from teacher-directed approach to a more student-centred learning.


Teacher Community

In our experience, KB always start small with one teacher who is very keen and active in organizing KB activities for the students in his school.Gradually, more and more teachers in the same school get acquainted with KB after seeing the outcome of the learning activity. Then they will be more likely to try KB on their own subjectsAs a result, a teacher KB community is formed in a school. It is more likely that KB can take root in a school in this way.

Documents

Introduction to Collaborative Knowledge Building