Computer Support for Knowledge-Building Communities
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TLDR
The conceptual bases of computer-supported intentional learning environments (CSILE) as mentioned in this paper come from research on intentional learning, process aspects of expertise, and discourse in knowledge-building communities, and combine to support the following propositions: schools need to be restructured as communities in which the construction of knowledge is supported as a collective goal, and the role of educational technology should be to replace classroom discourse patterns with those having more immediate and natural extensions to knowledge building communities outside school walls.Abstract:
In this article we focus on educational ideas and enabling technology for knowledge-building discourse. The conceptual bases of computer-supported intentional learning environments (CSILE) come from research on intentional learning, process aspects of expertise, and discourse in knowledge-building communities. These bases combine to support the following propositions: Schools need to be restructured as communities in which the construction of knowledge is supported as a collective goal, and the role of educational technology should be to replace classroom discourse patterns with those having more immediate and natural extensions to knowledge-building communities outside school walls. CSILE is described as a means for refraining classroom discourse to support knowledge building in ways extensible to out-of-school knowledgeadvancing enterprises. Some of the most fundamental problems are logistic, and it is in solving these logistic problems that we see the greatest potential for educational technology.read more
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Journal ArticleDOI
A framework for conceptualizing, representing, and analyzing distributed interaction
TL;DR: This paper summarizes the requirements that motivate the framework, and discusses the theoretical foundations on which it is based, and presents the framework and its application in detail, with examples from the work to illustrate how it has been used to support both ideographic and nomothetic research, using qualitative and quantitative methods.
Journal ArticleDOI
Students assessing their own collaborative knowledge building
TL;DR: The design of a knowledge-building environment is described and the role of knowledge- Building portfolios in characterizing and scaffolding collaborative inquiry is examined, which shows a portfolio with multiple contributions from students is a group accomplishment that captures the distributed and progressive nature of knowledge building.
Proceedings ArticleDOI
Contributions to a theoretical framework for CSCL
TL;DR: A theoretical framework incorporating models of knowledge building, perspectives and artifacts -- and grounded in empirical analysis of collaborative interaction -- can guide the design of computer-based artifacts and media as support for collaborative learning with appropriate, elaborated and unified conceptualizations.
Journal ArticleDOI
A preliminary look at the structural differences of higher education classroom communities in traditional and aln courses
TL;DR: In this article, the authors examined classroom community in order to determine how sense of community differs between students enrolled in traditional face-to-face and those enrolled in asynchronous learning network (ALN) courses.
References
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Book
Situated Learning: Legitimate Peripheral Participation
Jeanne Lave,Etienne Wenger +1 more
TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.
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Conjectures and Refutations: The Growth of Scientific Knowledge
TL;DR: A collection of classic essays written throughout Popper's illustrious career, expounding and defending his 'fallibilist' theory of knowledge and scientific discovery.
Journal ArticleDOI
Cognitive Apprenticeship: Teaching the Craft of Reading, Writing and Mathematics
TL;DR: This paper proposes the development of a new cognitive apprenticeship to teach students the thinking and problem-solving skills involved in school subjects such as reading, writing and mathematics.