Showing papers on "Knowledge building published in 2004"

Models of Innovative Knowledge Communities and Three Metaphors of Learning

Abstract: The authors analyze and compare three models of innovative knowledge communities: Nonaka and Takeuchi’s model of knowledge-creation, Engestrom’s model of expansive learning, and Bereiter’s model of knowledge building. Despite basic differences, these models have pertinent features in common: Most fundamentally, they emphasize dynamic processes for transforming prevailing knowledge and practices. Beyond characterizing learning as knowledge acquisition (the acquisition metaphor) and as participation in a social community (the participation metaphor), the authors of this article distinguish a third aspect: learning (and intelligent activity in general) as knowledge creation (the knowledge-creation metaphor). This approach focuses on investigating mediated processes of knowledge creation that have become especially important in a knowledge society.

In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice

Abstract: This study examines the development of ways of documenting and portraying science teachers' pedagogical content knowledge (PCK). As a result of a longitudinal study into science teachers' pedagogical content knowledge, a method is developed for capturing and portraying PCK that comprises two important elements. The first is linked to the particular science content, termed Content Representation (CoRe), and the second is linked to teaching practice, termed Professional and Pedagogical experience Repertoire (PaP-eR). Through this approach new understandings of PCK emerge that are of interest in terms of both academic (knowledge building about PCK) and teaching perspectives. This study includes a full CoRe and one PaP-eR and fully demonstrates how these two elements interact to begin to portray science teachers' pedagogical content knowledge. 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 370-391, 2004

Digital libraries and educational practice: a case for new models

Abstract: Educational digital libraries can benefit from theoretical and methodological approaches that enable lessons learned from design and evaluation projects performed in one particular setting to be applied to other settings within the library network. Three promising advances in design theory are reviewed - reference tasks, design experiments, and design genres. Each approach advocates the creation of 'intermediate' constructs as vehicles for knowledge building and knowledge sharing across design and research projects. One purpose of an intermediate construct is to formulate finer-grained models that describe and explain the relationship between key design features and the cognitive and social dimensions of the context of use. Three models are proposed and used as thought experiments to analyze the utility of these approaches to educational digital library design and evaluation: digital libraries as cognitive tools, component repositories, and knowledge networks.

Knowledge building community: Keys for using online forums

Abstract: “The need for learning in a knowledge-based society is more important than ever, including traditional classroom teaching, online learning, and/or blended learning” (Levitch & Milheim, 2003). Accordingly, learning in a technology-supported collaborative knowledge building community is more desirable than ever. Whether in distance or blended learning, online forums can provide either an exclusive discussion or a supplement to in-class discussion. Through thoughtful planning and careful implementation, online forums can be used in “creative ways to help students internalize knowledge and share ideas in enjoyable and exchange environments” (Raleigh, 2000). Successful employment of online forums can foster knowledge building community in which desired student qualities are cultivated.

Building Social Capital in a Knowledge-Building Community: Telementoring as a Catalyst

Abstract: Much scholarship in the Learning Sciences points toward communities of practice as essential loci for authentic, transferable learning. Mentoring is a time-honored way of initiating newcomers into a community of practice, and in recent years, scholars have explored the design of on-line mentoring programs to support learning in K-12 classrooms and other settings. To date, this work has held to a traditional concept of mentoring which is private and one-on-one. Work in the area of on-line mentoring has also remained quite separate from research into the development of on-line learning communities. Here, qualitative and quantitative evidence are presented to support a new model of telementoring, termed "mentoring in the open". Evidence is presented to support two claims: First, that "mentoring in the open" can improve the effectiveness of individual telementoring relationships, and second, that it can also support efforts to build cohesive on-line learning communities in circumstances where this can be chal...

Online Collaborative Learning in Mathematics: Some Necessary Innovations

Abstract: This chapter discusses why computer supported collaborative learning (CSCL) environments have been unsuccessful in facilitating knowledge building in mathematics. It identifies two of the major reasons why this is so and suggests these issues could be overcome by the inclusion of modeleliciting mathematical problems and comprehension modeling tools within CSCL environments. Theoretical frameworks to inform the design of these two types of artifacts are presented. The authors argue that such innovations in the design of CSCL environments are necessary for students to achieve in mathematics the kind of sustained, progressive knowledge building that can now be found in other subject areas. 701 E. Chocolate Avenue, Suite 200, Hershey PA 17033-1240, USA Tel: 717/533-8845; Fax 717/533-8661; URL-http://www.idea-group.com ITB9545 IDEA GROUP PUBLISHING This chapter appears in the book, Online Collaborative Learning: Theory and Practice, edited by Tim S. Roberts. Copyright © 2004, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited. 104 Nason and Woodruff Copyright © 2004, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited. INTRODUCTION One of the most promising pedagogical advances for online collaborative learning that has emerged in recent years is Scardamalia and Bereiter’s (1996) notion of knowledge-building communities. In knowledge-building communities, students are engaged in the production of conceptual artifacts (e.g., ideas, models, principles, relationships, theories, interpretations, etc.) that can be discussed, tested, compared, hypothetically modified and so forth, and the students see their main job as producing and improving such artifacts, not simply the completion of tasks (Bereiter, 2002a). Anecdotal evidence from teachers using computer supported collaborative learning (CSCL) environments, such as Knowledge Forum and its predecessor CSILE, and from formal evaluation studies indicates that computer-mediated knowledge-building communities are excellent for nurturing collaborative learning and communities of practice in subject areas such as social studies, art, history, geography, language arts and science (Bereiter, 2002a; Scardamalia & Bereiter, 1996). However, establishing and maintaining knowledge-building communities of practice with Knowledge Forum (and other CSCL software environments such as CSILE) in the domain of mathematics has been found to be a rather intractable problem (Bereiter, 2002a; De Corte, Verschaffel, Lowyck, Dhert, & Vanderput, 1999; Nason, Brett, & Woodruff, 1996; Scardamalia & Bereiter, 1996). In this chapter, we begin by identifying two major reasons why computersupported knowledge-building communities in mathematics have been difficult to establish and maintain: 1. Inability of most “textbook” math problems to elicit ongoing discourse and other knowledge-building activity either during or after the process of problem solving. 2. Limitations inherent in most CSCL environments’ math representational tools and their failure to promote constructive discourse or other mathematical knowledge-building activities. Therefore, we argue that if mathematics education is to exploit the potentially powerful new ways of learning mathematics being provided by online knowledge-building communities. Then, the following innovations need to be designed and integrated into CSCL environments: 1. Authentic mathematical problems that involve students in the production of mathematical models that can be discussed, critiqued and improved, and 2. Comprehension modeling tools that: (a) enable students to adequately represent mathematical problems and to translate within and across representation modes during problem solving, and (b) facilitate online student-student and teacher-student hypermedia-mediated discourse. 27 more pages are available in the full version of this document, which may be purchased using the "Add to Cart" button on the publisher's webpage: www.igi-global.com/chapter/online-collaborative-learningmathematics/27719

Working in pairs as a means for design knowledge building: an empirical study

Abstract: Pair programming is increasingly attracting researchers' and practitioners' attention. One of the claimed benefits of pair programming consists of easing socialization among programmers, with the effect of transferring tacit knowledge. Designing software systems requires a strong employment of tacit knowledge, such as individual experience and skills. In this paper, the authors, explore the hypothesis that working in pairs can speed up and enforce the knowledge building process among designers. We name "pair designing" the application of pair programming concepts to the design stage. An experiment has been performed to test the effect of pair designing on knowledge building. This paper discusses preliminary results, which confirm the hypothesis of a positive effect of working in pairs on the process of knowledge building.

Groupware goes to school: adapting BSCW to the classroom

Abstract: Groupware for cooperative work (CSCW) and for collaborative learning (CSCL) have many important commonalities as well as different requirements. By transforming a generic CSCW platform into an environment to support a particular vision of education as collaborative knowledge building, we discovered how functionality had to be adopted, transformed and refined to meet the specific educational social setting. By "taking groupware to school", we learned how to extend the original system into a CSCL application that could facilitate collaborative learning, knowledge building, perspective intertwining, knowledge negotiation, portfolio sharing and knowledge artifact production in active, structured virtual learning places. In this paper, we describe the resulting system and reflect on issues of design and implementation that differentiate our CSCL approach from its closely related CSCW basis.

Canadian Journal of Learning and Technology Volume 30(2) Spring / printemps 2004 Integration of an Online Discussion Forum in a Campus-based Undergraduate Biology Class

Abstract: This research paper describes the use of computer mediated conferencing (CMC) to support the teaching of biology to undergraduates. The use of this pedagogical innovation was a first-time experience for both the instructor and his students. The objectives of this project were to increase students' active participation, to facilitate collaborative knowledge building, and to enhance the use of the scientific approach in problemsolving activities. The data indicate that some positive results were achieved for each objective. The use of online computer conferences shows a lot of promise when it is based on reflection, problem-solving, collaborative learning and knowledge building. Internet conferencing tools support students as they reflect and work together and open doors to numerous new educational experiences for both the students and the professors.

Integration of an Online Discussion Forum in a Campus-based Undergraduate Biology Class

Abstract: This research paper describes the use of computer mediated conferencing (CMC) to support the teaching of biology to undergraduates. The use of this pedagogical innovation was a first-time experience for both the instructor and his students. The objectives of this project were to increase students' active participation, to facilitate collaborative knowledge building, and to enhance the use of the scientific approach in problemsolving activities. The data indicate that some positive results were achieved for each objective. The use of online computer conferences shows a lot of promise when it is based on reflection, problem-solving, collaborative learning and knowledge building. Internet conferencing tools support students as they reflect and work together and open doors to numerous new educational experiences for both the students and the professors.

Communication Technologies and Knowledge Building in Agriculture

Abstract: The concept of knowledge building communities has not traditionally been associated with agricultural extension, but is one which has the potential to increase the rate of adoption of best management practices by the industry. A potentially important mechanism to facilitate knowledge building is information and communication technology (ICT); however, very little research has been conducted on how effective it is in facilitating agricultural extension.

Reflections on the transformation of education for the knowledge age

Abstract: The target of true 21st century education should be the advanced knowledge processes that scientists, scholars, and employees of highly innovative companies engage in daily. These processes must be built into the social fabric of communities, and into the technologies that support their work, so that creative knowledge work is as integral to schooling as it is to our most high-powered knowledge-creating organizations. Compared to the rapidly changing face of information technology, the rate of change in schools appears several orders of magnitude slower. This evident gap has caused anxiety among school people and impatience in the surrounding society. The result has been great pressure to wire the schools, train the teachers, and raise standarts. But what is taking shape today as a result of the "get wired" and the "raise test scores" movements, is not education addressing the needs of the 21st century. It is 20th century, industrial age education supercharged by high-stakes testing and high-tech tools. New knowledge media provide new opportunities and means for addressing fundamental problems in education. But there are now so many designs for educational environments that choosing between them is difficult. Advancing the state of the art will require greater clarity regarding different possibilities and the ways in which designs reflect different underlying theoretical frameworks and research bases. This article highlights a particular form of online environment, a knowledge building environment (KBE), and contrasts it with online environments designed more specifically for course delivery, computer-mediated projects, and distance learning. Although a KBE can be used for these purposes, its distinctive strengths emerge in contexts?educational and other?where the emphasis is on knowledge creation and sustained idea improvement.

The Cognitive Processes Used in Team Collaboration During Asynchronous, Distributed Decision Making

Abstract: : The purpose of this paper is to describe the unique cognitive processes that are employed to optimize collaborative team decision making in a geographically distributed and time delayed situation. The cognitive processes will be illustrated within the context of a structural model of team collaboration. The team collaboration model has four unique but interdependent stages of team collaboration. The stages are: Team Knowledge Construction, Collaborative Team Problem Solving, Team Consensus, and Product Evaluation & Revision. The stages are not strictly sequential but are very dynamic throughout the collaboration process. The cognitive processes are represented at four levels: Meta-cognition, which guides the overall problem solving process, the Information Processing Tasks required by the team to complete each collaboration stage, the Knowledge Required to support the information processing tasks and the Communication Mechanisms for Knowledge Building and Information Processing. Results from the empirical team collaboration studies indicate significant differences in the cognitive processes and sub-processes across the four collaboration stages for the face-to-face teams compared to asynchronous, distributed teams. Understanding these differences will facilitate the design of collaboration tools for asynchronous, distributed teams and will provide for more effective and timely collaborative decision-making.

Method of using market techniques to incentivise and value knowledge building

Abstract: A method for operating a knowledge market and a knowledge market are disclosed. The method for operating the knowledge market includes creating a knowledge base with a plurality of knowledge assets. A strike value is assigned to each of the knowledge assets. An earned value is calculated for each of the knowledge assets based on the corresponding usage of the knowledge asset.

Knowledge as Process, not Data: the role of Process Based Systems in developing organisational knowledge and behaviour.

Abstract: Process-based systems – mostly using emergent technologies like workflow engines, XML standards and so on – are becoming part of organisational life. Yet in automating, or shaping organisational processes, they are making subtle but profound changes in culture, knowledge creation and knowledge management. This paper will contend that the process of acquiring and managing data is itself a knowledge building process. It will also assert that the process of creating a patient's health record is a dynamic one, which adds to the sum knowledge of the organisation, not just in terms of the accretion of data, but in the understanding and opportunities for reflection which it creates. Finally, the paper will argue that such dynamic knowledge can be used, not only to deliver better healthcare, but to improve the organisational structure and behaviour in order to improve the means by which healthcare is delivered.

From knowledge management to knowledge building: An essential foundation journey

Abstract: By taking a bold, generous, and inclusive approach to knowledge building, foundations can equip community organizations, service providers, and policymakers at every level with actionable information that will enable them to more effectively achieve their objectives.

A knowledge-building community for public sector professionals

Abstract: The understanding of expert knowledge as shared, distributed and contextualised has gained ground. The case description in this article focuses on developing expert knowledge in a situation in which both knowledge needs and the definition of expertise fields changed radically in the public sector within a social crisis. The article examines an educational process against the idea of a knowledge‐building community as defined by Bereiter and Scardamalia in 1993. The aim is to highlight the pattern and flow of a progressive discourse. Alongside the idea of a knowledge‐building community, Boland and Tenkasi's 1995 notion of perspective taking and perspective making is utilised. The article discusses the factors that contributed to the success of discussion in the setting in which the target group was characterised by the transcending of organisational boundaries and expertise fields.

Contract research in design

Abstract: Contract research, which is a commercial research service undertaken for commissioning clients, may be seen to amount to little more than jobbing work. This paper considers case studies undertaken by my own university unit in light of various theoretical positions about research as a knowledge building activity, paying particular attention to the notions of innovation characterised in patent regulations. The review suggests that design research into a single area, such as our case study of rotationally moulded products, typically involves the skills of project management, with a greater requirement for broad knowledge of a number of research methodologies, rather than just one that is especial to design research. These reflections may suggest that a shared understanding of design research is as well assisted by retrospective examination of practice, as by prospective theoretical debate.

Quality not Quantity: Comparing Interaction Patterns of a Balanced and Non-Balanced Teams Engaged In Model-Building within a Computer-Supported Collaborative Learning (CSCL) Environment

Abstract: Roberts and Nason (2003) found that teams within a CSCL environment balanced by Team Role Preference (TMP) produced better quality knowledge building than non-balanced teams. This study extended the work of Roberts and Nason by investigating the interaction patterns of the balanced and non-balanced teams’ on-line discussion forum discourse utilising the Poole and Holmes (1995) Functional Category System (FSC). This study found that although the non-balanced teams engaged in more interactions than the balanced teams, quantity of interaction did not equate with quality of interaction; the balanced teams demonstrated more efficient and effective knowledge building interactions than non-balanced teams. These findings indicate that CSCL researchers need to focus not only on the quantity but also on the quality of interactions when designing social infrastructures within CSCL environments.

Portföljer, en bärande idé?

Abstract: In this article portfolio as a learning tool and as an evaluation tool is discussed. The ambition to visualize learning strategies can be traced to some projects as Arts Propel during the 1970s. How the portfolio is used must be related to why it is used. Some different kinds of portfolios are discussed, like process portfolios, assessment portfolios and showcase portfolios. The use of portfolios has an impact on the daily work in school. But we still don’t know to what extent how we think about knowledge and knowledge building is influenced. One aspect is the ambition to achieve transparency. Digital portfolios and the use of sophist icated mark up systems are discussed. The use of portfolios in combination with advanced mark up systems for digital archives may have a huge impact on how knowledge is organised in the future. However, we do not know much of the effects portfolios in school.

Towards Ambient Schooling

Abstract: Ambient schooling creates a schooling environment’ surrounding’ the pupil in a non-intrusive way. It is part of a ten-year vision of ministries of education in Europe in response to a changing information society. The realization of this vision will require substantive research and development. Critical success factors are the provision of the right infrastructure, the implementation of a school-grid allowing exchange of data and services beyond content, intelligent support for the learning process also in terms of knowledge building, better support for teachers, a different way of developing supporting tools, adaptation of buildings, and a clear migration strategy.

Quality not Quantity: Comparing Interaction Patterns of a Balanced and Non-Balanced Team Engaged in Model-Building within a Computer-Supported Collaborative Learning (CSCL) Environment

Abstract: Roberts and Nason (2003) found that teams within a CSCL environment balanced by Team Role Preference (TMP) produced better quality knowledge building than non-balanced teams. This study extended the work of Roberts and Nason by investigating the interaction patterns of the balanced and non-balanced teams’ on-line discussion forum discourse utilising the Poole and Holmes (1995) Functional Category System (FSC). This study found that although the non-balanced teams engaged in more interactions than the balanced teams, quantity of interaction did not equate with quality of interaction; the balanced teams demonstrated more efficient and effective knowledge building interactions than non-balanced teams. These findings indicate that CSCL researchers need to focus not only on the quantity but also on the quality of interactions when designing social infrastructures within CSCL environments.

Fostering Knowledge Building among Low Achievers through Technologies: A Perspective from Singapore

Abstract: This study explores knowledge building amongst low achievers using Knowledge Forum (KF), an electronic asynchronous discussion medium. A case study was conducted at a government-aided school in Singapore. It was expected that low achievers would be less capable of constructing knowledge independently. However, there was indication of a partial success in fostering a spirit of independent collaborative learning. This could challenge the practice of labelling students according to how well they performed in traditional paper-and-pencil tests. The aim of this case study is to explore the role of information and communication technology (ICT) in shifting the learningpattern of these lower achieversfrom the diferent ways the students experienced the process of collaborative knowledge construction using KE Through analysis of the postings and interviews of students, the shift of views about learning for this group of low achievers in the following major area was identified: perception of knowledge acquisition, process of knowledge construction and the patterns of communication and collaboration.

Process-Integrated eLearning

Abstract: Many eLearning approaches tend to separate learning activities from everyday work. This working paper presents a case study where closer integration between learning and work was achieved by rather simple means. The case study points out significant opportunities for enriched integration, benefiting course design, organisational knowledge management, and information system customisation. We then outline an approach based on visual enterprise models which realise these opportunities. Three degrees of integration may be achieved with this method: (1) conventional modelling in systems development, (2) automated portal generation based on models, and (3) interactive models that directly control the structures and interfaces of the running system, enabling evolution, customisation and personalisation. These approaches have been prototyped and validated in related projects. Introduction ICT supported learning, like eLearning, approaches have been widely criticised for keeping a distance to the core work. Rather than bringing useful resources for situated user needs, they tend to separate learning and improvement activities from everyday work processes and roles. Increased focus on the social processes of learning, on learning and knowledge support intertwined in work practice, is required (Davenport and Prusak 1993; Schneider 2002). Need-driven, just-in-time knowledge transfer has thus been advocated (Koma-Sirvio, Mantyniemi et al. 2002). The point of departure for this working paper is a case study preformed in the research project LAP (Learning and Knowledge Building at the Workplace). There we developed an ICT service called the Cookbook to help the employees in an accounting firm to effectively find situated information and training material. The Cookbook is a light-weight portal prototype. Both internal and external services are accessible through organizational, procedural, and technical keywords, which are organized into categories. In the current version, there are seven categories that reflect the company's accounting services, its accounting tool and its Quality Assurance manual, which includes work process descriptions. Although the Cookbook was a welcome addition to the accounting infrastructure, a number of needs were not adequately met by this conventional portal, e.g. change management, customisations, and integrations with existing support systems. In order to construct more sustainable learning systems, facilitating dynamic skills as they develop, we here propose a model-driven approach to information systems and training material design. This paper is organised as follow; first we elucidate the concept process-integrated eLearning, in section 3 we present the Cookbook, and then we present and discuss the proposed approaches to processintegrated eLearning using model-driven development and enterprise modelling. Process-integrated eLearning The ability to change through learning – both in the sense of adaptability and through more proactive or innovative behaviour was increasingly recognised as a key success factor for organisations in the previous century (Penrose 1959; Bateson 1973; Argyris and Schon 1978; Drucker 1991). The effect and perceived value of organisational learning is however believed to differ significantly based on to what extent the learning activity is integrated in the everyday activities of the organisation (Wenger 1998). This means that looking into the potential for learning within existing activities and processes of an organisation should be a fruitful approach. Paper to be presented at Workplace Learning – from the learners perspectives (WL 2004). Copenhagen 25.-27. Nov. 2004 In this working paper we use a rather broad definition of eLearning (Morck, Engen et al. 2004); we see eLearning as a technology as well as a strategy that should take technological, pedagogical and organisational concerns into account. In addition to support traditional course settings, eLearning can also be used to deliver information and tools to users when accomplishing work tasks, even though learning is not the primary goal of the activity. In this paper we call such just-in-time knowledge support process-integrated eLearning. Case Study: The Visma Cookbook The research project LAP has developed the Cookbook; with the objective to support the employees at Visma Services to effectively find situational needed information. In LAP, the focus is on increasing skills at the workplace as well as supporting knowledge sharing in the organisation.

The model of collaborative learning GRID to activate interactivity for knowledge building

Abstract: The purpose of this study is to support the learning activity in the Internet learning space. In this paper, we examine the GRID technology as the knowledge management for supporting "collaborative learning" / "collaboration in learning" (CL). RAPSODY-EX (REX) is a distributed learning support environment organized as a learning infrastructure. REX can effectively carry out to support collaborative activities in asynchronous/synchronous learning mode. The mixed distributed learning environment is utilized as a new learning ecology, where individual / collaborative learning environment with audio/visual channel (like as a videoconference) are performed on the multimedia communication network. In this mixed distributed learning environment, people can arrange, modify and integrate educational information for the purpose of investigating, decision making, planning, problem solving, building knowledge and self development. Diverse information in the educational context is referred and reused as knowledge which oneself and others can practically utilize. We aim at constructing the growing digital portfolio database for learning knowledge management in Internet environment. In addition, we explore the GRID technology of activating human-interactivity for knowledge mining/discovering.