Understanding the Effects of Online Collaborative Knowledge-Building Activities on Pre-service Teachers’ Views of “Learning”: A Case Study Using Triple Cross-Validation Analysis

2018 ◽  
pp. 51-60 ◽  
Author(s):  
Chih Hui Seet ◽  
Huang-Yao Hong
Keyword(s):  
Cross Validation ◽  
Knowledge Building ◽  
Collaborative Knowledge Building ◽  
Building Activities ◽  
Collaborative Knowledge

scholarly journals An Integrated Model of Collaborative Knowledge Building

10.28945/3054 ◽  
2007 ◽  
Author(s):  
Gurparkash Singh ◽  
Louise Hawkins ◽  
Greg Whymark
Keyword(s):  
Reflective Practice ◽  
Knowledge Building ◽  
Activity System ◽  
Unit Of Analysis ◽  
Final Model ◽  
Collaborative Knowledge Building ◽  
Cultural Historical Activity ◽  
Collaborative Knowledge

This paper describes a model for studying collaborative knowledge building (CKB) as a group activity. We integrate the model described by Stahl (2000a) with an analysis based on the principles of cultural historical activity theory (CHAT), using the analysis of a self reflective case study to guide the description. The concept of the CKB activity system is developed, and the role of contradictions in CHAT is described. The case is then analyzed to show how the model explains collaboration in practice. The final model includes two additional cycles representing the role of reflective practice in CKB. The new model of CKB processes combined with the concept of the activity as the unit of analysis and the tools of CHAT provides an efficacious way of investigating collaborative knowledge building.

Becoming “The Right People”: Fan-Generated Knowledge Building

2017 ◽  
Author(s):  
Kris M Markman ◽  
John Overholt
Keyword(s):  
Collective Intelligence ◽  
Knowledge Building ◽  
Different Types ◽  
Collaborative Knowledge Building ◽  
Building Activities ◽  
The Right ◽  
Collaborative Knowledge

This chapter examines the collaborative knowledge building activities of MST3K fans as they relate to the decoding of jokes and references in the show. We describe the different types of references that make up the show and explore the various internet-based resources that have been constructed by fans in their attempts to decode show’s references, and discuss how these sites work as a form of collective intelligence (Jenkins 2006).

scholarly journals Scientific Associations as Communities of Practice for Fostering Collaborative Knowledge Building: Case Study of IAKM

2021 ◽  
Vol 19 (2) ◽  
pp. pp91-104
Author(s):  
Meliha Handzic ◽  
Constantin Bratianu ◽  
Ettore Bolisani
Keyword(s):  
Knowledge Management ◽  
Communities Of Practice ◽  
Knowledge Building ◽  
International Association ◽  
Descriptive Analysis ◽  
Social Process ◽  
Knowledge Generation ◽  
Collaborative Knowledge Building ◽  
Collaborative Knowledge

Knowledge building is a social process that is driven by the willingness of people to share their expertise and create new knowledge. Scientific Communities of Practice (CoPs) are communities of professors and researchers whose aim is to foster scientific knowledge generation. In the KM literature, research concerning this kind of CoPs has been substantially neglected so far. The present research analyses the case study of the International Association for Knowledge Management (IAKM) seen as a scientific CoP where members are mostly academics with research interests in developing and promoting knowledge management. Based on a collection of quantitative and qualitative data about member collaborations and scientific production, the study investigates the structure of interactions and the collaborative processes of IAKM members and the specific mechanisms of knowledge building within this CoP, seen as a paradigmatic example of scientific community. Members were asked to respond to a survey regarding their collaborative activities carried out with other IAKM members in the period of 2011 – 2020. The descriptive analysis revealed the kind of collaborations, the distribution of interactions across the community, and the dynamic patterns over time. A follow-up social network analysis was used to provide deeper insight into the community structure and dynamics. The research found that a CoP can really be useful for progress in a scientific field because it can provide a platform for trust and mutual acquaintance that reduces barriers to collaboration and knowledge building across different universities, professional roles, countries, and cultures, which is increasingly important for the progress of science. Most importantly, IAKM exhibited a cohesive and active core membership with pivotal roles played by a number of active members, which contributed significantly to the growth of the Association and, in general, to the advancements in the field of KM through collaborative knowledge building.

Collaborative knowledge building: A case study

2002 ◽  
Vol 50 (1) ◽  
pp. 59-79 ◽  
Author(s):  
Nancy J. Gilbert ◽  
Marcy P. Driscoll
Keyword(s):  
Knowledge Building ◽  
Collaborative Knowledge Building ◽  
Collaborative Knowledge

scholarly journals Recommending collaboratively generated knowledge

2012 ◽  
Vol 9 (2) ◽  
pp. 871-892 ◽  
Author(s):  
Weiqin Chen ◽  
Richard Persen
Keyword(s):  
Recommender System ◽  
Learning Process ◽  
Positive Feedback ◽  
Information Technologies ◽  
Knowledge Building ◽  
Learning Objects ◽  
Building Process ◽  
Collaborative Knowledge Building ◽  
New Challenges ◽  
Collaborative Knowledge

With the development and adoption of information technologies in education, learners become active producer of knowledge. There is an increasing amount of content generated by learners in their learning process. These emerging learning objects (ELOs) could potentially be valuable as learning resources as well as for assessment purpose. However, the potentials also give rise to new challenges for indexing, sharing, retrieval and recommendation of such learning objects. In this research we have developed a recommender system for emerging learning objects generated in a collaborative knowledge building process and studied the implications and added values of the recommendations. We conducted two evaluations with learners to assess and improve the system?s design and study the quality and effects of the recommendations. From the evaluations, we received generally positive feedback and the results confirm the added values of the recommendations for the knowledge building process.

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