Developing secondary students’ epistemic agency in a knowledge-building community

2017 ◽  
Vol 27 (1) ◽  
pp. 69-83 ◽  
Author(s):  
Kwok-Wing Lai ◽  
Madeline Campbell
Keyword(s):  
Secondary Students ◽  
Knowledge Building ◽  
Epistemic Agency ◽  
Building Community

scholarly journals Knowledge Building and Mathematics: Shifting the Responsibility for Knowledge Advancement and Engagement

2010 ◽  
Vol 36 (1) ◽  
Author(s):  
Joan Moss ◽  
Ruth Beatty
Keyword(s):  
Multiple Solutions ◽  
Knowledge Building ◽  
Deep Understanding ◽  
Early Algebra ◽  
Epistemic Agency ◽  
Knowledge Forum ◽  
Low Achieving Students ◽  
Diverse Backgrounds ◽  
Building Culture ◽  
And Mathematics

Three classrooms of Grade 4 students from different schools and diverse backgrounds collaborated in early algebra research to solve a series of linear and quadratic generalizing problems. Results revealed that high- and low-achieving students were able to solve problems of recognized difficulty. We discuss Knowledge Building principles and practices that fostered deep understanding and broad participation. Students used the online Knowledge Building environment Knowledge Forum® to conduct their work and we illustrate how Knowledge Forum supported a Knowledge Building culture for mathematical learning and problem solving. Analyses of participation patterns and note content revealed practices consistent with Knowledge Building principles, specifically democratization of knowledge, with students at all achievement levels participating, and epistemic agency, with students providing evidence and justification for conjectures and generating multiple solutions to challenging problems.

Computer-supported knowledge building community

2021 ◽  
pp. 35-50
Author(s):  
Calixto Gutiérrez-Braojos ◽  
Carlos Rodríguez-Domínguez ◽  
Francisco Carranza-García ◽  
Gabriel Navarro-Garulo
Keyword(s):  
Knowledge Building ◽  
Building Community

scholarly journals Analytics for Knowledge Creation: Towards Epistemic Agency and Design-Mode Thinking

2016 ◽  
Vol 3 (2) ◽  
pp. 139-163 ◽  
Author(s):  
Bodong Chen ◽  
Jianwei Zhang
Keyword(s):  
Knowledge Creation ◽  
Learning Analytics ◽  
Knowledge Building ◽  
Higher Order ◽  
Static State ◽  
Epistemic Agency ◽  
Knowledge And Skills ◽  
Demand For Education ◽  
High Level

Innovation and knowledge creation call for high-level epistemic agency and design-mode thinking, two competencies beyond the traditional scopes of schooling. In this paper, we discuss the need for learning analytics to support these two competencies, and more broadly, the demand for education for innovation. We ground these arguments on a distinctive Knowledge Building pedagogy that treats education as a knowledge-creation enterprise. By critiquing current learning analytics for their focus on static-state knowledge and skills, we argue for agency-driven, choice-based analytics more attuned to higher order competencies in innovation. We further describe ongoing learning analytics initiatives that attend to these elements of design. Prospects and challenges are discussed, as well as broader issues regarding analytics for higher order competencies.

scholarly journals Social Network Analysis to Examine Interaction Patterns in Knowledge Building Communities

2010 ◽  
Vol 36 (1) ◽  
Author(s):  
Donald N. Philip
Keyword(s):  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Knowledge Building ◽  
Group Processes ◽  
Interaction Patterns ◽  
Face To Face ◽  
Grade 5 ◽  
Teachers And Students ◽  
Building Community

This paper describes use of social network analysis to examine student interaction patterns in a Grade 5/6 Knowledge Building class. The analysis included face-to-face interactions and interactions in the Knowledge Forum® Knowledge Building environment. It is argued that sociogram data are useful to reveal group processes; in sociological terms, the community lies in the connections among the group. A classroom of unconnected individuals is unlikely to form as a Knowledge Building community; data analyses reported in this study show promise in understanding the dynamics of Knowledge Building in a consistent and measurable way. The strength of the work is not in particular patterns demonstrated but in new forms of assessment and their potential to inform work as it proceeds. The research reported shows that teachers and students are finding social network analysis useful and that through their engagement research-practitioner-engineer teams are better positioned to develop tools to advance Knowledge Building pedagogy.

scholarly journals An open source library to parse and analyze online collaborative knowledge-building portals

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Amit Arjun Verma ◽  
S.R.S Iyengar ◽  
Simran Setia ◽  
Neeru Dubey
Keyword(s):  
Open Source ◽  
Knowledge Building ◽  
Data Representation ◽  
Stack Overflow ◽  
Standard Data ◽  
Building Community ◽  
Collaborative Knowledge Building ◽  
High Level ◽  
Generic Representation ◽  
Collaborative Knowledge

AbstractWith the success of collaborative knowledge-building portals, such as Wikipedia, Stack Overflow, Quora, and GitHub, a class of researchers is driven towards understanding the dynamics of knowledge building on these portals. Even though collaborative knowledge building portals are known to be better than expert-driven knowledge repositories, limited research has been performed to understand the knowledge building dynamics in the former. This is mainly due to two reasons; first, unavailability of the standard data representation format, second, lack of proper tools and libraries to analyze the knowledge building dynamics.We describe Knowledge Data Analysis and Processing Platform (KDAP), a programming toolkit that is easy to use and provides high-level operations for analysis of knowledge data. We propose Knowledge Markup Language (Knol-ML), a generic representation format for the data of collaborative knowledge building portals. KDAP can process the massive data of crowdsourced portals like Wikipedia and Stack Overflow efficiently. As a part of this toolkit, a data-dump of various collaborative knowledge building portals is published in Knol-ML format. The combination of Knol-ML and the proposed open-source library will help the knowledge building community to perform benchmark analysis.Link of the repository: Verma et al. (2020)Video Tutorial: Verma et al. (2020)Supplementary Material: Verma et al. (2020)

Transforming New Zealand schools as knowledge-building communities: From theory to practice

2014 ◽  
pp. 33-41
Author(s):  
Kwok-Wing Lai
Keyword(s):  
New Zealand ◽  
Secondary Students ◽  
21St Century ◽  
Knowledge Building ◽  
Community Level ◽  
Practice Model ◽  
Building Research ◽  
Building Model ◽  
Theory To Practice ◽  
Knowledge Building Communities

Future-oriented pedagogies should focus on supporting students to be creative, innovative, and capable of creating knowledge, both individually and collaboratively, at the community level. This article discusses how a group of teachers have come to understand and use the knowledge-building model developed by Scardamalia and Bereiter (2006) to support secondary students to develop as knowledge creators of the 21st century. Findings from knowledge-building research conducted in New Zealand classes are used to illustrate how the knowledge-building model can be implemented. The PROGRESS practice model is introduced to guide teachers to implement the knowledge-building approach in their classes.

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