scholarly journals Collective reflective assessment for shared epistemic agency by undergraduates in knowledge building

2020 ◽  
Vol 51 (4) ◽  
pp. 1136-1154 ◽  
Author(s):  
Yuqin Yang ◽  
Qianqian Chen ◽  
Yawen Yu ◽  
Xueqi Feng ◽  
Jan Aalst
Keyword(s):  
Knowledge Building ◽  
Reflective Assessment ◽  
Epistemic Agency

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.

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 Examining Online Discourse Using the Knowledge Connection Analyzer Framework and Collaborative Tools in Knowledge Building

2021 ◽  
Vol 13 (14) ◽  
pp. 8045
Author(s):  
Yuqin Yang ◽  
Jan van Aalst ◽  
Carol Chan
Keyword(s):  
Conceptual Development ◽  
Knowledge Building ◽  
Online Discussions ◽  
Online Discourse ◽  
Collaborative Reflection ◽  
Framework Analysis ◽  
Reflective Assessment ◽  
Collaborative Tools ◽  
Teacher Researcher ◽  
Further Development

This study examines the problem of the fragmentation of asynchronous online discourse by using the Knowledge Connection Analyzer (KCA) framework and tools and explores how students could use the KCA data in classroom reflections to deepen their knowledge building (KB) inquiry. We applied the KCA to nine Knowledge Forum® (KF) databases to examine the framework, identify issues with online discourse that may inform further development, and provide data on how the tools work. Our comparisons of the KCA data showed that the databases with more sophisticated teacher–researcher co-design had higher KCA indices than those with regular KF use, validating the framework. Analysis of KF discourse using the KCA helped identify several issues including limited collaboration among peers, underdeveloped practices of synthesizing and rising above of collective ideas, less analysis of conceptual development of discussion threads, and limited collaborative reflection on individual contribution and promising inquiry direction. These issues that open opportunities for further development cannot be identified by other present analytics tools. The exploratory use of the KCA in real classroom revealed that the KCA can support students’ productive reflective assessment and KB. This study discusses the implications for examining and scaffolding online discussions using the KCA assessment framework, with a focus on collective perspectives regarding community knowledge, synthesis, idea improvement, and contribution to community understanding.

scholarly journals Dynamics of Reflective Assessment and Knowledge Building for Academically Low-Achieving Students

2019 ◽  
Vol 57 (3) ◽  
pp. 1241-1289 ◽  
Author(s):  
Yuqin Yang ◽  
Jan van Aalst ◽  
Carol K. K. Chan
Keyword(s):  
Visual Arts ◽  
Knowledge Building ◽  
Inquiry Learning ◽  
Ninth Grade ◽  
Low Achievers ◽  
Evidence Based ◽  
Reflective Inquiry ◽  
Reflective Assessment ◽  
Low Achieving Students ◽  
Social Metacognition

This study investigates designs for developing knowledge building (KB) and higher order competencies among academically low-achieving students. Thirty-seven low-achieving students from a ninth-grade visual arts course in Hong Kong participated. The design involved principle-based KB pedagogy, with students writing on Knowledge Forum® (KF), enriched by analytics-supported reflective assessment. Analysis of the discourse on KF showed that the low achievers were able to engage in productive discourse, with evidence of metacognitive, collaborative, and epistemic inquiry. Analysis illustrates how the design supported student engagement, including (1) reflective inquiry and social metacognition; (2) reflective meta- and epistemic talk; (3) evidence-based reflection for collective growth; and (4) reflection embedded in community ethos. Implications of reflective assessment for supporting low achievers for inquiry learning and KB are discussed.

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