scholarly journals Knowledge Building in Online Mode: Insights and Reflections

2021 ◽  
Vol 11 (8) ◽  
pp. 425
Author(s):  
Dina Soliman ◽  
Stacy Costa ◽  
Marlene Scardamalia
Keyword(s):  
Higher Education ◽  
Knowledge Creation ◽  
Knowledge Building ◽  
Deep Understanding ◽  
Collective Responsibility ◽  
Graduate Courses ◽  
Knowledge Forum ◽  
Online Mode ◽  
Advanced Knowledge ◽  
Individual Achievement

It seems certain that blended learning will be on the rise in higher education, with in-person meetings increasingly precious time, and online synchronous and asynchronous sessions used to complement them. This paper examines Knowledge Building in two graduate courses conducted during the COVID-19 pandemic. There were no in-person sessions; rather, synchronous Zoom sessions were combined with asynchronous work in a knowledge building environment–Knowledge Forum. Knowledge Forum is designed to make transparent and accessible means by which deep understanding and sustained creative work proceed. Accordingly, for example, rise-above notes and view rearrangement support synthesis and explanatory coherence, epistemic markers support knowledge-advancing discourse, and analytics support self-and group-monitoring of progress as work proceeds. In this report, we focus on these aspects of Knowledge Building, using a subset of analytics to enhance understanding of key concepts and design of principles-based practices to advance education for knowledge creation. Overall, we aimed to have students take collective responsibility for advancing community knowledge, rather than focus exclusively on individual achievement. As we reflect on our experiences and challenges, we attempt to answer the following questions: Do courses that introduce Knowledge Building in higher education need an in-person or synchronous component? In what ways can we leverage in-class time and Knowledge Forum work to engage students in more advanced knowledge creation? We conclude that synchronous and asynchronous Knowledge Building can be combined in powerful new ways to provide students with more design time and deeper engagement with content and peers.

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 Knowledge Building and Knowledge Forum: Getting Started With Pedagogy and Technology

2013 ◽  
Vol 6 (2) ◽  
pp. 385-407 ◽  
Author(s):  
Christian Tarchi ◽  
Maria Chuy ◽  
Zoe Donoahue ◽  
Carol Stephenson ◽  
Richard Messina ◽  
...  
Keyword(s):  
Water Cycle ◽  
Knowledge Building ◽  
Collective Responsibility ◽  
The Other ◽  
School Practices ◽  
Knowledge Forum ◽  
Knowledge Age ◽  
Technology Coordinator ◽  
Working Together ◽  
Idea Improvement

Knowledge Building provides a model of education for a knowledge age—a model of collective responsibility for idea improvement. This article provides two examples of getting started with the pedagogy and the technology, one from Senior Kindergarten, with students working together to understand why leaves change color in the fall, and the other from Grade 1, featuring explorations of the water cycle. In addition to the classroom work that is reported, commentary on school practices from a Librarian-Technology coordinator and Vice Principal are included to provide a broader school perspective on the work presented in this article.

scholarly journals The design of computer-supported collaborative learning environments in higher education

2008 ◽  
Vol 6 ◽  
Author(s):  
Begoña Gros ◽  
Vania Guerra ◽  
Javier Sánchez Diaz de Rivera
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Key Words ◽  
Learning Environments ◽  
Knowledge Building ◽  
Computer Supported Collaborative Learning ◽  
Collaborative Process ◽  
Knowledge Forum ◽  
Collaborative Processes

The main goal of this article is to analyze the implications of computer supported collaborative learning in higher education. To achieve this goal, we will describe the situation of the current research in this field and will focus our attention on the issues relating to the design of the conditions to promote collaborative processes and knowledge building. In the second part of the article, we will concentrate on the analysis of the results that we have obtained with the use of the programme Knowledge Forum as a support during the collaborative process in higher education. Key words:

Learning Management System for Greater Learner Engagement in Higher Education—A Review

2021 ◽  
pp. 234763112110498
Author(s):  
Parimala Veluvali ◽  
Jayesh Surisetti
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Management System ◽  
Large Scale ◽  
Learning Management System ◽  
Critical Role ◽  
Learner Engagement ◽  
Digital Platforms ◽  
Online Mode ◽  
Learning Management

Online education helped resume learning that had come to a momentary and uncertain pause with the onset of COVID-19 pandemic across the globe. Since then, learning in many educational institutions continued through synchronous and asynchronous modes, with teaching being undertaken remotely on digital platforms. In this large-scale migration towards online mode of curriculum delivery induced by the pandemic, the institutional learning management system (LMS) had a critical role to play in ensuring uninterrupted learning and student engagement. By drawing heavily from extant works, learnings from MOOC platforms, observations from the LMS applications in corporate training, the present article synthesis the extant literature on how the effective use of LMS can make the learning process interactive, student centric, catering to the needs of diverse learners in higher education.

Survey of graduate supply chain courses: content, coverage and gaps

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Heather Lutz ◽  
Laura Birou ◽  
Joe Walden
Keyword(s):  
Higher Education ◽  
Supply Chain ◽  
Supply Chain Management ◽  
Large Scale ◽  
Gap Analysis ◽  
Data Gathering ◽  
Graduate Courses ◽  
Chain Management ◽  
Content Type ◽  
Course Content

PurposeThis paper aims to provide the results of a survey of courses dedicated to the field of supply chain management in higher education. This research is unique because it represents the first large-scale study of graduate supply chain management courses taught at universities globally. Design/methodology/approachContent analysis was performed on each syllabus to identify the actual course content: requirements, pedagogy and content emphasis. This aggregated information was used to compare historical research findings in this area, with the current skills identified as important for career success. This data provides input for a gap analysis between offerings in higher education and those needs identified by practitioners. FindingsData gathering efforts yielded a sample of 112 graduate courses representing 61 schools across the world. The aggregate number of topics covered in graduate courses totaled 114. The primary evaluation techniques include exams, projects and homework. Details regarding content and assessment techniques are provided along with a gap analysis between the supply chain management course content and the needs identified by APICS Supply Chain Manager Competency Model (2014). Originality/valueThe goal is to use this data as a means of continuous improvement in the quality and value of the educational experience on a longitudinal basis. The findings are designed to foster information sharing and provide data for benchmarking efforts in the development of supply chain management courses and curricula in academia, as well as training, development and recruitment efforts by professionals in the field of supply chain management.

scholarly journals Design, measurement and analysis of a Knowledge Management model in the context of a Mexican University

Innovar ◽  
2016 ◽  
Vol 26 (59) ◽  
pp. 21-34 ◽  
Author(s):  
Gibrán Rivera González ◽  
Igor Antonio Rivera González
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Human Resources ◽  
Knowledge Creation ◽  
Information Technologies ◽  
Model Fit ◽  
Management Model ◽  
Leadership Culture ◽  
Measurement And Analysis ◽  
Question Survey

The paper aims to design and apply a Knowledge Management (KM) model within the context of a Higher Education (HE) institution in Mexico. The model is composed of six enablers: leadership, culture, structure, human resources, information technologies and measurement, which facilitate the processes of knowledge creation, storage, transfer and application. A 53-question survey applied to thirty-six (36) people allowed to evaluate the degree of development and implementation of knowledge enablers and processes. Objectivity, reliability and overall model fit were assessed.

scholarly journals Workshops for subject-specific teachers’ training: A case study for teaching cancer biology

2018 ◽  
Vol 11 (2) ◽  
Author(s):  
Lauren Pecorino ◽  
Richard Grose ◽  
Pinar Uysal-Onganer
Keyword(s):  
Higher Education ◽  
Cancer Biology ◽  
Good Practice ◽  
Deep Understanding ◽  
Teaching Experience ◽  
University Teaching ◽  
Subject Specific ◽  
Critical Components ◽  
The Uk ◽  
Teachers Training

Teachers’ training in higher education institutions widely serves general purposes. However, recent dialogues and research highlight the importance of teachers’ deep understanding of the material being taught and the ways students think about the content as critical components of great teaching. We explored the novelty of providing a one-day workshop entitled, ‘Effective strategies for teaching cancer biology’. The Biochemical Society supported the event and marketed it throughout the UK – not with any targeted level of university teaching experience and attendees therefore ranged from those who had never taught to those at the level of Senior Fellow of the Higher Education Academy. The day included various short talks, the sharing of good practice and the opportunity to experience a demonstration lesson as a student. Twelve out of thirteen who provided feedback had not received previous subject-specific teacher-training. Half of the attendees gave feedback with the highest score out of five, having found the event ‘very valuable’. This experience suggests that subject-specific training may be beneficial and applicable to other subject areas.

scholarly journals Uma pós graduação a distância: internacionalização e networking global / A Distance Post-Graduation: Internationalization and Global Networking

2016 ◽  
Vol 5 (1) ◽  
pp. 83-89
Author(s):  
Siderly do Carmo Dahle de Almeida ◽  
Alvaro Martins Fernandes Junior ◽  
Willian Victor Kendrick de Matos Silva
Keyword(s):  
Higher Education ◽  
Learning Communities ◽  
Social Inequalities ◽  
Theoretical Foundation ◽  
Graduate Courses ◽  
Geographically Dispersed ◽  
Whole Process ◽  
The World ◽  
Internationalization Of Education ◽  
Globalization Of Education

ABSTRACTThrough education it is possible to build a fairer and democratic society, strengthening the overcoming of social inequalities. The higher education institutions can contemporary contribute to the internationalization of education proces-ses, observing the existing demand in other countries. The aim of this paper is to present the possibilities of a private insti-tution of higher education located in Maringa - Parana - Brazil, by offering graduate courses in the distance geographically dispersed  students  around  the  world  who  speak  the  Portuguese  language.  The  presented  model  enable  students  to  attend classes, participate in activities that take place throughout the course and come to Brazil only once, at the end of the whole process, to realize tests and present an article. From the perspective of the strategies aiming internationalization, the techno-logical expansion is considered one of the most important tools to allow the globalization of education. The use of the Inter-net  in  distance  learning,  allows  the  development  of  learning  communities  in  higher  education,  that  is,  the  formation  of networks. The theoretical foundation of this study is based on Green (2008), Levy (1996, 1999), Castells (2007), Sen (2000).RESUMOPor meio da educação é possível construir uma sociedade mais justa e democrática, fortalecendo a superação das desigualdades sociais. As Instituições de Ensino Superior podem contemporaneamente contribuir para os processos de internacionalização do ensino, observando-se a demanda existente em outros países. O objetivo deste artigo é apresentar as possibilidades de uma instituição privada de ensino superior localizada em Maringá - Paraná - Brasil, ao oferecer cursos de pós-graduação na modalidade a distância a alunos dispersos geograficamente pelo mundo que falem a língua portuguesa. O modelo apresentado torna possível que os alunos assistam as aulas, participem das atividades que ocorrem ao longo do curso e se desloquem ao Brasil apenas uma vez ao final de todo o processo para realizar prova presencial e apresentar artigo como trabalho de conclusão de curso. Sob o prisma das estratégias que visam a internacionalização, a expansão tecnológica é considerada um dos mais importantes instrumentos para permitir a globalização da educação. O uso da Internet na modalidade à distancia, permite o desenvolvimento das comunidades de aprendizagem no ensino superior, ou seja, a formação de redes. A fundamentação teórica deste estudo está alicerçada em Green (2008), Levy (1996, 1999), Castells (2007), Sen (2000).

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