INVESTIGATION OF WHETHER UNDERGRADUATES CAN TAKE COLLECTIVE COGNITIVE RESPONSIBILITY IN THE KNOWLEDGE BUILDING PROCESS

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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Students’ multimodal knowledge sharing in school: Spatial repertoires and semiotic assemblages

Education and Information Technologies ◽

10.1007/s10639-021-10837-0 ◽

2021 ◽

Author(s):

Linnea Stenliden ◽

Jörgen Nissen

Keyword(s):

Social Science ◽

Elementary School Students ◽

Visual Analytics ◽

Intervention Study ◽

Science Classroom ◽

Knowledge Building ◽

School Students ◽

Building Process ◽

Interactive Data ◽

Data Visualizations

AbstractIn a world ‘flooded’ with data, students in school need adequate tools as Visual Analytics (VA), that easily process mass data, give support in drawing advanced conclusions and help to make informed predictions in relation to societal circumstances. Methods for how the students’ insights may be reformulated and presented in ‘appropriate’ modes are required as well. Therefore, the aim in this study is to analyse elementary school students’ practices of communicating visual discoveries, their insights, as the final stage in the knowledge-building process with an VA-application for interactive data visualization. A design-based intervention study is conducted in one social science classroom to explore modes for students presentation of insights, constructed from the interactive data visualizations. Video captures are used to document 30 students’ multifaceted presentations. The analyses are based on concepts from Pennycook (2018) and Deleuze and Guattari (1987). To account for how different modes interact, when students present their findings, one significant empirical sequence is described in detail. The emerging communicative dimensions (visual-, bodily- and verbal-) are embedded within broad spatial repertoires distributing flexible semiotic assemblages. These assemblages provide an incentive for the possibilities of teachers’ assessments of their students’ knowledge outcomes.

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PORT-BASED DESCRIPTION OF FUNCTIONAL MODELING FOR PRODUCT CONCEPTUAL DESIGN

Journal of Advanced Manufacturing Systems ◽

10.1142/s0219686708001176 ◽

2008 ◽

Vol 07 (01) ◽

pp. 101-105 ◽

Cited By ~ 3

Author(s):

D. X. CAO ◽

Q. L. JIA ◽

Y. H. HAN ◽

C. X. CUI

Keyword(s):

Knowledge Management ◽

Conceptual Design ◽

Description Logic ◽

Knowledge Building ◽

Structural Knowledge ◽

Functional Modeling ◽

Modeling Framework ◽

Building Process ◽

Formal Definitions ◽

Abstraction Levels

This paper introduces an approach to a port-based functional modeling framework for product conceptual design. A port-based knowledge building process is described for functional modeling. This research proposes a method of creating and managing different ports. First, this paper describes port attributes and three port types — mechanical port, electrical port and configuration port, and gives port attributes of compatibility. Second, it presents a port-based modeling design process, that is divided into three main modules: the language of port description, port-based FBS representation and port knowledge management. Three knowledge layers are specialized for function, behavior and structural knowledge. They represent different abstraction levels of the product conceptualization. Each layer is represented with a description logic for convenient reasoning. We provide formal definitions of the framework to manage port knowledge. Finally, the process of port-based functional modeling is presented in a thermal bubble jet application to demonstrate the effectiveness of the research.

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O pensar complexo na educação: sustentabilidade, transdisciplinaridade e criatividade. Maria Cândida Moraes e João Henrique Suanno (Org.)

Dialogia ◽

10.5585/dialogia.n22.5726 ◽

2015 ◽

pp. 265-268

Author(s):

Janete Netto Bassalobre

Keyword(s):

Key Words ◽

Personal Development ◽

Knowledge Building ◽

Pedagogical Practices ◽

Human Being ◽

Political Responsibility ◽

Human Subjectivity ◽

Building Process ◽

Complex Thought ◽

The Individual

A obra resenhada analisa o pensamento complexo e a transdisciplinaridade enquanto possibilidades de fornecerem alternativas consistentes para as atuais prticas pedaggicas que, por sua vez, espelham uma perspectiva paradigmtica que j no consegue dar conta dos graves problemas atuais e que continua fracionando os fenmenos mediante a excluso da subjetividade humana e separando o indivduo da sociedade e da natureza. Os diferentes autores, atravs de seus trabalhos, identificam a complexidade e a transdisciplinaridade como vias capazes de integrar os diversos saberes (to fragmentados em diferentes disciplinas) aos processos de construo do conhecimento, rever antigas sabedorias e provar outras maneiras de conhecer a realidade, possibilitando uma educao que privilegie todas as dimenses do ser humano, no sentido do seu desenvolvimento pessoal interno e comprometimento com valores de vida e responsabilidade social e poltica. Palavras-chave: conhecimento; complexidade; transdisciplinaridade. The reviewed work examines the complex thought and transdisciplinarity as possibilities to provide consistent alternatives to the current pedagogical practices that, in turn, reflect a paradigmatic perspective that can no longer cope with the serious current problems and continuing fracturing phenomena by excluding of human subjectivity and separating the individual from society and nature. Different authors, through their work, identify the complexity and transdisciplinarity as pathways able to integrate diverse knowledge (so fragmented into different disciplines) to the knowledge building process, revise ancient wisdoms and try other ways to know the reality, enabling an education that favors all dimensions of the human being in the sense of its internal personal development and commitment to the values of life and social and political responsibility. Key-words: knowledge; complexity; transdisciplinarity

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Knowledge Building Online

Encyclopedia of Information Communication Technologies and Adult Education Integration ◽

10.4018/978-1-61692-906-0.ch060 ◽

2010 ◽

pp. 985-998 ◽

Cited By ~ 1

Author(s):

David S. Stein ◽

Constance E. Wanstreet ◽

Hilda R. Glazer

Keyword(s):

Adult Learners ◽

Knowledge Building ◽

Collective Learning ◽

Shared Understanding ◽

Building Process ◽

The World ◽

Staged Approach ◽

Online Environments

This chapter explores the promise and process of knowledge building in online environments. The promise lies in the dual capability of knowledge building to support the collective learning of future adult learners by building on the information artifacts produced by present learners, thus improving upon what is known about a subject. Electronic tools for sharing emerging thoughts facilitate knowledge building and expand its reach outside the immediate classroom to involve learners from any part of the world in inquiry-based discussions. The knowledge-building process involves participation, collaboration, and achieving shared understanding. A case study of adult learners attempting higher levels of learning shows knowledge building in process. The chapter proposes a staged approach to preparing adult learners to engage in knowledge building.

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Meta Communication Concept and Knowledge Building Process in Distance Education

Transformative Learning and Online Education ◽

10.4018/978-1-61520-985-9.ch005 ◽

2010 ◽

pp. 65-88 ◽

Cited By ~ 1

Author(s):

Ugur Demiray

Keyword(s):

Distance Education ◽

Cultural Capital ◽

Knowledge Building ◽

Project Based Learning ◽

Guided Discovery ◽

Building Process ◽

Successive Generations ◽

Different Cultures ◽

Discovery Project ◽

Deliberate Effort

“Meta Communication” is the process between message designers when they are talking about the learning process, as distinguished from their articulation of the “substantive” learning, itself. To understand knowledge building it is essential to distinguish learning—“the process through which the cultural capital of a society is made available to successive generations” from knowledge building—the deliberate effort to increase the cultural capital. These include collaborative learning, guided discovery, project-based learning, communities of learners, communities of practice, and anchored instruction. Communicative encounters between groups and individuals from different cultures are variously described as cross-cultural, intercultural, multicultural or even transcultural. Researchers use terms such as the Internet, WWW, VLE, CMC, ICTs, HCI, CHI or CSCW in explorations of technologies at the communicative interface. This chapter examines and focuses on some issues and questions relating to how the use of meta communication concept should be functional and influences for knowledge building process in Distance education.

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Meta Communication Concept and the Role of Mass Media in Knowledge Building Process for Distance Education

Meta-Communication for Reflective Online Conversations ◽

10.4018/978-1-61350-071-2.ch015 ◽

2012 ◽

pp. 249-264 ◽

Cited By ~ 4

Author(s):

Ugur Demiray ◽

Nurdan Oncel Taskiran ◽

Recep Yilmaz

Keyword(s):

Distance Learning ◽

Mass Media ◽

Mass Communication ◽

Knowledge Building ◽

Human Mind ◽

The Internet ◽

Communication Tools ◽

Building Process ◽

Printed Materials

This chapter examines and focuses on some issues and questions relating to how the use of meta communication concept should be functional and how it could influence knowledge building process. In addition to this, the role of mass communication and the mass communication tools which can be regarded as vital for distance learning, primarily the Internet, television, printed materials, and the categories by which media tools interact are also investigated. The ways mass media interacts with imply the interaction taking place between communicational tools and human mind are quite similar; that’s why mental building process of knowledge is dealt with likewise. Mind-tool interaction can be categorized into four sections: interaction through reading, interaction through listening, interaction through seeing-listening, and mutual interaction.

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