Student motivation in knowledge forum on fostering knowledge building communities

2002 ◽  
Author(s):  
Shuk-ha, Louisa Chan
Keyword(s):  
Student Motivation ◽  
Knowledge Building ◽  
Knowledge Forum ◽  
Knowledge Building Communities

Innovations for Online Collaborative Learning in Mathematics

2005 ◽  
pp. 1529-1534
Author(s):  
Rodney Nason ◽  
Eearl Woodruff
Keyword(s):  
Collaborative Learning ◽  
Knowledge Building ◽  
Computer Supported Collaborative Learning ◽  
Knowledge Forum ◽  
Online Collaborative Learning ◽  
Intractable Problem ◽  
Knowledge Building Communities

The field of computer-supported collaborative learning (CSCL) has been growing in a number of areas and across a number of subjects (Koschmann, 1996; Koschmann, Hall, & Miyake, 2002; Wasson, Baggetun, Hoppe, & Ludvigsen, 2003). One of the most promising pedagogical advances, however, for online collaborative learning that has emerged in recent years is Scardamalia and Bereiter’s (1996) notion of knowledge-building communities. Unfortunately, establishing and maintaining knowledge-building communities in CSCL environments such as Knowledge Forum® in the domain of mathematics has been found to be a rather intractable problem (Bereiter, 2002b; Nason, Brett, & Woodruff, 1996). In this chapter, we begin by identifying two major reasons why computer-supported knowledge-building communities in mathematics have been difficult to establish and maintain.

Supporting Online Collaborative Learning in Mathematics

2011 ◽  
pp. 1725-1731 ◽  
Author(s):  
Rod Nason ◽  
Eearl Woodruff
Keyword(s):  
Collaborative Learning ◽  
Knowledge Building ◽  
Computer Supported Collaborative Learning ◽  
Knowledge Forum ◽  
Online Collaborative Learning ◽  
Intractable Problem ◽  
Knowledge Building Communities

One of the most promising pedagogical advances for online collaborative learning that has emerged in recent years is Scardamalia and Bereiter’s (1996) notion of knowledge-building communities. Unfortunately, establishing and maintaining knowledge-building communities in computer-supported collaborative learning (CSCL) environments such as Knowledge Forum® (Scardamalia & Bereiter, 1998) in the domain of mathematics has been found to be a rather intractable problem (Bereiter, 2002a; Nason, Brett, & Woodruff, 1996).

Innovations for Online Collaborative Learning in Mathematics

2011 ◽  
pp. 897-904
Author(s):  
Rodney Nason ◽  
Earl Woodruff
Keyword(s):  
Collaborative Learning ◽  
Knowledge Building ◽  
Computer Supported Collaborative Learning ◽  
Knowledge Forum ◽  
Online Collaborative Learning ◽  
Intractable Problem ◽  
Knowledge Building Communities

The field of computer-supported collaborative learning (CSCL) has been growing in a number of areas and across a number of subjects (Koschmann, 1996; Koschmann, Hall, & Miyake, 2002; Wasson, Baggetun, Hoppe, & Ludvigsen, 2003). One of the most promising pedagogical advances, however, for online collaborative learning that has emerged in recent years is Scardamalia and Bereiter’s (1996) notion of knowledge-building communities. Unfortunately, establishing and maintaining knowledge-building communities in CSCL environments such as Knowledge Forum® in the domain of mathematics has been found to be a rather intractable problem (Bereiter, 2002b; Nason, Brett, & Woodruff, 1996). In this chapter, we begin by identifying two major reasons why computer-supported knowledge-building communities in mathematics have been difficult to establish and maintain.

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 Design principles for transforming making programs into online settings at public libraries

2020 ◽  
Vol 121 (7/8) ◽  
pp. 619-630
Author(s):  
Soo Hyeon Kim ◽  
Gi Woong Choi ◽  
Yong Ju Jung
Keyword(s):  
Communities Of Practice ◽  
Informal Learning ◽  
Public Libraries ◽  
Knowledge Building ◽  
Design Principles ◽  
Stem Learning ◽  
Family Learning ◽  
Content Type ◽  
Process Documentation ◽  
Knowledge Building Communities

Purpose This paper aims to investigate design principles for transforming existing making communities of practice within public libraries into online knowledge-building communities to support youths, families with young children and adult members’ making and tinkering during COVID-19. Design/methodology/approach Building upon C4P and connected learning framework, the authors analyze existing literature and practitioner reports on informal learning projects related to making and STEM learning, family learning and online learning as well as emergent cases of innovative approaches in response to COVID-19 from public libraries, informal learning institutions and community groups. Findings The authors suggest 11 design principles around five areas: program design, facilitation, tools and materials, process documentation and sharing and feedback. Originality/value This work contributes to the information and learning sciences concerned with community engagement and knowledge creation by suggesting a design model to transform and sustain existing making communities of practice within public libraries into online knowledge-building communities during COVID-19.

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