Designs for Collective Cognitive Responsibility in Knowledge-Building Communities

Zhang, Jianwei; Scardamalia, Marlene; Reeve, Richard; Messina, Richard

doi:10.1080/10508400802581676

Cited by 314 publications

(237 citation statements)

References 44 publications

(44 reference statements)

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“…As with previous studies of knowledge building Lee et al 2006;Resendes et al 2015;Zhang et al 2007Zhang et al , 2009, we show students' engagement in collective inquiry and changes over time beyond information sharing to knowledge building. Comparing knowledge building with other online work, this study found that students engaged in sustained discussion, whereas early studies on online discussions report disappointing results regarding deep inquiry (e.g., Hewitt 2005;Hiltz and Goldman 2005).…”

Section: Discussionsupporting

confidence: 83%

Reflective assessment in knowledge building by students with low academic achievement

Yang

Aalst

Chan

et al. 2016

Intern. J. Comput.-Support. Collab. Learn

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This study investigated whether and how students with low prior achievement can carry out and benefit from reflective assessment supported by the Knowledge Connections Analyzer (KCA) to collaboratively improve their knowledge-building discourse. Participants were a class of 20 Grade 11 students with low achievement taking visual art from an experienced teacher. We used multiple methods to analyze the students' online discourse at several levels of granularity. Results indicated that students with low achievement were able to take responsibility for advancing collective knowledge, as they generated theories and questions, built on each others' ideas, and synthesized and rose above their community's ideas. Analysis of qualitative data such as the KCA prompt sheets, student interviews and classroom observations indicated that students were capable of carrying out reflective assessment using the KCA in a knowledge building environment, and that the use of reflective assessment may have helped students to focus on goals of knowledge building. Implications for how students with low achievement collaboratively improve their knowledge-building discourse facilitated by reflective assessment are discussed.

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Section: Discussionsupporting

confidence: 83%

Reflective assessment in knowledge building by students with low academic achievement

Yang

Aalst

Chan

et al. 2016

Intern. J. Comput.-Support. Collab. Learn

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“…It is generally agreed that theoretical knowledge resources can be applied to evoke the creative collaboration processes and effective knowledge work of groups (and/or communities) within various contexts (e.g. Kollar, Fischer, & Hesse, 2006;Sawyer, 2007;Scardamalia & Bereiter, 2006;Zhang, Scardamalia, Reeve, & Messina, 2009). However, although there are similarities and overlaps between the concepts, creativity and learning are not simply one and the same thing in all contexts.…”

Section: Creativity and Collaborative Learning: Theoretical Overlaps mentioning

confidence: 99%

Theoretical and pedagogical perspectives on orchestrating creativity and collaborative learning

Hämäläinen

Vähäsantanen

2011

Educational Research Review

145

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The role of teacher is increasingly related to designing and arranging collaborative learning situations in which fruitful and creative group work may occur. This thematic review presents recent studies on creativity and collaborative learning from the perspective of the teacher as conductor of learning processes. The precondition for the design and orchestration of these kinds of learning situations is analysing and understanding of creative and collaborative processes and their contextual adaption. Thus, the first section of this review focuses on the theoretical vantage points of creativity and collaborative learning mainly from socio-cultural perspective. Based on this theoretical grounding, the second section describes principles for orchestrating productive collaborative learning and supporting creativity from the teacher's perspective. We discuss three dimensions related to how teachers can bring about collaborative learning and creativity: (1) general pedagogical bases, (2) teachers' pre-and real-time activities and (3) opportunities and challenges for teacher activities. The review is concluded with theoretical and practical implications regarding collaborative learning and creativity.

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“…A part of my recent research in collaboration with my colleagues has been focusing on identifying strategies for enabling and sustaining knowledge building as a principled innovation (Zhang, Hong, Teo, Scardamalia, Morley, 2008;. students in classrooms and online in Knowledge Forum, such as using a flexible collaboration structure that encourages students to group and re-group in the service of their inquiry needs and engaging students in co-designing and co-evolving classroom activities (Zhang, Scardamalia, Reeve, & Messina, 2009). Through reflective observations of students' knowledge building, the teachers are often impressed by the level of thinking and work students are capable of.…”

Section: Working With the Macro-micro Dynamics For Principle-based Inmentioning

confidence: 99%

Technology-supported learning innovation in cultural contexts

Zhang

2009

Education Tech Research Dev

Self Cite

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Many reform initiatives adopt a reductionist, proceduralized approach to cultural change, assuming that deep changes can be realized by introducing new classroom activities, textbooks, and technological tools. This article elaborates a complex system perspective of learning culture:A learning culture as a complex system involves macro-level properties (e.g., epistemological beliefs, social values, power structures) and micro-level features (e.g., technology, classroom activities). Deep changes in macro-level properties cannot be reduced to any component. This complex system perspective is applied to examining technology-supported educational change in East Asia and analyzing how teachers sustain the knowledge building innovation in different contexts. Working with the macro-micro dynamics in a learning culture requires a principle-based approach to learning innovation that specifies macro-level changes using principle-based instead of procedure-based terms and engages teachers' deep reflection and creative engagement at both the macro-and the micro-level.

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Designs for Collective Cognitive Responsibility in Knowledge-Building Communities

Cited by 314 publications

References 44 publications

Reflective assessment in knowledge building by students with low academic achievement

Reflective assessment in knowledge building by students with low academic achievement

Theoretical and pedagogical perspectives on orchestrating creativity and collaborative learning

Technology-supported learning innovation in cultural contexts

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