Infrastructuring for Knowledge Building: Advancing a framework for sustained innovation

Kashi, Shiri; Hod, Yotam; Vwen Yen Lee, Alwyn; Yuan, Guangji; Cohen, Etan; Bielaczyc, Katerine; Chen, Bodong; Zhang, Jianwei

doi:10.30557/qw000068

Cited by 3 publications

(1 citation statement)

References 29 publications

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“…It provides opportunities to address problems in the traditional system, to spark students' interest and extend their learning, increase pupils' perfor mance and socialemotional competencies in the formal school set ting, and promote learning motivation of the subjects under specific designs (Ee & Ong, 2014;Ivánková et al, 2022). Recent novel e du cational technology research highlights infrastructuring to include the creative design inuse by practitioners, especially the ongoing de signing and redesigning of infrastructure in a specific setting (Chen, 2022;Karasti & Syrjänen, 2004;Kashi et al, 2023). However, there is limited research on this complex process as it involves indepth investigations into the design and implementation of learning envi ronments over time.…”

Section: Introductionmentioning

confidence: 99%

Designing Informal Knowledge Building learning spaces: Students’ Knowledge Building Design Studio

Yuan,

Teo,

Alwyn Vwen

et al. 2023

Qwerty

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Section: Introductionmentioning

confidence: 99%

Designing Informal Knowledge Building learning spaces: Students’ Knowledge Building Design Studio

Yuan,

Teo,

Alwyn Vwen

et al. 2023

Qwerty

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A framework for infrastructuring sustainable innovations in education

Chen

2024

Journal of the Learning Sciences

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Designs and practices using generative AI for sustainable student discourse and knowledge creation

Lee,

Tan,

Teo

2023

Smart Learn. Environ.

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Utilizing generative artificial intelligence, especially the more popularly used Generative Pre-trained Transformer (GPT) architecture, has made it possible to employ AI in ways that were previously not possible with conventional assessment and evaluation technologies for learning. As educational use cases and academic studies become increasingly prevalent, it is critical for education stakeholders to discuss design considerations and ideals that are key in supporting and augmenting learning via quality classroom discourse that sets the climate for student learning and thinking, and teachers’ transmission of expectations. In this paper, we seek to address how emergent technological advancements such as GPT, can be considered and utilized in designs that are consistent with the ideals of sustainable student discourse and knowledge creation. We showcase contemporary exemplars of possible designs and practices that are based on the pedagogy of knowledge building, with recent illustrations of how GPT may be utilized to sustain students’ knowledge building discourse. We also examine the potential effects and repercussions of technological utilization and misuse, along with insights into GPT’s role in supporting and enhancing knowledge building practices. We anticipate that the findings, through our exploration of designs and practices for knowledge creation, will be able to resonate with a broader audience and instigate meaningful change on issues of teaching and learning within smart learning environments.

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Infrastructuring for Knowledge Building: Advancing a framework for sustained innovation

Abstract: EditorialKnowledge Building as new perspective for Education: From belief mode to design mode and the need for 'infrastructuring'

Cited by 3 publications

References 29 publications

Designing Informal Knowledge Building learning spaces: Students’ Knowledge Building Design Studio

Designing Informal Knowledge Building learning spaces: Students’ Knowledge Building Design Studio

A framework for infrastructuring sustainable innovations in education

Designs and practices using generative AI for sustainable student discourse and knowledge creation

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