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Collaborative Interactions in Knowledge Building Process. Alice WAN Ngai-teck 5 July, 2003. Conceptual Framework (1). Knowledge Building (Scardamalia and Bereiter) shift from learning to the construction of collective knowledge. - PowerPoint PPT Presentation
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Collaborative Interactions in
Knowledge Building Process
Alice WAN Ngai-teck
5 July, 2003
Conceptual Framework (1)
Knowledge Building (Scardamalia and Bereiter)
• shift from learning to the construction of collective knowledge.
• shift from students as clients to students as participants in a learning organization.
•Knowledge transforming discourse is central to KB because it is the means through which knowledge is formed, criticized and amended.
Conceptual Framework (2)
• Conceptual Framework for “Collaborative Interactions in KB Process :
ICTfor
KnowledgeBuilding
Collaboration
InteractionKnowledge
BuildingEffortsParticipation
(2a)(2b)
(2c)(2d)
Conceptual Framework (2a)Knowledge Building Process (Stahl, 2000)
– Staged Model
Conceptual Framework (2b)
ICT supports – Use of Knowledge Forum
Conceptual Framework (2c)
Collaboration – Interaction and Participation
Type of Collaboration
As “a form of Interaction”
‧Coordination
‧Cooperation
‧Reflective Communication
As “a process of participation”
‧Level
‧Structure
‧Interactivity
Collaborative Activity
Conceptual Framework (2d)
Knowledge Building Efforts(Scardamalia and Bereiter, 1999)
Knowledge Building Efforts
Knowledge isreconstruct not
create
Knowledge isnot a piece of
empirical work
Knowledge isnew to learner
Knowledge isconcern with the
whole world
Aims of Research
• This research is to describe how learners construct knowledge collaboratively in Knowledge Building environment
Research Questions
• How students construct knowledge collaboratively throughout the Knowledge Building process?
• What is the participation and interaction pattern in a Knowledge Building context?
• What is the quality of the collaborative interactions?
Research Methodology (1)
• an exploratory study to discover the collaboration activity throughout the process of Knowledge Building and their relation to the construction of knowledge.
• a case study of a Knowledge Building classroom.
Research Methodology (2)
• Subject : a class of Form 4 students (no of students - 40 students) in a secondary school in Hong Kong studying the subject of History.
• Technological Context: use of Knowledge Forum during the period from 14 July, 2002 to 16 September, 2002
Research Methodology (2a)Technological Context:
Guiding Platform
Question &
Answer Platform
Discussion Platform Self
Reflection Platform
Research Methodology (3)
• Methods: qualitative and quantitative approach
• Instruments of Analysis: The quantitative analysis was applied to the reports generate by Analytic Toolkit (ATK). Qualitative analysis was based formal observations performed in the Knowledge Forum.
Research Findings (1)
• KB Process
Phase of Knowledge BuildingKnowledge Building Platform
Guiding Platform
Question & Answer Platform
Discussion Platform
A Articulate in words
B Public statements
C Other people’s public statement
D Discuss alternatives
E Argumentation and rationale
F Clarify meanings
G Shared understanding
H Negotiate perspectives
I Collaborative knowledge
J Formalize and objectify
K Cultural artifacts and representations
Research Findings (2a)
• Collaboration as “a process of participation”– Level of Participation
Items
Total No. of Notes Contributed By
Students(%)
Number of Notes Contributed Per
Students
Percentage of Notes that are Linked
Guiding Platform 166 (35.9%) 4.15 6%
Question & Answer Platform
142 (30.7%) 3.55 20%
Discussion Platform
155 (33.4%) 3.88 65%
Overall 463 (100%) 11.57 30%
Research Findings (2b)
• Collaboration as “a process of participation”– Structure : No. of notes added per day in each platform
Research Findings (2c)
• Collaboration as “a process of participation”– Interactivity: “who read whose note”
• students concentrated to read those notes that were contributed by few particular students.
“Star” contributors refer to a particular student whose notes read by many other students.
Research Findings (2d)
• Collaboration as “a form of Interaction”– Spider Pattern in Guiding Platform: Coordination
Research Findings (2e)• Collaboration as “a form of Interaction”
– Linear Pattern in Q & A Platform: Cooperation
Research Findings (2f)• Collaboration as “a form of Interaction”
– Branch Pattern in Discussion Platform: Reflective Communication
Research Findings (2g)• Collaboration as “a form of Interaction”
– Dynamic Interaction in Branch Pattern
Research Findings (2g)• Collaboration as “a form of Interaction”
– Re-visit the notes previously posted up
Group No of Students
participated in Discussion
Platform
Read Back the Notes in Guiding and Question & Answer Platform
No of Times No of Notes Average No of Notes Per
Student
A 3 14 31 10.3
B 6 19 101 16.8
C 5 13 33 6.6
D 5 10 18 3.6
E 4 19 110 27.8
F 5 12 54 10.8
Conclusions
Towards a Quality Collaboration in the process of KB
• Participation : Means vs End
• Linkage : Transmission vs Ritual
• Interactivity : Diversity vs Grounding
• Teachers’ Role : Distributed vs Complementary
• Students’ Role : Peer Facilitator vs Peer Tutor
Aligning KB with Pedagogy
• Bridging students outside classroom.
• Redefining the boundaries of learning.
• Equipping teachers with collaborative and communication skills.
• Building an atmosphere of equal sharing, contribution and recognition.
Collaborative Interactions in
Knowledge Building Process
Alice WAN Ngai-teck
5 July, 2003
End
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