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1
Beyond best practice Research-based innovation
in learning and knowledge work Marlene
Scardamalia Project Director
2
Beyond best practice Research-based innovation
in learning and knowledge work
  • Interdisciplinary (represents at least 20
    disciplines)
  • Intersectorial (participants range from Junior
    kindergarten to higher education, health care,
    small businesses, railroad workers, advocacy
    groups, community enterprises)
  • Cross-age (4 year olds to 70)
  • Cross-cultural (active participants from 12
    nations)
  • ikit.org
  • ikit.org/knowledgesocietynetwork
  • Beyond Best practice Research Network the Big
    Picture
  • http//builder.ikit.org19010/view?DBKSNViewID8
    2
  • BBP Knowledge Society Network (KSN) Research
    Model Organizational Framework
  • http//builder.ikit.org19010/view?DBKSNViewID8
    1

3
Beyond best practice Research-based innovation
in learning and knowledge work
  • Publications
  • A full listing of outputs http//ikit.org/ikit_re
    f/masterlist.php
  • Book 13
  • Peer-reviewed journal publications 137
  • Articles in peer reviewed conference proceedings
    49
  • Chapters for edited volumes 94
  • Presentations at high-caliber conferences 314
  • Technical reports 2

4
Beyond best practice Research-based innovation
in learning and knowledge work
  • Students, Workshops, Courses
  • Students - Canadian 81 Worldwide 146

5
Beyond best practice Research-based innovation
in learning and knowledge work
  • Students, Workshops, Courses
  • Students - Canadian 81 Worldwide 146

6
Beyond best practice Research-based innovation
in learning and knowledge work
  • Students, Workshops, Courses
  • Students - Canadian 81 Worldwide 146

7
Beyond best practice Research-based innovation
in learning and knowledge work
  • Students, Workshops, Courses
  • Students - Canadian 81 Worldwide 146

8
Beyond best practice Research-based innovation
in learning and knowledge work
  • Students, Workshops, Courses
  • Students - Canadian 81 Worldwide 146
  • Workshops and training or professional
    development events 59

9
Beyond best practice Research-based innovation
in learning and knowledge work
  • Students, Workshops, Courses
  • Students - Canadian 81 Worldwide 146
  • Workshops and training or professional
    development events 59
  • Specially designed online courses to support the
    work of the network 31

10
Beyond best practice Research-based innovation
in learning and knowledge work
  • Growth in the Knowledge Society Network
    collaborators and partnerships
  • Letter of Intent, Nov. 2001 Researchers from 6
    countries
  • INE proposal submitted July 2002 Researchers
    from9 countries
  • Summer Institute, August 2003 122 researchers
    and practioners from 11 countries, and 6
    provinces territories in Canada
  • Summer Institute, August 2004 144 researchers
    and practioners from 13 countries, and 6
    provinces territories in Canada
  • IKIT website, Sept 17, 2004 29 countries

11
Beyond best practice Research-based innovation
in learning and knowledge work
  • Knowledge Building Catching On
  • 1980s - knowledge building enters the
    educational literature
  • 2002 - 32,000 hits
  • 2004 - 88,400 hits

12
Beyond best practice Research-based innovation
in learning and knowledge work
Virtual Meetings http//ikit.org/calendar.html Av
erage of 1.4 a month since April 1, 2003 40
people on average participate in each event with
an average of 7 countries and 15 different
communities represented each time
13
The Knowledge Triangle
Policy Makers/Knowledge Mobilization http//ikit.o
rg/KnowledgeSocietyNetwork/view?DBKSNViewID122
Knowledge Building Communities
Researchers http//ikit.org/world_map
Practitioners http//ikit.org/world_map
14
Emergent Leaders Scandinavia
In Sweden
15
Emergent Leaders Scandinavia
16
Emergent Leaders Scandinavia
17
Emergent Leaders Scandinavia
18
Emergent Leaders Scandinavia
In Finland
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Emergent Leaders Scandinavia
In Finland
20
Emergent Leaders Scandinavia
In Finland
21
Emergent Leaders Scandinavia
In Finland
22
Emergent Leaders Scandinavia
In Finland
23
Emergent Leaders Scandinavia
In Finland
24
Emergent Leaders Scandinavia
In Norway
25
Emergent Leaders Scandinavia
In Norway
26
Emergent Leaders Scandinavia
In Norway
27
Emergent Leaders Other European colleagues
At EARLI 32 presentations from IKIT
members lthttp//ikit.org/EARLI2003.htmlgt
28
Emergent Leaders Other European colleagues
Italy
29
Emergent Leaders Other European colleagues
Italy
30
Emergent Leaders Other European colleagues
Spain
31
Emergent Leaders CANADA
32
Emergent Leaders CANADA
33
Emergent Leaders USA
USA
34
Emergent Leaders USA
USA
35
Emergent Leaders USA
USA
36
Emergent Leaders USA
USA
37
Emergent Leaders South America
Brazil
38
Emergent Leaders South America
Brazil
39
Emergent Leaders Asia
Singapore
40
Emergent Leaders Asia
Singapore
41
Emergent Leaders Asia
Japan
42
Emergent Leaders Asia
Japan
43
Emergent Leaders Asia
Japan
44
Emergent Leaders Asia
Taiwan
45
Emergent Leaders Asia
Taiwan
46
Emergent Leaders Asia
Hong Kong
47
Emergent Leaders Asia
Hong Kong
48
Emergent Leaders Asia
Hong Kong
49
Emergent Leaders Asia
Hong Kong
50
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The Institute for Knowledge Innovation and
Technology Creating Knowledge to Drive Knowledge
Creation
Create the science, environments, and networks
of support that make knowledge innovation part
and parcel of the ordinary.
52
The Knowledge Society Challenge Generating New
Knowledge
From Learning to Knowledge Building
Learning Knowledge Building
Keeping abreast of advancing knowledge Contributing new knowledge
Cultural replication lifelong learning Lifelong innovation
Dissemination inherited information and best practices Going beyond best practice
53
Foundational and Design Research
1. Theoretical Development 2. A Developmental
Pathway Model of Individual and Group
Innovativeness 3. A Shared Resource for
Cross-Sector Research and Innovation 4.
Exploring the Potential of Semantic Analysis to
aid Knowledge Building 5. Focus on Idea
Improvement 6. Comprehending Difficult Text as a
Task for Collaborative Problem Solving 7.
Controlling the time demands of on-line teaching
and knowledge building 8. Building on
Intuitive Understanding 9. Shared problem spaces
as a basis for cross-age, cross-sector learning
and knowledge creation
54
Strand 1A - Theoretical Development
A scientific basis for knowledge building must
draw not only on the learning, information,
management, and cognitive sciences, but also on
such diverse areas of inquiry as dialogue,
self-organizing systems, emergence, and memetics
55
Strand 1A - Theoretical Development
Learning Knowledge Building
Guided Discovery Process of expertise and innovation
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Theoretical Development Challenge
A new educational science is needed, which
recognizes the self-organizing character of
learning and creativity and which takes as its
goal the advancement of education toward higher
levels of functional organization.
67
Strand 2 A Developmental Pathway Model of
Individual and Group Innovativeness Learning to
Knowledge Building The rich get richer-- as
close to a law of nature as learning research
has come The more you know, the
more you can learn. . Knowledge Building
Drives Learning
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Strand 2 A Developmental Pathway Model of
Individual and Group Innovativeness
The Learning to Knowledge Building Pathway
Learning Guided Discovery KB Processes of expertise and innovation
Project-Based Learning, Inquiry-Driven Learning, Collaborative Learning, E-Learning Distance Education Sustained Idea Improvement
70
Strand 2 A Developmental Pathway Model of
Individual and Group Innovativeness
The Learning to Knowledge Building Pathway
Learning Learning Learning Learning Knowledge Building
Best Practice Best Practice Best Practice Best Practice Beyond Best Practice
Elementary Education Secondary Education Tertiary Education Graduate Post Graduate
Practitioners, Teachers, Managers Practitioners, Teachers, Managers Practitioners, Teachers, Managers Practitioners, Teachers, Managers Research Scientist Designers
71
Strand 2 A Developmental Pathway Model of
Individual and Group Innovativeness
Knowledge Building Drives Learning Creative
work with ideas part and parcel of the ordinary.

72
Knowledge Building The Knowledge Creation
Pathway Knowledge Building Environment
Increasing intellectual capital
Knowledge Building Community Taking
Responsibility for the Advancement of Community
Knowledge
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Grade 1 Student Where will my ideas go? Who will
help me improve them?
90
Sustained Idea Improvement
91
Epistemic Agency
92
Research Results
  • Standardized test scores in reading
    comprehension, vocabulary, and spelling
  • Ability to read difficult texts
  • Quality of questions and comments
  • Depth of explanation
  • Graphical literacy
  • Conceptual change
  • Math problem solving
  • Portfolio commentaries
  • Collaborative processes
  • Inquiry processes

93
Blake, P., Fischer, K., Lamon, M. Teplovs,
C. Understanding students conceptual development
in a knowledge building environment through skill
theory analyses.
94
Impact of Task Design on Learners Developmental
Trajectory in Knowledge Building
Nancy Law, Allan Yuen Elaine Wong Johnny Yuen
  • Students were able to reach higher levels of KB
  • Student took off faster along the KB
    developmental trajectory at early stage of the
    course and were able to sustain idea improvement
    throughout the process
  • Played with ideas, identified knowledge gaps and
    worked on cutting edge of knowledge in order to
    improve the contraption, promoted theory
    refinement idea evolution, moving beyond
    current best practice

95
HANDHELD COMPUTERS TO SUPPORT ONLINE AND OFFLINE
DISCOURSE Latika Nirula
  • Handheld notes to identify individual level
    misconceptions (ONLINE)
  • Transcripts of small group face-to-face
    discussions using handheld computers where
    students discuss and negotiate their ideas
    (OFFLINE)
  • ? Linking
    OFFLINE/ONLINE
  • Creation of co-authored handheld notes from
    small group discussions (ONLINE)
  • Subsequent threads of KF notes in the form of
  • Build-Ons or Rise Aboves marking moves
    towards conceptual change (ONLINE)

96
From the lesson study toward the design study
Teacher development through their participation
in design research practice
Oshima, Oshima, Horino
97
Resistances to Knowledge Building An Analysis of
Student Practices in Asynchronous Computer
Conferencing Environments Implications for
Distance Education
Peters and Hewitt
  • Learners complained of information overload and
    compensated by skimming notes or ignoring some
    discussion threads. These strategies saved
    students time, but it limited their engagement in
    the kind of progressive discourse that computer
    conferencing was intended to engender.
  • Students searched for topics of interest or
    notes containing questions to fulfill
    requirements rather than adopt learning-related
    goals.
  • Learners are sensitive to the social dynamics of
    the course and how they are perceived by others
    (especially the instructor). There is a certain
    level of insecurity and uncertainty, and
    reluctance, among some, to take risks.

98
Resistances to Knowledge Building Pre-service
Teacher Education Supporting Learning and
Engagement Through Online Knowledge
Building Brett Moosabhoy
  • Students found the online environment to be less
    supportive
  • Possible Reasons
  • (1) Two courses integrated through online
    conference, this year, rather than just one
  • (2) Lack of experience using WebKF or an online
    forum in deepening ideas
  • (difficulty navigating views not recognizing
    importance of build-ons)
  • (3) Epistemology of learning for group appeared
    more transmission-oriented
  • (4) Several preferred face-to-face interaction
    than online
  • (5) For some, time required and redundancy of
    ideas covered in class discouraged engagement

99
Strand IC A Shared Resource for Cross-Sector
Research and Innovation
Emergence and Self Organization
100
Patterns of Use in Knowledge Forum
Philip, Burtis, Laferriere, Lamon, Allaire
  • Note creation data
  • Notice the shape of the curve--its not a normal
    distribution curve.
  • This represents a Zipfs Law or power law
    relation.
  • R-squared 0.94

101
Emerging social positions in a Computer-Supported
Collaborative Learning Community Li Sha Jan
van Aalst Simon Fraser University
  • Results
  • Four sub-groups (blocks) with structural
    equivalence were found by blockmodel analysis.
    This means that the 24 students clustered around
    four different social positions as their
    interactions unfolded
  • A logistical regression analysis shows that FSA
    scores for reading and numeracy were
    statistically significant discriminators of group
    membership, after adjusting for gender (plt.05)
  • Significance
  • The disclosure of social positions of students
    provides an insight into mechanisms of
    collaboration in the course of constructing
    collective knowledge, particularly when the
    social positions are obtained empirically rather
    than pre-assigned.
  • This study may be one of the first attempts to
    explore the existence of naturally emerging
    social positions in knowledge building
    communities.

102
Non-linear dynamical development of knowledge
building communitiesLi Sha and Jan van Aalst
Simon Fraser University
A nonlinear regression model with Lyapunov
exponent (Guastell, 2002) was introduced to test
whether the targeted KB communities were
undergoing a chaotic expansion corresponding to a
positive Lyapunov exponent, were gravitating
toward to a stable state (fixed-point attractor)
in the end corresponding to a negative Lyapunov
exponent, or were showing a kind of oscillated
progression over time. R-sq. .37, plt.000
103
  • KBC - Japan elementary school
  • Research Purposes
  • Use of authoritative texts
  • Teacher progression from
  • traditional Japanese lesson
  • study to design research

2nd Japanese iteration Using scaffold supports
KF database with texts on genetically
modified foods (notes from biologists Grade 5/6
students
  • KBC - Toronto elementary school
  • Research Purposes
  • 1. Use of authoritative texts
  • 2. Effects of scaffold supports
  • for reading comprehension

Notes translated and entered into a KF database
in Toronto. Students read texts to understand GM
foods.
Analyses
Harvard Microgenetic analyses
IKIT ATK
104
Strand ID Exploring the Potential of Semantic
Analysis to aid Knowledge Building
105
The Measurement of Idea Diversity Teplovs, C.,
Reeve, R. Scardamalia, M.
Total ideas Unique ideas
106
New idea contributions
Plateau in new ideas
Latent Semantic Analyses
107
ATK comparative Read Link To measures by
IP group Highly Read
Concurrent Feedback
108
Innovation Strand 1 Focus on Idea improvement
There is the tendency to fall back on routines,
to accept or reject ideas, and to abandon old
ideas when new ones come along. We have
elaborated a more fruitful way sustained idea
improvement, by which the strengths of ideas
are developed and weaknesses eliminated. Real
Ideas in the Real World
109
Coding Epistemological Shifts in Teachers Levels
of Approach to Knowledge
Ruffus Keefer University of Missouri-St. Louis
110
Using Knowledge Forum for an introductory
Educational Technology course in Barcelona
Álvarez University of Barcelona
Results (from ATK analyses)
1) Helping students to reflect upon their own
learning process in early stages, 2)
Increasing peer-aid to plan out activities
collaboratively, 3) Facilitating all students
voices to be heard (remarkable with 40 students
in a group) and, 4) Showing that Knowledge Forum
4.0 is an important tool to help
computer-challenged students to overcome their
fears much easier.
111
Exploring a scalable mechanism for changing
learning culture in an examination-oriented
setting
Law, N.,Yuen, A., Wong, E. Yuen, J. University
of Hong Kong
  • A curriculum activity framework can facilitate
    engagement with ideas bootstrap understanding
    of KB principles
  • Common framework can build up teachers
    understanding of KB their facilitation ability,
    foster engagement of teachers as participant
    researcher in a community of practice

112
Fostering Scientific Inquiry in Schools Tan, Hung
So - National Institute for Education, Singapore
Significant differences for the class using
scaffold supports (Class A) emerged for
identifying variables and stating hypotheses
(plt.001).
113
Design Experiments in Japanese elementary
schools. Oshima, J., et al (2004)
A t-test on the proportion showed that students
were more likely to access other groups in a
collaboratively oriented classroom than in an
hypothesis one ( t(186) 3.33, p lt .001).
114
Algebraic Reasoning with Grade Four Students at
two different schools
Barkin Shillolo
Improved metacognition to communicate with
unknown students
115
Innovation Strand 2 Comprehending difficult Text
as a Task For Collaborative Problem Solving
Team members are developing means to turn
comprehension of difficult texts into a task for
collaborative problem solving, and to support
the shift from reading for comprehension to
reading for idea improvement.
116
Knowledge Building Fostering Reading
Comprehension Lamon, M., Melnick, B., Klonsky,
K. Scardamalia, M.
Controlled Study with Grade 9 students in an
English literature course Literacy as a
by-product of knowledge building
117
Andrews Lamon First Nations Program
118
Comprehending difficult text through problem
solving What is the problem? - Lamon, M.,
Oshima, J., Caswell, B. Reeve, R. Results
  • Students successfully used the scaffold support
    interpretation to aid text comprehension.
  • Scaffold supports such as This text does not
    explain led to shallow processing.
  • Responses to the difficult texts showed more
    depth than did student led investigations.

119
COMPUTER SUPPORTED COLLABORATIVE READING FOR
FOREIGN LANGUAGE VOCABULARY ACQUISITION
Wible, Chen, Chen Kuo Tamkang University,
Taiwan
All students used English to annotate unknown
words Scaffold supports led to Insightful
perspectives on L2 vocabulary acquisition.
120
Innovation Strand 3 Controlling the Time Demands
of Online Teaching and Knowledge Building
Team members are developing research-based
methods for turning high-level responsibilities
for knowledge work (e.g. evaluation,
contributing resources, monitoring difficulties)
over to participants and creating systems of
participatory mentorship.
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INNOVATIVE EDUCATIONAL DESIGN STRATEGIES IN
HEALTH CARE Russell
  • High frequency of unassigned views (N29)
    visited and note reads (N346) by the
    Nurse-Intern, positive evidence of epistemic
    agency-in-practice.This extends work in assigned
    views.

123
Innovation Strand 4 Building on Intuitive
Understanding
Intuitive understandings are being used as a
driving force for sustained idea improvement,
rather than as misconceptions or beliefs to be
contrasted with alternative beliefs.
124
How does Knowledge Work in Classrooms Knowledge
Dynamics in an online Knowledge Building
Environment Zhang, J., Scardamalia, M., Lamon,
M., Messina, R. Reeve, R.
Rating of ideas in 15 large inquiry threads over
time.
Anova results showed a significant improvement in
scientific ideas over time (F(2, 159 13.51,
p.000). Multiple Comparisons (LSD) showed
significant differences between Stage 1 and 2
(p.003) as well as between Stage 2 and 3
(p.027).
125
To elaborate the process of conceptual growth, we
examined the largest inquiry thread how light
travels consisting 60 notes and six annotations,
entered between Feb. 8 to May 10, 2002. Notes
were grouped into three stages of 20 notes. ANOVA
demonstrated a significant growth in the rating
of personal ideas between the three stages (F(2,
44)14.21, p.000).
126
To support the process of conceptual growth
opportunistic and participant-driven
incorporation of new information
127
Video Notes as a Support for Telementoring in a
Knowledge Forum Classroom
Robertson, Hewitt, Messina and Scardamalia
  • Students who have poor reading or writing skills
    can still interact with mentors
  • Video conveys emotional content (through facial
    expressions and voice)
  • Video notes allow children to display classroom
    artifacts to mentors
  • Students can create and watch videos when it is
    convenient for them (unlike real-time
    videoconferencing)
  • Video notes can be replayed over and over again
    and shared among students.

128
Innovation Strand 5 Shared problem Spaces as a
basis for Cross-age, cross-sector learning and
knowledge creation
We are identifying problem spaces from the
discourse of participants and through
negotiation and explication of shared goals
across ages, sectors, and cultures. These
methods promise to lessen the need to reinvent
the wheel.
129
Pre-service teachers' use of knowledge building
scaffolds during field experiences and student
teaching
Laferriere, T. Allaire, S.
Across years, pre-service teachers showed little
variability in their use of scaffold supports -
following a model?
130
Dynamic Web Reporting
131
VIRTUAL DESIGN STUDIOAS A LEARNING ENVIRONMENT
Seitamaa-Hakkarainen Hakkarainen University of
Joensuu University of Helsinki
Collaborative design shared objects patterns of
collaboration
Participatory design integrating conceptual
design with sketches user as information source
or co-designer
Experts participation integrating conceptual
designing with sketches expert support for
virtual design process
132
Exploring the use of Squeak for modeling
mathematical ideas Amy Paradine
students demonstrated facility using Squeak to
create unique slope representations modest
amount of collaboration and communication among
students about math concepts and Squeak tools
133
Knowledge building in Home Economics
education Kivilehto
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