Ann Russell

Institute for Knowledge Innovation and TechnologyOISE/University of Toronto

Ann Russell

Institute for Knowledge Innovation and TechnologyOISE/University of Toronto

arussell@oise.utoronto.ca

GOALSGOALS

1. To introduce “Knowledge Building Communities’ Model” (pedagogy, technology, methodology).

2. To demonstrate how this model fosters reflective practice, learning and knowledge creation within and between professions and organizations (Toronto Rehab, 1999 to 2002).

3. To demonstrate how to integrate knowledge management systems into online learning environments (Hamilton Health Sciences, 2003 to 2004).

• ideas - cross sharing of intra-and interprofessional resources

• Goals• 1. Every monthly PPD meeting - educational presentaion (bring external world into experience)• 2. push boundareies (

• 3. Principles of knowledge building -- 2 applications of how to foster interprofessional knowledge buidling in health care; reflective practice to meet QA; application for college could be tremendous;

• Where to start with putting principles into place about creating a knowledge buidoing community (whether

1. To introduce “Knowledge Building Communities’ Model” (pedagogy, technology, methodology).

2. To demonstrate how this model fosters reflective practice, learning and knowledge creation within and between professions and organizations (Toronto Rehab, 1999 to 2002).

3. To demonstrate how to integrate knowledge management systems into online learning environments (Hamilton Health Sciences, 2003 to 2004).

• ideas - cross sharing of intra-and interprofessional resources

• Goals• 1. Every monthly PPD meeting - educational presentaion (bring external world into experience)• 2. push boundareies (

• 3. Principles of knowledge building -- 2 applications of how to foster interprofessional knowledge buidling in health care; reflective practice to meet QA; application for college could be tremendous;

• Where to start with putting principles into place about creating a knowledge buidoing community (whether

Knowledge Building Communities’ Model

(Bereiter & Scardamalia, 1993)

Knowledge Building Communities’ Model

(Bereiter & Scardamalia, 1993)

1. Pedagogy: Knowledge Building (Theory of Expertise)

2. Methodology: Design Experimentation

3. Technology: Knowledge Forum®

1. Pedagogy: Knowledge Building (Theory of Expertise)

2. Methodology: Design Experimentation

3. Technology: Knowledge Forum®

Novice(no clinical experience)

Novice(no clinical experience)

Advanced Beginner(BA/MA, clinical internships)

Advanced Beginner(BA/MA, clinical internships)

PedagogyChallenging developmental models (e.g., Benner)

PedagogyChallenging developmental models (e.g., Benner)

Competent(2-3 years clinical experience)

Competent(2-3 years clinical experience)

Proficient(3-5 years clinical experience)

Proficient(3-5 years clinical experience)

Expert(5+ years experience)

Expert(5+ years experience)

Knowledge building communities model(A distributed model of expertise)

Knowledge building communities model(A distributed model of expertise)

ExpertExpert

ProficientProficient

CompetentCompetent

AdvancedBeginnerAdvancedBeginner

NoviceNovice

METHODOLOGYMETHODOLOGY

• Design Experimentation (Collins, 1999)

• Knowledge Building principles-in-action

• Design Experimentation (Collins, 1999)

• Knowledge Building principles-in-action

Improveable IdeasImproveable Ideas

Idea DiversityIdea Diversity

Real Ideas,Authentic Problems

Real Ideas,Authentic Problems

Rise AboveRise Above

Epistemic AgencyEpistemic Agency

Community Knowledge,Collective ResponsibilityCommunity Knowledge,Collective Responsibility

Democratizing KnowledgeDemocratizing Knowledge

SymmetricKnowledge Advancement

SymmetricKnowledge Advancement

PervasiveKnowledge Building

PervasiveKnowledge Building

Constructive Uses ofAuthoritative SourcesConstructive Uses ofAuthoritative Sources

Knowledge BuildingDiscourse

Knowledge BuildingDiscourse

Embedded andTransformative Assessment

Embedded andTransformative Assessment

Knowledge building principlesKnowledge building principles

(Scardamalia 2002)

TECHNOLOGY

Knowledge Forum®

TECHNOLOGY

Knowledge Forum®

• communal database technology

• internet accessible

• multimedia capabilities

• computer supported intentional learning environment

• communal database technology

• internet accessible

• multimedia capabilities

• computer supported intentional learning environment

TORONTOTORONTO

CASE STUDIES IN HEALTH CARE

TORONTO REHABILITATION 1999 to 2002

Reflective practice in daily practice

TORONTO REHABILITATION 1999 to 2002

Reflective practice in daily practice

Design Goal:

To cultivate a community of reflective practitioners

(Professional Practice Portfolio).

Design Strategy:

To embed opportunities for reflective practice in daily work

and practice of practitioners.

Results:

Real world problems of practice were continuously

improved over time at more complex levels of analysis.

Design Goal:

To cultivate a community of reflective practitioners

(Professional Practice Portfolio).

Design Strategy:

To embed opportunities for reflective practice in daily work

and practice of practitioners.

Results:

Real world problems of practice were continuously

improved over time at more complex levels of analysis.

TORONTO REHABILITATION 1999 to 2002

More on designing for reflective practice:

TORONTO REHABILITATION 1999 to 2002

More on designing for reflective practice:

• Defined and redefined collective purpose for continuous learning and collaboration (views & purpose statements)

• Identified real-world problems of practice that need to be solved -- these became ‘learning’ opportunities for reflective practice (or what Schön calls ‘surprises’)

• Extended expectations of knowledge productivity to all members of the community (democratize process)

• Situated knowledge work in extended community (internal, external, national, international)

• Created opportunities to leverage knowledge and resources within and between professions and institutions (Knowledge Society Network)

• Defined and redefined collective purpose for continuous learning and collaboration (views & purpose statements)

• Identified real-world problems of practice that need to be solved -- these became ‘learning’ opportunities for reflective practice (or what Schön calls ‘surprises’)

• Extended expectations of knowledge productivity to all members of the community (democratize process)

• Situated knowledge work in extended community (internal, external, national, international)

• Created opportunities to leverage knowledge and resources within and between professions and institutions (Knowledge Society Network)

METHODOLOGYMETHODOLOGY

http://ikit.org/OLT.htmlhttp://ikit.org/OLT.html

For More Information

http://www.ikit.org

http://www.ikit.org/OLT.html

http://www.ikit.org/intkb

THANK YOU