beyond best practice: research-based innovation in learning and knowledge work marlene scardamalia...

Beyond best practice:Research-based innovation in learning and knowledge work

Marlene ScardamaliaProject Director

Beyond best practice:Research-based innovation in learning and knowledge work

Marlene ScardamaliaProject Director

Beyond best practice: Research-based innovation

in learning and knowledge work


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.org:19010/view?DB=KSN&ViewID=82-BBP: Knowledge Society Network (KSN) Research Model: Organizational Framework

http://builder.ikit.org:19010/view?DB=KSN&ViewID=81




in learning and knowledge workPublications:

A full listing of outputs: http://ikit.org/ikit_ref/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




in learning and knowledge workStudents, Workshops, Courses:

Students - Canadian = 81; Worldwide = 146






Workshops and training or professional development events = 59






Workshops and training or professional development events = 59

Specially designed online courses to support the work of the network = 31




in learning and knowledge workGrowth 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




in learning and knowledge workKnowledge Building: Catching On

1980’s - “knowledge building” enters the educational literature

2002 - 32,000 ‘hits’

2004 - 88,400 ‘hits’




in learning and knowledge workVirtual Meetings:

http://ikit.org/calendar.html

Average 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

The “Knowledge Triangle”The “Knowledge Triangle”

Policy Makers/Knowledge Mobilizationhttp://ikit.org/KnowledgeSocietyNetwork/view?DB=KSN&ViewID=122

Researchershttp://ikit.org/world_map

Practitionershttp://ikit.org/world_map

KnowledgeBuilding

Communities

Emergent Leaders: ScandinaviaEmergent Leaders: Scandinavia

In Sweden:


In Finland:


In Norway:

Emergent Leaders: Other European colleagues


At EARLI: 32 presentations from IKIT members<http://ikit.org/EARLI2003.html>



Italy



Spain

Emergent Leaders: CANADAEmergent Leaders: CANADA

Emergent Leaders: USAEmergent Leaders: USA

USA

Emergent Leaders: South AmericaEmergent Leaders: South America

Brazil

Emergent Leaders: AsiaEmergent Leaders: Asia

Singapore


Japan


Taiwan


Hong Kong

The Institute for Knowledge Innovation and Technology

Creating Knowledge to Drive Knowledge Creation

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.”

The Knowledge Society Challenge: Generating New Knowledge

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

Foundational and Design ResearchFoundational and Design Research

1. Theoretical Development2. A Developmental Pathway Model of Individual and Group

Innovativeness3. A Shared Resource for Cross-Sector Research and Innovation4. Exploring the Potential of Semantic Analysis to aid Knowledge

Building5. Focus on Idea Improvement6. Comprehending Difficult Text as a Task for Collaborative

Problem Solving7. Controlling the time demands of on-line teaching and

knowledge building8. Building on Intuitive Understanding9. Shared problem spaces as a basis for cross-age, cross-sector

learning and knowledge creation

Strand 1A - Theoretical DevelopmentStrand 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

Strand 1A - Theoretical DevelopmentStrand 1A - Theoretical Development

Learning Knowledge Building

Guided Discovery Process of expertise and innovation

Theoretical Development Challenge

A new educational science is needed, which recognizes the self-organizing character of learning and creativity and which takes as its goalthe advancement of education toward higher levels of functional organization.

Strand 2: A Developmental Pathway Model of Individual and GroupInnovativeness

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

Strand 2: A Developmental Pathway Model of

Individual and Group Innovativeness


Individual and Group InnovativenessThe 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


Individual and Group Innovativeness


Individual and Group InnovativenessThe Learning to Knowledge Building Pathway

LearningKnowledge

Building

Best Practice Beyond Best Practice

Elementary

Education

Secondary Education

Tertiary Education

Graduate Post Graduate

Practitioners, Teachers, Managers Research Scientist; Designers

Strand 2: A Developmental Pathway Model of Individual and GroupInnovativeness

Knowledge Building Drives Learning

Creative work with ideas part and parcel of the ordinary.

Knowledge Building: The Knowledge Creation PathwayKnowledge Building Environment: Increasing intellectual

capital

Knowledge Building: The Knowledge Creation PathwayKnowledge Building Environment: Increasing intellectual

capital

Knowledge Building Community: Taking Responsibility for the Advancement of Community Knowledge

Grade 1 Student:

Where will my ideas go?

Who will help me improve them?

Sustained Idea ImprovementSustained Idea Improvement

Epistemic AgencyEpistemic Agency

Research ResultsResearch 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

Blake, P., Fischer, K., Lamon, M. & Teplovs, C.Understanding students’ conceptual development in a knowledgebuilding environment through skill theory analyses.

• 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”

Impact of Task Design on Learners’ Developmental Trajectory in Knowledge Building

Nancy Law, Allan Yuen

Elaine Wong & Johnny Yuen

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)

From the lesson study toward the design study: Teacher development through their participation in design research

practiceOshima, Oshima, & Horino

Resistances to Knowledge BuildingAn Analysis of Student Practices in

Asynchronous Computer Conferencing Environments:

Implications for Distance EducationPeters 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.

Resistances to Knowledge BuildingPre-service Teacher Education: Supporting Learning

and Engagement Through Online Knowledge Building

Brett & MoosabhoyStudents 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

Emergence and Self Organization

Strand IC: A Shared Resource for Cross-Sector Research and InnovationStrand IC: A Shared Resource for Cross-Sector Research and Innovation

Patterns of Use in Knowledge ForumPhilip, Burtis, Laferriere, Lamon,

Allaire

Note creation dataNotice the shape of the curve--it’s not a normal distribution curve.This represents a Zipf’s Law or power law relation.R-squared = 0.94

Frequency of Note Creation

0

5

10

15

20

25

30

35

40

45

50

1 8 15 22 29 36 43 50 57 64 71 78 85 92 99

Students/Users

Frequency of note creation

Note Creation

Chart Title

y = -0.0133x + 1.501R2 = 0.9410

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

1.8

1 9 17 25 33 41 49 57 65 73 81 89 97

Users

Log of note creation

Log of note creation

Linear (Log of notecreation)

Emerging social positions in a Computer-Emerging social positions in a Computer-Supported Collaborative Learning CommunitySupported Collaborative Learning Community

Li Sha & Jan van Aalst Simon Fraser Li Sha & Jan van Aalst Simon Fraser UniversityUniversityResultsResults

Four sub-groups (blocks) with structural equivalence were found by Four sub-groups (blocks) with structural equivalence were found by blockmodel analysis. This means that the 24 students clustered blockmodel analysis. This means that the 24 students clustered around four different “social positions” as their interactions around four different “social positions” as their interactions unfoldedunfoldedA logistical regression analysis shows that FSA scores for reading A logistical regression analysis shows that FSA scores for reading and numeracy were statistically significant discriminators of group and numeracy were statistically significant discriminators of group membership, after adjusting for gender (p<.05)membership, after adjusting for gender (p<.05)SignificanceSignificanceThe disclosure of social positions of students provides an insight The disclosure of social positions of students provides an insight into mechanisms of collaboration in the course of constructing into mechanisms of collaboration in the course of constructing collective knowledge, particularly when the social positions are collective knowledge, particularly when the social positions are obtained empirically rather than pre-assigned.obtained empirically rather than pre-assigned.This study may be one of the first attempts to explore the existence This study may be one of the first attempts to explore the existence of naturally emerging social positions in knowledge building of naturally emerging social positions in knowledge building communities.communities.

Non-linear dynamical development of Non-linear dynamical development of knowledge building communitiesknowledge building communities

Li Sha and Jan van Aalst Simon Fraser UniversityLi Sha and Jan van Aalst Simon Fraser University

A nonlinear regression model A nonlinear regression model with with Lyapunov exponentLyapunov exponent (Guastell, 2002) was introduced (Guastell, 2002) was introduced to test whether the targeted KB to test whether the targeted KB communities were undergoing a communities were undergoing a chaotic expansionchaotic expansion corresponding corresponding to a positive Lyapunov exponent, to a positive Lyapunov exponent, were gravitating toward to a were gravitating toward to a stable statestable state ( (fixed-point attractorfixed-point attractor) ) in the end corresponding to a in the end corresponding to a negative Lyapunov exponent, or negative Lyapunov exponent, or were showing a kind of were showing a kind of oscillated oscillated progressionprogression over time. over time.

R-sq. =.37, p<.000R-sq. =.37, p<.000

READNOTE

TIME

100806040200

.6

.5

.4

.3

.2

.1

0.0

-.1

Observed

Linear

Logarithmic

KF database with texts on genetically modifiedfoods (notes from biologists & Grade 5/6 students

KBC - Japan elementary schoolResearch Purposes1. Use of authoritative texts2. Teacher progression from traditional Japanese lesson study to design research

Notes translated and entered into aKF database in Toronto. Students read texts to understand GM foods.

KBC - Toronto elementary schoolResearch Purposes1. Use of authoritative texts2. Effects of scaffold supports for reading comprehension

Analyses HarvardMicrogenetic analyses

IKITATK

2nd Japanese iterationUsing scaffold supports

Strand ID: Exploring the Potential of Semantic Analysis to aid Knowledge BuildingStrand ID: Exploring the Potential of Semantic Analysis to aid Knowledge Building

The Measurement of Idea DiversityTeplovs, C., Reeve, R. & Scardamalia, M.

Total ideasUnique ideas

Plateau in new ideas

Latent Semantic Analyses

New idea contributions

ATK comparative“Read” & “Link To”

measures by IP group

Highly Read

Concurrent Feedback

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

Innovation Strand 1: Focus on Idea improvementInnovation Strand 1: Focus on Idea improvement

Coding Epistemological Shifts in Teachers’ Levels of Approach to Knowledge

Ruffus & KeeferUniversity of Missouri-St. Louis

Using Knowledge Forum for an introductory Educational Technology course in Barcelona

ÁlvarezUniversity of Barcelona

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.

Results (from ATK analyses)

Exploring a scalable mechanism for changing Exploring a scalable mechanism for changing learning culture in an examination-oriented learning culture in an examination-oriented

settingsettingLaw, 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

Significant differences for the class using scaffold supports (Class A) emerged for identifying variables and stating hypotheses (p<.001).

Fostering Scientific Inquiry in SchoolsTan, Hung & So - National Institute for Education, Singapore

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 < .001).

Design Experiments in Japanese elementary schools.Oshima, J., et al (2004)

Algebraic Reasoning with Grade Four Students at two

different schoolsBarkin & Shillolo

• Improved metacognition to communicate with unknown students

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.

Innovation Strand 2: Comprehending difficult Text as a TaskFor Collaborative Problem SolvingInnovation Strand 2: Comprehending difficult Text as a TaskFor Collaborative Problem Solving

Group Pretest Mean SD Post-test Mean SDExperimental (N=17) 8.69 1.83 11.21* 2.26Control (N=14) 8.41 2.61 7.45 3.23Table 1: Mean Pretest and Post-test problem solving scores for experimental and control classes.

Pretest scores used as a c ovariate for the post-test problem solving scores revealed that the experimentalclass performed significantly better than the control class F (1,28)=18.42, p<. 0005.

Knowledge Building: Fostering Reading Comprehension Lamon, M., Melnick, B., Klonsky, K. & Scardamalia, M.

Controlled Study with Grade 9 students in an English literature courseLiteracy as a by-product of knowledge building

Andrews & Lamon: First Nations Program

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.

COMPUTER SUPPORTED COLLABORATIVE READING FOR FOREIGN LANGUAGE

VOCABULARY ACQUISITIONWible, Chen, Chen & Kuo

Tamkang University, Taiwan

• All students used English to annotate unknown words

• Scaffold supports led to Insightful perspectives on

L2 vocabulary acquisition.

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.

Innovation Strand 3: Controlling the Time Demands of OnlineTeaching and Knowledge BuildingInnovation Strand 3: Controlling the Time Demands of OnlineTeaching and Knowledge Building

Hamilton Health Science and IKIT partnership

E-Learning Outcomes Percentage (N=12)Technology reduced the number and frequency of face-to-facemeetings

73%

Technology supported/encouraged participation by Task Forcemembers

73%

Technology helped to keep Task Force’s work on schedule 64%Task force reported that their knowledge and expertiseusing technology increased as a direct result of using thetechnology

100%

Task force reported that knowledge of professional practice issuesincreased

45%

Task force reported an improvement in inter-professionalcommunication

73%

Knowledge Forum facilitated access to resources (documents andideas)

91%

Knowledge Forum supported individual learning 55 %Knowledge Forum supported team learning 64 %Knowledge Forum supported their professional practice 36%Knowledge Forum assisted in the development of the emergentpatient centred care philosophy

82%

Knowledge Forum supported productive work between HHS TaskForce and IKIT researchers

45%

Knowledge Forum helped to developed new or more productiverelationships with peers and colleagues

64%

Knowledge Forum supported shared responsibility for projectcompletion by participants

64%

IKIT researchers provided timely responses to questions andconcerns

64%

INNOVATIVE EDUCATIONAL DESIGN STRATEGIES IN HEALTH CARE

Russell

S14 Frequency Reads (N-228) Emergent Views

010203040506070

Clinical PracticeCommitteeEthics & Prof.

Practice

Pain Guidelines

(CPG)KnowledgeBuildilng vs

Evidence Based

PracticeStrategicPlanning Day

InterprofessionalCare Delivery

Planning Feb. 12

Txing Day

TechnicalSupport

Emergent Views (N=18)

Frequency Note Reads

Dec-00

Nov-00

Oct-00

Sep-00

High frequency of ‘unassigned views’ (N=29) visited and note reads (N=346) by the Nurse-Intern, positive evidence of epistemic agency-in-practice.This extends work in assigned views.

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.

Innovation Strand 4: Building on Intuitive UnderstandingInnovation Strand 4: Building on Intuitive Understanding

Stage 1 Stage 2 Stage 3 Total

Mean 1.93 2.45 2.86 2.40

SD .90 .90 .99 1.00

N 57 55 50 162

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).

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).

To support the process of conceptual growth: opportunistic and participant-driven incorporation of new information

Video Notes as a Support for Telementoring

in a Knowledge Forum ClassroomRobertson, 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.

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.”

Innovation Strand 5: Shared problem Spaces as a basis for Cross-age, cross-sector learning and knowledge creationInnovation Strand 5: Shared problem Spaces as a basis for Cross-age, cross-sector learning and knowledge creation

Pre-service teachers' use ofknowledge 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?

Dynamic Web Reporting

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

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

Knowledge building in Home Economics educationKivilehto

ACTICVITY CARD B Yeast experiment Ingredients and equipment: bottles (2 dl), balloons, yeast (dry yeast), sugar, ice cubes, tape, pencil, two large water containers (shallow) - Mark the bottles: A, B, C and D - Measure to the bottles the ingredients mentioned in the work sheet - Put the balloons on the tops of the bottles and shake carefully - Fill one water container with 10ºC water (add ice cubes) and the other container with 40ºC water - Move the bottles to the containers filled with water TABLE_____________________________________________________________ Yeast Water Sugar Water in container (dry) (lukewarm) ------------------------------------------------------------------------------------------------------------------- Bottle A 1 spoon 1 dl 1 spoon 10°C Bottle B 1 “ 1 “ 1 spoon 40°C Bottle C 1 “ 1 “ - 10°C Bottle D 1 “ 1 “ - 40°C _____________________________________________________________________________ OBSERVE (5-10 min.) the bottles and the balloons. Answer the questions: 1. What happens to the balloons? Bottle A: _________________ Bottle C:_______________ Bottle B: _________________ Bottle D:_______________ What is the effect of the temperature? (Water in the containers) ________________________________________________________________________________________________________ What is the effect of the sugar? _____________________________________________________________________ 2.What substance makes the balloon expand? ____________________________________________________________________ Make conclusions on the grounds of an experiment 3.Under what conditions does the yeast grow best? ________________________________________________________________________________________________________

beyond best practice: research-based innovation in learning and knowledge work marlene scardamalia...

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