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New Knowledge Building Initiatives Around the World News and Introductions

New Knowledge Building Initiatives Around the World News and Introductions. Marlene Scardamalia Institute for Knowledge Innovation and Technology IKIT University of Toronto - IKIT.

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New Knowledge Building Initiatives Around the World News and Introductions

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  1. New Knowledge Building Initiatives Around the World News and Introductions Marlene ScardamaliaInstitute for Knowledge Innovation and Technology IKITUniversity of Toronto - IKIT

  2. Building Cultural Capacity for Innovation (BCCI) aims to go beyond 21st century skills to address the needs of a knowledge society • International design, research, and development effort to build cultural capacity for innovation in developing and developed nations, at all educational and socioeconomic levels • A research-intensive enterprise, with research used not only to evaluate but also to create innovations • Dedicated to the 21st-century principle of knowledge for public good

  3. Design Challenges • Significant parallel advances in basics and advanced knowledge work across diverse student populations • All students engaged in sustained creative work with ideas • Students taking collective responsibility for idea improvement • Yearly measurable advances in knowledge practices and outcomes

  4. Contrasting Beliefs • Basics must be mastered before higher-level work with ideas • Knowledge creation is only for the few • Idea improvement is primarily the teacher’s responsibility • Standards are set in advance and “best practices” are applied by teachers to achieve them

  5. Think Tank Sessions: Building Cultural Capacity for Innovation • BCCI • • Requires building a critical mass of active support • • Must remain closely in touch with the whole knowledge building community • 2014 KBI includes planning sessions for launching BCCI • “think tanks” will be devoted to concrete action plans for BCCI as it relates to KBI and other knowledge building initiatives

  6. Think Tank Sessions: Building Cultural Capacity for Innovation • Two sessions in which 4 think tank groups will formulate concrete plans and solutions for core issues • Wednesday 10:00 to 11:30 • Thursday 13:30 to 15:00 • The last 30 minutes of each session will be devoted to brief progress reports • Thursday an international panel of current and prospective partners • Objects of the new non-profit will be based on plans created

  7. Think Tank Sessions: Building Cultural Capacity for Innovation • The Knowledge Building design community includes universities, institutes, school boards, ministries of education, principals' councils, businesses, and nonprofit organizations, as well as a number of committed individuals. • The plan in a nutshell • • joint ventures to extend the range of the possible in education • • ensure that Knowledge Building/knowledge creation innovations are available, free, and open to all • • establish progressive, research-intensive design lab and testbeds

  8. Think Tank Sessions: Building Cultural Capacity for Innovation • Infrastructure • • A self-sustaining non-profit to operate in complementary relation to Knowledge Building International (KBI) • • Contributions from the international team drive innovations • • BCCI exchange program: In recognition of contributions BCCI will provide benefits such as research assistance, feature articles, online mentoring and support, Knowledge Forum server hosting • • Money earned from contributions (e.g., course lectures, workshops, design and programming contributions) will be held in a central BCCI account. • • Contributors will have a voice and priority call on time of personnel, proportional to the amount and type of contribution

  9. Think Tank Sessions: Building Cultural Capacity for Innovation • Think Tanks • Each facet of the proposed plan includes (a) Design Issues and Challenges, (b) "Provisional Plan”, and (c) Related sessions). • The last column--Please add your name so that you are a member of at least one think tank team • Four different break-out groups. We will come together toward the end of the session for 30 minutes to exchange summaries and set next steps. During each break-out session teams will need to identify one person to present a summary statement to the whole group.

  10. Think Tank Sessions: Building Cultural Capacity for Innovation • Think Tank 1: Professional Development and Knowledge Mobilization

  11. Inquiry-Based Learning and Knowledge Creation Is there a difference? If so, what is it? Context: Ministry of Education mandate to improve literacy, numeracy—supportive context for inquiry learning Ontario Principals’ Associations (ADFO, CPCO, OPC)—Leading School Achievement (LSA) project Dr. Eric Jackman Institute of Child Study—Natural Curiosity

  12. http://pamhook.com/mediawiki/images/7/73/HOT_inquiry_Model_1.jpghttp://pamhook.com/mediawiki/images/7/73/HOT_inquiry_Model_1.jpg

  13. http://www.cast.org/teachingeverystudent//toolkits/images/inq_process_teacher.gifhttp://www.cast.org/teachingeverystudent//toolkits/images/inq_process_teacher.gif

  14. http://mmewaters-3wf.wikispaces.com/file/view/inquiry_model.gif/155445769/inquiry_model.gifhttp://mmewaters-3wf.wikispaces.com/file/view/inquiry_model.gif/155445769/inquiry_model.gif

  15. http://21stcenturyhsie.weebly.com/uploads/1/1/4/1/11412380/6029664.png?519http://21stcenturyhsie.weebly.com/uploads/1/1/4/1/11412380/6029664.png?519

  16. AUTHENTIC PROBLEMS • A magazine shows a graph (below) for the fuel efficiency of 4 types of cars. Which car would be the most efficient for driving from Toronto to New York City? • In one forest, a certain pair of rabbits breeds. The population of these rabbits grows by 10 rabbits every month. In another forest, another pair of rabbits breed. The population of these rabbits increases by 1 the first month, by 3 in the second month, by 5 in the third month, and so forth. Which population of rabbits is predicted to be larger in 5 years?

  17. Key features: • Mostly individual, not cooperative effort. • Repetitiveness in comments. • Q -> A Limited build on; no rise above. • Failure to appreciate contrasts between problems/answers

  18. Inquiry to Knowledge Creation: Evolving Models Dimensions: • Questioning: Q&A -> Progressive Uncovering of Deeper Issues • Research: Confirm Belief -> Iterative Design and Development • References: Single Source -> Multiple Documents Necessitating Explanatory Coherence • Problem Space: Well Defined (teacher knows the answer) -> Ill-Defined (journey of discovery) • Regulatory Functions: Teacher Regulation -> Student Agency • Social Structure: Individual Effort -> Collective Responsibility • Curricular Goals: Target Goal -> Wonderment • Assessment: Right Answer -> Promising Ideas

  19. Inquiry to Knowledge Creation: Evolving Models Models reflected in Analytic Tools: • Questioning: Shallow Inquiry -> Extended Inquiry Threads • Research/References: Isolated -> Interconnected • Problem Space: Knowledge Telling/Linear & Sequential -> Knowledge Transforming Discourse/Dynamic & Interactive • Regulatory Functions: Teacher at Center of Discourse-> Distributed Opportunistic Social Network • Social Structure: Low Cohesiveness-> High Cohesiveness • References/ Assessment: Narrow Semantic Space-> Expanding Semantic Space

  20. Few Central Resources; No Building On • Note Reading • Building-on (Responding)

  21. Connected Network of Resources/Reading and Building On • Note Reading • Building-on (Responding)

  22. Individual inquiry to collective responsibility of community knowledge

  23. Mapping Clusters of Idea Threads of the Community, and Updating the Threads in Reflection of New Progress • First ITM session • Second ITM session

  24. ITM-Aided Metadiscourse Informs Progressive Questioning to Address Increasingly Complex Issues • Deeper questions • Structure-Behavior(Mechanism)-Function Coding of Questions about the Human Body as a Complex System: More complex questions were generated in ITM reflection than in prior KF discourse • Zhang et al., 2014

  25. Light Up the Curriculum

  26. Light up Curriculum

  27. Think Tank Sessions: Building Cultural Capacity for Innovation • Think Tank 1: Professional Development and Knowledge Mobilization

  28. Think Tank Sessions: Building Cultural Capacity for Innovation • Think Tank 2: Knowledge Building Hubs of Innovation

  29. Think Tank Sessions: Building Cultural Capacity for Innovation • Think Tank 2: Knowledge Building Hubs of Innovation

  30. An overused, never replicated (?) result Can we make such progress commonplace?

  31. Social Network Analyses • Cliques (sub-communities) • The teacher • Year 1: Specialized-group

  32. The teacher • Year 2: Interacting-group

  33. The teacher • Year 3: opportunistic-collaboration

  34. Student ideas were rated based on scientificness and depth/complexity. (F(2, 63) = 5.69, p < .01, η2 = 0.15).

  35. Mean number of inquiry themes about which a student reported knowledge advances in his/her portfolio note (F(2, 63) = 64.14, p < .001).

  36. Think Tank Sessions: Building Cultural Capacity for Innovation • Think Tank 3: Open Source Software and Assessment

  37. Alan Liu’s Presentation entitled “This is Not a Book: Transliteracies and Long Forms of Digital Attention”, during the Colloque “Translittératies: enjeux de citoyenneté et de créativité” at ENS-Cachan et Université Sorbonne nouvelle, Paris, November 2012.

  38. Alan Liu’s Presentation entitled “This is Not a Book: Transliteracies and Long Forms of Digital Attention”, during the Colloque “Translittératies: enjeux de citoyenneté et de créativité” at ENS-Cachan et Université Sorbonne nouvelle, Paris, November 2012.

  39. Alan Liu’s Presentation entitled “This is Not a Book: Transliteracies and Long Forms of Digital Attention”, during the Colloque “Translittératies: enjeux de citoyenneté et de créativité” at ENS-Cachan et Université Sorbonne nouvelle, Paris, November 2012.

  40. Ideas at the Center/Knowledge Building seen Through the Transliteracy Lens • Idea diversity -> ideas in complex configurations; need to deal with complexity • Idea improvement -> information beyond given resources and grade level; search/read to solve problems; design research • Multiple information sources -> need to analyze authoritative source information • Complex discourse -> need to deal with metadiscourse and promising ideas • Multiple explanations -> need support for explanatory coherence/rise above

  41. Picture extracted from Alisa Acosta’s video: “Knowledge Forum Next Generation”, 2012.

  42. Picture extracted from Alisa Acosta’s video: “Knowledge Forum Next Generation”, 2012.

  43. Picture extracted from Alisa Acosta’s video: “Knowledge Forum Next Generation”, 2012.

  44. Picture extracted from Alisa Acosta’s video: “Knowledge Forum Next Generation”, 2012.

  45. Think Tank Sessions: Building Cultural Capacity for Innovation • Think Tank 4: Teachers’ Inventions, Students’ Discoveries, and “Big Data” Repository

  46. Think Tank Sessions: Building Cultural Capacity for Innovation • Think Tank 4: Teachers’ Inventions, Students’ Discoveries, and “Big Data” Repository

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