Bodong Chen

Crisscross Landscapes

Notes: Knowledge building: Theory, pedagogy, and technology

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References

Citekey: @scardamalia2006

Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 97–115). Cambridge University Press.

Notes

From Computer Supported Intentional Learning to Knowledge Building Environments

an elementary school (Scardamalia, Bereiter, McLean, Swallow, and Woodruff, 1989).
an elementary school (Scardamalia, Bereiter, McLean, Swallow, and Woodruff, 1989).
an elementary school (Scardamalia, Bereiter, McLean, Swallow, and Woodruff, 1989).
an elementary school (Scardamalia, Bereiter, McLean, Swallow, and Woodruff, 1989).
an elementary school (Scardamalia, Bereiter, McLean, Swallow, and Woodruff, 1989).
an elementary school (Scardamalia, Bereiter, McLean, Swallow, and Woodruff, 1989).
an elementary school (Scardamalia, Bereiter, McLean, Swallow, and Woodruff, 1989).
an, Swallow, and Woodruff, 1989).
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on.
and their interrelationships and to support collaborative work aimed at improving ideas.::
and their interrelationships and to support collaborative work aimed at improving ideas.::
and their interrelationships and to support collaborative work aimed at improving ideas.::
and their interrelationships and to support collaborative work aimed at improving ideas.::
to support collaborative work aimed at improving ideas.::

::The next generation of CSILE, called Knowledge Forum®, provides a knowledge building environment for communities (classrooms, service and health organizations, businesses, and so forth) to carry on the sociocognitive practices described above— practices that are constitutive of knowledgeand innovationcreating organizations.:: This is a continuing challenge; Knowledge Forum undergoes continual revision as theory advances and experience uncovers new problems and opportunities.

Although communities based on shared interests do develop in some threaded discussion forums, this technology [threaded discussion] provides little means for a group to organize its efforts around a common goal.

Thus the database itself is an emergent, representing at different stages in its development the advancing knowledge of the community. ::From the users’ standpoint, the main constituents of a Knowledge Forum database are notes and views. A view is an organizing background for notes. It may be a concept map, a diagram, a scene—anything that visually adds structure and meaning to the notes whose icons appear in it. Notes are contributed to views and may be moved about to create organization within views. The same notes may appear in more than one view.::

links to other applications and applets, and so on.
links to other applications and applets, and so on.
links to other applications and applets, and so on.
links to other applications and applets, and so on.
links to other applications and applets, and so on.
links to other applications and applets, and so on.
links to other applications and applets, and so on.
applets, and so on.

::Knowledge Forum lends itself to a high level of what we call “epistemic agency” (Scardamalia, 2000).::

“New information,” “This theory explains,” and “This theory cannot explain.”
“New information,” “This theory explains,” and “This theory cannot explain.”
ation,” “This theory explains,” and “This theory cannot explain.”

::We designed Knowledge Forum not simply as a tool, but as a knowledge building environment—that is, as a virtual space within which the main work of a knowledge building group would take place (Scardamalia, 2003).

Knowledge Forum is where the main work takes place. It is where the “state of knowledge” materializes, takes shape, and advances. It is where the results of the various off-line activities contribute to the overall effort. ::