THEMES: 1. Knowledge advancement: based on the premise that

authentic creative knowledge work can take place in school classrooms. People are honoured for the contributions they make to the community. This is a time for creating epistemic artefacts, tools that serve in the further advancement of knowledge.

2. Ideas improvement: improvement as a criterion for assessing knowledge; an explicit principle, not implicit in enquiry and learning activities

3. Declarative-procedural distinction: knowledge about dominates traditional educational practice: textbooks, curriculum guidelines, where as knowledge of: problem solving

4. Discourse could play a creative role, actively improving on ideas;cooperative discourse oriented toward understanding. It involves a set of commitments that distinguish it from other types of discourse: progress, seeking common understanding and expanding the base of accepted facts

5. Information of all kinds has value insofar as it contributes to knowledge building discourse

6. How are complex new concepts acquired?

CSILE: Computer Supported Intentional Learning Environments

Many characteristics of classroom life conspire to discourage intentional learning. A key factor in this idea is the structure of classroom communication. Altering the flow of information was one of their goals. Another motive guiding the creation of the CSILE is that students as a resource was overlooked.

Marlene Scardamalia and Carl Bereiter Knowledge Building

Knowledge building pedagogy is based on the premise that authentic creative knowledge work can take place n school classrooms and feature knowledge creating organisations. Individuals are not rewarded for their individual intellectual progress or success but rather for the contributions they make to the organisation or community’s knowledge.

Themes of Knowledge Building:

1. Knowledge advancement as community

2. As idea improvement

3. Knowledge of not about

4. Discourse as collaborative problem solving rather than as augmentation

5. Constitutive use of authoritative information

6. Understanding as an emergent

Ours is a Knowledge-Creating Civilisation

Proof

Proof is achieved through the students collective effort. It requires a belief that students can deliberately create knowledge that is useful to their community in further knowledge building and that it is a legitimate part of the civilisation-wide effort to to advance knowledge frontiers

Collaborative Learning

KB is all about learning how to learn and think through social exchange. KB emphasises collaborative learning experiences within a classroom environment where students openly and publicly negotiate their ideas. These ideas have to be real ideas dealing with authentic problems because knowledge problems arise from efforts to understand the world

Knowledge Forum: the next generation

KNOWLEDGE FORUM:

Provides a knowledge building environment for communicates to carry on the sociocognitive practices: practices that are constitutive of knowledge and innovation creating organisations. Educators and learners become co-learners and producers of knowledge as they engage in authentic inquiry baed on their interests.

Shift from instructivism to developmentalilsm

To initiate the young into a culture devoted to advancing the frontiers of knowledge on all sides and helping them to find a constructive and personally satisfying role in that culture

Failure happens when:

the tasks or problems are mere exercises and are perceived by the students as such

KB: knowledgebuilding.org. Focus on improving the ideas of the entire community instead of solely on the individual learner. Contributions to the organisation’s shared, top-level goals are prized and rewarded as much as individual achievements.

Strive to help students regard themselves and their work as part of the civilisation-wide effort to advance knowledge frontiers