Presentacion de Marlene Scardamalia ICSEI 2013
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Transcript of Presentacion de Marlene Scardamalia ICSEI 2013
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21st Century Competencies,
Environments, and Assessments
Marlene Scardamalia
University of Toronto, OISE
Canada
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The Organization for Economic
Co-operation and Development
(OECD) has started referring to
contemporary societies as
“innovation-driven.”
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Governments Everywhere
Calling for Innovation
…new ideas are essential to the
development of human capital and are key
engines of economic growth, drivers of
market productivity, and sources of
cohesion for all nations… …
(G8summit, 2006)
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The Centre for Educational Innovation: …
generate innovation, make the school system
easier to understand and organize evidence
which contributes to policymaking
on education in Chile.
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Innovation is not just about
new ways to make money
Innovation is needed for economic progress,
but…
--The need for new knowledge, new solutions,
extends well beyond the economic sphere.
--New knowledge is needed to deal with urgent
and increasingly complex problems of health,
environment, resources, crime, corruption, and
oppression (Homer-Dixon (2000, 2006).
--One of the most pressing needs is for
knowledge of how to deal with complexity itself.
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How Can Schools Increase People’s
Ability to Create Knowledge?
A mid-20th century answer: Develop skills, personal characteristics, habits of mind, and attitudes conducive to knowledge creation.
There are no tested or even very plausible ways of achieving these objectives.
The Knowledge Building alternative: Learn to create knowledge by actually doing it.
This requires finding ways to support novices in carrying out knowledge creation.
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Education in its largest sense means
initiating students into the world-wide
knowledge-creating culture.
This is neither cultural transmission nor
importing of a foreign culture. It is more
like cultural nurturance.
Culturally Sensitive Innovation
A Humanistic Perspective on
Education for Innovation
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Knowledge building represents an attempt
to refashion education in a fundamental
way, so that it becomes a coherent effort
to initiate students into a knowledge
creating culture. Accordingly, it involves
students not only developing knowledge
building competencies but also students
coming to see themselves and their work
as part of the civilization-wide effort to
advance knowledge frontiers.
Knowledge Building
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• Sustained creative work with ideas
• Beyond the basic literacies
• Beyond common curriculum standards and tests
• Transliteracy (coherent integration of information drawn from diverse sources)
• “Innovation must be part and parcel of the ordinary” (Drucker, 1985)
Education for Innovation Challenges
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• basics must be addressed before students can be engaged in higher-order skills; and
• higher-order skills must be tackled by working backward from pre-determined goals
Success will Depend on Challenging a
set of Widely-Held Principles
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• Innovate from the beginning, learn basics in the process
• Beyond an effort to keep abreast of advancing knowledge to contributing to its advancement
• Beyond cultural replication and lifelong learning to lifelong innovation
Beyond Learning to Knowledge
Building
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First-Order Challenge:
Shift from Environments that
Undermine Creative Work with Ideas
to Environments that Foster
Knowledge Creation
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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
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• Technology Innovation: Next-generation knowledge building environments and assessments that advance “the basics” and 21st century competencies in parallel, and on a large scale
• Social Innovation: Policy makers, teachers, and students alike sharing responsibility for educational breathroughs
Second-Order Challenges Require
Innovations that Address Unsolved
Problems
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Unsolved Problems
• The rich get richer challenge
• Collective responsibility for idea improvement
• Next-generation knowledge building environments and assessments that advance “the basics” and 21st century competencies in parallel, and on a large scale
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Unsolved Problems
• The rich get richer challenge
• Collective responsibility for idea improvement
• Next-generation knowledge building environments and assessments that advance “the basics” and 21st century competencies in parallel, and on a large scale
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Unsolved Problems
• The rich get richer challenge
• Collective responsibility for idea improvement
• Next-generation knowledge building environments and assessments that advance “the basics” and 21st century competencies in parallel, and on a large scale
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The Rich Get Richer Challenge
The more you know the more you
can learn. This is as close to a law of
nature as learning research has
come.
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Knowledge
Divide
Divide
Divide
Technology
Knowledge Creation
knowledge
inequities
magnified
technology
inequities
magnified
ingenuity
inequities
magnified
Learning--> Knowledge Building The Rich Get Richer
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Unsolved Problems
• The rich get richer challenge
• Collective responsibility for idea improvement
• Next-generation knowledge building environments and assessments that advance “the basics” and 21st century competencies in parallel, and on a large scale
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Collective Responsibility for Idea
Improvement
Students as part of a civilization-wide effort
to advance knowledge frontiers.
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If compelled to put into one sentence
what is different:
giving students collective
responsibility for idea improvement
Knowledge Building: What is
Different?
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--Beyond Inquiry: Education for Innovation
With most inquiry approaches,
responsibility for idea improvement
remains with the teacher or curriculum or
educational technology designer
Knowledge Building: What is
Different?
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Taking responsibility for
idea improvement
To take over such responsibility, students have to
recognize that their own ideas, like ideas in
general, are subject to improvement.
Ideas must be treated as having an out-in-the-
world existence.
They are not equivalent to personal beliefs but
are more like the theories and inventions that
have a public life in knowledge-based
organizations and societies.
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Traditional school: An idea--you get it or you
don’t get it... It’s right or wrong.
Knowledge Building--You research…the
more you know the more you know what
you don’t know
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Establish Knowledge Building Discourse as a New Norm
This requires connected knowledge building communities—policy makers, teachers, students…all taking responsibility for educational breakthroughs
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Shared Responsibility for establishing Hubs of Innovation
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The Building Cultural Capacity for
Innovation (BCCI) Vision
Building cultural capacity for innovation, starting
in early childhood and making use of all cultural
resources both in and out of school
Young people as junior members of a knowledge-
creating civilization
One civilization, many cultures
Symposium—Saturday, 4:15
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Building Cultural Capacity for
Innovation
The potential for collective responsibility for
idea improvement--is in the culture, not the
technology, and yet technological
innovation is essential
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Unsolved Problems
• The rich get richer challenge
• Collective responsibility for idea improvement
• Next-generation knowledge building environments and assessments that advance “the basics” and 21st century competencies in parallel, and on a large scale
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Next-Generation Knowledge Building Environments:
Two intertwined lines of development
1. Multi-purpose , multimedia online environments that capture discourse across media and space, support meaningful learning, and are optimized for sustained creative work with ideas.
2. Sophisticated assessment tools that provide feedback to advance “the basics” and 21st century competencies in parallel and on a large scale
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Embedded, Concurrent, and
Transformative Assessment:
Current Tools and Findings
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Research Results: Span Basics + 21st C
--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
--Results beyond grade-level expectations
--Emergence of new competencies
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Next Steps: Innovation ~ Idea
Improvement ~ “Rise Above”
--Producing new ideas is easy (at least for children);
improving ideas is hard. We need to make the process
more intellectually engaging over longer spans of time
and for a broader range of students
--“Rise-above” requires creation of a new, higher order
knowledge object. We need to make advances—as well
as plateaus and dead ends—more evident to all
--Significant innovation requires sustained creative work
with ideas. We need greater support for pervasive
knowledge building
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Visual from “The Birth of a Word” by Deb Roy
We are Designing a Dashboard for the
Assessment of “the Basics” and 21st
Century Competencies
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Moving ideas to increasingly high levels: We
are experimenting with new metadiscourse and
promising ideas tools
A Workspace Dedicated to Ideas
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Metadiscourse Tool
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When I said that “you have to hold your hand in tight because the ball is pulling it
out” maybe that’s the same with the planets and the sun. Their orbit is throwing
them outwards but the suns gravity is keeping them in so the stay in the same orbit
instead of getting farther away.
And maybe that all the planets keep the sun ballanced so that it doesn’t just fallow
them outwards. (I read in a space magazine that they think they found some
planets on the other side of the Sun. Im not sure if that’s right) so maybe they pull
the other way the keep it in the same place.
Send to View Titled “SUN’S GRAVITY”
Their orbit is throwing them outwards but the suns gravity is
keeping them in
Promising Ideas Moved to Increasingly High Levels
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Moving Ideas to increasingly high levels: We are
designing a “rise-above” interface to make
higher-order achievements evident to all
A Workspace Dedicated to Ideas
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Notes on an Infinite Canvas
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Rise Above and Going Deep to Identify Big Ideas
A Workspace Dedicated to Ideas
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Rise Above and Connectedness Across Multi-
Level Knowledge Building Communities
Visual from “The Birth of a Word” by Deb Roy
A Workspace Dedicated to Ideas
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Pervasive Knowledge Building
A Workspace Dedicated to Ideas
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Pervasive Knowledge Building
A Workspace Dedicated to
Ideas
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Symposium, Saturday, 4:15 Chair: Marlene Scardamalia (CANADA)
Carl Bereiter (CANADA)
David Istance (FRANCE)
Paula Jimenez (CHILE)
Cesar Nuñez (BRASIL)
Building Cultural Capacity for
Innovation
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