Schools as Knowledge Building Organizations
Marlene Scardamalia and Carl BereiterOntario Institute for Studies in Education
of the University of Toronto
Schools as service organizations
aimed at the promotion of learning in their clients, the students
School reform – for a better service (above) New standards and new curricula Layers of management Site-based management Teacher control over curriculum
A knowledge society
What kind of education will best prepare students for life ? flexibility, creativity, problem-solving ability, technological literacy, information-finding skills, and a lifelong readiness to learn.
Another way
Experience in a learning organization The function of schools
from that of service provider to that of a productive enterprise to which the students are contributors
The role of studentsFrom clients to participants in
producing new knowledge (constructing collective knowledge)
Schools as Knowledge Building Organizations Knowledge-Building Community –
a group of individuals dedicated to sharing and advancing the knowledge of the collective (in the society)
an elementary school class that takes a knowledge building approach is to construct an understanding of the world as they know it.
aimed at developing from an early age the social practices that make people responsible participants in the work of a knowledge society.
Student
Student
Teacher
Student
Teacher
The world:Knowledge problems
Expert
Student
The class that takes a knowledge building approach
Knowledge building pedagogy
Problem focus versus topic focus Production of knowledge objects versus
media objects Contribution versus display Theory improvement versus finding answers Sustained versus single-pass knowledge
creation Public versus person-to-person
communication Opportunity for reflection versus 1-second
wait time
CSILE(Computer Supported Intentional Lea
rning Environments) CSILE is a networked, collaborative learning environment
designed to support a classroom-based Knowledge-Building Community (expanding the knowledge building community)
Each computer workstation is connected to a multimedia database that contains the ongoing research of the class
Each student's files are segregated into a separate folder or "account“ All files are placed in a common area (which in CSILE are called
"notes"), viewable by all. CSILE Allows students to connect their notes to the notes
of others share information, answer each other questions, and provide advi
ce
Knowledge Forum
a second generation CSILE product
http://www.learn.motion.com
Study Activities
For access http://kforum.motion.com:27320/
For usernames and passwords From guest1 to guest 10
For better viewing Install client (No Chinese characters)
User interactions by
creating notes which users “contribute” for the knowledge base
quoting the work of their peers building on the work of their peers co-authoring notes annotating work rising above a series of notes to synthesize
the ideas in a way that creates a knowledge advance
publishing (after peer voting) their best work for peers to read and comment on
Interface design
Scaffolds that direct users toward particular cognitive operations
Keywords that help users focus on concepts
My reader to organize users’ own readings
Visualized Links (build-on, reference) between notes
Pictures to facilitate discussions
Another approach of courseware design To mimics the cognitive processes of
expert learners To help students
Learn how to learn Learn how to set cognitive goals Learn to apply effective strategies for
comprehension, self-monitoring, and organization of knowledge
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