Community Knowledge, Collective Responsibility: The Emergence of

Rotating Leadership in Three Knowledge Building Communities

Leanne Ma, Yoshiaki Matsuzawa, Bodong Chen, & Marlene Scardamalia

Institute for Knowledge Innovation and Technology

ICLS2016| Singapore| June 19

Education for Innovation(Sawyer, 2006; 2009)

• Manager-driven• Hierarchical• Linear, sequential

• Non-linear, emergent• Decentralized• Community-driven

• Learning, creativity, and innovation are central for effective community and social engagement, participatory democracy, and for living fulfilling meaningful lives (OECD, 2008)

TOP DOWN

BOTTOM UP

Knowledge Building(Scardamalia & Bereiter, 2014)

• Is the creation of knowledge of value to the community and involves collective responsibility for the advancement of ideas– Authentic, diverse, improvable ideas– Community knowledge, collective responsibility– Democratizing knowledge, symmetric advances– Epistemic agency

Collaborative Innovation Network(Gloor, 2006)

• Is cyberteam of self-motivated people who collaborate to achieve shared goals and make their vision a reality

• Honest signals for communication, collaboration, innovation– Rotating leadership as indicator of group

creativity (e.g.,Gloor et. al., 2003; Kidane & Gloor, 2007)

Assessing Knowledge Building

• Portfolios (e.g., van Aalst & Chan, 2007)

• Social network analysis (e.g., Philip, 2010)

• Lexical analysis (e.g., Hong, Scardamalia, Messina, & Teo, 2015)

NEED for integrating social, semantic, and temporal network analyses to understand emergent community dynamics of KBC

Measuring collective responsibility via rotating leadership

CURRENT STUDY

Research Questions

1. At the group level, what does rotating leadership look like in the Knowledge Building class? How many students emerge as leaders over the course of the inquiry?– Temporal network analysis

2. At the individual level, what is happening when a student is leading? How are they contributing to the group discourse?– Content analysis

Research Context

• Dr. Eric Jackman Institute of Child Study

• Data collected in Knowledge Forum• Data analyzed in Knowledge Building Discourse

Explorer (KBDeX)

Knowledge Forum(Scardamalia, 2004)

OVERVIEW

KBDeX(Oshima, Oshima, & Matsuzawa, 2012)

OVERVIEW

KBDeXStudent notes

KBDeXStudent network

KBDeX

Word network

KBDeX

Note network

RESULTS

Research Questions

1. At the group level, what does rotating leadership look like in the Knowledge Building class? How many students emerge as leaders over the course of the inquiry?– Temporal network analysis

Case 1: Grade 4 – Light

Case 2: Grade 4 – Rocks

Case 3: Grade 1 – Water

Research Questions

2. At the individual level, what is happening when a student is leading? How are they contributing to the group discourse?

– Content analysis

Case 3: Grade 1 – Water

Case 3: Student Network

Case 3: Note Network

Case 3: Word Network

IMPLICATIONS

Summary

• Rotating leadership appears to be an emergent phenomenon in KB communities

• Student leaders introduced new ideas to and/or synthesized existing ideas in the community discourse– Coherence with KB principles– Coherence between KB and COIN theory

Future Directions

• Teaching and assessment practices in KBCs– Which classroom configurations support emergence,

self-organization, and rotating leadership? – How can rotating leadership be sustained in order to

support continual idea improvement and pervasive Knowledge Building in the classroom?

– How can rotating leadership be used for group- and individual-level assessment?

Each generation must define afresh the nature, direction, and aims of education to assure such freedom and rationality as can be attained for a future generation… It is in this sense that education is in constant process of invention. (Bruner, 1966)