Social, Cognitive, and Linguistic Markers of Collaborative Knowledge Building Jianwei Zhang ( 張張張 ) State University of New York at Albany http://tccl.rit.albany.edu
Transcript
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Social, Cognitive, and Linguistic Markers of Collaborative
Knowledge Building Jianwei Zhang ( ) State University of New York
at Albany http://tccl.rit.albany.edu
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Acknowledgements of co- authors/collaborators Mary Lamon
Richard Messina Richard Reeve Marlene Scardamalia Yanqing Sun
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A Driving Question Facing a knowledge-based society, how can
schools engage students into knowledge-creating practices, with
support of new technologies?
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Knowledge Building Knowledge building: the creation of
knowledge as a social product (Bereiter, 2002; Scardamalia &
Bereiter, 2006). Knowledge and ideas have a social life out in the
world (Bereiter, 2002; Brown & Duguid, 2000; Popper, 1972);
Knowledge creation is a social and collective process
(Csikszentmihalyi, 1999; Sawyer, 2003).
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World 3: Objective knowledge (e.g., in books) A Framing of
Knowledge-Creating (Popper, 1972) World 2: The subjective/ mental
world World 1: The physical world
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Augment Knowledge-Creating with Technologies Technologies as
reorganizers of cognitive functioning (Pea, 1985, 1993) -- the
relations/ distributions. World 3 World 2World 1 Simulations, data
logging CSCL Community knowledge databases
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Challenges to Researchers Knowledge building collaborative
processes and outcomes; emergent goals; depth of understanding;
diverse expertise. Traditional learning Individual Pre-designed
Content coverage Standard content
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This Presentation Collective responsibility, emergent knowledge
building processes Literacy growth through disciplinary knowledge
building Knowledge Building Measures that Matter
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Collective responsibility, emergent knowledge building
processes Sustained, creative knowledge work can be better
supported through distributed, flexible, adaptive, social
structures than centralized, rigid, or fixed structures (Amar,
2002; Chatzkel, 2003; Engestrm 2008; Gloor, 2006; Sawyer, 2003;
Williams & Yang, 1999). Collaborative improvisation (Sawyer,
2003) Emergent goals (Valsiner & Veer, 2000) Collectively
setting agenda (Barab et al., 1999) Moving between groups, leading
to spread and contacts of ideas (Bielaczyc & Collins,
2005)
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Collective Knowledge Work: An Example Total engineers: 4925 The
Design of Boeing 787:
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An Example: The Design of Boeing 787
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Collective Cognitive Responsibility: A Key and Difficult
Principle Responsibility for the success of a group effort is
distributed across all the members; Tangible tasks + Staying
cognitively on top of tasks and ideas as they evolve (e.g., what s
happening, goals, agendas) (Scardamalia, 2002); Connecting one s
own interests/expertise with those of the community (Amar,
2002).
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Collaborative Learning Design Fixed small-group collaboration
(Davis, 1993): The teacher designs and divides a project; Assigns
different parts to different teams; Develops a time-line; Group
presentation.
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A Spectrum of Designs Specialized Groups Interacting Groups
Opportunistic- Collaboration Fixed Small-Groups (Zhang et al., in
press)
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A 3-Year Design Experiment Research design: A three-year design
experiment (Collins, Joseph, & Bielaczyc, 2004) Participants: A
teacher working with three different classes of fourth-graders (22
each year) Content domain: Light Environment: Knowledge Forum
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Three Designs Year 1: A specialized-group model Year 2: An
interacting-group model Year 3: An opportunistic-collaboration
model
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Classroom talk on the Grade 3 notes about how worms sense light
The initial Light view Discourses in the Colours of Light view New
views: Colours of Light; Shadows; Reflection (later changed to
Light and Materials); Other Light The Other Light view evolved into
four new views: How Light Travels All We See Is Light? Natural and
Artificial Light Images in Our Eyes and in Films Knowledge building
in Year 3
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Analyses of the online discourse Social Network Analysis (SNA)
Two types of interactions: Note reading, note linking (build-on,
rise-above, reference) Content analysis (Chi, 1997) of the teacher
s notes Inquiry threads analysis (Zhang, 2004; Zhang et al., in
press) Assessing knowledge gains based on individual portfolio
notes C2 A C1 C5 C3C4 Emailing
Community awareness: Networks of note-reading Students note
reading contacts (i.e., who read whose notes): density 0.97, 0.95
and 0.99 (p >.10).
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Clique: a sub-set of actors who are more closely tied to each
other than they are to actors who are not part of the group
(Hanneman, 2001, p. 77). Higher collective responsibility pervasive
collaboration a larger number of overlapping cliques, instead of a
few isolated sub-groups. Collaborative and Complementary
Contributions: Clique Structures
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Year 1: Specialized-group Cliques (sub-communities)
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Year 1: Specialized-group Cliques (sub-communities)
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Year 1: Specialized-group Cliques (sub-communities)
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Year 1: Specialized-group Cliques (sub-communities)
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Year 1: Specialized-group Cliques (sub-communities)
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Year 1: Specialized-group Cliques (sub-communities)
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Year 1: Specialized-group Cliques (sub-communities)
Centralized vs. Distributed Framework: Freemans Graph
Centralization Measures A star network: the most centralized
network C2 A C1 C5 C3C4
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Questions for ideas Teacher: I need to understand: why plastic
shopping bags are usually white. Is there a good reason for the
colour? SS: I think shopping bags are white because that colour
stands out. HM: I have not found out yet but I think plastic
shopping bags are white because if they were black the food inside
would be very hot. DA: The white in the shopping bag reflects the
sunlight so that the food doesnt go bad. five more notes
Teacher-Student Exchange Patterns Questions on ideas (I thought
worms do not have eyes, so then how do they sense light? )