Collaborative Interactions in Knowledge Building Process Alice WAN Ngai-teck 5 July, 2003.
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Transcript of Collaborative Interactions in Knowledge Building Process Alice WAN Ngai-teck 5 July, 2003.
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Collaborative Interactions in
Knowledge Building Process
Alice WAN Ngai-teck
5 July, 2003
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Conceptual Framework (1)
Knowledge Building (Scardamalia and Bereiter)
• shift from learning to the construction of collective knowledge.
• shift from students as clients to students as participants in a learning organization.
•Knowledge transforming discourse is central to KB because it is the means through which knowledge is formed, criticized and amended.
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Conceptual Framework (2)
• Conceptual Framework for “Collaborative Interactions in KB Process :
ICTfor
KnowledgeBuilding
Collaboration
InteractionKnowledge
BuildingEffortsParticipation
(2a)(2b)
(2c)(2d)
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Conceptual Framework (2a)Knowledge Building Process (Stahl, 2000)
– Staged Model
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Conceptual Framework (2b)
ICT supports – Use of Knowledge Forum
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Conceptual Framework (2c)
Collaboration – Interaction and Participation
Type of Collaboration
As “a form of Interaction”
‧Coordination
‧Cooperation
‧Reflective Communication
As “a process of participation”
‧Level
‧Structure
‧Interactivity
Collaborative Activity
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Conceptual Framework (2d)
Knowledge Building Efforts(Scardamalia and Bereiter, 1999)
Knowledge Building Efforts
Knowledge isreconstruct not
create
Knowledge isnot a piece of
empirical work
Knowledge isnew to learner
Knowledge isconcern with the
whole world
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Aims of Research
• This research is to describe how learners construct knowledge collaboratively in Knowledge Building environment
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Research Questions
• How students construct knowledge collaboratively throughout the Knowledge Building process?
• What is the participation and interaction pattern in a Knowledge Building context?
• What is the quality of the collaborative interactions?
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Research Methodology (1)
• an exploratory study to discover the collaboration activity throughout the process of Knowledge Building and their relation to the construction of knowledge.
• a case study of a Knowledge Building classroom.
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Research Methodology (2)
• Subject : a class of Form 4 students (no of students - 40 students) in a secondary school in Hong Kong studying the subject of History.
• Technological Context: use of Knowledge Forum during the period from 14 July, 2002 to 16 September, 2002
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Research Methodology (2a)Technological Context:
Guiding Platform
Question &
Answer Platform
Discussion Platform Self
Reflection Platform
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Research Methodology (3)
• Methods: qualitative and quantitative approach
• Instruments of Analysis: The quantitative analysis was applied to the reports generate by Analytic Toolkit (ATK). Qualitative analysis was based formal observations performed in the Knowledge Forum.
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Research Findings (1)
• KB Process
Phase of Knowledge BuildingKnowledge Building Platform
Guiding Platform
Question & Answer Platform
Discussion Platform
A Articulate in words
B Public statements
C Other people’s public statement
D Discuss alternatives
E Argumentation and rationale
F Clarify meanings
G Shared understanding
H Negotiate perspectives
I Collaborative knowledge
J Formalize and objectify
K Cultural artifacts and representations
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Research Findings (2a)
• Collaboration as “a process of participation”– Level of Participation
Items
Total No. of Notes Contributed By
Students(%)
Number of Notes Contributed Per
Students
Percentage of Notes that are Linked
Guiding Platform 166 (35.9%) 4.15 6%
Question & Answer Platform
142 (30.7%) 3.55 20%
Discussion Platform
155 (33.4%) 3.88 65%
Overall 463 (100%) 11.57 30%
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Research Findings (2b)
• Collaboration as “a process of participation”– Structure : No. of notes added per day in each platform
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Research Findings (2c)
• Collaboration as “a process of participation”– Interactivity: “who read whose note”
• students concentrated to read those notes that were contributed by few particular students.
“Star” contributors refer to a particular student whose notes read by many other students.
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Research Findings (2d)
• Collaboration as “a form of Interaction”– Spider Pattern in Guiding Platform: Coordination
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Research Findings (2e)• Collaboration as “a form of Interaction”
– Linear Pattern in Q & A Platform: Cooperation
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Research Findings (2f)• Collaboration as “a form of Interaction”
– Branch Pattern in Discussion Platform: Reflective Communication
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Research Findings (2g)• Collaboration as “a form of Interaction”
– Dynamic Interaction in Branch Pattern
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Research Findings (2g)• Collaboration as “a form of Interaction”
– Re-visit the notes previously posted up
Group No of Students
participated in Discussion
Platform
Read Back the Notes in Guiding and Question & Answer Platform
No of Times No of Notes Average No of Notes Per
Student
A 3 14 31 10.3
B 6 19 101 16.8
C 5 13 33 6.6
D 5 10 18 3.6
E 4 19 110 27.8
F 5 12 54 10.8
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Conclusions
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Towards a Quality Collaboration in the process of KB
• Participation : Means vs End
• Linkage : Transmission vs Ritual
• Interactivity : Diversity vs Grounding
• Teachers’ Role : Distributed vs Complementary
• Students’ Role : Peer Facilitator vs Peer Tutor
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Aligning KB with Pedagogy
• Bridging students outside classroom.
• Redefining the boundaries of learning.
• Equipping teachers with collaborative and communication skills.
• Building an atmosphere of equal sharing, contribution and recognition.
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Collaborative Interactions in
Knowledge Building Process
Alice WAN Ngai-teck
5 July, 2003
End