ICLS 2016 | Community Knowledge, Collective Responsibility: The Emergence of Rotating Leadership in...
Transcript of ICLS 2016 | Community Knowledge, Collective Responsibility: The Emergence of Rotating Leadership in...
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)