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Fostering sustained idea improvement with principle-based knowledge building analytic tools

Authors:
Huang-Yao Hong at National Chengchi University
Huang-Yao Hong
Marlene Scardamalia at University of Toronto
Marlene Scardamalia
Richard Messina at University of Toronto
Richard Messina
Chew-Lee Teo at National Institute of Education
Chew-Lee Teo
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Abstract

The purpose of this study is to explore the use of principle-based analytic tools to improve community knowledge building in a class of Grade 5/6 students. A flexible design framework was used to engage students in use of three analytic tools - a Vocabulary Analyzer, a Social Network Tool, and a Semantic Overlap Tool. These tools are built into Knowledge Forum technology so principle-based assessment is integral to knowledge work. The primary source of data was discourse generated by students in Knowledge Forum over a school semester (approximately four months). Findings based on a mixed-methods analysis reveal principle-based knowledge building analytic tools to be effective in increasing the frequency with which key terms are used by individuals, in their own productive vocabulary as well as in the shared community space, thus creating a more discursively connected community. Results additionally show a shift from problem generation and breadth of inquiry to increased self-assessment, reflection, and depth of inquiry; also, students report significant ways in which knowledge building analytic tools can increase knowledge building capacity.
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Full-text available
  • Dec 2005
Pressure for better measurement of stated learning outcomes has resulted in a demand for more frequent assessment. The resources available are seen to be static or dwindling, but Information and Communications Technology is seen to increase productivity by automating assessment tasks. This paper reviews computer-assisted assessment (CAA) and suggests future developments. A search was conducted of CAA-related literature from the past decade to trace the development of CAA from the beginnings of its large-scale use in higher education. Lack of resources, individual inertia and risk propensity are key barriers for individual academics, while proper resourcing and cultural factors outweigh technical barriers at the institutional level.
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Improving Tag-Clouds as Visual Information Retrieval Interfaces
Article
Full-text available
  • Jan 2006
Tagging-based systems enable users to categorize web resources by means of tags (freely chosen keywords), in order to re-finding these resources later. Tagging is implicitly also a social indexing process, since users share their tags and resources, constructing a social tag index, so-called folksonomy. At the same time of tagging-based system, has been popularised an interface model for visual information retrieval known as Tag-Cloud. In this model, the most frequently used tags are displayed in alphabetical order. This paper presents a novel approach to Tag-Cloud's tags selection, and proposes the use of clustering algorithms for visual layout, with the aim of improve browsing experience. The results suggest that presented approach reduces the semantic density of tag set, and improves the visual consistency of Tag-Cloud layout.
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Understanding how students perceive the role of ideas for their knowledge work in a knowledge-building environment
Article
  • Mar 2016
This study explored how students viewed the role of ideas for knowledge work and how such view was related to their inquiry activities. Data mainly came from students' online interaction logs, group discussion and inquiry, and a survey concerning the role of ideas for knowledge work. The findings suggest that knowledge building was conducive to developing among students a more informed view of ideas that sees ideas as improvable, real-world objects for collaborative and creative knowledge work, rather than merely as abstract thoughts for achieving an individual's own knowledge acquisition. Moreover, it was found that how a group views the role of ideas was associated with how they improve the quality of the ideas during their group inquiry.
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Structure and Improvisation in Creative Teaching
Book
  • Jan 2011
With an increasing emphasis on creativity and innovation in the twenty-first century, teachers need to be creative professionals just as students must learn to be creative. And yet, schools are institutions with many important structures and guidelines that teachers must follow. Effective creative teaching strikes a delicate balance between structure and improvisation. The authors draw on studies of jazz, theater improvisation and dance improvisation to demonstrate that the most creative performers work within similar structures and guidelines. By looking to these creative genres, the book provides practical advice for teachers who wish to become more creative professionals.
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