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E-Learning for the Idea-Centred Curriculum

E-Learning for the Idea-Centred Curriculum. Terry King School of Computing University of Portsmouth UK. Objectives …. What is the idea-centered curriculum? How it can be facilitated online? Knowledge Building Communities Specific example- Demonstrate student work Applications

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E-Learning for the Idea-Centred Curriculum

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  1. E-Learning for the Idea-Centred Curriculum Terry King School of Computing University of Portsmouth UK

  2. Objectives … • What is the idea-centered curriculum? • How it can be facilitated online? • Knowledge Building Communities • Specific example- Demonstrate student work • Applications • Questions?

  3. Activity-Centred Curriculum Resource Base Student Ideas Student Ideas Student Ideas Tutor defined activities/ problems Student Ideas Student Ideas

  4. Problems with Activity-Centred Curriculum • Teacher-led • Specific (well-defined) outcomes • Reductionist • Ideas are drawn in on the basis of the activities suggested • May not foster students own research into wider ideas base or innovation

  5. Set their own agenda Student ideas Decide their own activities Pursue their own research – secondary or primary Engage in knowledge building Idea-Centred Curriculum Answering their own questions – solving their own problems Student Activities

  6. Online Discussion Group Activities • Activity-centred: • Simple discussion forum • Students post their own ideas, get comments from other students • Reaching a consensus • Students are set a (group) task which requires negotiation/ consensus building and a deliverable eg. report, design, • Idea-centred: • Knowledge Building • Goal of knowledge creation

  7. Knowledge Building (KB)? • Pedagogical approach – Explicit shift of focus away from ‘tasks and activities’ to ‘knowledge creation’. • More than sharing knowledge in a group • Particular discursive practice that refines and transforms knowledge. Explicit language/forms of discussion used. • Create a KB community that “advances understanding beyond the level of the most knowledegable individual” M. Scardamalia, Ontario Institute for Studies in Education, University of Toronto

  8. KB Community • Group work • Online or face-to-face • Environment that supports the particular discursive approach for KB –Knowledge Forum • Make explicit how they are thinking (“like a scientist”) • Familiarise students with this formal approach

  9. Key Features of KB • Authentic problems • Epistemic agency • Theory construction and refinement; in context of related but different ideas • Rise Above • Higher level formulation of problems; new ideas emerge • Constructive use of authoritative sources • Democratic - collective

  10. Knowledge Forum (KF) • Technology whichmodels a ‘KB Community’ and enables KB (CSILE) • Students activities expressed as ‘problems’ or points of focus which can be researched and developed • Generate a database of nodes which holds all the student entries. Entries are explicit. • Demonstration of student work

  11. Applications • Online Research Communities • Student groups – all levels • Communities of Practice • Professional groups • Knowledge building around common problems/ issues/ concerns • Longer-term • References: • Institute for Knowledge Innovation and Technology (IKIT) http://ikit.org/ikit_ref/resources.php http://www.knowledgeforum.com/

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