Collaborative Interactions in Knowledge Building Process

1. Collaborative Interactions in Knowledge Building Process Alice WAN Ngai-teck 5 July, 2003

2. 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 discourseis central to KB because it is the means through which knowledge is formed, criticized and amended.

3. Knowledge Building Process Collaboration Interaction Knowledge Building Efforts Participation ICT for Knowledge Building Conceptual Framework (2) • Conceptual Framework for “Collaborative Interactions in KB Process : (2c) (2b) (2d) (2a)

4. Conceptual Framework (2a) Knowledge Building Process (Stahl, 2000) – Staged Model

5. Conceptual Framework (2b) ICT supports – Use of Knowledge Forum

6. Collaborative Activity Type of Collaboration As “a form of Interaction” ‧Coordination ‧Cooperation ‧Reflective Communication As “a process of participation” ‧Level ‧Structure ‧Interactivity Conceptual Framework (2c) Collaboration – Interaction and Participation

7. Knowledge is reconstruct not create Knowledge is not a piece of empirical work Knowledge Building Efforts Knowledge is new to learner Knowledge is concern with the whole world Conceptual Framework (2d) Knowledge Building Efforts (Scardamalia and Bereiter, 1999)

8. Aims of Research • This research is to describe how learners construct knowledge collaboratively in Knowledge Building environment

9. Research Questions • How students construct knowledgecollaboratively 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?

10. 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.

11. 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

12. Question & Answer Platform Guiding Platform Discussion Platform Self Reflection Platform Research Methodology (2a) Technological Context:

13. 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.

14. Phase of Knowledge Building Knowledge 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 Research Findings (1) • KB Process

15. 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% Research Findings (2a) • Collaboration as “a process of participation” • Level of Participation

16. Research Findings (2b) • Collaboration as “a process of participation” • Structure : No. of notes added per day in each platform

17. 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.

18. Research Findings (2d) • Collaboration as “a form of Interaction” • Spider Pattern in Guiding Platform: Coordination

19. Research Findings (2e) • Collaboration as “a form of Interaction” • Linear Pattern in Q & A Platform: Cooperation

20. Research Findings (2f) • Collaboration as “a form of Interaction” • Branch Pattern in Discussion Platform: Reflective Communication

21. Research Findings (2g) • Collaboration as “a form of Interaction” • Dynamic Interaction in Branch Pattern

22. 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 Research Findings (2g) • Collaboration as “a form of Interaction” • Re-visit the notes previously posted up

23. Conclusions

24. 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

25. 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.

26. Collaborative Interactions in Knowledge Building Process Alice WAN Ngai-teck 5 July, 2003 End