Thanks to our participants, we had an enjoyable and productive Knowledge Building Summer Institute, 2003. You can review the presentations from partners spanning the Americas, Asia, and Europe by following video links from the agenda below.

We wish to thank our sponsors for making this event possible, and the team from the Institute for Knowledge Innovation and Technology who worked behind the scenes to make this event such a special one.


Summer Institute Knowledge Forum Database:

http://SummerInstitute2003.ikit.org:19000/

Day 1: Tuesday, August 12, 2003

8:30-9:00
Registration & Breakfast at OISE/UT
9:00-9:15
Welcome and Introductions
9:15-9:30
Update: Institute for Knowledge Innovation and Technology
9:30-10:30
Summer Institute Agenda: Engaging Knowledge Building Principles, Breaking Barriers, and Setting our New Research and Development Agenda
10:30-11:00
Break
Theme 1: Knowledge building for a Knowledge Society
11:00-12:00
We will focus on theoretical and practical advances in knowledge creation and its development, and on the corresponding needs for lifelong innovativeness, pervasiveness of knowledge building throughout knowledge work, and democratization of knowledge. Efforts to overcome barriers to knowledge building will focus on advances and challenges in different organizations and contexts and on the means by which knowledge media can better support continuous improvement of ideas.

We will start with "quick sketch," 1-3-minute poster introductions featuring conceptual and practical advances in understanding the developmental life course of knowledge building, the dynamics that distinguish it from learning, and the technologies and systems of interaction and professional development across different organizations and contexts that have promoted it.

Foundational Issues and the Big Picture

• Building knowledge building communities: Efforts towards self-sustaining knowledge building on Prince Edward Island. Sandy McAuley

• Theoretical foundations of learning and knowledge building. Kai Hakkarainen

• Beyond the database: Considering the learning environment writ large. Myrna Cooney & Kate Bielaczyc

Knowledge Building: A Trajectory

• Getting going with knowledge building in a public elementary school. Krista Dunlop, Trudy Miller, Diane Bestvater, Marnie Harris, Richard Reeve, & Marlene Scardamalia

• An application of social network analysis to knowledge building. Li Sha & Jan van Aalst

• Understanding cultural diversity of artifacts through collaborative knowledge building. Pirita Seitamaa-Hakkarainen, Henna Lahti, Marjut Iivonen, Marianne Bollström-Huttunen, & Kai Hakkarainen

• Discourse characteristics in a Knowledge Forum classroom: A case study of knowledge building philosophy in practice. Ashifa Jiwani, Jim Hewitt, Richard Messina, & Marlene Scardamalia

• A long way from individual to collaborative learning to knowledge building. Experiences with German and Austrian university students. Franz Gramlinger

• Knowledge building communities, tutor role and inquiry activity development. Stefano Cacciamani

• Fostering knowledge building community among practicing teachers. Ching Sing Chai & Seng Chee Tan

• The role of conceptual artifacts in knowledge building practice. Ann Russell

• Discursive hybridity as a tool of knowledge building. Ritva Engestrom

Organizational Structure, Strictures, and Knowledge Building

• Daedalian software corporation: The transition from knowledge control organization to a knowledge centric organization. Andrew Day

• Interactive knowledge creation: Balancing internalisation and externalisation. Peter C. van den Dool

• BrainBreezing as a means of bringing ideas forward for discussion. Carla W.M. van Cauwenberghe

• A proposal for knowledge building in an East African hospital setting. Zahra Punja, Nizar Ramzan, & Marlene Scardamalia

• Fostering epistemic agency: Innovations using handhelds in a Grade Two knowledge-building classroom. Latika Nirula

• Exploring a scalable mechanism for changing learning culture in an examination-oriented setting. Nancy Law, Allan Yuen, Elaine Wong & Johnnu Yuen
12:00-1:00
Lunch at OISE/UT
1:00-2:00
Poster Session
2:00-4:00
Workshops to follow up on ideas and issues arising from the poster session
4:00-05:30
Wine and Cheese


Day 2: Wednesday, August 13, 2003

8:30-9:00 Breakfast at OISE/UT
Theme 2: Innovations aimed at higher learning outcomes
9:00-10:00 We will focus on ways that knowledge building may address such challenges as increasing literacy and depth of understanding in different academic and professional areas, meeting mandated standards, and carrying out assessments that are both useful and convincing. Efforts to overcome barriers to knowledge building will consider competing agendas of both traditional and "post-industrial" varieties, including issues of breadth versus depth, and technology and practices aimed at integrating learning and knowledge building agendas. Focus is on practices and knowledge media that favor integration of the learning and knowledge building agendas.

We will start with "quick sketch," 1-3-minute introductions of posters featuring ways in which knowledge building creates higher learning outcomes and a more authentic and effective path to learning objectives than traditional learning methods.

Literacy

• Building a forum of ideas in the English classroom. Ken Klonsky

• Building knowledge and literacy skills: Junior Kindergarten. Cindy Halewood, Richard Reeve, & Marlene Scardamalia

• ESL and knowledge building: Designing a supportive environment. Sutapa Raybardhan, Richard Reeve, & Marlene Scardamalia

• Task vs. knowledge goals – An informal case study. Stephen Whiffin

Science and Mathematics


• A triple scheme of learning support design for scientific discovery learning based on computer simulation: An experimental research. Jianwei Zhang

• Knowledge building discourse and portfolio assessment. Eddy Lee & Carol Chan

• Fostering scientific inquiry with Knowledge Forum. Seng Chee Tan

• Anchored instruction + Knowledge Forum @ mathematics classroom. Seng Chee Tan

• Collaborative structures supporting knowledge building: Grade 4. Richard Messina, Richard Reeve, & Marlene Scardamalia

• Using Knowledge Forum (4.0) for an introductory educational technology course in Barcelona. Isabel Alvarez

• Developing Students' Conceptual Understanding of Chemestry Using Knowledge Foum. Carol Chan & Ivan Lam

Assessment

• Baseline data on Francophone teachers’ early uses of Knowledge Forum. Therese Laferriere

• Encouraging higher order epistemological views through the use of learning logs in an asynchronous conferencing course. Bruce Forrester & Clare Brett

• Visual evidence of knowledge building through ideas and artifacts. Leila Lax

• What is a Canadian tradition? Knowledge building in Grade 2. Patti MacDonald, Richard Reeve, & Marlene Scardamalia

• Knowledge Forum: Hong Kong teachers’ perspective. Kwong Cheung Pun

• Promoting higher level of knowledge building outcome: Design issues. Nancy Law, Allan Yuen, Johnny Yuen & Elaine Wong
10:00-11:00 Poster Session
11:00-12:45 Workshops to follow up on ideas and issues arising from the poster session
12:45-1:45 Lunch at OISE/UT
Theme 3: Crossing interprofessional, intercultural, and interpersonal boundaries in knowledge building
1:45-2:45

We will focus on promoting shared problem spaces, hybrid communities, symmetric knowledge advance, participatory telementoring, new models of professional development, and ways of dealing with such problems as interpersonal competition, knowledge hoarding, and "no-time-for-knowledge-building." Efforts to overcome barriers to knowledge building will focus on advances and challenges in use of the Knowledge Society Network and correspondingly, openness in knowledge work and movement from local efforts to those that enable a world-wide community of knowledge builders.

We will start with "quick sketch," 1-3-minute introductions of posters demonstrating symmetries in knowledge building across organizations, the use of the Knowledge Society Network to support "boundary crossing," and systems of concurrent feedback to enhance knowledge building within-and-between communities.

Shared Resources: Telementoring and Distributed Expertise


• Knowledge building in peer tutoring: 9th Graders deepened their understanding of and improved their practice. Therese Laferriere

• Telementoring to support the development of advanced practice nurses. Christine Zywine, Blake Zywine, & Kelly O’Halloran

• Telementoring Orchestrator 1.0 Kevin O'Neill

• Sharing knowledge online: Engaging graduate students in learning more about knowledge management (KM) theory and practice. Simone Laughton & Chun Wei Choo

• U of T Pain Week design experiment: Interprofessional knowledge building in a knowledge translation program. Leila Lax

• A comparison of audio-based telementoring and face-to-face mentoring. Wendy Hardman, Jim Hewitt, Richard Messina, & Marlene Scardamalia

• Supporting experts’ participatory designing in a higher educational setting. Henna Lahti, Marjut Iivonen & Pirita Seitamaa-Hakkarainen

Shared Resources: Collaboration and New Technologies

• Knowledge productivity groups at the learning, education and training Institute of the Dutch Railways. Frank de Jong

• What patients want: How to encourage collective cognitive responsibility for patient centred care among chronically ill persons? Anne Matheson

• Educational outcomes of the Pain Week Interprofessional Undergraduate E-Learning initiative. Leila Lax

• Gender participation patterns in Knowledge Forum: An analysis of two graduate-level classes. Olivia Robertson, Jim Hewitt, & Marlene Scardamalia

• Boundary crossing through a mutually beneficial partnership. Sandra Harris

• Patient centred care in the Canadian multicultural mosaic: Issues and challenges. Ruth Lee

• Co-project-based online learning: A case study on learners’ performances and characteristics. Jianwei Zhang

• Wireless technology enhanced classroom. Tak-Wai Chan, H.Y. Wang, T.C. Liu, & S. Yang

2:45-3:45 Poster Session
3:45-5:45 Workshops to follow up on ideas and issues arising from the poster session


Day 3: Thursday, August 14, 2003

9:00-9:30 Breakfast at OISE/UT
9:30-12:00 Indications and Assessment of Knowledge Building: How do we know if we are making progress?
This workshop will include hands-on analysis of transcripts of Knowledge Forum databases and video and elaboration of analytic tools available through the Institute for Knowledge Innovation and Technology

• Sandy McAuley: How to identify teachers who would be able to appropriate knowledge building into their practices.

• Kurt Fischer: Microgenetic analysis.

• Richard Messina, Ashifa Jiwani, Jim Hewitt: Knowledge Forum provides glimpses into knowledge building communities. Understanding the nature of off-line classroom discourse enriches our insights.
12:00-1:30 Lunch on your own
1:30-3:00 The Knowledge Society Network: Assembling and using our collective resources
We will discuss the research resources available, the roles of contributing researchers, and ethical and contractual agreements that enable the use of collective resources.
3:00-4:00 Planning sessions following up on the workshops, Days 1 and 2
Self-selected groups elaborate plans for collaborative research, organizational initiatives, school-based projects, etc. This is also the time for final preparations for team presentations, Day 4. Our goal is to have each group identify contributions to the Knowledge Society Network and report plans for new practices, research, and development initiatives. We will arrange future Virtual Meetings around these initiatives.
4:00 Massive Blackout Hits U.S., Canada -->more info


Day 4: Friday, August 15, 2003

The blackout didn't stop this enthusiastic and hard working group! We
met at Marlene and Carl's house and continued the sessions!
1:00-5:30 Theme 1 Presentations and Discussion: Knowledge building for a Knowledge Society
  Theme 2 Presentations and Discussion: Innovations aimed at higher learning outcomes
  Theme 3 Presentations and Discussion: Crossing interprofessional, intercultural, and interpersonal boundaries in knowledge building
  Final Remarks
   
7:00-11:00 Party at Carl and Marlene's house

 




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