Keynote Presentations

Knowledge Building Creation in Teacher Education
Marlene Scardamalia, & Carl Bereiter, IKIT, OISE/University of Toronto, Canada
Chair: Marco Snoek, Lector Leren & Innoveren, Hogeschool van Amsterdam, Amsterdam, The Netherlands

Teacher Education for Knowledge Creation: The Knowledge Building International Project (KBIP)
Thérèse Laferriere, Université Laval, Québec; Nancy Law, Hong Kong University; Mireia Montané, ATEE Past-President, CDLLC Catalonia, OCECI Director, Dpt. of Education, Catalonia

Workshops

Getting Started with Knowledge Building Creation methodology: Workshop for beginners.
Katerine Bielaczyc, National Institute of Education, Nanyang University, Singapore & Richard Messina, The Institute of Child Study, University of Toronto, Canada

Bridging minds for Knowledge Creativity: innovating communicative approaches in a global world. Multilingual and intercultural attitudes for dealing with cultural and personal diversity.
Neus Lorenzo, Head Unit, Department of Education, Catalonia, Spain

Knowledge Building in an international context. Tomorrow’s Innovators: workshop to experience knowledge creativity.
International Team coordinated by Thérèse Laferrière (Quebec), Nancy Law (Hong Kong) and Mireia Montané (Catalunya).

Paper Presentations

Education for Knowledge Creation: Fostering Collective Cognitive Responsibility in the Nunavut Med
Alexander McAuley & Fiona Walton, University of Prince Edward Island, Canada.

Teacher Education and a Guided Approach for Knowledge Creation
Frank de Jong, Bert Reijnen, & Peter Boshuizen, Stoas University of Applied Sciences and Teacher Education, The Netherlands

Knowledge Building Practices Influence Teacher-Education Students’ Epistemological Beliefs
Huang-Yao Hong and Shu-Ping Lin, National Chengchi University, Taiwan

Challenges and Opportunities When Advancing Epistemic Discourses
Suzanne De Froy, University of Windsor, Canada and Clare Brett, OISE/University of Toronto, Canada

Developing Creativity, Leadership, and Collaboration in a 1:1 Environment
Cesar Nunes, University of Sao Paulo, Brazil, and Renata Ikeda, Colegio Santa Cruz, Brazil

Environmental Learning and Knowledge Building
John Parry. University of Sussex, England

From Facts to Theories: A Case Study
Stefania Cucchiara, University of Rome "Tor Vergata", Italy and Beatrice Ligorio, University of Bari, Italy

Practices of Teacher Guidance
Marjut Viilo and Pirita Seitamaa-Hakkarainen. University of Helsinki, Finland

Learning and Participating Through Online Role-Taking
Paola Francesca Spadaro, Nadia Sansone, and Beatrice Ligorio, University of Bari, Italy

Start Where You Are: Exploring Offline Tools to Support Students in Creating and Working with Conceptual Artifacts
Katerine Bielaczyc, Learning Sciences Laboratory, National Institute of Education, Singapore and John Ow, Innova Primary School, Singapore

Learning and Knowledge Building with web 2.0 Technologies: Implications for Teacher Education
Terry King and Emma Duke-Williams, University of Portsmouth, UK, and Glyn Mottershead, University of Cardiff, UK

Knowledge Building and Writing Development
Maria Chuy, Marlene Scardamalia, and Carl Bereiter, IKIT, OISE/University of Toronto, Canada

Resource Use in Science Explorations by Grade 4 Students in a Primary School
Fleur Prinsen, Learning Sciences Lab, National Institute of Education, Nanyang Technological University of Singapore, Singapore

Increasing Capacity for Knowledge Creation
Christian Robertson, Marlene Scardamalia, Maria Chuy, Chris Teplovs, & Monica Resendes, IKIT, OISE/University of Toronto, Canada

Integrated Model of Knowledge Building and Utilization for Clinical Nurses
Heather Campbell, College of Nurses of Ontario, Canada, Lianne Jeffs, St. Michael's Hospital, Canada, and Deborah Tregunno, School of Nursing, York University, Canada

The New Curriculum Model: Review of Knowledge Building in Action at the Michener Institute for Applied Health Sciences
Sydney Redpath, Suzanne Allaire, and Ann Russell. The Michener Institute for Applied Health Sciences, Canada

The Work Disability Prevention CIHR Strategic Training Program: The Need for an International Web-based Knowledge Building Environment
Patrick Loisel, University of Toronto, Canada

Educational principles and scaffolds for teacher development in the framework of Knowledge Building International Project, KBIP
Núria Batlle, Marta Blancafort, Anna Grau, Rosa Maria Lligé Jané, Anna Martí, Olga Mata, Mar Moncada, Teresa Morales and Queralt Pintó, Departament d’Educació, Catalonia (Spain)

The use of virtual spaces in international collective knowledge building projects for teacher professional development
Rafael Benlliure, Pere Boluda, Frank Sabaté and Josefa Sánchez, Departament d’Educació, Catalonia (Spain)

Intentional Knowledge Creation Leads to Deeper Approach and Strategy with More Sophisticated Epistemic Beliefs and Agency in Knowledge Building Environments
Hamdi Erkunt. Bogazici University, Turkey

An International Study of Motivation for Knowledge Building
Angela Chow, University of Toronto, Canada, Mercè Bernaus, Universitat Autònoma de Barcelona, Spain, Oscar Hernandez, Universidad Iberoamericana Puebla, Mexico, Joana Salazar Noguera, University of the Balearic Islands, Spain, Robert C. Gardner , University of Western Ontario, Canada, and Marlene Scardamalia, IKIT, OISE/University of Toronto, Canada

Promoting Conceptual Change in Knowledge Building Discourse through Advancing Students’ Personal Epistemology
Johnny Yuen, University of Hong Kong, Hong Kong

Poster Presentations

Scientific Vocabulary Use and Indicators of Proficient Readers and Writers in the Remote Networked School Initiative
Stéphane Allaire and Vincent Gagnon, Université du Québec à Chicoutimi, Canada

Ideas First: Exploring Offline Tools to Support Students in Creating and Working with Conceptual Artifacts
Katerine Bielaczyc, Learning Sciences Laboratory, National Institute of Education, Singapore and John Ow, Innova Primary School, Singapore

Strategies to Facilitate the Exchange on the Cultural Traditions Between Students of Different Countries in a KBC Perspective
Stefano Cacciamani, University of Valle d'Aosta, Italia, Christine Hamel, Laval University, Canada, Idalisa Cingolani, Istituto Comprensivo G. Cingolani, Italia, Geneviève Séguin, and Danièle Besner, Commission scolaire des Laurentides, Quebec, Canada

Transforming Students’ View of Science Through Knowledge Building
Huang-Yao Hong, National Chengchi University, Taiwan

Knowledge Building and Metacognitive Reflection in Online University Courses
Stefano Cacciamani and Tiziana Ferrini, University of Valle d'Aosta, Italy

The Network Science Approach to Discourse Analysis
Jun Oshima, Yusuke Niihara, Kensuke Ota, and Ritsuko Oshima, Shizuoka University, Japan

Pedagogical Models in CSCL Appropriation: The Role of Technology and Task Design in Knowledge Creation
Iolanda Garcia, Begoña Gros, Universitat Oberta de Catalunya, Spain, and Ingrid Noguera, Universitat de Barcelona, Spain

Relating to History: Using Knowledge Building to Think and Learn about the Past
Monica Resendes, and Maria Chuy, IKIT, OISE/University of Toronto, Canada

Students from Mexico and Catalunya Constructed a Knowledge Building Community
Oscar Ernesto Hernandez Lopez, Universidad Iberoamericana Puebla, Mexico, Merce Bernaus, Universitat Autònoma de Barcelona, España, and Angela Alejandra Durana Espinosa, Universidad Iberoamericana Puebla, México