The 2011 Knowledge Building Summer Institute was held in Asia.

The first part was conducted as a stream within the 9th International Conference on Computer-Supported Collaborative Learning (CSCL). CSCL is a major international event, organized biennially by the International Society of the Learning Sciences. It gathers together multidisciplinary teams involved in all aspects of the field of technology-based collaborative learning, including experienced as well as early career researchers, designers, educators, industrial trainers from many disciplines including education, cognitive, social and educational psychology, semiotics, anthropology, sociology, and computer science.

The second part was hosted by the School of Information Technology in Education, South China Normal University and Guangdong Centre for Educational Technology, (July 9-14) in South China Normal University, Guangzhou, China. The main theme of this event is “Learning Sciences & Educational Innovation: Policy, Practice, and Performance”.

Programme Overview:

July 6-8, Hong Kong, CSCL conference
Wednesday, July 6: Knowledge Building Stream

11:30, Session 1:

*Knowledge Building*

Construction of health knowledge in an alternative medical community of practice: Hermeneutic analysis of a web forum -
Joachim Kimmerle, Kristina Abels, Katharina Becher, Anna Beckers, Annette Haussmann, Ansgar Thiel, Ulrike Cress
Learning Science through Knowledge-Building and Augmented Reality in Museums - Susan Yoon, Karen Elinich, Christopher Steinmeier, Joyce Wang, Sean Tucker
Beyond Small Groups: New Opportunities for Research in Computer-Supported Collective Learning - Yasmin Kafai, Kylie Peppler
Visualisations for longitudinal participation, contribution and progress of a collaborative task at the tabletop - Roberto Martinez, Kalina Yacef, Judy Kay

*Interactive Events (Knowledge Building)*
Common boundary among different worlds: Collaboration between researchers and school teachers in KB-NLC project in Singapore - Jennifer Yeo, Yew-Jin Lee, Jing Wu, S Zanariah Ahmad, Siew Kheng Cheong, Chor Miang Sim, Hsueh Chien Dawn Lee, Chong Wah Cedric Choy
Getting started and sustaining Knowledge Building - Maria Chuy, Marlene Scardamalia, Monica Resendes, Bodong Chen, Christian Tarchi, Richard Messina, Elizabeth Morley, Christine Hamel, Katerine Bielaczyc, Jianwei Zhang

14:30, Session 2

*Knowledge Building*

Divergent and Convergent Knowledge Processes on Wikipedia - Iassen Halatchliyski, Joachim Kimmerle, Ulrike Cress
Evaluation by Grade 5 and 6 Students of the Promisingness of Ideas in Knowledge-Building Discourse - Bodong Chen, Maria Chuy, Monica Resendes, Marlene Scardamalia, Carl Bereiter
Characterizing Knowledge Building Discourse - Jennifer Yeo, Jing Wu
Some Discourse Mechanisms for Knowledge Advancement in a CSCL Context - Ming Lai, Nancy Law
Dimensions of Social Interactions Contributing to Knowledge Construction and Building in an Online Learning Community - Victor Law, Xun Ge, Deniz Eseryel

*Interactive Events (Knowledge Building)*
Collaborative Design (CODE) as a Teacher Professional Development Model in Francophone and Anglophone Quebec - Therese Laferriere, Alain Breuleux
Knowledge Building Teacher Network in Hong Kong: Sustaining and Scaling Knowledge Building through Principle-Based Innovation - Carol Chan, Nancy Law, Diane Hui, Yuen Han Fung, KBTN Team

16:30, Session 3

*Knowledge Building*
Fostering Conceptual Change with Technology: Asian Perspectives - Chwee Beng Lee, David Jonassen, Seng Chee Tan, Naomi Miyake, Jan Van Aalst, Peter Reimann

*Interactive Events (Knowledge Building)*
A Principle-Based Approach to Knowledge Building: Processes, Challenges, and Implications - Jianwei Zhang, Marlene Scardamalia, Carol Chan, Jan van Aalst, Yuen Han Fung, Hidy Tse, Elizabeth Morley, Richard Messina, Janet Kolodner

18:00, Poster Session 1 (selection of posters-- full list in CSCL program):

Students changing their conceptions of collaboration through computer-supported knowledge building
Yu-Hui Chang, Huang-Yao Hong, Pei-Chen Tsai, Po-Hsien Wang
Patterns as Facilitators for Knowledge Building in Learning Organizations
Christina Matschke, Johannes Moskaliuk, Franziska Arnold, Ulrike Cress
Fostering Critical Thinking in Science Museums through Digital Augmentations
Susan Yoon, Karen Elinich, Joyce Wang, Christopher Steinmeier, Jacqueline Van Schooneveld
OASIS: Designing CSCL to support argumentation
Jingyan Lu, Nancy Law, Liping Deng, Yeung Lee
Reflective practive on online collaborative learning in campus-based teacher education courses
Therese Laferriere, Christine Hamel, Stephane Allaire
Collaborative knowledge building for understanding science concepts
Pei-Chen Tsai, Huang-Yao Hong, Chieh-Hsin Chiu, Ming Hong
Design and Development of a Formative Assessment Tool for Knowledge Building and Collaborative Learning
Jan van Aalst, Carol K. K. Chan, Yuen-Yan Chan


 


Thursday, July 7: Knowledge Building Stream

10:30, Session 4

*Knowledge Building*
Questioning and the Quality of Knowledge Ideas in a CSCL Context: A Study on Two Age-groups of Students - Ming Lai, Nancy Law
Location-based Collaborative Learning at a Geography Trail: Examining the Relationship among Task Design, Facilitation and Discourse Types - Esther Tan, Hyo-Jeong So
Principle-Based Design for Collective Growth: From Knowledge Sharing to Explanatory Knowledge Building Discourse - Carol Chan, Ella Fu
Does Contributing to a Knowledge Building Dialogue Lead to Individual Advancement of Knowledge? - Maria Chuy, Jianwei Zhang, Monica Resendes, Marlene Scardamalia, Carl Bereiter

*Interactive Events (Knowledge Building)*
Trialogical learning supported by Knowledge Practices Environment - Sami Paavola, Merja Bauters, Christoph Richter, Crina Damsa, Klas Karlgren, Eini Saarivesi, Seppo Toikka, Minna Lakkala, Hanni Muukkonen, Liisa Ilomaki

13:00, Session 5

*Knowledge Building*
Integrated tool support for learning through knowledge creation - Sten Ludvigsen, Crina Damsa, Hanni Muukkonen

*Interactive Events (Knowledge Building)*
Strengthening the Conceptual Foundations of Knowledge Building Theory and Pedagogy - Katerine Bielaczyc, Kai Hakkarainen, Guiseppe Ritella, Pirita Seitamaa-Hakkarainen, Gerry Stahl, Marlene Scardamalia, Carl Bereiter

14:30, Session 6

*Knowledge Building*
Knowledge Construction Patterns in Online Conversation: A Statistical Discourse Analysis of a Role-Based Discussion Forum - Alyssa Friend Wise, Ming Ming Chiu
Quantified Measures of Online Discourse as Knowledge Building Indicators - Jianwei Zhang, Yanqing Sun
Critical Moments of Knowledge Co-construction: Reconsidering Meaning-making of Postings in Online Group Discussion - Hsiu-Mei Chang, Fei-Ching Chen, Kai-Tien Cheng, Ren-Yow Tzeng
Towards an Understanding of "Listening" in Online Discussions: A Cluster Analysis of Learners’ Interaction Patterns - Alyssa Friend Wise, Farshid Marbouti, Jennifer Speer, Ying-Ting Hsaio

16:30, Poster Session 2 (selection of posters-- full list in CSCL program):

Formative Evaluation of Activity Structures for a Middle School Climate Change Curriculum
Vanessa Peters, Nancy Songer
Designing course management system into CSCL tools: Experience with Moodle
Jingyan Lu, Nancy Law
A Supporting System for Pupils’ Question-Posing and Peer-Assessment
Zhi-Hong Chen, Euphony F. Y. Yang, Hsiu-Mei Chang, Chih-Mao Chen, Tak-Wai Chan
Epistemic mediation, chronotope, and expansive knowledge practices
Kai Hakkarainen, Giuseppe Ritella, Pirita Seitamaa-Hakkarainen
Engaging Learners in the Identification of Key Ideas in Complex Online Discussions
Jim Hewitt, Clare Brett
Visual Representations of Videotaped Interactions: Understanding Activity Patterns in the Classroom
Cheryl Ann Madeira, James D. Slotta
Collaborative Learning with Scaffolded Dynamic Visualizations
Jennifer Chiu
Collaborative Design Process of a Rich Interactive Web-based Interprofessional Pain Education Resource
Michelle Lui, Judy Watt-Watson, Leila Lax, Adam Dubrowski, Michael McGillion, Judith Hunter, Kerry Knickle, Cameron MacLennan, Anja Robb, Jaime Lapeyre
Ways of contributing to a knowledge building dialogue in history
Monica Resendes, Maria Chuy, Bodong Chen, Marlene Scardamalia.

Friday, July 8: Knowledge Building Stream

10:30, Session 7

*Knowledge Building*
Context Aware CSCL: Moving Toward Contextualized Analysis - Sean Goggins, Chris Amelung, James Laffey
Capturing and analysing the processes and patterns of learning in collaborative learning environments - Kate Thompson, Shannon Kennedy-Clark, Lina Markauskaite, Vilaythong Southavilay
Social skills as predictors of satisfaction and performance in a project-based learning environment: An empirical study - Michele P. Notari, Adrian Baumgartner
Seven Challenges in CSCL - Ravi Vatrapu
Retelling Stories: Setting Learner Narratives in Resource Ecologies - Joshua Underwood, Rosemary Luckin, Niall Winters

*Interactive Events (Knowledge Building)*
Knowledge Building International Project : Designs for Deep Understanding - Therese Laferriere, Mireia Montane, Nancy Law, Oscar Hernandez Lopez

14:00, Session 8

*Knowledge Building*
Socially constructive interaction for fostering conceptual change - Moegi Saito, Naomi Miyake
Effects of Using Multiple Forms of Support to Enhance Students’ Collaboration during Concept Mapping - Anushree Bopardikar, Dana Gnesdilow, Sadhana Puntambekar
Weblines: Enabling the Social Transfer of Web Search Expertise using User-Generated Short-form Timelines - Neema Moraveji, Salman Ahmad, Chigusa Kita, Frank Chen, Sep Kamvar
Facilitating Web Design Skills through Online Design-Based Learning: The Case of Collaboration Scripts and Incomplete Concept Maps - Ingo Kollar, Frank Fischer, Walid El-Refai

*Interactive Events (Knowledge Building)*
Enhancing the Social and Cognitive Benefits of Digital Tools and Media
Therese Laferriere, Marjut Viilo, Pirita Seitamaa-Hakkarainen, Kai Hakkarainen, Jun Oshima, Marlene Scardamalia, Carl Bereiter, Bodong Chen, Maria Chuy, Monica Resendes, Jan van Aalst, Carol Chan, Katerine Bielaczyc, Huang-Yao Hong, Jianwei Zhang.


July 9-12:
Guangzhou, China
Learning Sciences & Educational Innovation: Policy, Practice & Performance

Each year an international team of innovators--researchers, practitioners, engineers, and policy makers--come together to share ideas, generate designs, and plan joint projects. The overarching goal is to bring creative work with ideas to the center of education and thereby increase the capacity of societies to create new knowledge. This requires a shift from educational designs focused on tasks and activities to ones that focus on collaborative production and improvement of ideas. It also involves an epistemological shift—from a focus on acceptance or rejection of truth claims (the traditional concern of epistemology) to a focus on the promisingness and improvability of ideas. It also means turning much more responsibility over to students—not only for their own learning and performance but also for the state of the community’s knowledge. Knowledge Building, in its largest sense, means initiating students into the modern worldwide movement to advance the frontiers of knowledge in every area. By advancing knowledge frontiers within their own community, students come to see themselves as people who can create knowledge and who build on the knowledge of those who have gone before.

The conference this year is designed around research and development with emphasis on systems of interactivity to support a global community of communities dedicated to making knowledge building a continuously advancing reality. A central goal of meetings in Guangzhou, July 9-12, is to form partnerships with colleagues in China to operate within a new “Knowledge Building International” association. 

Saturday, July 9

Location: South China Normal University, Guangzhou, China

TIME
EVENTS
8:30-9:00
Opening Remarks: Jianhua Zhao
9:00-10:00
Introductory Keynote by Carl Bereiter: Where is Knowledge Building Headed?
10:00-10:15
Break
10:15-12:00

Hubs of Innovation: Current and Future
• Sustaining Knowledge Building: A Longitudinal Perspective
• A Case against establishing hubs of innovation
• Defining features of hubs of innovation of the future

12:00-1:00
Lunch
1:00-14:30

Getting Started with Knowledge Building in Nanjing
Knowledge Building in a Chinese classroom: Where to Begin?
Integration of the Science, Technology, and Society curriculum: Why use Knowledge Building?
Yibing Zhang--Baiyunyuan Elementary School and Nanjing Normal University.

14:30-15:00
Break
15:00-17:00

New Supports for Knowledge Building:  Discourses and Metadiscourses

Social Event

 

Sunday, July 10

Location: South China Normal University, Guangzhou, China

TIME
EVENTS
8:30-10:00

Embedded, Transformative, and Concurrent Assessment

10:00-10:30
Break
10:30-12:00
Cooperative Research and Data Sharing
12:00-12:30

Lunch

12:30-14:00
Workshop on next-generation Knowledge Building Environment
14:00-15:30

Break and Workgroups—designs for next generation knowledge building environments.

15:30-16:30
Workgroup reports
16:30-17:30

Professional development and certification for knowledge building

Monday, July 11

Location: South China Normal University, Guangzhou, China

TIME
EVENTS
8:30-9:00

Opening Ceremony

9:00-10:00
Keynote Speech, Marlene Scardamalia
10:00-10:20
Break
10:20-11:20

School-university Partnerships in CSCL Research and Practice in Guangzhou, Hong Kong and beyond (Plenary)

11:20-12:20

Past, present, and future of CSCL, Gerry Stahl

12:20-14:00

Lunch, travel to school

14:00-15:30

Parallel Research Roundtable sessions, each session having papers from within & outside China on similar themes. Possible themes could be:
1) Designs and strategies for introducing CSCL in school settings
2) Pedagogical considerations and affordances of Technologies for CSCL
3) Teacher professional development/school-university partnership issues

15:30-16:00

Break & Campus tour

16:00-17:00
Plenary—Sharing of Reflections from the  respondents of each roundtable, followed by open discussions
  Social Event
Tuesday, July 12

Location: South China Normal University, Guangzhou, China

TIME
EVENTS
8:30-10:00

Case Examples:
• Invite classroom demonstrations of Partnership Cases Involving Teachers, Researchers, Engineers
• Demonstration no more than 1 hr, followed by Q&A and discussion of observers with the teacher and researcher associated with the case

10:00-10:30
Break
10:30-12:00

International courses and grant getting to support collaborative initiatives: starting the conversation

12:00-12:30

Lunch and Closing Remarks

12:30-1:30

Informal workgroups: Next Steps