The Summer Institute this year was designed to develop ideas as well as concrete arrangements to advance the Building Cultural Capacity for Innovation initiative. This year we tried a different format and divided the conference into seven main themes. Each theme had a plenary session in which the "Design Challenge" was introduced, then participants broke into smaller groups, parallel sessions -papers, workshops and posters presentations- and then the group came together to talk about "Next Steps".
Below you'll find links to archive videos of the main sessions, as well as links to papers, posters and workshop abstracts.
Building Cultural Capacity for Innovation is a multi-nation design research initiative to increase societal capacity for the creation of new knowledge, new solutions, and needed social advances. Its broad goal is development of students who are intellectually engaged in their own educational growth and who feel themselves part of a world-wide knowledge-creating culture, who delight in creative work with ideas and thrive on deep understanding, complexity, and idea diversity, and who do well on standard achievement measures. To achieve these objectives, Building Cultural Capacity for Innovation will establish "Hubs of Innovation" that will collaborate locally and internationally in: (a) design-based research aimed at increasingly deep levels of knowledge building and (b) a development program to create increasingly powerful open and free resources to optimize knowledge building.
Link to Welcome,
Building Cultural Capacity for Innovation,
and Overview of the Program video archive material.
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The Design Challenge: Develop knowledge practices and technology that
- encourage students to move beyond dependence on contrived or regulated social and instructional activities and to engage voluntarily and enthusiastically in their own intellectual pursuits; this means moving beyond "cool" tasks, activities, and software to finding ways to turn over to students the ability to create and sustain intellectual work on their own
- weave intellectual engagement into the very fabric of the school and classroom, as is true of knowledge-creating enterprises; engagement thus extends beyond the unit, project, and other prescribed forms of engagement and comes to characterize the life of the community
- create a positive role in knowledge creation for everyone, a role in which students see themselves as doing more than sharing their work and viewing and commenting on what others have done; their enhanced role will have them viewing knowledge as improvable and public, with each participant taking on a role in that improvement, with recognition for contributions and systems that help learners sustain and enjoy engagement in knowledge creation Design Leader: Kate Bielaczyc - Elaborating the Design Challenge: Sharon Friesen, Penny Milton, John Percy.
- #3039: Using Serendipity to Advance Knowledge Building Activities. Alisa Acosta, University of Toronto, OISE.
- #3007: Bridging Technologies: Stepping-Stones for the Enactment of Knowledge Building Communities. John Ow, & Katerine Bielaczyc, Learning Science Lab, National Institute of Education, Singapore.
- #3012: Knowledge Building Pedagogy in Kindergarten, an Exploratory Study. Oscar Ernesto Hernandez Lopez, IKIT Mexico/Universidad Iberoamericana Puebla; Angela Alejandra Durana Espinosa, IKIT Mexico; Adriana Villanueva Cruz, Arelia Carrasco Gomez, Instituto Rabindranath Tagore, Puebla, Mexico.
- #3030: Team Games in Physical Education Classes Make Idea Improvement Possible. Jose Alfredo Naranjo, Fernando Diaz del Castillo - Gimnasio La Montana, Colombia. Abstract
- #3000: Profiles of Student Participation in Virtual Computer Learning and Building Environment. Calixto Gutierrez-Braojos, Purificacion Salmeron-Vilchez, University of Granada, Spain, & Jose Miguel Garcia, Trent University, Canada.
- #3057: Young Students' Abilities to Improve Ideas. Nyambura Kariuki, Thornwood Public School. Peel District School Board; Monica Resendes and Bodong Chen, IKIT, University of Toronto. Abstract
- #3014: Embedded Phenomena for Knowledge Communities: Supporting complex inquiry practices and interactions in the elementary science classroom. Jim Slotta, Cheryl Madeira, Mike Tissenbaum, Michelle Lui, Cresencia Fong, Rebecca Cober, Colin McCann, and Matt Zokowski, University of Toronto, Canada; Tom Moher, Alessandro Gnoli, Brenda Lopez Silva, University of Illinois, Chicago; Richard Messina, Ben Peebles & Julia Murray, Dr. Eric Jackman Institute of Child Study, University of Toronto, Canada. Abstract
Link to the Design Challenge Session for Theme 1: "Intellectual Engagement and an Inclusive Knowledge Society" video archive material.
Link to video archive material for Theme 1: Intellectual Engagement and an Inclusive Knowledge Society: Next Challenges
The Design Challenge:Develop knowledge practices and technology that
- engage students directly in knowledge practices found in knowledge-creating enterprises that thrive on continual innovation
- encourage continual idea improvement in ways that lead to increasingly deep understanding and competence -the contrast is to inquiry methods characterized by question-answer procedures, pro-con argumentation, or uncritical sharing of under-developed ideas- Design Leader: Diane Hui - Elaborating the Design Challenge: Carl Bereiter
- #2996: Fostering Constructivist-Oriented Mathematical Beliefs through Knowledge-Building. Huang-Yao Hong, National Chengchi University, Taiwan.
- #2998: Argumentation in the Science Classroom. Jennifer Gonzaalez, Fernando Diaz del Castillo, Gimnasio La Montana, Colombia.
- #3015: Meme: Conceptual Framework for Idea Improvement in Knowledge Building? Nicole Straefling, University of Duisburg-Essen, Germany; Karsten Krauskopf, Johanna Bertram, Stefan Huber, Knowledge Media Research Center, Germany; Astrid Wichmann, Ruhr University, Bochum, Germany; Jan van Aalst, University of Hong Kong; Katherine Panciera, University of Minnesota, USA; Ya Ping Hsiao, Open University of the Netherlands, Netherlands
- #3026: The Knowledge Building climate change curriculum: A starter unit to support student agency and empowerment about a critical world issue. Richard Reeve & Azza Sharkawy, Queen's University, Canada. Abstract
- #3008: Supporting the Progressive Improvement of Ideas through Learning Multi-player Epistemic Games. Katerine Bielaczyc & John Ow, Learning Science Lab, National Institute of Education, Singapore. Abstract
- #3056: Knowledge Building in Mathematics: Knowledge Building Principles Complement the NCTM Principles. Susan M. Carlson-Lishman, University of Toronto, OISE.
- #3054: IDEAS/IDEES - Idea Development, Engagement, Educational Achievement, and Systemic Change. Therese Laferriere, Laval University, Canada. Abstract
Link to the Design Challenge Session for Theme 2: "Creative, Sustained Work with Ideas" video archive material.
Link to video archive material for Theme 2: Creative, Sustained Work with Ideas: Next Challenges
The Design Challenge: Develop knowledge practices, partnerships, and technology that
- convey organization-wide commitment to achieving increasingly deep levels of professional engagement with all knowledge building principles--principles that require moving beyond knowledge-sharing and successful practices to advances that produce increasingly impressive demonstrations of innovative capacity, respect for diverse contributions, and mutual support of knowledge building innovation across sites and levels
- establish "hubsofinnovation" that represent, within local contexts, partnerships between school/work organizations,local universities, policy makers and other local partners; diverse teams support the local hub in evolving increasingly effective knowledge practices and technology, as well as contributing to and profiting from a global network of "hubs"
- support global professional development networks and teacher exchange programs for continual improvement, thus creating systems of engagement that extend beyond local support for teachers and local resources to systems that enable growth at the cutting edge of a global enterprise
- establish systems for teacher education that enable both virtual and place-based practica, involvement in and presentation of webinars featuring teacher inventions and teacher-researcher-engineer-policy maker teams, presenting and listening to research results from around the globe; virtual practica will take student teachers into classrooms and interaction with teachers in distant places, with new forms of teacher interaction becoming a vital part of teacher education. Design Leader: John Ow - Elaborating the Design Challenge: Therese Laferriere & Mireia Montane
- #3002: Knowledge Building Research in New Zealand: The Journey Begins. The Journey Begins. Kwok-Wing Lai*, Ken Pullar**, Ann Trewern*, (*University of Otago College of Education, **OtagoNet), New Zealand.
- #3028: Nature of Problem Spaces in Knowledge Building Practice. Chew Lee Teo, Ministry of Education, Singapore.
- #3003: A Principle-Based Approach to Engaging and Sustaining Teacher and Student Growth in Knowledge Building. Carol K. K. Chan, The University of Hong Kong, & Diane Hui, Lingnan University of Hong Kong, Hong Kong.
- #3055: Three stages of Knowledge Building in Grade 3 of a Chinese School: A Case Study of Water Around Us.Yibing Zhang, Nanjing Normal University, Yanqin Zhu, Nanjing Elementary School of Baiyunyuan, China. Abstract
- #3016: Astronomy Partnerships as a Gateway for Knowledge Building. Linda Strubbe, John Percy, Michael Reid - Canadian Institute for Theoretical Astrophysics / University of Toronto, Canada. Abstract
- #3036: The language in use in a knowledge-buiding oriented and networked community of preservice teachers. Stephane Allaire, University of Quebec at Chicoutimi, Therese Laferriere, Marie-Desneiges Hamel, & Christine Hamel, Laval University, Canada. Abstract
- #3053: Partnering for Professional Development. Susana La Rosa, University of Toronto, IKIT, Canada; Mireia Montane, Centre de Programes Educatius Internacionals, Catalunya, Spain; Chriss Bogert, Lorraine Chiarotto, Julie Comay, Andrea Cousineau, Zoe Donoahue, Cindy Halewood, Judith Kimel, Norah L'Esperance, Michael Martins, Richard Messina, Elizabeth Morley, Julia Murray, Ben Peebles, Robin Shaw, Carol Stephenson, Dr. Eric Jackman Institute of Child Study -ICS, Toronto, Canada. Abstract
- #2994: Visit to the iDAPT Research Centre of the Toronto Rehabilitation Institute. Donald Neil Philip, University of Toronto, Mississauga, Canada. Abstract
- #3050: SENSEER: Le modele de l'ecole eloignee en reseau et les communautes francophones du Canada / The Quebec Remote Networked School model and Francophone communities across provinces. Christine Hamel, Pier-Ann Boutin, Christian Perreault, Therese Laferriere, Universite Laval, Rollande Deslandes (UQTR), Canada. Abstract
Link to the Design Challenge Session for Theme 3: "Knowledge Building Partnerships & Professional Development" video archive material.
Link to video archive material for Theme 3: "Knowledge Building Partnerships & Professional Development: Next Challenges"
The Design Challenge:Develop technology that
- is optimized for knowledge creation, incorporating insights drawn from research on knowledge building/knowledge creation and model-based thinking
- embeds OERs (Open Educational Resources) in collaborative knowledge building to support an online community with a high level of intellectual engagement, collaboration, and idea development; this requires creating a global open source network
- enables coherent discussion to be carried out incorporating speech, writing, and other forms of knowledge representation
- incorporates assessment tools to support teachers in preparing for future international assessments Design Leader: Al Rudnitsky - Elaborating the Design Challenge: Marlene Scardamalia
- #3019: Knowledge Building Discourse Explorer (KBDeX) Building Discourse. Jun Oshima, Ritsuko Oshima, Yoshiaki Matsuzawa, Shizuoka University, Japan; Marlene Scardamalia, OISE/University of Toronto, Canada.
- #3059: Open Learning Initiative and Knowledge Building: The Promise. Candace Thille and John Rinderle, Carnegie Mellon University, USA. Abstract
- #3061: Open Educational Resource Collections as Knowledge Building Spaces for Faculty. Tom Carey, San Diego State University, California, USA. Abstract
- #3060: Knowledge Forum Rebuild. Alisa Acosta, Bodong Chen, Monica Resendes, OISE/University of Toronto; Raphael Gachuhi, Carnegie Mellon University, USA; Christian Perreault, Universite Laval, Canada. Abstract
- #3037: Automation of Qualitative Content Analysis: Using Natural Language Processing to Assess Argumentative Knowledge Construction. Jin Mu, Karsten Stegmann, Frank Fischer -University of Munich, Germany, University of Hong Kong, China. Abstract
- #3058: Outils d'analyse de vocabulaire francais. Francophone Vocabulary Analyzing Tools. Stephane Allaire, Marie-Desneiges Hamel, Pier-Ann Boutin, and Christian Perreault, Universite Laval, Canada. Abstract
Link to video archive material for Theme 4: "Technology for Knowledge Creation -International Open Source Initiative-" -- Design Challenge, Interactive Sessions, and Next Challenges.
The Design Challenge: Develop knowledge practices, partnerships, and technology that
- integrate local and global "education for innovation" policies and designs
- establish cross-university teaching programs supporting "education for innovation" with a knowledge building perspective
- establish virtual practica and other means of spreading the accomplishments of local hubs of innovation to a global network
- establish open, joint courses that are available free to the public and provide knowledge creation theory and practice at levels accessible to teachers and the general public --there will also be joint courses offered at participating universities and open only to registered students, and we would hope to be in a position to develop and co-teach such courses-- Design Leader: Sandy McAuley - Elaborating the Design Challenge: Kate Bielaczyc
- #3023: Exploring patterns of interaction in Knowledge Forum databases using Knowledge Connections Analyzer (KCA). Yuqin Yang, Jan van Aalst, University of Hong Kong, Hong Kong.
- #3027: Promisingness Judgments by Grade 3 and 4. Bodong Chen, Marlene Scardamalia, Monica Resendes, OISE/University of Toronto, Canada. Link to slides Abstract
- #2997: Designs for Social and Systemic Innovation through Knowledge Building in Undergraduate Engineering Education. Yanning Yu, Glenn W. Ellis, Smith College, Northampton, MA, USA.
- #3021: Linking Open Resources to K-12 Curricula: Situated Cognition and Interdisciplinary Problem Solving. Xun Ge, Lihui Liao, The University of Oklahoma, USA. Abstract
- #3041: Liberal Education as an Apprenticeship in Collaborative Knowledge Work and Innovation. Tom Carey, San Diego State University, USA. Abstract
- #3040: Faculty Adaptations of Open Educational Resource as a Collaborative Knowledge Building Space. Tom Carey, San Diego State University, USA. Abstract
Link to the Design Challenge Session for Theme 5: "Social Innovation and Systemic Change; Continuing Education, Credentialing, & Policy Making" video archive material.
Link to video archive material for Theme 5: "Social Innovation and Systemic Change; Continuing Education, Credentialing, & Policy Making Next Steps"
The Design Challenge:
- create modern assessment tools integral to learning environments that meet the needs of teachers and students and help them surpass curricular requirements
- assess group-level variables, i.e., variables that do not exist at the individual level, such as discussion quality, shared vocabulary, and collaborative theory-building
- tools should provide concurrent, embedded and transformative feedback to advance collaborative knowledge creation across languages, sites, and curricula, and results should provide a valuable supplement to information provided by individual tests
- explore possibilities for extracting individual assessments of knowledge and skills from online discussions and other collaborative knowledge building activity
- enable data capture for continuous and helpful feedback to sustain knowledge advances, and foster emergence of new competencies Design Leader: Leila Lax - Elaborating the Design Challenge: Carl Bereiter
- #3011: Embedded and Transformative Assessment in an Online Course: A Design Based Project Research. Stefano Cacciamani, University of Valle d'Aosta, Italy.
- #3006: Unraveling Idea Development in Discourse Trajectories. Iassen Halatchliyski, Aileen Oeberst, Martina Bientzle, Franziska Bokhorst, Knowledge Media Research Center, Tuebingen, Germany; Jan van Aalst, University of Hong Kong, Hong Kong.
- #3024: The Effect of Meta-Discourse on Ways of Contributing to a Explanation-Seeking Dialogue in Grade 2. Monica Resendes, Bodong Chen, Maria Chuy, Marlene Scardamalia, University of Toronto, OISE, Canada.
- #3033: Knowledge Forum uses for the improvement of explanation skills. Christine Hamel, Laval University, & Sandrine Turcotte, Universite du Quebec en Outaouais, Canada.
- #3009: Assessing Knowledge Building Symmetries of Position, Power, & Participation of Family Physicians in a CME Course. Leila Rachel Lax, Marlene Scardamalia, Don Philip, & Anita Singh, University of Toronto, Canada. Abstract
- #2999: Building Knowledge: Theoretical Model to Analyze Knowledge Builders. Calixto Gutierrez-Braojos & Purificacion Salmeron-Vilchez, University of Granada, Spain.
- #3052: Automated Assessments for Knowledge Creation: An Overview of Possibilities. Bodong Chen, Jing Fu, Marlene Scardamalia, University of Toronto, OISE, Canada.
- #2990: Understanding and Using Knowledge Forum's Analytic Tools. Donald Neil Philip, University of Toronto, Mississauga, Canada.
Link to the Design Challenge Session for Theme 6: "Assessment for Knowledge Creation" video archive material.
Link to video archive material for Theme 6 Papers Session.
Link to video archive material for Theme 6: "Assessment for Knowledge Creation Next Steps"
The Design Challenge:
- develop international data banks for use in basic and design research and thus extend the research enterprise beyond independent research programs at different national sites; in order to create a comprehensive data bank on "education for innovation," anonymized text-based data and video (as permissions allow) from a global network of hubs of innovation will be transmitted to a central resource and we anticipate holding the most comprehensive resource for the study of education for knowledge creation--a goldmine for associated researchers and students: content will range from text and video records of children's thinking and teachers' inventions across multiple literacies to "hard" data based on tests; co-publication with practitioners will be established as an important norm
- develop a common descriptive and goal-setting vocabulary applicable to policies and practices across a wide range of conditions, moving beyond local stakeholder interests to an enterprise that is championed by policy makers, government agencies, and international agencies
- celebrate children's thinking and teachers' inventions (for decades examples of knowledge building practices and inventions have attracted collaborators and funders, but until now they have not been systematically publicized; such examples could help both teachers and students in seeking higher levels of idea development) Design Leader: Chew Lee Teo - Elaborating the Design Challenge: Jan van Aalst
- #3042: Knowledge Building in the Open: Constructing a Knowledge Building Experience on the Web. Alexander McAuley. University of Prince Edward Island, Canada.
- #3034: The Teaching of Literature in Post Secondary Education (CEGEP) and Knowledge Forum: Metacognition, Creativity and Deep Understanding. Josee Larochelle, Laval University, Canada.
- #3013: Making Collective Progress Visible: The Design and Application of Idea Thread Mapper (ITM) for Sustained Knowledge Building. Jianwei Zhang, Mei-Hwa Chen, Huixian Li, Yuheng Zhao, Jingping Chen, Baibhav Lal Rajbhandari, Yanqing Sun, Teresa Ferrer-Mico, University at Albany, State University of New York, USA & Robin Shaw, Benjamin Peebles, Julia Murray, Sarah Naqvi, Dr. Eric Jackman Institute of Child Study, University of Toronto, Canada.
- #3025: The Effect of Contributor Roles in Knowledge Building Discourse: Can Expanding Individual Contribution Repertoires Lead to Group Knowledge Advancement? Monica Resendes, Bodong Chen, Maria Chuy, Marlene Scardamalia, University of Toronto/OISE, Canada. Abstract
- #3022: A Developmental Study of Promisingness Judgments. Bodong Chen, Marlene Scardamalia, Carl Bereiter, University of Toronto/OISE, Canada.
- #3032: The Quebec RNS initiative: Networked knowledge building communities (KBCs) in primary schools. Pier-Ann Boutin, Christian Perreault, Kesi Walters, Emilie Labonte-Hubert - University Laval, Quebec, RNS, Canada. Abstract
- #3051: How do we build a common foundation of understanding in order to tackle the complex, interrelated challenges of the 21st century in a coherent and effective way? Blake Melnick, Knowledge Management Institute of Canada (KMIC), Canada. Abstract
Link to the Design Challenge Session for Theme 7: "Research Based Innovation; Sustainability and Scalability" video archive material.