Jun 012012
 

Authors: Xunfeng Xu

To teach the subject Analysis of English Grammar, an on-line corpus tool is introduced to the students of undergraduate course for adult learners for the purpose of understanding the grammatical structure and use of English verbs in business correspondence. Continue reading »

Jun 012012
 

Authors: Ronald Chi-ming Ho, Bing-fai Lee, & Carol K.K. Chan

21st century education reform aims to prepare citizens to be able to face changes and working with knowledge (Bereiter, 2002; Hargreaves, 2003; Darling-Hammond, et al, 2005). Hence, paradigms of learning have been shifting from teacher centered to pupil centered, and from knowledge reception to knowledge creation. Teachers, too, have to change their mindset and practices in order to meet the new challenges. Continue reading »

Jun 012012
 

Authors: Jan van Aalst, Li Sha, & Christopher Teplovs

This poster explores the use of the Knowledge Space Visualizer and Inquiry Thread Analysis in the context of formative assessment of knowledge building. We applied these tools to a Knowledge Forum database created by 41 Form 4 (Grade 10) students taking physics (heat/temperature and mechanics). Findings indicated that the KSV could be used to identify the major components of the discourse and led to similar results to hand coding in identifying inquiry threads, subject to the setting of the degree of similarity. We outline possibilities for pedagogical uses of these analyses.

Jun 012012
 

Authors: Ella L.F. Fu & Carol K.K. Chan

This study examined how primary and secondary school students engaged in constructive use of authoritative information and investigated their relationships with improvable ideas in inquiry threads in knowledge-building discourse. According to Scardamalia (2002), the constructive use of authoritative sources refers to the importance of staying in touch with the state-of-the-art in a field of knowledge, and having a critical stance toward it. Continue reading »