Marlene
Scardamalia holds the Presidents' Chair in Education and Knowledge Technologies
at OISE/University
of Toronto and directs IKIT, the Institute
for Knowledge Innovation and Technologya worldwide network of
innovators working to advance the frontiers of knowledge building in various
sectors. "Knowledge building," a term now widely used in education
and knowledge management, originated with the CSILE/Knowledge Building
project. Marlene led the team that created CSILE (Computer Supported Intentional
Learning Environments), which was the first networked knowledge building
environment for education. The second generation version of this technology,
Knowledge Forum®, is
in use in 19 countries, in education, health, business, and professional
organizations. Knowledge building theories, models, practices and technologies
have been developed in partnership with Carl Bereiter
and team members, and formed the basis of two major grants, from the Canadian
Foundation for Innovation and from the Social Sciences and Humanities
Research Council's Initiative on the New Economy.
From 1996 till 2002, Marlene was the K-12 theme leader for Canadas
TeleLearning Network of Centres of Excellence. Her work has led to several
honours and awards, including an Ontario Psychological Foundation Contribution
to Knowledge award, a fellowship at the Center for Advanced Study in the
Behavioral Sciences, election to the U. S. National Academy of Education
(the second Canadian so honoured) and appointment to the Presidents
Chair in Education and Knowledge Technologies. She has done research and
published in the areas of cognitive development, psychology of writing,
intentional learning, the nature of expertise, and educational uses of
computers. She also headed a project on "Cognitive Bases of Educational
Reform," out of which grew the "Schools for Thought" program,
notable for its synthesis of major socio-cognitive approaches. |
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Scardamalia, M. & Bereiter, C. (2006). Knowledge building: Theory,
pedagogy, and technology. In K. Sawyer (Ed.), Cambridge Handbook
of the Learning Sciences (pp. 97-118). New York: Cambridge University
Press. (Note: Cambridge University Press has contracted with Educational
Scientific Publishing House for a Chinese simplified language edition).
Scardamalia, M., &
Bereiter, C. (2007). “Fostering communities of learners” and “knowledge
building”: An interrupted dialogue. In J. C. Campione, K. E. Metz, &
A. S. Palincsar (Eds.), Children's learning in the laboratory and
in the classroom: Essays in honor of Ann Brown (pp. 197-212). Mahwah,
NJ: Erlbaum.
Scardamalia, M., &
Bereiter, C. (2008). Pedagogical biases in educational technologies.
Educational Technology, XLVIII(3)3-11.
Scardamalia, M. (2006).
Technology for understanding. In K. Leithwood, P. McAdie, N. Bascia,
& A. Rodrigue (Eds.), Teaching for deep understanding: What every
educator needs to know (pp. 103-109). Thousand Oaks, CA: Corwin
Press.
Scardamalia, M., &
Bereiter, C. (2003). Knowledge building. In Encyclopedia of education,
second edition. (pp. 1370-1373). New York: Macmillan Reference,
USA.
Scardamalia, M. (2003).
Knowledge building environments: Extending the limits of the possible
in education and knowledge work. In A. DiStefano, K. E. Rudestam, &
R. Silverman (Eds.), Encyclopedia of distributed learning (pp.
269-272). Thousand Oaks, CA: Sage Publications.
Scardamalia, M. (2002).
Collective cognitive responsibility for the advancement of knowledge.
In B. Smith (Ed.) Liberal education in a knowledge society (pp.
67-98). Chicago: Open Court.
Gan, Y.C., Scardamalia,
M., Hong, H.-Y., & Zhang, J. (2007). Making thinking visible: Growth
in graphical literacy, Grades 3 and 4. Proceedings of the International
Conference on Computer Supported Collaborative Learning 2007 (pp.
206-208). Rutgers, The State University of New Jersey, NJ.
Reeve, R., Messina,
R., & Scardamalia, M. (2008). Wisdom in Elementary School. In M.
Ferrari & G. Potworowski (Eds.), Teaching for Wisdom: Cross-cultural
Perspectives on Fostering Wisdom (pp. 79-92). New York: Springer.
Retrieve from http://books.google.ca/books?id=Cr_6g3IC7hcC&pg=PA79&source=gbs_toc_r&cad=0_0.
Teplovs, C., Donoahue,
Z., Scardamalia, M., & Philip, D. (2007). Tools for concurrent,
embedded, and transformative assessment of knowledge building processes
and progress. Proceedings of the International Conference on Computer
Supported Collaborative Learning 2007 (pp. 720-722). Rutgers, The
State University of New Jersey, NJ.
Zhang, J., Scardamalia,
M., Lamon, M., Messina, R., & Reeve, R. (2007). Socio-cognitive
dynamics of knowledge building in the work of nine- and ten-year-olds.
Educational Technology Research and Development, 55 (2), 117-145.
Online First version (posted Sept. 26/06) is available here.
(Outstanding Manuscript of the Year Award presented by Association for
Educational Communication and Technology (AECT)-Division of Instructional
Development)
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