Publications
Forthcoming publications
Bereiter, C., & Scardamalia, M. (in preparation). Foundations of Knowledge Building: Education for a Knowledge-Creating Society. (NOTE: This is the provisional title for a book to be co-authored with Carl Bereiter to identify challenges and opportunities for moving education from a craft to a progressive, research-based enterprise on par with knowledge-creating enterprises in other sectors.)
Cacciamani, S., Scardamalia, M., Bereiter, C., & Ligorio, B. (in preparation). Educational Sciences: Schools and Universities as Knowledge Building Communities. Italian publisher Carocci (http:// www. carocci.it)
Khanlari, A., Zhu, G., & Resendes, M.(in preparation) Student-generated questions fostering sustainable Knowledge Building discourse. Manuscript in preparation.
Scardamalia, M. (Ed.) (in preparation). Beyond natural curiosity.
Scardamalia, M. (in preparation). Teacher as designer. In The Learning Sciences: A portrait of an emerging domain. New York, NY: Routledge.
Scardamalia, M., & Bereiter, C. (in preparation). Education for a Knowledge-Creating Society (provisional title for a book to identify challenges and opportunities for moving education from a craft to a progressive, research-based enterprise on par with knowledge-creating enterprises in other sectors.)
Scardamalia, M., & Bereiter, C. (in preparation). Transliteracy: A Truly ‘21st Century’ Competence. Manuscript in preparation.
Scardamalia, M., & Bereiter, C. (in press). Knowledge Building. In U. Cress, C. Rosé, A. Wise, & J. Oshima (Eds.), International Handbook of Computer-Supported Collaborative Learning. Springer.
Zhu, G., Scardamalia, M., Nazeem, R., Donoahue, Z., Leanne, M., & Lai, Z. (in preparation). Collective reflections, knowledge advancement, and emotional well-being of young students. Manuscript in preparation.
Zhu, G., Scardamalia, M., Martins, M., Nazeem, R., & Lai, Z. (in preparation). The impact of reflection on community level socio-cognitive-emotional profiles. Manuscript in preparation.
2019
Costa, S., Zhu, G., & Osorio, D. (2019 June). The butterfly effect: Knowledge Building in Kindergarten. Instilling practices to set up life long Knowledge Building learning.
Ma, L. (2019). Measuring creativity in the classroom: Linking group patterns with individual outcomes. In A.K. Goel, C.M. Seifert, & C. Freksa (Eds.), Proceedings of the 41st Annual Conference of the Cognitive Science Society (pp. 3519). Montreal, Canada: Cognitive Science Society.
Ma, L. (2019). Using epistemic network analysis to explore emergent discourse dynamics of a grade 2 knowledge building community. In B. Eagan, M. Misfeldt, & A. Siebert-Evenstone (Eds.). Proceedings of the 1st International Conference on Quantitative Ethnography (pp. 30-31). Madison, WI: The Society for Quantitative Ethnography.
Ma, L. & Akyea, T. (2019). Using Knowledge Forum to support the development of STEAM literacies. In Chang, M. et al. (Eds.). Proceedings of the 27th International Conference on Computers in Education. (pp. 185-190). Kenting, Taiwan: Asia-Pacific Society for Computers in Education.
Ma, L., Akyea, T., & Martin, D. (June 2019). Click on the bottle: An exploration of students’ tinkering with Knowledge Forum analytic tools. Paper to appear in Proceedings of the 23rd Annual Knowledge Building Summer Institute. Lyon, France: Knowledge Building International.
Ma, L., Matsuzawa, Y., & Scardamalia, M. (2019). Using epistemic network analysis to explore ways of contributing to knowledge building discourse. In K. Lund, G. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, and M. Baker (Eds.) A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) Volume 2 (pp. 881-882). Lyon, France: The International Society of the Learning Sciences.
Khanlari, A., Zhu, G., & Scardamalia, M. (2019). Knowledge Building analytics to explore crossing disciplinary and grade-level boundaries. Journal of Learning Analytics, 6(3), 60-75.
Zhu, G., Ma, L., Toulis, A., & Resendes, M. (2019). An exploratory study of automated clustering of themes to identify conceptual threads in knowledge building discourse. In Lund, K., Niccolai, G., Lavoué, E., Hmelo-Silver, C., Gweon, G., and Baker, M. (Eds.). (2019). A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 943-944). Lyon, France: International Society of the Learning Sciences.
Zhu, G., Scardamalia, M., Fan, M., Zijlstra, B., & Donoahue, Z. (2019). Idea transference and growth between offline and online knowledge building discourse in a Grade One class. Knowledge Building Summer Institute (KBSI2019): Knowledge Building Practices and Technology for Global Hubs of Innovation. March 15-16, 2019, Beijing, China.
Nazeem, R., Zhu, G., & Ma, L. (2019, April). Multiple sources to support Knowledge Building on salmon by Grade 2 students. Poster presented at the American Education Research Association (AERA) conference. Toronto, Ontario.
Zhu, G., Donoahue, Z., Fan, M., Zijlstra, B., & Scardamalia, M. (2019, April). Emotional and cognitive engagement in Knowledge Building circles: A case study of grade 1 students. Poster presented at the American Education Research Association (AERA). Toronto, Ontario.
Zhu, G., Xing, W., Costa, S., Scardamalia, M., & Pei, B. (2019). Exploring emotional and cognitive dynamics of Knowledge Building in grades 1 and 2. User Modeling and User-Adapted Interaction, 29, 789-820.
2018
Bereiter, C., & Scardamalia, M. (2018). Fixing Humpty-Dumpty: Putting higher-order skills and knowledge together again. In Kerslake, L. & Wegerif, R. (Eds.), Theory of teaching thinking. International Perspectives (pp. 73-88). London, UK & New York, NY: Routledge.
Huang, R. (August 2018). Towards the realization of a mobile extended Knowledge Building community. In Proceedings of the 22nd Annual Knowledge Building Summer Institute: Knowledge Building: A Place for Everyone in a Knowledge Society (pp. 32-38). Toronto, Ontario.
Kici, D., Demjanenko, T., Kleinman, M., & Zhang, J. (2018). An integrated inquiry about energy and environmental issues in a grade 5 classroom. In Proceedings of the 22nd Annual Knowledge Building Summer Institute: Knowledge Building: A Place for Everyone in a Knowledge Society (pp. 147-153). Toronto, Ontario.
Ma, L. (2018). Designs for visualizing collective intelligence in knowledge building communities. In Story, A. (Ed.), Proceedings of the Technology, Mind and Society Conference (pp. 45). Washington, USA: American Psychological Association.
Wiebe, J. (2018). Mobile Knowledge Building: Toward a new conceptual framework. In Proceedings of the 22nd Annual Knowledge Building Summer Institute: Knowledge Building: A Place for Everyone in a Knowledge Society (pp. 105-113). Toronto, Ontario.
2017
Chen, B. (2017). Fostering scientific understanding and epistemic beliefs through judgments of promisingness. Educational Technology Research and Development, 65(2), 255–277.
Chen, B., Resendes, M., Chai, C.S., & Hong, H.-Y. (2017). Two tales of time: Uncovering the significance of sequential patterns among contribution types in knowledge-building discourse. Interactive Learning Environments, 25(2), 162–175.
Costa, S. A., & Scardamalia, M. (2017). Exploring ways of contributing to math talk in a knowledge building community. In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2. Philadelphia, PA: International Society of the Learning Sciences, 797 -798.
Khanlari, A., Bereiter, C., & Scardamalia, M. (2017). Misconceptions and their evolution in knowledge building communities. In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2. Philadelphia, PA: International Society of the Learning Sciences, 871 – 872.
Khanlari, A., Resendes, M., Zhu, G.X, & Scardamalia, M. (2017). Productive knowledge building discourse through student-generated questions. In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Vol. 2 (pp. 585-588). Philadelphia, PA: International Society of the Learning Sciences.
Khanlari, A., Resendes, M., Scardamalia, M., & Zhu, G. (2017). Individual role-based profiles for successful team engagement in knowledge building environments. In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2. Philadelphia, PA: International Society of the Learning Sciences, 869 -870.
Khanlari, A., Scardamalia, M., Kici, D., & Tharuma, S. (2016). Impact of Theory Improvement and Collective Responsibility for Knowledge Advancement on the Nature of Student Questions. In Proceedings of the International Conference on Learning Sciences 2016. Singapore: The International Society of the Learning Sciences. (2), 1275 – 1276.
Scardamalia, M. (2017). Foreword: Pedagogical innovations and new knowledge media. In C. C. Hung & S. Divaharan, Teaching and learning framework. Singapore: National Institute of Education.
Scardamalia, M., & Bereiter, C. (2017). Two modes of thinking in knowledge building. Revista Catalana de Pedagogia, 12, 61-83.
Zhang. J., Bogoulavsky, M., & Yuan, G. (2017) Cross-Community Interaction for Knowledge Building in Two Grade 5/6 Classrooms. In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Vol. 1 (pp. 407–414). Philadelphia, PA: International Society of the Learning Sciences.
Zhu, G.X, Scardamalia, M., Khanlari, A., & Wan, H.P. (2017). Evaluating the distribution of students’ contributions in theorizing: Idea evenness in knowledge building communities. In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Vol. 2 (pp. 668-671). Philadelphia, PA: International Society of the Learning Sciences.
2016
Bereiter, C., & Scardamalia, M. (2016). “Good Moves” in knowledge-creating dialogue. QWERTY, 11(2), 12-26. http://www.ckbg.org/qwerty/index.php/qwerty/article/view/242
Chen, B., & Hong, H.-Y. (2016). Schools as knowledge-building organizations: Thirty years of design research. Educational Psychologist, 51(2), 266-288.
Chen, B., & Zhang, J. (2016). Analytics for knowledge creation: Towards epistemic agency and design-mode thinking. Journal of Learning Analytics, 3(2), 139–163.
Costa, S. (2016). Math discourse in a Grade 2 Knowledge Building classroom. Master’s thesis, University of Toronto.
Ma, L. (2016). Criss-crossing idea landscapes via idea networks in Knowledge Forum. In C. Stephanidis (Ed.), HCI International 2016 – Posters’ Extended Abstracts, Volume 2 (pp. 44–49). Toronto, Canada: Springer International.
Ma, L. (2016). The emergence of rotating leadership for idea improvement in a grade 1 knowledge building community. In M. P. Zylka, H. Fuehres, A. Fronzetti Colladon, & P. Gloor (Eds.), Designing Networks for Innovation and Improvisation: Proceedings of the 6th International Collaborative Innovation Networks (COINs) Conference (pp. 13-20). Rome, Italy: Springer International.
Ma, L., Matsuzawa, Y., Chen, B., & Scardamalia, M. (2016). Community knowledge, collective responsibility: The emergence of rotating leadership in three knowledge building communities. In C. K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.), Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1 (pp. 615-622). Singapore: International Society of the Learning Sciences.
Ma, L., Matsuzawa, Y., & Scardamalia, M. (2016). Rotating leadership and collective responsibility in a grade 4 Knowledge Building classroom. International Journal of Organisational Design and Engineering (IJODE), 4(1-2), 54-84.
Scardamalia, M., & Bereiter, C. (2016). Creating, criss-crossing, and rising above idea landscapes. In R.H. Huang, Kinshuk, & J. K. Price (Eds.), ICT in education in global context: comparative reports of K-12 schools innovation (pp. 3-17). Berlin, Germany: Springer-Verlag.
Scardamalia, M., & Bereiter, C. (2016). Inovación y calidad: Mover las ideas hacia el centro. In S. Cueto (Ed.) Innovación y calidad en educación en América Latina (pp. 17-38). Lima, Perú: ILAIPP.
2015
Bereiter, C., & Scardamalia, M. (2015). Qwerty and the International Knowledge Building Design Community. Qwerty 10, (1), 29-36.
Chen, B. (2015). Devising technological and pedagogical supports for metadiscourse in knowledge building. In O. Lindwall, P. Hakkinen, T. Koschman, P. Tchounikine, & S. Ludvigsen. (Eds.), Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, Volume 2 (pp. 908-909). Gothenburg, Sweden: The International Society of the Learning Sciences.
Chen, B., Ma, L., Matsuzawa, Y., & Scardamalia, M. (2015). The development of productive vocabulary in knowledge building: A longitudinal study. In O. Lindwall, P. Hakkinen, T. Koschman, P. Tchounikine, & S. Ludvigsen (Eds.), Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, Volume 1 (pp. 443-450). Gothenburg, Sweden: The International Society of the Learning Sciences.
Chen, B., Scardamalia, M., & Bereiter, C. (2015). Advancing Knowledge Building Discourse through Judgments of Promising Ideas. International Journal of Computer-Supported Collaborative Learning (ijCSCL)/
Costa, S. (2015). Exploring Student “Math Talk” in 21st Century Classrooms in Bockarova, B., Danesi, M., Martinovic, D., & Nunes, R. (Eds.) Mind in Mathematics: Essays on Mathematical Cognition and Mathematical Method. (pp. 176-182).
Hong, H.Y., Scardamalia, M., Messina, R., & Teo, C.L. (2015). Fostering sustained idea improvement with principle-based knowledge building analytic tools. Computers & Education, 89, 91-102.
Kici, D. (2015). Visualization of Progressive Idea Development in a Knowledge Building Community. In O. Lindwall, P. Häkkinen,T. Koschmann P. Tchounikine, & S. Ludvigsen (Eds.), Exploring the Material Conditions of Learning: CSCL 2015 Conference Proceedings Volume 2 (pp. 641-642). International Society of the Learning Sciences. Gothenburg, Sweeden.
Ma, L. & Matsuzawa, Y. (2015). It’s my turn: Using rotating leadership to visualize collective cognitive responsibility in a knowledge building community. In O. Lindwall, P. Hakkinen, T. Koschman, P. Tchounikine, & S. Ludvigsen (Eds.), Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, Volume 2 (pp. 783-784). Gothenburg, Sweden: International Society of the Learning Sciences.
Ma, L., Matsuzawa, Y., Kici, D., & Scardamalia, M. (2015). An exploration of rotating leadership in a knowledge building community. In K. Nemoto, P. A. Gloor, C. J. Garcia, J. Gluesing, T. Iba, C. Lassenius, & K. Riopelle (Eds.), Creative Networks: Proceedings of the 5th International Collaborative Innovation Networks (COINs) Conference (pp. 47-48). Tokyo, Japan.
Resendes, M., Scardamalia, M., Bereiter, C., Chen, B., & Halewood, C. (2015). Group-level formative feedback and metadiscourse. International Journal of Computer-Supported Collaborative Learning, 10(3), 309-336.
Scardamalia, M., & Bereiter, C. (2015). Education in an open informational world. In R. Scott, and S. Kosslyn (Eds.). Emerging trends in the social and behavioral sciences. Wiley Online Library.
Vokatis, B. M., & Zhang, J. (2015). Characterizing the identity of three innovative teachers engaged in sustained knowledge building. In Lindwall, O., Häkkinen, P., Koschman, T. Tchounikine, P. & Ludvigsen, S. (Eds.) (2015). Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, Volume 2 (pp. 669 –670). Gothenburg, Sweden: The International Society of the Learning Sciences.
2014
Bereiter, C. & Scardamalia, M. (2014). Knowledge building and knowledge creation: One concept, two hills to climb. In S. C. Tan, H. J. So, J. Yeo (Eds.) Knowledge creation in education (pp. 35-52). Singapore: Springer.
Chen, B. (2014). Visualizing semantic space of online discourse: The Knowledge Forum case. In Proceedings of the Fourth International Conference on Learning Analytics and Knowledge – LAK ’14 (pp. 271–272). New York, New York, USA: ACM Press.
Chen, B., & Resendes, M. (2014). Uncovering what matters: Analyzing transitional relations among contribution types in knowledge-building discourse. In Proceedings of the Fourth International Conference on Learning Analytics And Knowledge – LAK ’14 (pp. 226–230). New York, New York, USA: ACM Press.
Hong, H-Y. & Scardamalia, M. (2014). Community knowledge assessment in a knowledge building environment. Computers and Education, 71, 279-288.
Reeve, R., Sharkawy, A. (2014). Science education for social justice using the knowledge-building communities model. LEARNing Landscapes, 7(2), 283–298.
Scardamalia, M., & Bereiter, C. (2014). Education for Innovation: Beyond ’21st Century Skills’. Educational Technology: The Magazine for Managers of change in Education, 54(1), 61-63.
Scardamalia, M., & Bereiter, C. (2014). Knowledge building and knowledge creation: Theory, pedagogy, and technology. In K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences (Second Edition) (pp. 397-417). New York: Cambridge University Press.
Scardamalia, M., & Bereiter, C. (2014). Smart technology for self-organizing processes. Smart Learning Environments. 2014, 1:1.
2013
Chen, B., Scardamalia, M., Acosta, A., Resendes, M., & Kici, D. (2013). Promisingness Judgments as Facilitators of Knowledge Building. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 2 — Short papers, Panels, Posters, Demos & Community Events (pp. 231-232). International Society of the Learning Sciences.
Goldman, S. R., & Scardamalia, M. (2013). Managing, understanding, applying, and creating knowledge in the information age: Next-generation challenges and opportunities. Cognition and Instruction, 31(2), pp. 255-269.
Resendes, M., Chen, B., Acosta, A., & Scardamalia, M. (2013). The Effect of Formative Feedback on Vocabulary Use and Distribution of Vocabulary Knowledge in a Grade Two Knowledge Building Class. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 — Full Papers & Symposia (pp. 391-398). International Society of the Learning Sciences
Tarchi, C., Chuy, M., Donoahue, Z., Stephenson, C., Messina, R., & Scardamalia, M. (2013). Knowledge Building and Knowledge Forum: Getting started with the pedagogy and the technology. LEARNing Landscapes, 6(2), 385-408.
2012
Bereiter, C., & Scardamalia, M. (2012). Theory building and the pursuit of understanding in history, social studies, and literature. In J. R. Kirby, & M. J. Lawson (Eds.), Enhancing the quality of learning: Dispositions, instruction, and learning processes (pp. 160-177). New York: Cambridge University Press.
Chen, B., Scardamalia, M., Resendes, M., Chuy, M., & Bereiter, C. (2012). Students’ intuitive understanding of promisingness and promisingness judgments to facilitate knowledge advancement. In J. van Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Eds.). The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences [ICLS 2012] Vol 1, Full papers (pp 111-118). International Society of the Learning Sciences: Sydney, NSW, AUSTRALIA. “…Participants were students from a grade 3 class at the Dr. Eric Jackman Institute of Child Study in downtown Toronto…”
Zhang, Y., Chen, B., Scardamalia, M., & Bereiter, C. (2012). From shallow to deep constructivism: Development of knowledge building theory and its application in China. E-education Research, (009), 5–12.
2011
Bielaczyc, K., Hakkarainen, K., Ritella, G., Seitamaa-Hakkarainen, P., Stahl, G., Scardamalia, M., & Bereiter, C. (2011). Strengthening the conceptual foundations of knowledge building theory and pedagogy. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL2011 Conference Proceedings, Vol. III (pp. 1089-1094). International Society of the Learning Sciences, Inc.
Chen, B., Chuy, M., Resendes, M., Scardamalia, M., & Bereiter, C. (2011). Evaluation by Grade 5 and 6 students of the promisingness of ideas in knowledge-building discourse. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL2011 Conference Proceedings, Vol. II (pp. 571-575). International Society of the Learning Sciences, Inc.
Chen, B., Resendes, M., Chuy, M., C., Bereiter, C., & Scardamalia (2011). Identifying promising ideas in a knowledge-building discourse. QWERTY: Interdisciplinary Journal of Technology, Culture and Education, 6(2), 224-241.
Chuy, M., Resendes, M., Tarchi, C., Chen, B., Scardamalia, M., & Bereiter, C. (2011). Ways of contributing to an explanation-seeking dialogue in science and history. QWERTY: Interdisciplinary Journal of Technology, Culture and Education, 6(2), 242-260.
Chuy, M., Scardamalia, M., Bereiter, C., Resendes, M., Chen, B., Tarchi, C., Messina, R., Morley, E., Bielaczyc, K., Håklev, S., & Zhang, J. (2011). Getting started and sustaining Knowledge Building. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL2011 Conference Proceedings, Vol. III (pp. 1123-1125). International Society of the Learning Sciences, Inc.
Chuy, M., Zhang, J., Resendes, M., Scardamalia, M., & Bereiter, C. (2011). Does contributing to a knowledge building dialogue lead to individual advancement of knowledge? In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL2011 Conference Proceedings, Vol. I (pp. 57-63). International Society of the Learning Sciences, Inc.
Laferriere, T., Viilo, M., Seitamaa-Hakkarainen, P., Hakkarainen, K., Oshima, J., Scardamalia, M., Bereiter, C., Chen, B., Chuy, M., Resendes, M., van Aalst, J., Chan, C., Bielaczyc, K., Hong, H-Y., & Zhang, J. (2011). Enhancing the social and cognitive benefits of digital tools and media. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL2011 Conference Proceedings, Vol. III (pp. 1111-1118). International Society of the Learning Sciences, Inc.
Resendes, M., Chuy, M., Chen, B., & Scardamalia, M. (2011). Ways of contributing to a Knowledge-Building dialogue in history. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL2011 Conference Proceedings, Vol. II (pp. 998-1000). International Society of the Learning Sciences, Inc.
Tarchi, C., Chuy, M., Donahue, Z., Stephenson, C., Messina, R., & Scardamalia, M. (2011). Getting Started with Knowledge Building. QWERTY: Interdisciplinary Journal of Technology, Culture and Education, 6(2), 201-223.
Zhang, J., Hong, H. Y., Scardamalia, M., Teo, C. L., & Morley, E. A. (2011). Sustaining knowledge building as a principle-based innovation at an elementary school. Journal of the Learning Sciences, 20(2), 262-307.
Zhang, J., Scardamalia, M., Chan, C., van Aalst, J., Yuen, H.F., Tse, H., Morley, E., Messina, R., & Kolodner, J. (2011). A principle-based approach to knowledge building: Processes, challenges, and implications. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL2011 Conference Proceedings, Vol. III (pp. 1053-1058). International Society of the Learning Sciences, Inc.
2010
Bereiter, C., & Scardamalia, M. (2010). Can children really create knowledge? Canadian Journal of Learning and Technology, 36(1).
Chuy, M., Scardamalia, M., Bereiter, C., Prinsen, F., Resendes, M., Messina, R., Hunsburger, W., Teplovs, C., & Chow, A. (2010). Understanding the nature of science and scientific progress: A theory-building approach. Canadian Journal of Learning and Technology, 36(1).
Gan, Y., Scardamalia, M., Hong, H. Y., & Zhang, J. (2010). Early development of graphical literacy through knowledge building. Canadian Journal of Learning and Technology, 36(1).
Hong, H. Y., Scardamalia, M., & Zhang, J. (2010). Knowledge Society Network: Toward a dynamic, sustained network for building knowledge. Canadian Journal of Learning and Technology 36(1).
Moss, J., & Beatty, R. (2010). Knowledge building and mathematics: Shifting the responsibility for knowledge advancement and engagement. Canadian Journal of Learning and Technology, 36(1).
Philip, D. (2010). Social network analysis to examine interaction patterns in knowledge building communities. Canadian Journal of Learning and Technology, 36(1).
Scardamalia, M., & Bereiter, C. (2010). A brief history of knowledge building. Canadian Journal of Learning and Technology 36(1).
Sun, Y., Zhang, J., & Scardamalia, M. (2010). Developing deep understanding and literacy while addressing a gender-based literacy gap. Canadian Journal of Learning and Technology 36(1).
2009
Hong, H.-Y., Zhang, J., Teo, C. L. & Scardamalia, M. (2009). Towards design-based knowledge-building practices in teaching. In C. O’Malley, D. Suthers, P. Reimann, A. Dimitracopoulou (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (pp. 257-261). Rhodes, Greece: International Society of the Learning Sciences, Inc.
Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. (2009). Designs for collective cognitive responsibility in knowledge building communities. The Journal of the Learning Sciences 18, 7-44. (A shortened Chinese version of this article will be included in the following book as an exemplary case of design-based research: Wenjing Wang et al. (Eds.), Design-based research. Shanghai: East China Normal University Press).
2008
Bereiter, C., & Scardamalia, M. (2008). Toward research-based innovation. In Centre for Educational Research and Innovation (Ed.), Innovating to learn, learning to innovate (pp. 67-91). Paris: OECD Publishing.
Hong, H.-Y., Scardamalia, M., Messina, R., & Teo, C. L. (2008). Principle-based design to foster adaptive use of technology for building community knowledge. In G. Kanselaar, V. Jonker, P.A. Kirschner, & F.J. Prins (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Vol. 1 (pp. 374-381). Utrecht, the Netherlands: International Society of the Learning Sciences, Inc.
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.
Sun, Y., Zhang, J., & Scardamalia, M. (2008). Knowledge building and vocabulary growth over two years, Grades 3 and 4. Instructional Science.
2007
Gan, Y., Scardamalia, M., Hong, H.-Y., & Zhang, J. (2007). Making thinking visible: Growth in graphical literacy, Grades 3 and 4. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.), Proceedings of the International Conference on Computer Supported Collaborative Learning 2007 (pp. 206-208). Rutgers, The State University of New Jersey, NJ.
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.
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. (Outstanding Manuscript of the Year Award presented by Association for Educational Communication and Technology (AECT)-Division of Instructional Development)
2006
Bereiter, C., & Scardamalia, M. (2006). Education for the knowledge age: Design-centered models of teaching and instruction. In P. A. Alexander & P. H. Winne (Eds.), Handbook of Educational psychology (2nd ed., pp. 695-713). Mahwah, NJ: Lawrence Erlbaum Associates.
Bielaczyc, K., & Collins, A. (2006). Fostering knowledge-creating communities. In A. M. O’Donnell, C. E. Hmelo-Silver & G. Erkens (Eds.), (Tran.), Collaborative Learning, Reasoning, and Technology (37–60). Mahwah, NJ: Inc Lawrence Erlbaum Associates.
Pelletier, J., Halewood, C., & Reeve, R. (2006). Young children’s knowledge-building and literacy development through Knowledge Forum®. Early Education and Development, 17(3), 323–346.
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. (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., co-author with other G1:1 members. (2006). One-to-one technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29.
Tan, S. C., Hung, D., & Scardamalia, M. (2006). Education in the knowledge age: Engaging learners through knowledge building. In D. Hung & M. S. Khine (Eds.), Engaged learning with emerging technologies (pp. 91-106). The Netherlands: Springer.
Teo, C. L., Zhang, J., Hong, H.-Y., Gan, Y., & Scardamalia, M. (2006). A longitude analysis of inquiry threads in the Knowledge Society Network (KSN). In R. Sun & N. Miyake (Eds.), Proceeding of the 5th International Conference of the Cognitive Science (ICCS) (pp. 209-210). Cognitive Science Society. Vancouver, BC, Canada.
2005
Scardamalia, M., Zhang, J., & Sun, Y. (2005). Fostering knowledge building communities with technology. Modern Educational Technology, 15(3), 5-13. (Invited article, published in Chinese)
2004
Messina, R., & Reeve, R. (2004). Knowledge Building in Elementary Science. In K. Leithwood, P. McAdie, N. Bascia, & A. Rodrigue (Eds.), Teaching for deep understanding: Towards the Ontario curriculum we need (pp. 89-93). Toronto, ON: ETFO-OISE/UT.
2003
Bereiter, C., & Scardamalia, M. (2003). Learning to work creatively with knowledge. In E. De Corte, L. Verschaffel, N. Entwistle, & J. van Merriënboer (Eds.), Powerful learning environments: Unraveling basic components and dimensions (pp. 55-68). (Advances in Learning and Instruction Series). Oxford, UK: Elsevier Science.
Lamon, M., Scardamalia, M., & Laferrière, T. (2004). The classroom as a learning community: Learning and knowledge building. In M. Montane (Ed.), International Symposium on Learning Communities. Barcelona, 2004.
Nirula, L., Woodruff, E., Scardamalia, M., & Macdonald, P. (2003). Handhelds in a grade two classroom: Innovations to support knowledge-building and epistemic agency. In K. T. Lee & K. Mitchell (Eds.), Proceedings of the International Conference on Computers in Education 2003 (in additional papers pp. 22-26). Hong Kong: ICCE.
2002
Caswell, B., & Bielaczyc, K. (2002). ‘Knowledge Forum: altering the relationship between students and scientific knowledge’, Education, Communication and Information 1, 3: 281-305.
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.
2000
Scardamalia, M. (2000). Can schools enter a knowledge society? In M. Selinger and J. Wynn (Eds.), Educational technology and the impact on teaching and learning (pp. 5-9). Abingdon, Oxon, England: Research Machines PLC.
1999
Caswell, B., & Lamon, M. (1999). ‘Development of scientific literacy: the evolution of ideas in a knowledge-building classroom’, in J. Leach and B. Moon (eds.) Learners and Pedagogy, London: Paul Chapman in association with Open University.
Scardamalia, M. (1999). Moving ideas to the center. In L. Harasim (Ed.), Wisdom & wizardry: Celebrating the pioneers of online education (pp. 14-15). Vancouver, BC: Telelearning, Inc.
Presentations
2020
Chen, B., Barbaro, V., Ma, L., & Peebles, B. (April 2020). Data Expedition in a Knowledge Building Community. Paper to be presented at the 2020 American Educational Research Association Annual Meeting; San Francisco, USA.
Huang, R. (2020, submitted). Digital Storytelling in Online Knowledge Building Communities. Paper submitted to the International Conference of the Learning Sciences.
Ma, L., & Akyea, T. (April 2020). Fostering an equitable and inclusive knowledge building community through rotating leadership. Paper to be presented at the 2020 American Educational Research Association Annual Meeting; San Francisco, USA.
2019
Bereiter, C. (Chair), Chan, C., Hong, H-Y., Lee, J., Khanlari, A., Lin, P-Y., Chai, C-S., Tsai, C-C., Scardamalia, M. (Moderator), Tan, S-C., Tong, Y., van Aalst, J., Zhang, J., & Zhang, Y. (2019, June). The roles of knowledge in knowledge creation. Symposium during the 13th International Conference on Computer Supported Collaborative Learning, A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, CSCL 2019, Lyon, France, June 17-21, 2019.
Bereiter, C., & Scardamalia, M. (2019, November). Will Knowledge Building Remain Uniquely Human? Keynote address (online) at the VII CKBG Congress: From the Teaching Machines to Machine Learning – Towards New Collaborative Knowledge Building Scenarios? Padua, Italy, November 18-20, 2019.
Costa, S., Zhu, G., & Osorio, D. (2019 June). The butterfly effect: Knowledge Building in Kindergarten. Instilling practices to set up life long Knowledge Building learning. Poster presentation at the 2019 Knowledge Building Summer Institute -Around the World: “Knowledge Building Practices and Technology for Global Hubs of Innovation”, June 17-20, Lyon, France.
Donoahue, Z., & Zhu, G. (2019, April). Following Grade Ones’ Authentic Ideas: Knowledge Building on Water and Life on Earth. Poster presentation at the 2019 Knowledge Building Summer Institute -Around the World: “Knowledge Building Practices and Technology for Global Hubs of Innovation”, April 7-9, 2019, Toronto, ON, Canada
Costa, S., Chen, B., & Chang, Y. (2019). Collaborative Annotation, Idea Magnets, & CODAP to Drive Knowledge Advance. Presentation at the 2019 Knowledge Building Summer Institute -Around the World: “Knowledge Building Practices and Technology for Global Hubs of Innovation”, June 17-20, 2019, Lyon, France.
Costa, S., & Wiebe, J. (2019). Ways of Contributing Analysis of “Anytime” Knowledge Building in Grade 6 News. Roundtable Session at the annual conference of the American Educational Research Association (AERA), Toronto, Ontario, April 5-9, 2019.
Khanlari, A., & Scardamalia, M. (2019, June). Knowledge building, robotics, and math education. Paper presentation at the 13th International Conference on Computer Supported Collaborative Learning, A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, CSCL 2019, Lyon, France, June 17-21, 2019.
Osorio, D., Ho, G., Zhu, G., & Costa, Stacy. Connecting Knowledge Building discourse to hands-on activities with JK students. Poster presentation at the 2019 Knowledge Building Summer Institute -Around the World: “Knowledge Building Practices and Technology for Global Hubs of Innovation”, April 7-9, 2019, Toronto, ON, Canada.
Scardamalia, M. (2019, March). Knowledge Building as a Way of Life. Keynote address at the Knowledge Building Network Learning International 2019 in conjunction with the 2019 Knowledge Building Summer Institute -Around the World: “Knowledge Building Practices and Technology for Global Hubs of Innovation”, March 12-13, 2019, National Institute of Education, Singapore.
Scardamalia, M. (2019, March). Globally Networked Knowledge Building Hubs of Innovation. Keynote address at the 2019 Knowledge Building Summer Institute -Around the World: “Knowledge Building Practices and Technology for Global Hubs of Innovation”. March 15-16, 2019, Beijing Normal University, Beijing, China.
Scardamalia, M. (2019, March). Globally Networked Hubs of Education for Innovation. Keynote address at the 2019 Knowledge Building Summer Institute -Around the World: “Knowledge Building Practices and Technology for Global Hubs of Innovation”. March 17-20, 2019, Hiroshima University, Hiroshima, Japan.
Scardamalia, M., & Bereiter, C. (2019, April). Knowledge Building: What’s Distinctive/What to Look for. Keynote address at the 2019 Knowledge Building Summer Institute -Around the World: “Knowledge Building Practices and Technology for Global Hubs of Innovation”. April 7-9, 2019, University of Toronto, Toronto, Ontario, Canada.
Scardamalia, M. (2019, November). Knowledge Building/Knowledge Creation: Aligning Theory, Pedagogy and Technology. Keynote address at the 2019 Annual International Conference of Taiwan Association for Educational Communications and Technology, TAECT2019, Hsinchu, Taiwan, November 16, 2019.
Scardamalia, M., & Khanlari, A. (2019, June). Meta-knowledge to strengthen epistemic agency. In C. Bereiter (Chair), The roles of knowledge in knowledge creation. Symposium conducted at the 13th International Conference on Computer Supported Collaborative Learning, A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, CSCL 2019, Lyon, France, June 17-21, 2019.
Wiebe, J., & Costa, S. (2019). Concurrently Capturing Ideas using Knowledge Forum during a F2F Discussion in Grade 6 News.Roundtable Session at the annual conference of the American Educational Research Association (AERA), Toronto, Ontario, April 5-9, 2019.
Zhu, G., Donoahue, Z., Fan, M., Zijstra, B., & Scardamalia, M. (2019, April). Emotional and cognitive engagement in knowledge building: A case study of Grade 1. Poster presented at the annual conference of the American Educational Research Association (AERA), Toronto, Ontario, April 5-9, 2019.
2018
Costa, S. (2018). Math talk online & offline: Student ways of contribution in a Knowledge Building community. Poster presentation at the Mathematics Education Research Day at the Fields Institute. University of Toronto, Toronto, Ontario, Canada
Khanlari, A., Zhu, G., Costa, S., Scardamalia, M. (2018). Criss crossing Science domains in knowledge building communities: An exploratory study. Poster presentation at the 13th International Conference of the Learning Sciences (ICLS), Rethinking Learning in the Digital Age: Making the Learning Science Count, London, UK, June 23-27, 2018.
Scardamalia, M. (2018). Pervasive knowledge building, knowledge for public good, and knowledge building analytics. Keynote address at the 2018 Knowledge Building Summer Institute: “Knowledge Building: A Place for Everyone in a Knowledge Society”, August 14-17, 2018, Toronto, ON.
Zhu, G., Costa, S., Xing, W., & Pei, B. (2018). Exploring How Emotions Interact with Idea Improvement in Knowledge Building Circles. Presentation at the 2018 Knowledge Building Summer Institute: “Knowledge Building: A Place for Everyone in a Knowledge Society”, August 14-17, 2018, Toronto, ON.
2017
Costa, S., & Scardamalia, M. (2017, June). Exploring ways of contributing to math talk in a knowledge building community. Poster presented at the 12th International Conference on Computer Supported Collaborative Learning: “Making a Difference-Prioritizing Equity and Access in CSCL.” Philadelphia, USA, June 18-22, 2017.
Khanlari, A., Bereiter, C., & Scardamalia, M. (2017, June). Misconceptions and their evolution in knowledge building communities. Poster presented at the 12th International Conference on Computer Supported Collaborative Learning: “Making a Difference-Prioritizing Equity and Access in CSCL.” Philadelphia, USA, June 18-22, 2017.
Khanlari, A., Resendes, M., Scardamalia, M., & Zhu, G.X. (2017, June). Individual role-based profiles for successful team engagement in knowledge building environments. Poster presented at the 12th International Conference on Computer Supported Collaborative Learning: “Making a Difference-Prioritizing Equity and Access in CSCL.” Philadelphia, USA, June 18-22, 2017.
Khanlari, A., Resendes, M., Zhu, G.X, & Scardamalia, M. (2017, June). Productive knowledge building discourse through student-generated questions. Paper presented at the 12th International Conference on Computer Supported Collaborative Learning: “Making a Difference–Prioritizing Equity and Access in CSCL.” Philadelphia, USA, June 18-22, 2017.
Laferrière, T., Allaire, S., Hamel, C., Turcotte, S., Breuleux, A., & Scardamalia, M. (2017, April). Defining moments in teacher professional development: The case of a knowledge-building partnership. Paper presented at the annual conference of the American Educational Research Association (AERA), San Antonio, Texas, April 27-May 1, 2017.
Ma, L. (June 2017). Let’s build knowledge together: An exploration of teacher practices supporting idea improvement in kindergarten. Paper presented at the 47th Annual Meeting of the Jean Piaget Society. San Francisco, USA.
Scardamalia, M. (2017, June). Knowledge building innovation network and the future of knowledge building technology. Keynote address at the 2017 Knowledge Building Summer Institute “Making a Difference- Knowledge Building Communities.” Philadelphia, USA, June 18-22, 2017.
Scardamalia, M. (2017, June). Scripted and Unscripted Aspects of Creative Work with Knowledge. Symposium at the 12th International Conference on Computer Supported Collaborative Learning: “Making a Difference–Prioritizing Equity and Access in CSCL.” Philadelphia, USA, June 18-22, 2017.
Zhang, J., Tao, D., Chen, M-H., Sun, Y., Judson, D., & Naqvi, S. (2017). Reflective Structuration of Knowledge Building Practices with Idea Thread Mapper. In Knowledge Building Summer Institute: Making a Difference: Papers and Posters Part 2, 7 – 32.
Zhu, G.X, Resendes, M., Khanlari, A., Scardamalia, M., & Wu, Y.T. (2017, June). Asking semantically similar questions in knowledge building communities: Patterns and effects. Poster presented at the 12th International Conference on Computer Supported Collaborative Learning: “Making a Difference–Prioritizing Equity and Access in CSCL.” Philadelphia, USA, June 18-22, 2017.
Zhu, G.X, Scardamalia, M., Khanlari, A., & Wan, H.P. (2017, June). Evaluating the distribution of students’ contributions in theorizing: Idea evenness in knowledge building communities. Paper presented at the 12th International Conference on Computer Supported Collaborative Learning: “Making a Difference–Prioritizing Equity and Access in CSCL.” Philadelphia, USA, June 18-22, 2017.
2016
Bereiter, C., & Scardamalia, M. (2016, June). Building Cultural Capacity for Innovation. Keynote address at the 20th Knowledge Building Summer Institute “Multi-Level Knowledge Innovation Networks”, June 19-24, 2016, Singapore.
Khanlari, A., Bereiter, C., & Scardamalia, M. (2016, June). Misconceptions and Conceptual Change in Knowledge Building Environments. Paper presentation at the 20th Knowledge Building Summer Institute “Multi-Level Knowledge Innovation Networks”, June 19-24, 2016, Singapore.
Khanlari, A., Scardamalia, M., Kici, D., & Tharuma, S. (2016, June). Impact of theory improvement and collective responsibility for knowledge advancement on the nature of student questions. Poster presentation at the 12th International Conference of the Learning Sciences, Transforming Learning, Empowering Learners, ICLS 2016, National Institute of Education Singapore, June 20-24, 2016.
Ma, L., Matsuzawa, Y., Chen, B., & Scardamalia, M. (2016, June). Community knowledge, collective responsibility: The emergence of rotating leadership in three knowledge building communities. Paper presentation at the 12th International Conference of the Learning Sciences, Transforming Learning, Empowering Learners, ICLS 2016, National Institute of Education Singapore, June 20-24, 2016.
Scardamalia, M. (2016, April). Innovation and quality in educational research and policy. Keynote address at the II Conferencia Regional de ILAIPP “Innovación y Calidad en Educación”, April 5-6, 2016, Lima, Peru.
Scardamalia, M. (2016, April). The 21st Century Teacher’s Dilemma: Socializing Students into a Rapidly Evolving Culture. Keynote address at the World Federation of Associations for Teacher Education (WFATE) Fourth Biennial Conference “Innovation in Teacher Education within a Global Context”, Barcelona, Spain.
Tarchi, C. et al. (2016). Exploring cycles using knowledge building and Knowledge Forum in grade 1. Knowledge Building in Action. (pp. 18 – 21). Retrieved from https://thelearningexchange.ca/wp-content/uploads/2017/04/Knowledge-Building-All-Case-Studies-Accessible-1.pdf
2015
Chen, B., Ma, L., Matsuzawa, Y., & Scardamalia, M. (2015, June). The Development of Productive Vocabulary in Knowledge Building: A Longitudinal Study. Paper presented at the 11th International Conference on Computer-Supported Collaborative Learning, Gothenburg, Sweden.
Ma, L., Matsuzawa, Y., Kici, D., & Scardamalia, M. (2015, March). An exploration of rotating leadership in a knowledge building community. Paper presented at the COINs15 Creative Networks conference, Tokyo, Japan.
Scardamalia, M. (2015, July). Education in an Open Informational World. Keynote address at the ISATT 2015 Conference – 17th Biennial Conference of Teachers and Teaching. University of Auckland, New Zealand, July 14, 2015.
Scardamalia, M. (2015, September). Exploring idea landscapes. Keynote address at the Innovation and Digital Technology: Between Continuity and Change—Knowledge Building Summer Institute, Trieste, Italy, September 9-12, 2015.
Scardamalia, M. (2015, July). How far can natural curiosity carry inquiry? Keynote address at the Knowledge Building Summer Institute 2015 (second event): Knowledge Building Symposium, University of Otago, Dunedin, New Zealand, July 10, 2015.
Scardamalia, M. (2015, September). Principle-Based Knowledge Building discourse. In S. Cacciamani (Chair), Supporting Pedagogical Innovation and Knowledge Building Discourse. Symposium conducted at the Innovation and Digital Technology: Between Continuity and Change—Knowledge Building Summer Institute, Trieste, Italy.
Scardamalia, M., & Bereiter, C. (2015, June). School-University-Government Partnerships to Foster Innovation Networks: Perspectives on the day and national and international Knowledge Building Networks. Keynote address at the Knowledge Building Summer Institute 2015- Ontario/PEI event: School-University-Government Partnership to Foster Innovation. University of Prince Edward Island, June 12, 2015.
2014
Khanlari, A., & Scardamalia, M. (2014, August). Changing mindsets in an adult knowledge creation culture. Poster presented at the 18th Annual Knowledge Building Summer Institute “Building Knowledge in an Open Informational World”. Laval University, QC, Canada.
Resendes, M., & Kici, D. (2014). Connecting to the curriculum: A case study exploring the online and offline discourse of a grade 2 knowledge building class. 2014 Knowledge Building Summer Institute.
Scardamalia, M. (2014, May). Knowledge Building Principles. Keynote address at the Spring Provincial Leading Student Achievement Symposium. Sheraton Toronto Airport Hotel, Toronto, May 9, 2014.
Scardamalia, M. (2014, June). Building a culture of innovation in our schools. Keynote address, VII International Seminar on Network of Leading Schools organized by the Center of Education Innovation of Fundación Chile, Santiago, Chile.
Scardamalia, M. (2014, June). Building a culture of innovation in our schools. Keynote address, VII International Seminar on Network of Leading Schools organized by the Center of Education Innovation of Fundación Chile, Valdivia, Chile.
Scardamalia, M. (2014, June). Building a culture of innovation in our schools. Keynote address, VII International Seminar on Network of Leading Schools organized by the Center of Education Innovation of Fundación Chile, Antofagasta, Chile.
Scardamalia, M. (2014, August). New Knowledge Building Initiatives Around the World. Keynote address at the 18th Annual Knowledge Building Summer Institute “Building Knowledge in an Open Informational World”. Laval University, QC, Canada.
Scardamalia, M. (2014, October). Education in an Open Informational World. Keynote address at the Breaking the Mould: Innovations in Undergraduate Learning conference at Simon Fraser University, Burnaby, BC, October 22, 2014.
Scardamalia, M. (2014, November). Why Knowledge Building? Why Now? Keynote presentation at the Leading Student Achievement Symposium, Toronto, Canada.
Scardamalia, M. (2014, November). Designs for Principle-Based Innovation in Education. Keynote address at the 22nd International Conference on Computers in Education, ICCE 2014, Nara, Japan.
Zhang, J., Tao, D., Sun, Y., Chen, M-H., Peebles, B., & Naqvi, S. (2014). Ongoing metadiscourse and reflection on collective knowledge progress fosters sustained knowledge building. 2014 Knowledge Building Summer Institute.