“…Knowledge building, as elaborated in this chapter, represents an attempt to refashion education in a fundamental way, so that it becomes a coherent effort to initiate students into a knowledge creating culture. Accordingly, it involves students not only developing knowledge-building competencies but also coming to see themselves and their work as part of the civilization-wide effort to advance knowledge frontiers. In this context, the Internet becomes more than a desktop library and a rapid mail-delivery system. It becomes the first realistic means for students to connect with civilization-wide knowledge building and to make their classroom work a part of it…”
Authors: Jim Hewitt & Earl Woodruff
Student discussions in online environments have often been criticized as lacking in coherence (Herring, 1999; Hewitt, 2001, 2003; Suthers, Vatrapu, Medina, Joseph, & Dwyer, 2008; Thomas, 2002). While the branching structure of threaded discourse is useful for sharing the many diverse ideas held by community members, there are few supports for consolidation or synthesis.
Authors: Clare Brett & Jim Hewitt
Private communications (i.e. individual, unpublished communications as well as one-to-one and small group communications) within areas of public discourse may provide opportunities for particular kinds of social or cognitive moves and activities that are supported differently, or perhaps not supported, by entirely public online spaces.
Authors: Maria Chuy, Monica Resendes, & Marlene Scardamalia
The proposed research is a small study that will form part of a larger program broadly addressing new ways that education can strengthen a society’s capacity to produce new knowledge. The focus of the research is on elementary school students’ emergent ways of contributing to knowledge-building discourse.
Authors: Thérèse Laferrière, & Mary Lamon
Knowledge building discourse differs from typical classroom discourse (IRE/F). In this short paper, we synthesize and build on a previous paper (Laferrière & Lamon, 2010) that examined how students and teachers used knowledge building principles and Knowledge Forum for understanding the problems of climate change.