Knowledge Building International Newsletter – January 2024

Growing Global Innovation Networks

Knowledge Building Connects invites you to join our next monthly meeting: Tuesday, January 23rd at 7:00 pm EST.

Welcome and Introductions – Linda Massey and Marlene Scardamalia
What’s Happening in the Field:

  • “The Role of Integrative Analytics in Knowledge Building: Supporting Practices of Care”- Preeti Raman
  • “Engaging graduate students as co-designers in the Knowledge Building Collaboratory-Monica Resendes with design team of Stacy Costa, Kate Budd, Ahmad Khanlari, Dina Soliman, Lydia Cao. Comments by Marlene Scardamalia

Future topics for KB Connects 2024

As always, you must register to receive your personal zoom link to attend (see below).  


You’re welcome to forward this invitation to others in Ontario, across Canada, and internationally who may be interested.

If you missed the last meeting on December 19 or 21st, you can watch the full video here (19th) and here (21st).

Dr. Preeti Raman is a recent Ontario Institute of Education (OISE/UT) student who will be presenting her doctoral thesis research at this month’s KB Connects meeting (see above). The abstract for this work is below. Dr. Raman has also recently published new work, “Moving Towards Critical Pedagogy for Transformative Action: Learnings From Research Partnerships,”which you can access here.

We also invite you to read this wonderful write up published on OISE’s website as an introduction to her many achievements, as well as her current work at MIT.


This thesis investigates the role of integrative analytics for Knowledge Building, specifically the design of an analytic dashboard to support teacher knowledge about and timely response to students in areas that span the curriculum. Knowledge Building is challenging to enact, as teachers engage in sustained principles-based innovation regarding conditions of student engagement, forms of discourse, and continual progression of ideas to advance knowledge for public good, with students finding and interpreting authoritative source material to work productively with ideas beyond those represented in the local community (Scardamalia & Bereiter, 2006b, 2010). In its ideal form, Knowledge Building supports deep care and responsiveness to all students engaging their particular interests to achieve autonomous knowledge advancement within a community of peers (Hod & Katz, 2020; J. Zhang et al., 2011).  

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