The Experts below are selected from a list of 337329 Experts worldwide ranked by ideXlab platform
Ulrike Cress - One of the best experts on this subject based on the ideXlab platform.
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collaborative Knowledge Building with wikis the impact of redundancy and polarity
Computers in Education, 2012Co-Authors: Johannes Moskaliuk, Joachim Kimmerle, Ulrike CressAbstract:Wikis as shared digital artifacts may enable users to participate in processes of Knowledge Building. To what extent and with which quality Knowledge Building can take place is assumed to depend on the interrelation between people's prior Knowledge and the information available in a wiki. In two experimental studies we examined the impact on learning and Knowledge Building of the redundancy (Study 1) and polarity (Study 2) between participants' prior Knowledge and information available in the wiki. Based on the co-evolution model of cognitive and social systems, external assimilation and accommodation were used as dependent variables to measure Knowledge Building. The results supported the hypotheses that a medium level of redundancy and a high level of polarity foster external accommodation processes. External assimilation was stimulated by low redundancy and a high level of polarity. Moreover, we found that individual learning was influenced by the degree of external assimilation.
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Knowledge Building in User-Generated Online Virtual Realities
Journal of Emerging Technologies in Web Intelligence, 2011Co-Authors: Johannes Moskaliuk, Ulrike Cress, Joachim Kimmerle, Friedrich W. HesseAbstract:In this article, we will point out the impact of user-generated online Virtual Realities (VRs) on individual learning and Knowledge Building. For this purpose, we will first explain some of the key features of VRs, such as presence and immersion. We will then describe the specific qualities of user-generated online VRs: They have typical features of the Web 2.0, in that users have the opportunity to create content and objects themselves. We will also explain the concept of Knowledge Building and highlight its applicability in the context of user-generated online VRs. We will point out the key factors of successful Knowledge Building by discussing the visualization of educational content, learner-object interaction, as well as personal, social and environmental presence.
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Using Wikis for Learning and Knowledge Building : Results of an Experimental Study
Educational Technology & Society, 2011Co-Authors: Joachim Kimmerle, Johannes Moskaliuk, Ulrike CressAbstract:Computer-supported learning and Knowledge Building play an increasing role in online collaboration. This paper outlines some theories concerning the interplay between individual processes of learning and collaborative processes of Knowledge Building. In particular, it describes the co-evolution model that attempts to examine processes of learning and Knowledge Building by working on wikis. We report an experimental study that aimed at testing some predictions of this model empirically. The results support the assumption that accommodative Knowledge Building and a development of conceptual Knowledge takes place particularly when there is incongruity at a medium level between people’s Knowledge and the information contained in a digital artefact. In contrast, assimilative Knowledge Building and the development of factual Knowledge depends largely on people’s prior Knowledge. Concluding, the consequences of these findings on educational uses of wikis are discussed.
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ICLS (1) - Social software and Knowledge Building: supporting co-evolution of individual and collective Knowledge
2010Co-Authors: Joachim Kimmerle, Ulrike Cress, Christoph Held, Johannes MoskaliukAbstract:This paper presents a framework model that defines learning and Knowledge Building as a co-evolution of cognitive and social systems. This model brings together Scardamalia and Bereiter's theory of Knowledge Building and Nonaka's Knowledge creation theory. We demonstrate how learning and Knowledge Building may occur when people interact with each other, using shared digital artifacts such as tag clouds (that result from social-tagging activities) or wikis. For both technologies, we provide illustrating data from two pilot studies. As an example, we refer to the learning processes that take place while searching for information in tag clouds. In addition, we illustrate processes of Knowledge Building by referring to users working on a wiki. In conclusion, the differences and similarities between these technologies are assessed, regarding their potential for Knowledge Building.
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A systems theoretical approach to online Knowledge Building
AI & SOCIETY, 2010Co-Authors: Joachim Kimmerle, Johannes Moskaliuk, Ulrike Cress, Ansgar ThielAbstract:This article describes the phenomenon of Knowledge Building in online environments. Knowledge Building is a process within a community, which leads to the development of Knowledge. In order to analyze this process, we will look into the ways in which individuals interact with the collective as a whole. For this purpose, the psychic and social systems, which are involved here are regarded as meaning-based systems in the sense of Luhmann’s systems theory—open to the environment, but operatively closed. The respective modes of operation of psychic and social systems will be examined, and “structural coupling” between these systems described. Another characteristic of Knowledge-Building communities is self-organization, which is described here in the sense of autopoiesis. A pivotal task, which Knowledge-Building communities have to tackle, is to handle complexity and reach common understanding. These aspects will also be described using conceptualizations of Luhmann’s systems theory, illustrated by many examples.
Joachim Kimmerle - One of the best experts on this subject based on the ideXlab platform.
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collaborative Knowledge Building with wikis the impact of redundancy and polarity
Computers in Education, 2012Co-Authors: Johannes Moskaliuk, Joachim Kimmerle, Ulrike CressAbstract:Wikis as shared digital artifacts may enable users to participate in processes of Knowledge Building. To what extent and with which quality Knowledge Building can take place is assumed to depend on the interrelation between people's prior Knowledge and the information available in a wiki. In two experimental studies we examined the impact on learning and Knowledge Building of the redundancy (Study 1) and polarity (Study 2) between participants' prior Knowledge and information available in the wiki. Based on the co-evolution model of cognitive and social systems, external assimilation and accommodation were used as dependent variables to measure Knowledge Building. The results supported the hypotheses that a medium level of redundancy and a high level of polarity foster external accommodation processes. External assimilation was stimulated by low redundancy and a high level of polarity. Moreover, we found that individual learning was influenced by the degree of external assimilation.
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Knowledge Building in User-Generated Online Virtual Realities
Journal of Emerging Technologies in Web Intelligence, 2011Co-Authors: Johannes Moskaliuk, Ulrike Cress, Joachim Kimmerle, Friedrich W. HesseAbstract:In this article, we will point out the impact of user-generated online Virtual Realities (VRs) on individual learning and Knowledge Building. For this purpose, we will first explain some of the key features of VRs, such as presence and immersion. We will then describe the specific qualities of user-generated online VRs: They have typical features of the Web 2.0, in that users have the opportunity to create content and objects themselves. We will also explain the concept of Knowledge Building and highlight its applicability in the context of user-generated online VRs. We will point out the key factors of successful Knowledge Building by discussing the visualization of educational content, learner-object interaction, as well as personal, social and environmental presence.
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Using Wikis for Learning and Knowledge Building : Results of an Experimental Study
Educational Technology & Society, 2011Co-Authors: Joachim Kimmerle, Johannes Moskaliuk, Ulrike CressAbstract:Computer-supported learning and Knowledge Building play an increasing role in online collaboration. This paper outlines some theories concerning the interplay between individual processes of learning and collaborative processes of Knowledge Building. In particular, it describes the co-evolution model that attempts to examine processes of learning and Knowledge Building by working on wikis. We report an experimental study that aimed at testing some predictions of this model empirically. The results support the assumption that accommodative Knowledge Building and a development of conceptual Knowledge takes place particularly when there is incongruity at a medium level between people’s Knowledge and the information contained in a digital artefact. In contrast, assimilative Knowledge Building and the development of factual Knowledge depends largely on people’s prior Knowledge. Concluding, the consequences of these findings on educational uses of wikis are discussed.
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ICLS (1) - Social software and Knowledge Building: supporting co-evolution of individual and collective Knowledge
2010Co-Authors: Joachim Kimmerle, Ulrike Cress, Christoph Held, Johannes MoskaliukAbstract:This paper presents a framework model that defines learning and Knowledge Building as a co-evolution of cognitive and social systems. This model brings together Scardamalia and Bereiter's theory of Knowledge Building and Nonaka's Knowledge creation theory. We demonstrate how learning and Knowledge Building may occur when people interact with each other, using shared digital artifacts such as tag clouds (that result from social-tagging activities) or wikis. For both technologies, we provide illustrating data from two pilot studies. As an example, we refer to the learning processes that take place while searching for information in tag clouds. In addition, we illustrate processes of Knowledge Building by referring to users working on a wiki. In conclusion, the differences and similarities between these technologies are assessed, regarding their potential for Knowledge Building.
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A systems theoretical approach to online Knowledge Building
AI & SOCIETY, 2010Co-Authors: Joachim Kimmerle, Johannes Moskaliuk, Ulrike Cress, Ansgar ThielAbstract:This article describes the phenomenon of Knowledge Building in online environments. Knowledge Building is a process within a community, which leads to the development of Knowledge. In order to analyze this process, we will look into the ways in which individuals interact with the collective as a whole. For this purpose, the psychic and social systems, which are involved here are regarded as meaning-based systems in the sense of Luhmann’s systems theory—open to the environment, but operatively closed. The respective modes of operation of psychic and social systems will be examined, and “structural coupling” between these systems described. Another characteristic of Knowledge-Building communities is self-organization, which is described here in the sense of autopoiesis. A pivotal task, which Knowledge-Building communities have to tackle, is to handle complexity and reach common understanding. These aspects will also be described using conceptualizations of Luhmann’s systems theory, illustrated by many examples.
Carol K. K. Chan - One of the best experts on this subject based on the ideXlab platform.
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Progressive dialogue in computer-supported collaborative Knowledge Building
The Routledge International Handbook of Research on Dialogic Education, 2019Co-Authors: Carol K. K. Chan, Yuyao Tong, Jan Cornelis Wouterus Van AalstAbstract:Developing productive dialogue for creative Knowledge work supported by digital technology is an important education goal in the Knowledge era. This chapter examines the nature and development of productive dialogue using the theoretical perspective of Knowledge Building (KB) supported by Knowledge Forum®. The Knowledge Building model, developed by Scardamalia and Bereiter since the 1990s, examines how students engage in progressive dialogue, to pursue sustained collective inquiry, adding value to the class community, similar to the dialogic practice in scientific communities. This chapter examines theory, technology, analysis, and pedagogy related to promoting progressive dialogue, situating the Knowledge-Building model with other dialogical approaches. We first discuss why progressive dialogue is needed in the Knowledge era and outline its characteristics, based on the theoretical underpinning of the KB model. We then discuss how Knowledge Forum affordances support advanced dialogic practice, highlighting the need to align technology with principles and pedagogy. We also present analyses of KB progressive dialogue, identifying productive online dialogic patterns and moves. Dialogic pedagogy in KB classroom and design principles for progressive dialogue are examined. Finally, research directions for examining dialogic approaches using the Knowledge-Building perspective for emerging methods and pedagogy are discussed.
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Developing metadiscourse through reflective assessment in Knowledge Building environments
Computers & Education, 2018Co-Authors: Chunlin Lei, Carol K. K. ChanAbstract:Abstract This study examined how reflective assessment supported by principles facilitated metadiscourse for Knowledge advances mediated by Knowledge Forum ® (KF). Participants were 60 tertiary students in two classes engaging in Knowledge Building and reflecting on their collaborative Knowledge Building using e-portfolios; one class was a principle-based Knowledge-Building environment (KBP, n = 30), and the other a regular Knowledge-Building environment (KBR, n = 30). The KF embedded assessment tools, the Analytical Toolkit and Applet, showed increased KF participation and connectedness during the year. Regression analysis showed that KF participation predicted conceptual understanding for both classes. Analyses of e-portfolios revealed that the students adopted nine reflective strategies in Knowledge Building, and that reflective metadiscourse strategies involving metacognitive and collective processes were related with deeper conceptual understanding. Analyses of online discourse threads further showed that metadiscourse involving collective processes was associated with higher levels of Knowledge advances. Both classes showed improvement and the KBP class outperformed the KBR class on KF participation, metadiscourse processes and conceptual understanding. This study has theoretical implications advancing the idea of metadiscourse, discourse about discourse , for enriching research on Knowledge Building and computer-supported collaborative learning (CSCL). There are also design implications for using principle-based e-portfolios to facilitate collective reflection and metadiscourse to address issues of fragmented online discussion, and for promoting sustained inquiry.
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Fostering collective and individual learning through Knowledge Building
International Journal of Computer-Supported Collaborative Learning, 2014Co-Authors: Ke Zhao, Carol K. K. ChanAbstract:The purpose of this study was to design and examine a computer-supported Knowledge-Building environment and to investigate both collective Knowledge-Building dynamics and individual learning in the context of a tertiary education course in mainland China. The participants were 102 students in four intact Year-one tertiary business classes. Two classes experienced a Knowledge-Building environment (CKB) and the other two were taught using a regular project-based approach (RPBL). Data were obtained from interactions in the forum, writing quality, group-learning portfolios, and surveys. Quantitative analyses indicated that the Knowledge-Building groups outperformed the comparison groups on academic literacy assessed in terms of conceptual understanding and explanation, and obtained higher scores on beliefs about collaboration. Within-group analyses indicated that the students’ engagement in Knowledge Forum was a significant predictor of their academic literacy. Qualitative contrastive analyses of high- and low-performance groups identified different patterns of conceptual, metacognitive and social processes, and showed that student groups engaging in more collective and meta-discourse discourse moves performed better on individual scores in academic literacy. The implications of examining both collaborative dynamics and individual learning and designing computer-supported Knowledge Building for tertiary students are discussed.
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ICLS (1) - Fostering epistemological beliefs and conceptual change in chemistry using Knowledge Building
2008Co-Authors: Ivan C. K. Lam, Carol K. K. ChanAbstract:This study investigated the role of Knowledge Building in fostering conceptual and epistemological changes in the context of Grade 10 chemistry students collaborating on Knowledge Forum in a Hong Kong classroom. Participants were 40 experimental and 39 comparison students experiencing Knowledge Building and traditional instruction respectively. Students engaging in Knowledge Building posed questions, generated theories and hypothesis, constructed explanations, and revised their theories mediated by Knowledge Forum. Various measures were collected at pre and posttests including epistemological beliefs, conceptual-change questions and online discourse and reflection. Results indicated that experimental students made more gains than comparison students on both conceptual and epistemological measures. Epistemological beliefs and Knowledge-Building reflection were correlated with science learning; regression analyses indicated that Knowledge-Building reflection and inquiry contributed to conceptual change over and above prior Knowledge and epistemological beliefs. Implications of Knowledge Building for developing epistemological beliefs and metaconceptual awareness for conceptual change are discussed.
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Collaborative Inquiry and Knowledge Building in Networked Multimedia Environments
International Handbook of Information Technology in Primary and Secondary Education, 2008Co-Authors: Carol K. K. Chan, Jan Van AalstAbstract:This chapter examines the role of networked multimedia environments in supporting and advancing new educational models that emphasize inquiry, collaboration, and Knowledge Building. We first examine changing theories and metaphors of learning and consider how designs of multimedia networked environments are influenced by these changing views. Following that, we examine three prominent research programs, Knowledge Integration, Collaborative Visualization, and Knowledge Building, all three examples advance evolving theories and 21st century learning goals and use design-based research in fostering innovations in complex classrooms. We propose that research and design of networked multimedia environments can enrich the theorizing of new models of learning and we discuss design research as a promising methodology for promoting educational innovations in classroom.
Youmei Wang - One of the best experts on this subject based on the ideXlab platform.
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Measurement of Social Network in Synergistic Knowledge Building Environment
2010 International Conference on Computational Intelligence and Software Engineering, 2010Co-Authors: Youmei WangAbstract:Knowledge Building is a meaning making process with social negotiation and dialog. In the new environment adapting to the group learning context supported by synergistic learning toolkits, this study explores the community structure，social relation and participation character in classroom Knowledge Building by Social network analysis. This results show that there come into being a social relation network with Knowledge convergence under the learner Knowledge Building led by teachers, which make views and ideas of learners assembling to support Knowledge Building, at the same time this paper also describes the participant character in learning community. This study can provide a new way to learning technology innovation in different culture context.
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Dynamics and mechanism of Knowledge Building in synergistic learning technology system
2010 5th International Conference on Computer Science & Education, 2010Co-Authors: Youmei WangAbstract:Synergistic learning technology system is a new learning environment with collaborative annotation and visual Knowledge mapping. With experimentation and verbal protocol method, this paper analyzed the learner's Knowledge Building mechanism in the learning process under the research context supported by synergistic learning technology system. This research report has explored the function and effect of learning system on the learner during the Knowledge Building process. The result shows the learning system worked well on the learner group who has unbalanced Knowledge Building ability in different phases of synergistic learning. The influence is more obvious during information sharing and comparison stage. Synergistic learning technology system has realized collective Knowledge Building and graphical representation of collective memory.
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Knowledge Building Dynamics with Synergistic Learning Technology System
2008 International Symposium on Computational Intelligence and Design, 2008Co-Authors: Zhiting Zhu, Youmei WangAbstract:The Synergistic Learning Technology System (SLTS) described in this paper represents a new learning environment with functions of collaborative annotation and visual Knowledge mapping. Based on a set of instructional experiments and data analysis using a verbal protocol method, this paper analyzed the learner's Knowledge Building dynamics in the learning process under the research context supported by SLTS. The result shows the learning system worked well for the learner group of unbalanced Knowledge Building ability in different phases of synergistic learning. The influence is more obvious during information sharing and comparison stage. The present version of SLTS has realized collective Knowledge Building and graphical representation of collective memory.
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Enabling technology and mechanism for Knowledge Building in synergistic learning environment
2008 IEEE International Symposium on IT in Medicine and Education, 2008Co-Authors: Youmei WangAbstract:Synergistic learning technology system is a new learning environment with collaborative annotation and visual Knowledge mapping. With experimentation and verbal protocol method, this paper analyzed the learnerpsilas Knowledge Building dynamics in the learning process under the research context supported by synergistic learning technology system. The result shows the learning system worked well on the learner group who has unbalanced Knowledge Building ability in different phases of synergistic learning. The influence is more obvious during information sharing and comparison stage. Synergistic learning technology system has realized collective Knowledge Building and graphical representation of collective memory.
Zhiting Zhu - One of the best experts on this subject based on the ideXlab platform.
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Knowledge Building Dynamics with Synergistic Learning Technology System
2008 International Symposium on Computational Intelligence and Design, 2008Co-Authors: Zhiting Zhu, Youmei WangAbstract:The Synergistic Learning Technology System (SLTS) described in this paper represents a new learning environment with functions of collaborative annotation and visual Knowledge mapping. Based on a set of instructional experiments and data analysis using a verbal protocol method, this paper analyzed the learner's Knowledge Building dynamics in the learning process under the research context supported by SLTS. The result shows the learning system worked well for the learner group of unbalanced Knowledge Building ability in different phases of synergistic learning. The influence is more obvious during information sharing and comparison stage. The present version of SLTS has realized collective Knowledge Building and graphical representation of collective memory.
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a learning framework for Knowledge Building and collective wisdom advancement in virtual learning communities
Educational Technology & Society, 2007Co-Authors: Yongcheng Gan, Zhiting ZhuAbstract:This study represents an effort to construct a learning framework for Knowledge Building and collective wisdom advancement in a virtual learning community (VLC) from the perspectives of system wholeness, intelligence wholeness and dynamics, learning models, and Knowledge management. It also tries to construct the zone of proximal development (ZPD) of VLCs based on the combination of Vygotsky’s theory of zone of proximal development and the trajectories of Knowledge Building. The aim of a VLC built on the theories of constructivism, situated learning, and Knowledge Building, etc., is to apply individual intelligence to online learning, bring the advantages of collaborative learning and collective wisdom into play, solve difficult problems in independent learning, and lead to the integration and sublimation of collective wisdom through long-term individual interactions, collaborative learning and Knowledge Building.
