Collaborative Interactions in

Knowledge Building Process

Alice WAN Ngai-teck

5 July, 2003

Conceptual Framework (1)

Knowledge Building (Scardamalia and Bereiter)

• shift from learning to the construction of collective knowledge.

• shift from students as clients to students as participants in a learning organization.

•Knowledge transforming discourse is central to KB because it is the means through which knowledge is formed, criticized and amended.

Conceptual Framework (2)

• Conceptual Framework for “Collaborative Interactions in KB Process :

ICTfor

KnowledgeBuilding

Collaboration

InteractionKnowledge

BuildingEffortsParticipation

(2a)(2b)

(2c)(2d)

Conceptual Framework (2a)Knowledge Building Process (Stahl, 2000)

– Staged Model

Conceptual Framework (2b)

ICT supports – Use of Knowledge Forum

Conceptual Framework (2c)

Collaboration – Interaction and Participation

Type of Collaboration

As “a form of Interaction”

‧Coordination

‧Cooperation

‧Reflective Communication

As “a process of participation”

‧Level

‧Structure

‧Interactivity

Collaborative Activity

Conceptual Framework (2d)

Knowledge Building Efforts(Scardamalia and Bereiter, 1999)

Knowledge Building Efforts

Knowledge isreconstruct not

create

Knowledge isnot a piece of

empirical work

Knowledge isnew to learner

Knowledge isconcern with the

whole world

Aims of Research

• This research is to describe how learners construct knowledge collaboratively in Knowledge Building environment

Research Questions

• How students construct knowledge collaboratively throughout the Knowledge Building process?

• What is the participation and interaction pattern in a Knowledge Building context?

• What is the quality of the collaborative interactions?

Research Methodology (1)

• an exploratory study to discover the collaboration activity throughout the process of Knowledge Building and their relation to the construction of knowledge.

• a case study of a Knowledge Building classroom.

Research Methodology (2)

• Subject : a class of Form 4 students (no of students - 40 students) in a secondary school in Hong Kong studying the subject of History.

• Technological Context: use of Knowledge Forum during the period from 14 July, 2002 to 16 September, 2002

Research Methodology (2a)Technological Context:

Guiding Platform

Question &

Answer Platform

Discussion Platform Self

Reflection Platform

Research Methodology (3)

• Methods: qualitative and quantitative approach

• Instruments of Analysis: The quantitative analysis was applied to the reports generate by Analytic Toolkit (ATK). Qualitative analysis was based formal observations performed in the Knowledge Forum.

Research Findings (1)

• KB Process　

Phase of Knowledge BuildingKnowledge Building Platform

Guiding Platform

Question & Answer Platform

Discussion Platform

A Articulate in words 　 　 　

B Public statements 　 　 　

C Other people’s public statement 　 　 　

D Discuss alternatives 　 　 　

E Argumentation and rationale 　 　 　

F Clarify meanings 　 　 　

G Shared understanding 　 　 　

H Negotiate perspectives 　 　 　

I Collaborative knowledge 　 　 　

J Formalize and objectify 　 　 　

K Cultural artifacts and representations 　 　 　

Research Findings (2a)

• Collaboration as “a process of participation”– Level of Participation

  

Items

Total No. of Notes Contributed By

Students(%)

Number of Notes Contributed Per

Students

Percentage of Notes that are Linked

Guiding Platform 166 (35.9%) 4.15 6%

Question & Answer Platform

142 (30.7%) 3.55 20%

Discussion Platform

155 (33.4%) 3.88 65%

Overall 463 (100%) 11.57 30%

Research Findings (2b)

• Collaboration as “a process of participation”– Structure : No. of notes added per day in each platform

Research Findings (2c)

• Collaboration as “a process of participation”– Interactivity: “who read whose note”

• students concentrated to read those notes that were contributed by few particular students.

“Star” contributors refer to a particular student whose notes read by many other students.

Research Findings (2d)

• Collaboration as “a form of Interaction”– Spider Pattern in Guiding Platform: Coordination

Research Findings (2e)• Collaboration as “a form of Interaction”

– Linear Pattern in Q & A Platform: Cooperation

Research Findings (2f)• Collaboration as “a form of Interaction”

– Branch Pattern in Discussion Platform: Reflective Communication

Research Findings (2g)• Collaboration as “a form of Interaction”

– Dynamic Interaction in Branch Pattern

Research Findings (2g)• Collaboration as “a form of Interaction”

– Re-visit the notes previously posted up

Group No of Students

participated in Discussion

Platform

Read Back the Notes in Guiding and Question & Answer Platform

No of Times No of Notes Average No of Notes Per

Student

A 3 14 31 10.3

B 6 19 101 16.8

C 5 13 33 6.6

D 5 10 18 3.6

E 4 19 110 27.8

F 5 12 54 10.8

Conclusions

Towards a Quality Collaboration in the process of KB

• Participation : Means vs End

• Linkage : Transmission vs Ritual

• Interactivity : Diversity vs Grounding

• Teachers’ Role : Distributed vs Complementary

• Students’ Role : Peer Facilitator vs Peer Tutor

Aligning KB with Pedagogy

• Bridging students outside classroom.

• Redefining the boundaries of learning.

• Equipping teachers with collaborative and communication skills.

• Building an atmosphere of equal sharing, contribution and recognition.

Collaborative Interactions in

Knowledge Building Process

Alice WAN Ngai-teck

5 July, 2003

End