new assessments and environments for knowledge building: design challenges marlene scardamalia...

New Assessments and Environments for Knowledge Building: Design Challenges

Marlene ScardamaliaInstitute for Knowledge Innovation and Technology

OISE/University of Toronto

Advances in research, technology, and the international organization of

knowledge Building• Research-- program conveys richness of advances.

Programme Committee: Maria Chuy, Chris Teplovs, Jan Van Aalst

• Assessment and 21st Century Skills--emergence of new competencies

• Technology--open source teams create new assessment tools and work with researchers to increase the pace of innovation

• International Association for Education for Knowledge Creation. Basic funding in place.

Knowledge Building in the Context of 21st Century Skills

… disparities in the productivity and growth of different countries have far less to do with their abundance (or lack) of natural resources than with the capacity to …

create new knowledge and ideas …

means to survive and prosper in highly competitive and globalised economies.”

(David & Foray, 2003, p. 21)

• Emergence in cyberspace: A new ‘knowledge space’ linked to the evolution of new knowledge (Pierre Lévy)

• Ingenuity gap: Solving complex problems tied to the generation of new knowledge (Thomas Homer-Dixon)

• Health and wealth of nations: Economic viability tied to the generation of new knowledge (Paul Romer)

• Social transformations: “Education will become the center of the knowledge society” (Peter Drucker)

Ability to Create New Knowledge--The Most Learnable and Generalizable 21st Century Skill !!!????

Knowledge

Divide

knowledgeinequitiesmagnified

The Oldest and Most Long Standing Finding

The Rich Get Richer

Knowledge

Divide

Divide

Knowledge


technologyinequitiesmagnified

Raising the Bar but Not Closing the Gap

Knowledge

Divide Divide

Digital

knowledge

inequitiesmagnified


The Information Society:

The Rich Get Even Richer

Knowledge

Divide

Divide

Divide

DigitalNew Knowledge



ingenuityinequitiesmagnified

The Knowledge Society:The Rich Get Richer and Richer and

Richer

The creation of NEW KNOWLEDGE requires:

• Continual improvement of domain expertise and deep disciplinary knowledge

• The full set of 21st Century skills which are inseparable from domain knowledge and serve as enablers.

Ability to Create New Knowledge--The Most Learnable and Generalizable 21st Century Skill !!!????

Assessment and Teaching of 21st Century Skills

Complementary Approaches:

Working Backward from Established Goals

Working Forward to Discover New Goals

Curriculum and AssessmentCurriculum and Assessment

Tasks and TestsTasks and Tests

Curriculum Expert • Subject-Matter Expert • Assessment New StandardsCurriculum Expert • Subject-Matter Expert • Assessment New Standards

TeacherTeacher

StudentsStudents

Working Backwards From Goals


Tasks and Tests

Tasks and Tests


StudentsStudents



ActivitiesActivities


StudentsStudents


Working Backward from Goals: View from the Student’s Perspective

Working Backward from Goals: View from the Student’s Perspective

Task, Activities & Tests

Task, Activities & Tests

ideasideas

ideasideas

ideasideas

ideasideas

ideasideas

ideasideas

ideasideas

ideasideasideasideas

ideasideas

ideasideas

Problem solving: from Control-of-Variables Research to Theory DevelopmentProblem solving: from Control-of-Variables Research to Theory Development



TeacherTeacher

StudentsStudents


Problem solving: from Control-of-Variables Research to Theory DevelopmentProblem solving: from Control-of-Variables Research to Theory Development



TeacherTeacher

StudentsStudents


Theory Development: High School or Beyond


Challenge 1: Design More Optimal Environments for Knowledge Building

While it is important to develop new tests to measure already identified 21st century skills, we believe it equally if not more important to address the question of how we get to yet-to-be discovered objectives—things students can do but that are obscured by traditional learning environments and not revealed by standard assessments.


Challenge 2: Environmental Supports for Knowledge Building and Concurrent, Embedded,

and Transformative Assessment

Optimal environment will require scaffolds for high-level knowledge processes that are integral to learning environments, with new assessment tools providing continuous and helpful feedback so teachers and students can stay on continual improvement trajectories and exceed, not just meet expectations. In turn the work informs the design of increasingly powerful learning environments and systems surrounding them.

How to Make Good Knowledge Building Discourse Better

Tuesday, August 3rd


Working Forward to Discover New Goals: Emergence of New Competencies

Theory Development: Natural Tendency



Scaffold high-level knowledge processesScaffold high-level knowledge processes

Formative feedbackFormative feedback

Goals and learning progressions accessible to students

Open knowledge spaces; communities build on and improve ideas

IDEAS

taskstasks

taskstasks

taskstasks activitiesactivities

activitiesactivities



taskstasks

activitiesactivitiestaskstasks

taskstasks

taskstasks






Scaffold high level knowledge processes




Distribute Expertise in Networked Environments:

Social Network Analysis

The Leader

Classroom Change Supported by Optimal Environments: A Social Network Analysis View (on demand, 30-second look at the knowledge space, year one)

Optimal Knowledge Building Environments: Students Take Collective Responsibility

Social Network Analysis, Year Three

The teacher

Grade 1 Curriculum: Cycles, Energy and AdaptationGrade 1 Curriculum: Cycles, Energy and Adaptation

Grade 1 Curriculum: Cycles, Energy and Adaptation

--Students should understand cycles in lives of plants

--Students should understand cycles in lives of plants

Grade 1 Curriculum: Cycles, Energy and AdaptationGrade 1 Curriculum: Cycles, Energy and Adaptation

Student Discourse--Day 1

Benchmark--Expert Corpus

Latent Semantic Analysis

Total and distinct words--average per student over four semesters

Vocabulary Beyond Grade Level

The number and grade level of new vocabulary (words not used earlier) per student notes.

Number of new words per student over two years, four school terms

Beyond current gradeAt or below current grade

Theory Development

Theory Development Beyond Grade Level

Curriculum Expert • Subject-Matter Expert • Assessment New Standards



Formative feedback



21st Century Skills: Theory Development, Leadership, Risk Taking, New Ideas

Teamwork--Build On, Reading, Reference, Search

Literacy--Writing, Vocabulary Growth

Leadership, Risk Taking Idea Diversity New Ideas

Teamwork-Build On Teamwork-Read Teamwork-Citations

Vocabulary Growth Distinct Words Vocabulary Beyond Grade Level

21st Century Skills--For All, From the Earliest Years of Schooling

Collaborative Problem Solving--peripheral to initiating; knowledge telling to knowledge transforming; high egocentric to contributions to others; individualistic and competitive to conflict regulation; trial and error hypothesis testing to reflective regulation; knowledge telling to knowledge transforming; arguing for a position to explanatory coherence

Innovation

Digital Literacy

…and so forth

Design Workshops and Breakout Sessions

Big ideas movie

Design Workshops and Breakout Sessions

International Association: Advances

• International grant to support our collaboration. Challenges: Research to prevent down-sliding to more familiar practices and ideas; world’s most comprehensive resource in education for knowledge creation; research to demonstrate unique “knowledge creation” patterns; ethics approvals

• International association- guaranteed funding for 5 years,to cover start-up costs and matching of other contributions (up to $1,750,000 total). Challenges: establish partnerships, sponsorships, and other forms of financial support to sustain our work and enable the association to grow, in both membership and program.


• International teaching and professional development program. Challenges: helping newcomers, creating a professional development program, services, materials. (Knowledge Building International Project, proposed residency program, residency fellowships, first international university course virtual seminars.

• Partnerships. Challenges: meeting the new standard for grant applications and for encouraging arrangements for new grant applications


• Open source developments –international team of engineers

• Extending knowledge building theory, pedagogy, and technology into other fields

International Association: Advances• ICLS in Hong Kong:

http://www.isls.org/cscl2011/home.htm

2011 Knowledge Building Summer Institute

Hong Kong, 2011 ??

International Association: Education for Knowledge Creation

Wednesday, August 4th

Friday, August 6th, 2010

Overview of the Program

Maria Chuy, Chris Teplovs & Jan van Aalst

Institute for Knowledge Innovation and Technology

OISE/University of Toronto

Design Sessions

• August 4, 1:45 - 3:15 Open Learning Initiative and Knowledge Forum: Toward Making

Any Web Object of Knowledge Building LEADERS: Maria Chuy, John Rinderle, Marlene Scardamalia, Chris Teplovs & Candance Thille

• August 5, 8:45 – 10:15

Planting the Seeds for Growth in Knowledge Building and Teacher Transformation for Math and Science in Ontario Public Schools

LEADERS: Beverly Caswell, Lorraine Chiarotto, Perri Evert,

Vessna Romero, Cathy Bertucci & Richard Messina

Workshops

• August 4, 3:30 – 5:00

Getting Started with Knowledge Building and Knowledge Forum

LEADERS: Kate Bielaczyc, Julia Cain, Bill de Sanctis, Fernando Díaz del Castillo, Anne Hill, Bente Klevenberg, Thérèse Laferrière, Ben Peebles & Steve Swan

• August 5, 8:45 – 10:15 Development of Formative Assessment Tools for Knowledge

Building LEADERS: Jan van Aalst, Yuen Yan Chan, Carol K. K. Chan, Wing-San Wan, Chi-Fung Chan & Christopher Teplovs

Breakout sessions: Design Challenges

• August 3, 3:00 - 4:30 Design Challenge: Identify the Main Functions for Our International

Association

• August 4, 8:45 - 10:15 Design Challenge: Establishing and Sustaining Knowledge Building

Communities

• August 5, 10:30 - 11:45 Design Challenge: Plan ways to promote metadiscourse and use it to raise

the level of knowledge-building

• August 5, 3:30 - 5:00 Design Challenge: Plan ways to bring “big ideas” to the front in knowledge

building discourse

How to sign up for a breakout group?

How to sign up for a breakout group?

http://builder.ikit.org/login?DB=SI2010

Congratulations to Jianwei, Yanqing, Hope and Norina on the birth of their new baby Albert!

We wish you a nice Summer Institute!!

new assessments and environments for knowledge building: design challenges marlene scardamalia...

Documents

new tests

creation of new knowledge

new knowledge space

new assessment tools

assessment tasks

knowledge innovation

domain knowledge

knowledge creation