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Sep. 15, 2021

APSCE Webinar Series XVII: DESIGN FOR EMERGENCE: CONCEPTUAL AND TECHNOLOGY SUPPORT FOR STUDENT-DRIVEN KNOWLEDGE BUILDING

Speakers:

Dr. Dan TAO, Beijing Normal University, China

Dr. Guangji YUAN, Nanyang Technological University, Singapore

Moderator: Katerine BIELACYZC, Jacob Hiatt Center for Urban Education / Clark University, USA

Curated by Special Interest Group on CSCL/Learning Sciences
Date: 27 September 2021
Time: 09:00-10:00 (GMT+8)

FREE Registration (due 25 September): https://apsce.net/webinar


Abstract:

When the world enters a new era facing extraordinary challenges and rapid changes, researchers in the field of CSCL call for critical efforts to reflect on the existing theories, designs, and technology support in the new context. To prepare students for the new environment, educational reforms need to cultivate adaptive minds and competencies for all students while leveraging student agency, which requires new frameworks and toolsets to design learning environments beyond established expectations, structures and boundaries. This webinar focuses on two central challenges in collaborative inquiry and knowledge building: 1) How can student-driven, ever-deepening processes become socially organized and supported within a community? 2) How can we scale inquiry-based collaboration across classroom communities that work together to build knowledge?
Unlike collaborative inquiry with pre-designed structures, we propose reflective structuration (RS) as a social and temporal mechanism to shape and guide ongoing collaborative knowledge building. We also examine a new design for the cross-classroom collaboration, which expand student interaction to higher social levels and over longer timescales. With the support from our colleagues, we have developed and implemented Idea Thread Mapper (ITM) to support knowledge building communities to co-organize the unfolding inquiry process over time, monitor emergent directions, and foster cross-classroom interactions. In this webinar, we will share the conceptual and technology support for student-driven collaborative inquiry in a set of Grade 5 science classrooms. We will also discuss our ongoing efforts to implement the RS approach in broader knowledge building communities and elaborate the processes of cross-community knowledge building using a multi-layer emergent interaction approach supported by ITM.