Article

Principle-based design to foster adaptive use of technology for building community knowledge

Authors:

Huang-Yao Hong,

Marlene Scardamalia,

Richard Messina,

Chewlee TeoAuthors Info & Claims

ICLS'08: Proceedings of the 8th international conference on International conference for the learning sciences - Volume 1

Pages 374 - 381

Published: 24 June 2008 Publication History

Abstract

Principle-based pedagogical and technological designs were used to support knowledge building in a grade 5-6 class. Pedagogical designs focused on collective responsibility for knowledge advancement. Technological designs focused on provision of a public space for generating and continually improving ideas with (a) social-network-analysis tools to analyze and support community processes, and (b) vocabulary-analyzer and semantic-analysis tools to analyze and support conceptual growth. The tools were used by teachers, students, and researchers. Multi-level content analyses revealed patterns of reflective and adaptive use of the technology to support sustained knowledge building.

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Digital Library

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Cited By

Hong HScardamalia M(2014)Community knowledge assessment in a knowledge building environmentComputers & Education10.1016/j.compedu.2013.09.00971(279-288)Online publication date: 1-Feb-2014
https://dl.acm.org/doi/10.1016/j.compedu.2013.09.009
Hong HChang YGoldman SPellegrino J(2010)Design-based knowledge building practices in mathematics teachingProceedings of the 9th International Conference of the Learning Sciences - Volume 110.5555/1854360.1854376(121-128)Online publication date: 29-Jun-2010
https://dl.acm.org/doi/10.5555/1854360.1854376
Hong HChen FChai CChan WGoldman SPellegrino J(2010)Teacher-education students' views about knowledge building theory and practiceProceedings of the 9th International Conference of the Learning Sciences - Volume 110.5555/1854360.1854375(113-120)Online publication date: 29-Jun-2010
https://dl.acm.org/doi/10.5555/1854360.1854375
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Principle-based design to foster adaptive use of technology for building community knowledge

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ICLS'08: Proceedings of the 8th international conference on International conference for the learning sciences - Volume 1

June 2008

484 pages

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International Society of the Learning Sciences

Publication History

Published: 24 June 2008

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Overall Acceptance Rate 307 of 307 submissions, 100%

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Cited By

Hong HScardamalia M(2014)Community knowledge assessment in a knowledge building environmentComputers & Education10.1016/j.compedu.2013.09.00971(279-288)Online publication date: 1-Feb-2014
https://dl.acm.org/doi/10.1016/j.compedu.2013.09.009
Hong HChang YGoldman SPellegrino J(2010)Design-based knowledge building practices in mathematics teachingProceedings of the 9th International Conference of the Learning Sciences - Volume 110.5555/1854360.1854376(121-128)Online publication date: 29-Jun-2010
https://dl.acm.org/doi/10.5555/1854360.1854376
Hong HChen FChai CChan WGoldman SPellegrino J(2010)Teacher-education students' views about knowledge building theory and practiceProceedings of the 9th International Conference of the Learning Sciences - Volume 110.5555/1854360.1854375(113-120)Online publication date: 29-Jun-2010
https://dl.acm.org/doi/10.5555/1854360.1854375
Hong HZhang JTeo CScardamalia M(2009)Towards design-based knowledge-building practices in teachingProceedings of the 9th international conference on Computer supported collaborative learning - Volume 110.5555/1600053.1600092(257-261)Online publication date: 8-Jun-2009
https://dl.acm.org/doi/10.5555/1600053.1600092
Hong HChen FChang HLiao CChan W(2009)Exploring the effectiveness of an idea-centered design to foster a computer-supported knowledge building environmentProceedings of the 9th international conference on Computer supported collaborative learning - Volume 110.5555/1600053.1600075(142-150)Online publication date: 8-Jun-2009
https://dl.acm.org/doi/10.5555/1600053.1600075

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