The impact of IT supported collaborative knowledge building activities on local secondary school classrooms Dr. Nancy Law, Dr. Allan Yuen Ms. Elaine Wong & Mr. Johnny Yuen Acknowledgement: QEF, RGC, UGC

The Tool: Knowledge Forum

10 July 2004http://lcp.cite.hku.hk Online collaborative knowledge building platform Virtual Knowledge Domain Interface In other words, it mediates processing among human mind.

10 July 2004http://lcp.cite.hku.hk Knowledge Forum  Virtual Knowledge Domain Interface Students cannot learn from Knowledge Forum. They learn by interacting with knowledge through Knowledge Forum

10 July 2004http://lcp.cite.hku.hk Knowledge Forum (KF) KF is a problem-centered collaborative knowledge medium that operates over a computer network. KF includes knowledge building and management tools for: Collaborative learning Providing scaffolding supports for building idea networks Providing graphic functionalities for developing concept maps Identifying knowledge gaps and advances Viewing database from multiple perspectives The functional design of KF is an embodiment of the knowledge building principles proposed by Carl Bereiter & Marlene Scardamalia.

10 July 2004http://lcp.cite.hku.hk We hope that KF can help students to develop their: Thinking skills Meta-cognitive skills in learning Abilities to collaborate with others Life long learning skills

10 July 2004http://lcp.cite.hku.hk In order to become a knowledge builder… Students need to learn to carry out by themselves: Identifying frontiers of knowledge Judging what constitutes an advance in knowledge

Research activities

10 July 2004http://lcp.cite.hku.hk Learning Community Projects About 20 schools have been involved at various points during the life of this project Subjects include: Integrated Sciences Physics Chemistry Civic Education Liberal Studies, History Design and Technology

10 July 2004http://lcp.cite.hku.hk Learning Community Projects Various learning schemes and learning projects organized: Peer Tutoring Project (2002) Assessment for Better Learning Project (2003) Promoting Higher Order Thinking Through Knowledge Building Scheme (2003) Go Up Stay High Science Design Competition (2004)

10 July 2004http://lcp.cite.hku.hk Research Focus & Output Dimensions for Study: Knowledge building developmental trajectory Design and implementation issues in knowledge building Idea interaction between students in knowledge building discourse Misconception and pathway of conceptual change in knowledge building process Findings and publication:

Impact to local secondary school classroom

10 July 2004http://lcp.cite.hku.hk Extension of classroom discussion Students can discuss after school or during weekends, whenever and wherever! The online environment is a place where less active students can speak out Students with different learning capabilities can be grouped together to form study group for more productive discussion

10 July 2004http://lcp.cite.hku.hk Peer Tutoring Through presentation or group discussion, students can present their output from discussion to their classmates or schoolmates. It achieves the objective of peer tutoring, while also creates the drive for students to move on in their discussion for better achievement.

10 July 2004http://lcp.cite.hku.hk Learning through real problems E.g. solar cooker or flight device

10 July 2004http://lcp.cite.hku.hk Self-reflection through journals Students can reflect on their performance based on their reflection journals For example:

10 July 2004http://lcp.cite.hku.hk Better learning skills Students are more able to identify their weaknesses in their learning Students know how to “ask questions” Train students to look for solutions, which can always be added-onto or improved, rather than looking for merely answers, which stops the discussion.

10 July 2004http://lcp.cite.hku.hk Integrate learning activities with curriculum We have teachers who have integrated Knowledge Building into the following curriculums: Form 1 Integrated Sciences Form 3 Design and Technology Form 4 Physics Form 4 Chemistry Form 4 Computer Studies Form 6 Liberal Studies, History And so on…

10 July 2004http://lcp.cite.hku.hk Use of Scaffolds Scaffolds can prompt students to think along the line It also trains students to write logically

Establishing a scalable network of knowledge building schools 設立一個可持續、擴充的知識建構型學校網絡 QEF Project Introduction

10 July 2004http://lcp.cite.hku.hk Goals and objectives (1) To promote and enhance students’ lifelong learning capacities through the integration of computer-supported collaborative knowledge building activities into school curriculum (2) To provide opportunities for local teachers and students to interact with peers around the globe and to participate in collaborative knowledge building activities within and outside of their own classrooms

10 July 2004http://lcp.cite.hku.hk Goals and objectives (3) To build up the resources necessary, so as to facilitate effective dissemination of good practices to extend the network of schools engaged in knowledge building after the completion of this project (4) To build up an international collaborative learning network and a model for the sustainable integration of computer-supported knowledge building in schools in Hong Kong such that the model for dissemination and support can be transferable to any agency or institution that is interested in providing such support structures

10 July 2004http://lcp.cite.hku.hk Activities and major components Students’ level: School-based knowledge building Online courses on knowledge building Joint school collaboration Virtual meetings (international collaboration) Conferences

10 July 2004http://lcp.cite.hku.hk Activities and major components Teachers’ level: Facilitation on students’ knowledge building activities Online courses on knowledge building Virtual meetings (international collaboration) Conferences Engagement in action research

10 July 2004http://lcp.cite.hku.hk Project characteristics (1) Close connection of the formal school curriculum to knowledge building activities: Topics assigned by teachers on KF will directly build on school lessons but the level of investigation will be higher Schools work under a joint schedule and common framework Students to have culminating events (presentation, written reports) to wrap up learning experience and outcome

10 July 2004http://lcp.cite.hku.hk Project characteristics (2) Teachers’ engagement in action research: Joint effort of teachers and researchers to explore and evaluate various evaluation parameters and methods to assess students’ cognitive and meta-cognitive learning outcomes

10 July 2004http://lcp.cite.hku.hk For More Information… If you are interested to know more about our new QEF project… Or simply contact us!