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Knowledge Building
The Knowledge Building (KB) theory was created and developed by Carl Bereiter and Marlene Scardamalia for describing what a community of learners needs to accomplish in order to create knowledge. The theory addresses the need to educate people for the knowledge age society, in which knowledge and innovation are pervasive.(Scardamalia & Bereiter, 2003) Knowledge building may be defined simply as "the creation, testing, and improvement of conceptual artifacts. It is not confined to education but applies to creative knowledge work of all kinds". Overview Scardamalia & Bereiter distinguish between knowledge building and learning. They see learning as an internal, (almost) unobservable process that results in changes of beliefs, attitudes, or skills. By contrast, KB is seen as creating or modifying public knowledge. KB produces knowledge that lives 'in the world', and is available to be worked on and used by other people. A good way to understand the difference between learning and ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Carl Bereiter
Carl Edward Bereiter (born 1930) is an American education researcher, professor emeritus at the Ontario Institute for Studies in Education, University of Toronto known for his research into knowledge building. Biography He was born and raised in Wisconsin and entered Wisconsin University, where he was awarded B.A. in 1951, M.A. in 1952 and a Ph.D in 1959. In 1961 he was appointed Assistant Professor at the University of Illinois, before moving his current position as Professor at the Ontario Institute for Studies in Education. Since 1996 he is also held the position of Co-Director, Programs and Research, Education Commons. He was awarded a Guggenheim Fellowship in 1967. Contributions His areas of research are: * Knowledge building * Knowledge age * Knowledge workers * Research design * Intentional learning * Instruction * Cognitive psychology * Educational policy * Educational technology. Carl Bereiter is one of the pioneers of Computer supported collaborative learning ( ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Constructivism (learning Theory)
Constructivism may refer to: Art and architecture * Constructivism (art), an early 20th-century artistic movement that extols art as a practice for social purposes * Constructivist architecture, an architectural movement in Russia in the 1920s and 1930s Education * Constructivism (philosophy of education), a theory about the nature of learning that focuses on how humans make meaning from their experiences * Constructivism in science education * Constructivist teaching methods, based on constructivist learning theory Mathematics * Constructivism (philosophy of mathematics), a logic for founding mathematics that accepts only objects that can be effectively constructed * Constructivist type theory Philosophy * Constructivism (philosophy of mathematics), a philosophical view that asserts the necessity of constructing a mathematical object to prove that it exists * Constructivism (philosophy of science), a philosophical view maintaining that science consists of mental constructs c ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Postmodernism
Postmodernism is an intellectual stance or Rhetorical modes, mode of discourseNuyen, A.T., 1992. The Role of Rhetorical Devices in Postmodernist Discourse. Philosophy & Rhetoric, pp.183–194. characterized by philosophical skepticism, skepticism toward the "meta-narrative, grand narratives" of modernism, opposition to epistemological, epistemic certainty or stability of meaning (semiotics), meaning, and emphasis on ideology as a means of maintaining political power. Claims to objective fact are dismissed as naïve realism, with attention drawn to the instrumental conditionality, conditional nature of knowledge claims within particular historical, political, and cultural discourses. The postmodern outlook is characterized by self-reference, self-referentiality, epistemological relativism, moral relativism, pluralism (philosophy), pluralism, irony, irreverence, and eclecticism; it rejects the "universal validity" of binary oppositions, stable identity (philosophy), identity, hierar ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Constructionist Learning
Constructionist learning is the creation by learners of mental models to understand the world around them. Constructionism advocates student-centered, discovery learning where students use what they already know, to acquire more knowledge.Alesandrini, K. & Larson, L. (2002). Teachers bridge to constructivism. The Clearing House, 119–121. Students learn through participation in project-based learning where they make connections between different ideas and areas of knowledge facilitated by the teacher through coaching rather than using lectures or step-by-step guidance. Further, constructionism holds that learning can happen most effectively when people are active in making tangible objects in the real world. In this sense, constructionism is connected with experiential learning and builds on Jean Piaget's epistemological theory of constructivism. Seymour Papert defined constructionism in a proposal to the National Science Foundation titled ''Constructionism: A New Opportunit ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Knowledge Building Communities
A Knowledge Building Community (''KBC'') is a community in which the primary goal is knowledge creation rather than the construction of specific products or the completion of tasks. This notion is fundamental in Knowledge building theory. If knowledge is not realized for a community then we do not have knowledge building. Examples of KBCs are * Classrooms * Academic research teams * Modern management companies * Modern business R&D groups * Wikipedia (Wikimedia Foundation and its Wikipedians, volunteer editors) Theoretical background Knowledge Building is a theory developed by Carl Bereiter and Marlene Scardamalia that deals with the construction of knowledge. To build knowledge, learners should collaborate with one another and establish common goals, hold group discussions, and synthesize ideas in such a way that their knowledge of a topic advances from their current understanding. Knowledge building is outwardly focused on generating contributions that learners can give back to ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Fle3
Fle3 is a Web-based learning environment or virtual learning environment. More precisely Fle3 is server software for computer supported collaborative learning (CSCL). Fle3 is designed to support learner and group centered work that concentrates on creating and developing expressions of knowledge (i.e. knowledge artefacts). Fle3 supports study groups to implement knowledge building, creative problem solving and scientific method in an inquiry learning process, for example the progressive inquiry method. Fle3 user interface is translated to more than 20 languages including most of the European languages and Chinese. Fle3 is used in more than 70 countries. Fle3 is a Zope product, written in Python. Fle3 is open-source and free software released under the GNU General Public Licence (GPL). Origin of the name The abbreviation FLE comes from the words Future Learning Environment. The number 3 in the name refers to the number of times the software has been built from scratch. ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Knowledge Environment
Knowledge environments are social practices, technological and physical arrangements intended to facilitate collaborative knowledge building, decision making, inference or discovery, depending on the epistemology, epistemological premises and goals. Overview Knowledge environments departing from constructivist epistemology assume that domain knowledge is built in and results from cognitive and/or social practices. From this perspective the primary purpose of knowledge environments is to host and support activities of knowledge building, the means including cognitive ergonomics, social software, immediate information access exploiting means of multimedia and hypertext, content contribution functionalities and structured Ontology (computer science), ontologies. Wikipedia itself is a prototypical example of a knowledge environment in this sense. From another perspective, the purpose of a knowledge environment can be defined as a method to facilitate consistent knowledge outcomes. Kn ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Educational Psychology
Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.Snowman, Jack (1997). Educational Psychology: What Do We Teach, What Should We Teach?. "Educational Psychology", 9, 151-169 Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline a ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Knowledge Forum
Knowledge Forum is an educational software designed to help and support knowledge building communities. Previously, the product was called Computer Supported Intentional Learning Environments (CSILE). It was designed for a short period of time by York University and continued at the Ontario Institute for Studies in Education, University of Toronto, to support knowledge building pedagogies, practices and research designated in this area. In 1983, CSILE was prototyped in a university course and in 1986 it was used for the first time in an elementary school, as a full version. CSILE was considered the first networked system designed for collaborative learning (Carl Bereiter webpage). The main contributors were Marlene Scardamalia and Carl Bereiter. In 1995, the software was redesigned in accordance to World Wide Web philosophy by OISE in cooperation with Learning in Motion. The new generation was called Knowledge Forum (KF). Knowledge Forum is an asynchronous Computer-mediated communi ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Computer-mediated Communication
Computer-mediated communication (CMC) is defined as any human communication that occurs through the use of two or more electronic devices. While the term has traditionally referred to those communications that occur via computer-mediated formats (e.g., instant messaging, email, chat rooms, online forums, social network services), it has also been applied to other forms of text-based interaction such as text messaging. Research on CMC focuses largely on the social effects of different computer-supported communication technologies. Many recent studies involve Internet-based social networking supported by social software. Forms Computer-mediated communication can be broken down into two forms: synchronous and asynchronous. Synchronous computer-mediated communication refers to communication that occurs in real-time. All parties are engaged in the communication simultaneously; however, they are not necessarily all in the same location. Examples of synchronous communication are vi ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Cultural Product
Culture () is an umbrella term which encompasses the social behavior, institutions, and norms found in human societies, as well as the knowledge, beliefs, arts, laws, customs, capabilities, and habits of the individuals in these groups.Tylor, Edward. (1871). Primitive Culture. Vol 1. New York: J.P. Putnam's Son Culture is often originated from or attributed to a specific region or location. Humans acquire culture through the learning processes of enculturation and socialization, which is shown by the diversity of cultures across societies. A cultural norm codifies acceptable conduct in society; it serves as a guideline for behavior, dress, language, and demeanor in a situation, which serves as a template for expectations in a social group. Accepting only a monoculture in a social group can bear risks, just as a single species can wither in the face of environmental change, for lack of functional responses to the change. Thus in military culture, valor is counted a typi ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
