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New Assessments and Environments for Knowledge Building: Design Challenges
Marlene ScardamaliaInstitute for Knowledge Innovation and Technology
OISE/University of Toronto
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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.
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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)
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• 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 !!!????
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Knowledge
Divide
knowledgeinequitiesmagnified
The Oldest and Most Long Standing Finding
The Rich Get Richer
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Knowledge
Divide
Divide
Knowledge
knowledgeinequitiesmagnified
technologyinequitiesmagnified
Raising the Bar but Not Closing the Gap
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Knowledge
Divide Divide
Digital
knowledge
inequitiesmagnified
technologyinequitiesmagnified
The Information Society:
The Rich Get Even Richer
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Knowledge
Divide
Divide
Divide
DigitalNew Knowledge
knowledgeinequitiesmagnified
technologyinequitiesmagnified
ingenuityinequitiesmagnified
The Knowledge Society:The Rich Get Richer and Richer and
Richer
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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 !!!????
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Assessment and Teaching of 21st Century Skills
Complementary Approaches:
Working Backward from Established Goals
Working Forward to Discover New Goals
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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
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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
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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
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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
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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
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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
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Curriculum and AssessmentCurriculum and Assessment
Tasks and Tests
Tasks and Tests
Curriculum Expert • Subject-Matter Expert • Assessment New StandardsCurriculum Expert • Subject-Matter Expert • Assessment New Standards
StudentsStudents
Working Backwards From Goals
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Curriculum and AssessmentCurriculum and Assessment
ActivitiesActivities
Curriculum Expert • Subject-Matter Expert • Assessment New StandardsCurriculum Expert • Subject-Matter Expert • Assessment New Standards
StudentsStudents
Working Backwards From Goals
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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
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Problem solving: from Control-of-Variables Research to Theory DevelopmentProblem solving: from Control-of-Variables Research to Theory Development
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
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Problem solving: from Control-of-Variables Research to Theory DevelopmentProblem solving: from Control-of-Variables Research to Theory Development
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
Theory Development: High School or Beyond
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Working Forward to Discover New Goals
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.
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Working Forward to Discover New Goals
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.
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How to Make Good Knowledge Building Discourse Better
Tuesday, August 3rd
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Curriculum Expert • Subject-Matter Expert • Assessment New StandardsCurriculum Expert • Subject-Matter Expert • Assessment New Standards
Working Forward to Discover New Goals: Emergence of New Competencies
Theory Development: Natural Tendency
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Curriculum Expert • Subject-Matter Expert • Assessment New StandardsCurriculum Expert • Subject-Matter Expert • Assessment New Standards
Working Forward to Discover New Goals: Emergence of New Competencies
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
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Curriculum Expert • Subject-Matter Expert • Assessment New StandardsCurriculum Expert • Subject-Matter Expert • Assessment New Standards
Working Forward to Discover New Goals: Emergence of New Competencies
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
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IDEAS
taskstasks
taskstasks
taskstasks activitiesactivities
activitiesactivities
activitiesactivities
activitiesactivities
taskstasks
activitiesactivitiestaskstasks
taskstasks
taskstasks
activitiesactivities
activitiesactivities
Working Forward to Discover New Goals: Emergence of New Competencies
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Curriculum Expert • Subject-Matter Expert • Assessment New StandardsCurriculum Expert • Subject-Matter Expert • Assessment New Standards
Working Forward to Discover New Goals: Emergence of New Competencies
Scaffold high level knowledge processes
Formative feedbackFormative feedback
Goals and learning progressions accessible to students
Open knowledge spaces; communities build on and improve ideas
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Distribute Expertise in Networked Environments:
Social Network Analysis
The Leader
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Classroom Change Supported by Optimal Environments: A Social Network Analysis View (on demand, 30-second look at the knowledge space, year one)
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Optimal Knowledge Building Environments: Students Take Collective Responsibility
Social Network Analysis, Year Three
The teacher
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Curriculum Expert • Subject-Matter Expert • Assessment New StandardsCurriculum Expert • Subject-Matter Expert • Assessment New Standards
Working Forward to Discover New Goals: Emergence of New Competencies
Scaffold high level knowledge processes
Formative feedbackFormative feedback
Goals and learning progressions accessible to students
Open knowledge spaces; communities build on and improve ideas
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Grade 1 Curriculum: Cycles, Energy and AdaptationGrade 1 Curriculum: Cycles, Energy and Adaptation
Grade 1 Curriculum: Cycles, Energy and Adaptation
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--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
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Student Discourse--Day 1
Benchmark--Expert Corpus
Latent Semantic Analysis
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Student Discourse--Day 10
Benchmark--Expert Corpus
Latent Semantic Analysis
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Student Discourse--Day 32
Benchmark--Expert Corpus
Latent Semantic Analysis
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Total and distinct words--average per student over four semesters
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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
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Curriculum Expert • Subject-Matter Expert • Assessment New StandardsCurriculum Expert • Subject-Matter Expert • Assessment New Standards
Working Forward to Discover New Goals: Emergence of New Competencies
Scaffold high level knowledge processes
Formative feedbackFormative feedback
Goals and learning progressions accessible to students
Open knowledge spaces; communities build on and improve ideas
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Theory Development
Theory Development Beyond Grade Level
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Curriculum Expert • Subject-Matter Expert • Assessment New Standards
Working Forward to Discover New Goals: Emergence of New Competencies
Scaffold high level knowledge processes
Formative feedback
Goals and learning progressions accessible to students
Open knowledge spaces; communities build on and improve ideas
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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
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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
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Design Workshops and Breakout Sessions
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Design Workshops and Breakout Sessions
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Big ideas movie
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Big ideas movie
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Design Workshops and Breakout Sessions
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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.
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International Association: Advances
• 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
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International Association: Advances
• Open source developments –international team of engineers
• Extending knowledge building theory, pedagogy, and technology into other fields
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International Association: Advances• ICLS in Hong Kong:
http://www.isls.org/cscl2011/home.htm
2011 Knowledge Building Summer Institute
Hong Kong, 2011 ??
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International Association: Education for Knowledge Creation
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Wednesday, August 4th
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Friday, August 6th, 2010
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Overview of the Program
Maria Chuy, Chris Teplovs & Jan van Aalst
Institute for Knowledge Innovation and Technology
OISE/University of Toronto
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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
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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
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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
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How to sign up for a breakout group?
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How to sign up for a breakout group?
http://builder.ikit.org/login?DB=SI2010
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How to sign up for a breakout group?
http://builder.ikit.org/login?DB=SI2010
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How to sign up for a breakout group?
http://builder.ikit.org/login?DB=SI2010
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How to sign up for a breakout group?
http://builder.ikit.org/login?DB=SI2010
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How to sign up for a breakout group?
http://builder.ikit.org/login?DB=SI2010
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Congratulations to Jianwei, Yanqing, Hope and Norina on the birth of their new baby Albert!
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We wish you a nice Summer Institute!!