knowledge building international project (kbip): designs for deep understanding thérèse...
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Knowledge Building International Project (KBIP): Designs for Deep
UnderstandingThérèse Laferrière, Christian Perreault, Pier-Ann Boutin, Christine Hamel,Laval University, Quebec, CanadaNancy Law & Johnny Yuen, University of Hong Kong, Hong KongMireia Montané, Collegi de Llicenciats, Barcelona, Catalonia, SpainOscar Hernandez Lopez, University IberoAmericana, Puebla, MexicoPere Boluda, Escola Sant Pau, Tarragona, Catalonia, SpainMarta Blancafort, Escola Projecte, Barcelona, Catalonia, Spain
Blended sessionOnline participants
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2010-2011 Edition: Focus onwater quality, a sustainability issue
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Background
The Knowledge-building International Project (KBIP) provides an opportunity for teachers
1) to engage school learners in collaborative inquiries on sustainable development issues under the guidance of the KB principles and the support of Knowledge Forum
2) to codesign classroom-based knowledge-building communities; and
3) to foster deep understanding of problems.
Design Research
University-school partnerships have been at the basis of this innovation. In three out of four partnerships, the local government has also played an important role.
The Knowledge Building International Project (KBIP) is an outgrowth of the Knowledge Society Network (KSN). The idea was born during the Knowledge Building Summer Institute 2007, the annual face-to-face meeting of the KSN members.
Design Research
The summer institutes that followed were critical for renewing the commitment toward the project, identifying gains, making adjustments, and planning next iterations. Changes were made to the local/international socio-technical designs on the basis of emerging results.
Changes primarily regarded the teaching of the knowledge building principles (timing and feedback to teachers), the matching of classrooms, and the management of databases.
Design Research informed by the KB
principles
Democratizing knowledgeCommunity knowledge/collective responsibilityReal ideas/authentic problemsImprovable ideasIdea diversityEpistemic agencyConstructive use of authoritative sourcesKnowledge building discourseRise aboveSymmetric knowledge advancePervasive knowledge buildingEmbedded, concurrent, transformative assessment
Participants
Sites Students Teachers
Schoolprincipals
Ministrypersonnel
Graduatestudents
Universityresearchers
Catalonia 525 22 11 3 1 2
Hong Kong 350 13 2 1 4 3
Quebec 350 20 4 1 4 3
Puebla 150 5 2 - - 2
Catalonia, Spain COMconèixer
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http://www.xtec.cat/ofinternacional/COMconeixer/
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LIVE
KBIP in Hong Kong:KB without boundaries
KBTN Project Team
History
HK KB Teacher Network established since 2006
KBIP students & teacher collaborations has been practiced ever since!
Past topics for KBIP collaboration…
Local ecology
Water quality
Problems of the earth
Little inventors/professors
Local Culture, Festivals
2007
2008 Tomorrow’s Innovators@IKIT-SI
2009 Tomorrow’s Innovators IKIT-SI@Majorca
Shatin Tsung Tsin School & Beijing Zhongguancun No. 1 PrimaryKB: Empowering Millennium Kids
Mexico
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Universidad Iberoamericana Puebla,
México
KBIPDesigns for
Deep Understanding
Puebla: • 150 Students: 2
schools • (H.S. 120 Puebla,
30 Tlaxcala)• 5 teachers:
• 3 Puebla, 2 Tlaxcala
• 2 Univ. Researchers: O. H y A. D.KF: Web based
collaborative platform for extending and deeping classroom discourse. Scaffolds to support writtten discourseAnalytical measures
Use of Knowledge Forum Software
Multi-user web based videoconferencing system (VIA)
Videoconferences with teachers and students from Catalonia, Quebec and other countries.
•Twelve Knowledge Building Principles
Emerging Knowledge Building communities to focus on specific questions of collective interest.
Deep understanding
Pervasive knowledge
It is not easy to engage teachers and students in KB projects as part of curriculum
Discurse ‡ Actions
Meaning of words
Scafolds in spanish:
Categoría Andamio (Scafold)
Compilación de N. Resumen Incremental (R.A)
Compromiso epistémico ‡ Gestión epistémica (epistemic agency)
Anyway we have had rich experiences
Colaborative learning
Extended learning community
Deep understanding
Extended to other teachers/levels/schoolsUIA-P uebla/UABarcelona Primary schools in S.L.P. Col. San
Francisco Javier/Quebec/Catalonia
¡
¡Thanks!
Colombia
Québec, Canada
Remote Networked Schools (RNS) &
PROTIC
PROTIC Students learn in a 1-1 laptop
environment.
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Objective of the PROTIC program
Description How participation in KBIP helps to achieve the objectives of PROTIC
Entrepreneurial culture Developing entrepreneurial skills (motivation, team work etc.) to promote the development of active citizens
Students take ownership of research. They work in teams to deepen their understanding of research questions.
Technological culture Youth are active and experienced users of technology
Students use videoconferencing, online forums and the internet.
Language skills Oral and written communication in English and French
Students present their findings at international meetings in English and French.
Exposure to the world Curriculum that introduces students to all aspects of society (social sciences, natural sciences, arts)
Students collaborate with peers in other countries. They understand their research topics from various international perspectives.
Students’ Research Questions
1. How does the pH level in the water of the St. Lawrence River affect the biodiversity level in the area?
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2. Why are there more fish on the south shore of the St. Lawrence river in Quebec compared to the north shore?
Example of a student’s contribution
in the KFExample of student note in KF with types
of contribution highlighted
( inference, synthesis etc.)
inference synthesis of learning
Next steps
KBIP allowed PROTIC students to deepen their understanding of sustainable
development problems while developing their language skills, technological skills, citizenship
skills and entrepreneurial skills.
Moving forward, the project aims to allow students to continue their process of collaborative inquiry, deepening their
understanding of new research questions and improving their quality of explanations.
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KBIP in Quebec, Canadahttp://kbip.fse.ulaval.ca
A RNS classroom and one from Burkina Faso
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Monitoring the authentic questioning process and the level
of explanation
Data analysisKBIP Quebec 2009-
2011
Data 2009-2010, 2010-2011
2009-2010 2010-2011 Total
Contributions 664 952 1616
Questions 88 205 293
Explications 576 747 1323
2009-2010
Use of scaffolds
Depth of explanation in KF discourse as evidence of depth of understanding
Grid inspired by Hakkarainen (2003), Chan & co, 2007,
Deep understanding as measured by depth of
explanation
Deep understanding
Cognitive and conversational analyses conducted by Turcotte, Hamel and Laferrière (2011) revealed that students who wrote better explanations on the Knowledge Forum scored higher on post-activity interviews even when they scored lower on the pre-activity interviews. Active use (1 hour a day) produced the greatest improvement of student explanation skills, and that confirmed teachers’ impressions and field observations.
Coordination and support
Since Fall 2007, graduate students and professor Laferrière have participated in the coordination of university-school partnerships (the drivers of innovation).
We use email (Google Groups discussion/email system) and videoconferencing (iVisit, Via and Skype) to communicate with teachers on a regular basis.
Different modes of organization of the KF spaces between participant classes were explored over the years with the aim of satisfying the needs of the classes and facilitating collaboration between groups by making each class’ discourse visible to other classes.
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Coordination and support
We adopted progressively a national database for all the participants in Quebec – thus breaking the barriers of the school boards’ databases. Teachers were invited to join it, but it was not mandatory. In 2010-2011, almost all classes worked in the (inter)national database.
Since French is the primary language, we provide support for translation to English, Italian and Spanish, when needed (no Cantonese so far!).
In 2010-2011, the task was divided among 2 graduate students for the 2 levels of coordination : national and international.
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THANK YOU!
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