| Thanks
to our participants,
we had an enjoyable and productive Knowledge Building Summer
Institute, 2003. You can review the presentations from partners
spanning the Americas, Asia, and Europe by following video
links from the agenda below.
We wish to thank our sponsors
for making this event possible, and the team from the Institute
for Knowledge Innovation and Technology who worked behind
the scenes to make this event such a special one.
Summer Institute Knowledge Forum Database:
http://SummerInstitute2003.ikit.org:19000/
Day 1: Tuesday, August 12, 2003
| 8:30-9:00 |
Registration
& Breakfast at OISE/UT |
| 9:00-9:15 |
Welcome
and Introductions |
| 9:15-9:30 |
Update:
Institute for Knowledge Innovation and Technology |
| 9:30-10:30 |
Summer
Institute Agenda: Engaging Knowledge Building Principles,
Breaking Barriers, and Setting our New Research and
Development Agenda |
| 10:30-11:00 |
Break |
| Theme
1: Knowledge building for a Knowledge Society |
| 11:00-12:00 |
We
will focus on theoretical and practical advances in
knowledge creation and its development, and on the corresponding
needs for lifelong innovativeness, pervasiveness of
knowledge building throughout knowledge work, and democratization
of knowledge. Efforts to overcome barriers to knowledge
building will focus on advances and challenges in different
organizations and contexts and on the means by which
knowledge media can better support continuous improvement
of ideas.
We will start with "quick sketch," 1-3-minute
poster introductions featuring conceptual and practical
advances in understanding the developmental life course
of knowledge building, the dynamics that distinguish
it from learning, and the technologies and systems of
interaction and professional development across different
organizations and contexts that have promoted it.
Foundational Issues and the Big Picture
•
Building knowledge building communities: Efforts towards
self-sustaining knowledge building on Prince Edward
Island. Sandy McAuley
•
Theoretical foundations of learning and knowledge building.
Kai Hakkarainen
•
Beyond the database: Considering the learning environment
writ large. Myrna Cooney & Kate Bielaczyc
Knowledge Building: A Trajectory
•
Getting going with knowledge building in a public elementary
school. Krista Dunlop, Trudy Miller, Diane Bestvater,
Marnie Harris, Richard Reeve, & Marlene Scardamalia
•
An application of social network analysis to knowledge
building. Li Sha & Jan van Aalst
•
Understanding cultural diversity of artifacts through
collaborative knowledge building. Pirita Seitamaa-Hakkarainen,
Henna Lahti, Marjut Iivonen, Marianne Bollström-Huttunen,
& Kai Hakkarainen
•
Discourse characteristics in a Knowledge Forum classroom:
A case study of knowledge building philosophy in practice.
Ashifa Jiwani, Jim Hewitt, Richard Messina, &
Marlene Scardamalia
•
A long way from individual to collaborative learning
to knowledge building. Experiences with German and Austrian
university students. Franz Gramlinger
•
Knowledge building communities, tutor role and inquiry
activity development. Stefano Cacciamani
•
Fostering knowledge building community among practicing
teachers. Ching Sing Chai & Seng Chee Tan
•
The role of conceptual artifacts in knowledge building
practice. Ann Russell
•
Discursive hybridity as a tool of knowledge building.
Ritva Engestrom
Organizational Structure, Strictures, and Knowledge
Building
•
Daedalian software corporation: The transition from
knowledge control organization to a knowledge centric
organization. Andrew Day
•
Interactive knowledge creation: Balancing internalisation
and externalisation. Peter C. van den Dool
•
BrainBreezing as a means of bringing ideas forward for
discussion. Carla W.M. van Cauwenberghe
•
A proposal for knowledge building in an East African
hospital setting. Zahra Punja, Nizar Ramzan, &
Marlene Scardamalia
•
Fostering epistemic agency: Innovations using handhelds
in a Grade Two knowledge-building classroom. Latika
Nirula
•
Exploring a scalable mechanism for changing learning
culture in an examination-oriented setting. Nancy
Law, Allan Yuen, Elaine Wong & Johnnu Yuen |
| 12:00-1:00 |
Lunch
at OISE/UT |
| 1:00-2:00 |
Poster
Session |
| 2:00-4:00 |
Workshops
to follow up on ideas and issues arising from the poster
session |
| 4:00-05:30 |
Wine
and Cheese |
Day 2: Wednesday, August 13, 2003
| 8:30-9:00 |
Breakfast
at OISE/UT |
| Theme
2: Innovations aimed at higher learning outcomes |
| 9:00-10:00
|
We
will focus on ways that knowledge building may address
such challenges as increasing literacy and depth of
understanding in different academic and professional
areas, meeting mandated standards, and carrying out
assessments that are both useful and convincing. Efforts
to overcome barriers to knowledge building will consider
competing agendas of both traditional and "post-industrial"
varieties, including issues of breadth versus depth,
and technology and practices aimed at integrating learning
and knowledge building agendas. Focus is on practices
and knowledge media that favor integration of the learning
and knowledge building agendas.
We will start with "quick sketch," 1-3-minute
introductions of posters featuring ways in which knowledge
building creates higher learning outcomes and a more
authentic and effective path to learning objectives
than traditional learning methods.
Literacy
•
Building a forum of ideas in the English classroom.
Ken Klonsky
•
Building knowledge and literacy skills: Junior Kindergarten.
Cindy Halewood, Richard Reeve, & Marlene Scardamalia
•
ESL and knowledge building: Designing a supportive environment.
Sutapa Raybardhan, Richard Reeve, & Marlene
Scardamalia
•
Task vs. knowledge goals – An informal case study.
Stephen Whiffin
Science and Mathematics
•
A triple scheme of learning support design for scientific
discovery learning based on computer simulation: An
experimental research. Jianwei Zhang
•
Knowledge building discourse and portfolio assessment.
Eddy Lee & Carol Chan
•
Fostering scientific inquiry with Knowledge Forum. Seng
Chee Tan
•
Anchored instruction + Knowledge Forum @ mathematics
classroom. Seng Chee Tan
•
Collaborative structures supporting knowledge building:
Grade 4. Richard Messina, Richard Reeve, & Marlene
Scardamalia
•
Using Knowledge Forum (4.0) for an introductory educational
technology course in Barcelona. Isabel Alvarez
•
Developing Students' Conceptual Understanding of Chemestry
Using Knowledge Foum. Carol Chan & Ivan Lam
Assessment
•
Baseline data on Francophone teachers’ early uses
of Knowledge Forum. Therese Laferriere
•
Encouraging higher order epistemological views through
the use of learning logs in an asynchronous conferencing
course. Bruce Forrester & Clare Brett
•
Visual evidence of knowledge building through ideas
and artifacts. Leila Lax
•
What is a Canadian tradition? Knowledge building in
Grade 2. Patti MacDonald, Richard Reeve, & Marlene
Scardamalia
•
Knowledge Forum: Hong Kong teachers’ perspective.
Kwong Cheung Pun
•
Promoting higher level of knowledge building outcome:
Design issues. Nancy Law, Allan Yuen, Johnny Yuen
& Elaine Wong |
| 10:00-11:00 |
Poster
Session |
| 11:00-12:45
|
Workshops
to follow up on ideas and issues arising from the poster
session |
| 12:45-1:45
|
Lunch
at OISE/UT |
| Theme
3: Crossing interprofessional, intercultural, and interpersonal
boundaries in knowledge building |
| 1:45-2:45
|
We
will focus on promoting shared problem spaces, hybrid
communities, symmetric knowledge advance, participatory
telementoring, new models of professional development,
and ways of dealing with such problems as interpersonal
competition, knowledge hoarding, and "no-time-for-knowledge-building."
Efforts to overcome barriers to knowledge building
will focus on advances and challenges in use of the
Knowledge Society Network and correspondingly, openness
in knowledge work and movement from local efforts
to those that enable a world-wide community of knowledge
builders.
We will start with "quick sketch," 1-3-minute
introductions of posters demonstrating symmetries
in knowledge building across organizations, the use
of the Knowledge Society Network to support "boundary
crossing," and systems of concurrent feedback
to enhance knowledge building within-and-between communities.
Shared Resources: Telementoring and Distributed Expertise
•
Knowledge building in peer tutoring: 9th Graders deepened
their understanding of and improved their practice.
Therese Laferriere
•
Telementoring to support the development of advanced
practice nurses. Christine Zywine, Blake Zywine,
& Kelly O’Halloran
•
Telementoring Orchestrator 1.0 Kevin O'Neill
•
Sharing knowledge online: Engaging graduate students
in learning more about knowledge management (KM) theory
and practice. Simone Laughton & Chun Wei Choo
•
U of T Pain Week design experiment: Interprofessional
knowledge building in a knowledge translation program.
Leila Lax
•
A comparison of audio-based telementoring and face-to-face
mentoring. Wendy Hardman, Jim Hewitt, Richard
Messina, & Marlene Scardamalia
•
Supporting experts’ participatory designing
in a higher educational setting. Henna Lahti,
Marjut Iivonen & Pirita Seitamaa-Hakkarainen
Shared Resources: Collaboration and New Technologies
•
Knowledge productivity groups at the learning, education
and training Institute of the Dutch Railways. Frank
de Jong
•
What patients want: How to encourage collective cognitive
responsibility for patient centred care among chronically
ill persons? Anne Matheson
•
Educational outcomes of the Pain Week Interprofessional
Undergraduate E-Learning initiative. Leila Lax
•
Gender participation patterns in Knowledge Forum:
An analysis of two graduate-level classes. Olivia
Robertson, Jim Hewitt, & Marlene Scardamalia
•
Boundary crossing through a mutually beneficial partnership.
Sandra Harris
•
Patient centred care in the Canadian multicultural
mosaic: Issues and challenges. Ruth Lee
•
Co-project-based online learning: A case study on
learners’ performances and characteristics.
Jianwei Zhang
•
Wireless technology enhanced classroom. Tak-Wai
Chan, H.Y. Wang, T.C. Liu, & S. Yang
|
| 2:45-3:45
|
Poster
Session |
| 3:45-5:45
|
Workshops
to follow up on ideas and issues arising from the poster
session |
Day 3: Thursday, August 14, 2003
| 9:00-9:30
|
Breakfast
at OISE/UT |
| 9:30-12:00
|
Indications
and Assessment of Knowledge Building: How do we know
if we are making progress?
This workshop will include hands-on analysis of transcripts
of Knowledge Forum databases and video and elaboration
of analytic tools available through the Institute for
Knowledge Innovation and Technology
•
Sandy McAuley: How to identify teachers who would be
able to appropriate knowledge building into their practices.
•
Kurt Fischer: Microgenetic analysis.
•
Richard Messina, Ashifa Jiwani, Jim Hewitt: Knowledge
Forum provides glimpses into knowledge building communities.
Understanding the nature of off-line classroom discourse
enriches our insights. |
| 12:00-1:30
|
Lunch
on your own |
| 1:30-3:00
|
The
Knowledge Society Network: Assembling and using our
collective resources
We will discuss the research resources available, the
roles of contributing researchers, and ethical and contractual
agreements that enable the use of collective resources.
|
| 3:00-4:00
|
Planning
sessions following up on the workshops, Days 1 and 2
Self-selected groups elaborate plans for collaborative
research, organizational initiatives, school-based projects,
etc. This is also the time for final preparations for
team presentations, Day 4. Our goal is to have each
group identify contributions to the Knowledge Society
Network and report plans for new practices, research,
and development initiatives. We will arrange future
Virtual Meetings around these initiatives. |
| 4:00 |
Massive Blackout Hits U.S., Canada -->more
info |
Day 4: Friday, August 15, 2003
The
blackout didn't stop this enthusiastic and hard working
group! We
met at Marlene and Carl's house and continued the sessions! |
| 1:00-5:30 |
Theme
1 Presentations and Discussion: Knowledge building for
a Knowledge Society |
|
Theme
2 Presentations and Discussion: Innovations aimed at
higher learning outcomes |
|
Theme
3 Presentations and Discussion: Crossing interprofessional,
intercultural, and interpersonal boundaries in knowledge
building |
|
Final
Remarks |
|
|
| 7:00-11:00
|
Party
at Carl and Marlene's house |
|
