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Marlene Scardamalia Institute for Knowledge Innovation and Technology

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Presentation on theme: "Marlene Scardamalia Institute for Knowledge Innovation and Technology"— Presentation transcript:

1 New Assessments and Environments for Knowledge Building: Design Challenges
Marlene Scardamalia Institute for Knowledge Innovation and Technology OISE/University of Toronto

2 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.

3 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) 3

4 Ability to Create New Knowledge--The Most Learnable
and Generalizable 21st Century Skill !!!???? 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) 4

5 The Oldest and Most Long Standing Finding
The Rich Get Richer Knowledge knowledge inequities magnified Divide

6 Raising the Bar but Not Closing the Gap
Knowledge Knowledge knowledge inequities magnified technology inequities magnified Divide Divide

7 The Information Society: The Rich Get Even Richer
Digital Knowledge knowledge inequities magnified technology inequities magnified Divide Divide

8 The Knowledge Society: The Rich Get Richer and Richer and Richer
New Knowledge Digital Knowledge knowledge inequities magnified ingenuity inequities magnified technology inequities magnified Divide Divide Divide

9 Ability to Create New Knowledge--The Most Learnable and Generalizable 21st Century Skill !!!????
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. 9

10 Assessment and Teaching of 21st Century Skills
Complementary Approaches: Working Backward from Established Goals Working Forward to Discover New Goals

11 Working Backwards From Goals
Curriculum Expert • Subject-Matter Expert • Assessment New Standards Curriculum and Assessment Teacher Tasks and Tests Students 11

12 Working Backwards From Goals
Curriculum Expert • Subject-Matter Expert • Assessment New Standards Curriculum and Assessment Teacher Tasks and Tests Students 12

13 Working Backwards From Goals
Curriculum Expert • Subject-Matter Expert • Assessment New Standards Curriculum and Assessment Teacher Tasks and Tests Students 13

14 Working Backwards From Goals
Curriculum Expert • Subject-Matter Expert • Assessment New Standards Curriculum and Assessment Teacher Tasks and Tests Students 14

15 Working Backwards From Goals
Curriculum Expert • Subject-Matter Expert • Assessment New Standards Curriculum and Assessment Teacher Tasks and Tests Students 15

16 Working Backwards From Goals
Curriculum Expert • Subject-Matter Expert • Assessment New Standards Curriculum and Assessment Teacher Tasks and Tests Students 16

17 Working Backwards From Goals
Curriculum Expert • Subject-Matter Expert • Assessment New Standards Curriculum and Assessment Tasks and Tests Students 17

18 Activities Working Backwards From Goals
Curriculum Expert • Subject-Matter Expert • Assessment New Standards Curriculum and Assessment Activities Students 18

19 Working Backward from Goals: View from the Student’s Perspective
ideas ideas ideas ideas ideas Task, Activities & Tests ideas ideas ideas ideas ideas ideas 19

20 Working Backwards From Goals
Curriculum Expert • Subject-Matter Expert • Assessment New Standards Problem solving: from Control-of-Variables Research to Theory Development Teacher Tasks and Tests Students 20

21 Working Backwards From Goals
Curriculum Expert • Subject-Matter Expert • Assessment New Standards Problem solving: from Control-of-Variables Research to Theory Development Teacher Tasks and Tests Students Theory Development: High School or Beyond 21

22 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.

23 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.

24 How to Make Good Knowledge Building Discourse Better Tuesday, August 3rd

25 Working Forward to Discover New Goals: Emergence of New Competencies
Theory Development: Natural Tendency Curriculum Expert • Subject-Matter Expert • Assessment New Standards 25

26 Working Forward to Discover New Goals: Emergence of New Competencies
Formative feedback Goals and learning progressions accessible to students Open knowledge spaces; communities build on and improve ideas Scaffold high-level knowledge processes Curriculum Expert • Subject-Matter Expert • Assessment New Standards 26

27 Working Forward to Discover New Goals: Emergence of New Competencies
Formative feedback Goals and learning progressions accessible to students Open knowledge spaces; communities build on and improve ideas Scaffold high-level knowledge processes Curriculum Expert • Subject-Matter Expert • Assessment New Standards

28 Working Forward to Discover New Goals: Emergence of New Competencies
activities activities tasks tasks tasks activities IDEAS activities Need scaffold on this tasks activities tasks tasks activities tasks activities

29 Working Forward to Discover New Goals: Emergence of New Competencies
Formative feedback Goals and learning progressions accessible to students Open knowledge spaces; communities build on and improve ideas Scaffold high level knowledge processes Curriculum Expert • Subject-Matter Expert • Assessment New Standards 29

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34 Distribute Expertise in Networked Environments:
Social Network Analysis The Leader

35 Classroom Change Supported by Optimal Environments:
A Social Network Analysis View (on demand, 30-second look at the knowledge space, year one)

36 Social Network Analysis, Year Three
Optimal Knowledge Building Environments: Students Take Collective Responsibility Social Network Analysis, Year Three The teacher 36

37 Working Forward to Discover New Goals: Emergence of New Competencies
Formative feedback Goals and learning progressions accessible to students Open knowledge spaces; communities build on and improve ideas Scaffold high level knowledge processes Curriculum Expert • Subject-Matter Expert • Assessment New Standards

38 Grade 1 Curriculum: Cycles, Energy and Adaptation

39 --Students should understand cycles in lives of plants
Grade 1 Curriculum: Cycles, Energy and Adaptation --Students should understand cycles in lives of plants

40 Latent Semantic Analysis
Benchmark--Expert Corpus Student Discourse--Day 1

41 Latent Semantic Analysis
Benchmark--Expert Corpus Student Discourse--Day 10

42 Latent Semantic Analysis
Benchmark--Expert Corpus Student Discourse--Day 32

43 Total and distinct words--average per student over four semesters

44 Vocabulary Beyond Grade Level
Number of new words per student over two years, four school terms Beyond current grade At or below current grade The number and grade level of new vocabulary (words not used earlier) per student notes. 44

45 Working Forward to Discover New Goals: Emergence of New Competencies
Formative feedback Goals and learning progressions accessible to students Open knowledge spaces; communities build on and improve ideas Scaffold high level knowledge processes Curriculum Expert • Subject-Matter Expert • Assessment New Standards

46 Theory Development Beyond Grade Level

47 Working Forward to Discover New Goals: Emergence of New Competencies
Formative feedback Goals and learning progressions accessible to students Open knowledge spaces; communities build on and improve ideas Scaffold high level knowledge processes Curriculum Expert • Subject-Matter Expert • Assessment New Standards

48 Teamwork--Build On, Reading, Reference, Search
21st Century Skills: Theory Development, Leadership, Risk Taking, New Ideas Leadership, Risk Taking Idea Diversity New Ideas Teamwork--Build On, Reading, Reference, Search Teamwork-Build On Teamwork-Read Teamwork-Citations Literacy--Writing, Vocabulary Growth Vocabulary Growth Distinct Words Vocabulary Beyond Grade Level

49 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

50 Design Workshops and Breakout Sessions

51 Design Workshops and Breakout Sessions

52 Big ideas movie

53 Big ideas movie

54 Design Workshops and Breakout Sessions

55 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.

56 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

57 International Association: Advances
Open source developments –international team of engineers Extending knowledge building theory, pedagogy, and technology into other fields

58 International Association: Advances
ICLS in Hong Kong:   2011 Knowledge Building Summer Institute Hong Kong, 2011 ??

59 International Association: Education for Knowledge Creation

60 Wednesday, August 4th

61 Friday, August 6th, 2010

62

63 Overview of the Program
Maria Chuy, Chris Teplovs & Jan van Aalst Institute for Knowledge Innovation and Technology OISE/University of Toronto

64 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

65 Workshops Getting Started with Knowledge Building and Knowledge Forum
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

66 Breakout sessions: Design Challenges
August 3, 3:00 - 4:30 Design Challenge: Identify the Main Functions for Our International Association August 4, 8: :15 Design Challenge: Establishing and Sustaining Knowledge Building Communities August 5, 10: :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

67 How to sign up for a breakout group?

68 How to sign up for a breakout group. http://builder. ikit. org/login

69 How to sign up for a breakout group. http://builder. ikit. org/login

70 How to sign up for a breakout group. http://builder. ikit. org/login

71 How to sign up for a breakout group. http://builder. ikit. org/login

72 How to sign up for a breakout group. http://builder. ikit. org/login

73 Congratulations to Jianwei, Yanqing, Hope and Norina on the birth of their new baby Albert!

74 We wish you a nice Summer Institute!! 


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