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

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Presentation on theme: "New Assessments and Environments for Knowledge Building: Design Challenges Marlene Scardamalia Institute for Knowledge Innovation and Technology OISE/University."— 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)

4 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 !!!????

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

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

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

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

9 The creation of NEW KNOWLEDGE requires: Continual improvement of domain expertise and deep disciplinary knowledge The full set of 21 st 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 !!!????

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

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

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

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

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

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

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

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

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

19 Working Backward from Goals: View from the Students Perspective Task, Activities & Tests Task, Activities & Tests ideas

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

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

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 objectivesthings 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 3 rd

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

26 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

27 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

28 IDEAS tasks activities tasks activities tasks activities Working Forward to Discover New Goals: Emergence of New Competencies

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

37 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

38 Grade 1 Curriculum: Cycles, Energy and Adaptation

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

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

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

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

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

44 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 grade At or below current grade

45 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

46 Theory Development Theory Development Beyond Grade Level

47 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

48 21st Century Skills: Theory Development, Leadership, Risk Taking, New Ideas Teamwork--Build On, Reading, Reference, Search Literacy--Writing, Vocabulary Growth Leadership, Risk TakingIdea DiversityNew Ideas Teamwork-Build OnTeamwork-ReadTeamwork-Citations Vocabulary GrowthDistinct WordsVocabulary 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

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52 Big ideas movie

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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; worlds 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: Knowledge Building Summer Institute Hong Kong, 2011 ??

59 International Association: Education for Knowledge Creation

60 Wednesday, August 4 th

61 Friday, August 6 th, 2010

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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 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?

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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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