1. Ann Russell Institute for Knowledge Innovation and Technology OISE/University of Toronto Ann Russell Institute for Knowledge Innovation and Technology OISE/University of Toronto arussell@oise.utoronto.ca

2. GOALS 1.To introduce “Knowledge Building Communities’ Model” (pedagogy, technology, methodology). 2.To demonstrate how this model fosters reflective practice, learning and knowledge creation within and between professions and organizations (Toronto Rehab, 1999 to 2002). 3.To demonstrate how to integrate knowledge management systems into online learning environments (Hamilton Health Sciences, 2003 to 2004). ideas - cross sharing of intra-and interprofessional resources Goals 1. Every monthly PPD meeting - educational presentaion (bring external world into experience) 2. push boundareies ( 3. Principles of knowledge building -- 2 applications of how to foster interprofessional knowledge buidling in health care; reflective practice to meet QA; application for college could be tremendous; Where to start with putting principles into place about creating a knowledge buidoing community (whether 1.To introduce “Knowledge Building Communities’ Model” (pedagogy, technology, methodology). 2.To demonstrate how this model fosters reflective practice, learning and knowledge creation within and between professions and organizations (Toronto Rehab, 1999 to 2002). 3.To demonstrate how to integrate knowledge management systems into online learning environments (Hamilton Health Sciences, 2003 to 2004). ideas - cross sharing of intra-and interprofessional resources Goals 1. Every monthly PPD meeting - educational presentaion (bring external world into experience) 2. push boundareies ( 3. Principles of knowledge building -- 2 applications of how to foster interprofessional knowledge buidling in health care; reflective practice to meet QA; application for college could be tremendous; Where to start with putting principles into place about creating a knowledge buidoing community (whether

3. Knowledge Building Communities’ Model (Bereiter & Scardamalia, 1993) 1.Pedagogy: Knowledge Building (Theory of Expertise) 2.Methodology: Design Experimentation 3.Technology: Knowledge Forum® 1.Pedagogy: Knowledge Building (Theory of Expertise) 2.Methodology: Design Experimentation 3.Technology: Knowledge Forum®

4. Novice (no clinical experience) Novice (no clinical experience) Advanced Beginner (BA/MA, clinical internships) Advanced Beginner (BA/MA, clinical internships) Pedagogy Challenging developmental models (e.g., Benner) Pedagogy Challenging developmental models (e.g., Benner) Competent (2-3 years clinical experience) Competent (2-3 years clinical experience) Proficient (3-5 years clinical experience) Proficient (3-5 years clinical experience) Expert (5+ years experience) Expert (5+ years experience)

5. Knowledge building communities model (A distributed model of expertise) Knowledge building communities model (A distributed model of expertise) Expert Proficient Competent Advanced Beginner Novice

6. METHODOLOGY Design Experimentation (Collins, 1999) Knowledge Building principles-in-action Design Experimentation (Collins, 1999) Knowledge Building principles-in-action

7. Improveable Ideas Idea Diversity Real Ideas, Authentic Problems Real Ideas, Authentic Problems Rise Above Epistemic Agency Community Knowledge, Collective Responsibility Community Knowledge, Collective Responsibility Democratizing Knowledge Symmetric Knowledge Advancement Symmetric Knowledge Advancement Pervasive Knowledge Building Pervasive Knowledge Building Constructive Uses of Authoritative Sources Constructive Uses of Authoritative Sources Knowledge Building Discourse Knowledge Building Discourse Embedded and Transformative Assessment Embedded and Transformative Assessment Knowledge building principles (Scardamalia 2002)

8. TECHNOLOGY Knowledge Forum® communal database technology internet accessible multimedia capabilities computer supported intentional learning environment communal database technology internet accessible multimedia capabilities computer supported intentional learning environment

9. TORONTO CASE STUDIES IN HEALTH CARE

10. TORONTO REHABILITATION 1999 to 2002 Reflective practice in daily practice Design Goal: To cultivate a community of reflective practitioners (Professional Practice Portfolio). Design Strategy: To embed opportunities for reflective practice in daily work and practice of practitioners. Results: Real world problems of practice were continuously improved over time at more complex levels of analysis. Design Goal: To cultivate a community of reflective practitioners (Professional Practice Portfolio). Design Strategy: To embed opportunities for reflective practice in daily work and practice of practitioners. Results: Real world problems of practice were continuously improved over time at more complex levels of analysis.

11. TORONTO REHABILITATION 1999 to 2002 More on designing for reflective practice: Defined and redefined collective purpose for continuous learning and collaboration (views & purpose statements) Identified real-world problems of practice that need to be solved -- these became ‘learning’ opportunities for reflective practice (or what Schön calls ‘surprises’) Extended expectations of knowledge productivity to all members of the community (democratize process) Situated knowledge work in extended community (internal, external, national, international) Created opportunities to leverage knowledge and resources within and between professions and institutions (Knowledge Society Network) Defined and redefined collective purpose for continuous learning and collaboration (views & purpose statements) Identified real-world problems of practice that need to be solved -- these became ‘learning’ opportunities for reflective practice (or what Schön calls ‘surprises’) Extended expectations of knowledge productivity to all members of the community (democratize process) Situated knowledge work in extended community (internal, external, national, international) Created opportunities to leverage knowledge and resources within and between professions and institutions (Knowledge Society Network)

15. METHODOLOGY

23. http://ikit.org/OLT.html

24. For More Information http://www.ikit.org http://www.ikit.org/OLT.html http://www.ikit.org/intkb THANK YOU