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LU7: Knowledge Construction Tools & Conversation Tools - Coggle Diagram
LU7: Knowledge Construction Tools & Conversation Tools
7.2) Supportive Technologies
Network Technologies
The Internet - WWW
7.1) Models of knowledge construction
Artifacts produce understanding through interpretation
Understanding produces artifact through constructing an explicit representing
The interaction between representing and interpreting triggers the evolution of artifacts and understanding
This co-evolution between artifacts and understanding is believe to be knowledge construction
7.1) Differentiate constructivism and constructionism
Constructivism (Jean Piaget)
A well-established theory of learning indicates that people actively construct new knowledge by combining their experiences with what they already know
Knowledge is constructed by the learner, in their head, instead of being delivered.
Constructionism (Seymour Papert)
is built on constructivism philosophy
That learning is constructed inside the learner's head, but believes that learners will be more deeply involved in their learning if they are constructing something that others can see, discuss or even use.
7.2) The concept of community
Communities of practice
discourse community
Knowledge-building communities
Learning communities
7.2.1) On-line communication
Synchronous communication
Instant, real-time exchange of ideas.
Video conferencing tools
Instant messaging tools
Asynchronous communication
Advantages
Different kinds of thinking can be scaffolded
Reflect on ideas or responses before making them
Support discussion, debates/collaborative efforts among groups
Verbal intelligence
Verbally deft and capable of carrying out stimulate conversation
This does not necessarily mean the best thinkers or communicators
Other people require time to consider an idea and formulate a response
Give a new freedom and level of participation
Conclusion
Co-constructing knowledge with wikis
Knowledge building with knowledge forum
Broadcasting with podcasts and Internet Radio
Making connections through Video conferencing
7.2.1) Different levels of computer networking technologies (Paulson, 1996)
Communication level
One-to-one
Email, chatting, technologies using text/audio, or video
Apprenticeships and internships, email posts, private consultations, one-to-one chats
Many-to-many
Listservs, chat and conferencing technologies, MUD/MOO systems
Debates/discussions and support groups, group exercises/projects, MUD and MOO learning activities
One-to-many
Distribution lists, web pages as a source of text and multimedia displays, web pages as links to outside resources
Lectures and symposiums. Publishing results of research/inquiry activities. Convenient access.
One-alone
On-line databases/journals
Independent inquiry, research and writing, browsing.
7.1) Knowledge Construction Tools
Common examples
Hypermedia
Information is presented by linking text, graphics, sound bites, videos, and documents
Word Processing
Focuses on the process of writing, editing, publishing, and sharing ideas
Programming
Process of planning, writing, and editing
Noted: Students should be creating these products rather than watching teachers lecture with them.
Based on "constructivist" learning: Learning by creating
7.1.1)Best practice
Mindtools activites
Constructive: Knowledge should be found along the way
Intentional: Work should match curriculum and learning objectives
Active: Learning is lively and dynamic
Cooperative: Create a "Community of learners" to work on mindtool projects together
Authentic: Choose projects that matter in the real world
4 major processes
Accessing, transforming, and translating information into knowledge
Searching for relevant information
selecting and interpreting information sources
Allocating information to nodes and deciding the medium to represent it
Evaluating the knowledge base
Try it out with users and soliciting their feedbacks
Testing the medium
Assessing compromises in what was represented and how
Planning requires students to make decisions about:
Major goals
topics/content to be included
Relationships among the topics
Revising the knowledge base from the feedback
Reorganizing and restructuring tthe knowledge base to make it more accessible or meaningful
