Computer Support for Knowledge-Building Communities

Marlene Scardamalia, Carl Bereiter

Erstpublikation in: The Journal of the Learning Sciences, 3(3), 265-283.

Publikationsdatum: 1994

Zu finden in: CSCL (Seite 249 bis 268), 1996

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Zusammenfassungen

Scardamalia and Bereiter (1994) developed a computer program, CSILE (Computer Supported Intentional Learning Environment) that provided a structure to support group knowledgebuilding activity. This program allowed students to set and refine questions for investigation, share evidence and sources and ideas, comment on one another’s contributions, propose hypotheses and further questions.

Von Lyndsay Grant im Text Using wikis in schools (2006)

Scardamalia and Bereiter have conducted renowned research into computer supported collaborative learning environments. In this article, they outline the educational ideas behind their concept of knowledge-building discourse in computer-supported intentional learning environments (CSILE). Though most of this research was done in the K-12 context, the ideas are highly relevant to other levels of education as well.
The core question the authors raise is whether a classroom can function as a knowledge-building community. They argue that it is generally accepted that students construct their knowledge even when learning from books. As a model for knowledge-building communities, the authors look at the sciences where the development of new knowledge is based on a fundamentally social process. In particular, the authors consider the role of journals in the progress of the learned disciplines. They acknowledge the obvious flaws of the journal process, but argue that even so, discipline-based journals are a key ingredient in what makes knowledge-building communities work.
The authors divide the characteristics of knowledge-building discourse into three categories. First, the focus in such discourse is on problems and depth of understanding where explaining one’s idea is a major challenge. Second, knowledge-building is decentralized and open with a focus on collective knowledge. More knowledgeable learners (or teachers) do not stand outside the learning process, but rather participate actively, and less knowledgeable participants can play an important role, for example by pointing out what is difficult to understand. Third, there is productive interaction within the community with continuous adaptation. Learners add knowledge and build on knowledge added by others.
The CSILE environment is the authors’ implementation of their vision of knowledge-building discourse. A community database is at the center of classroom discourse. Users produce public-access materials in the form of text or graphical notes. They can search existing notes, comment on other students’ work, and organize notes into more complex structures. CSILE also has emphasis on intentionality: Students write statements of what they need to understand in order to make conceptual advances, and students have to justify the links they create to other students’ work.
The CSILE knowledge-building discourse concept is an interesting instance of collaborative learning where the focus is on the knowledge "created in here" (in this classroom) and not on the knowledge "from out there" to be learned. The authors view it as a third way between teacher-centered classrooms and child-centered methods, a third way which is not merely a compromise between those two ways.
[Quelle: http://www.elearning-reviews.org/]

Von Raimond Reichert, erfasst im Biblionetz am 25.02.2005

Dieser Text erwähnt ...

Personen
KB IB clear

Carl Bereiter , John Seely Brown , Jerome S. Bruner , Allan Collins , Alan Kay , S. E. Newmann , Karl R. Popper , Marlene Scardamalia

Begriffe
KB IB clear

microworld microworld

Bücher

Jahr	Titel	Abrufe	IB	OB	KB	LB
1960	The Process of Education (Jerome S. Bruner)	2, 5, 8, 3, 9, 16, 2, 1, 2, 3, 12, 3	86	16	3	2769
1963	Conjectures and Refutations (Karl R. Popper)		19	0	0	0
1989	Knowing, Learning, and Instruction (L. B. Resnick)	8, 5, 3, 6, 3, 4, 8, 14, 1, 3, 9, 3	134	12	3	2257

Texte

Jahr	Titel	Abrufe	IB	OB	KB	LB
1989	Cognitive Apprenticeship (Allan Collins, John Seely Brown, S. E. Newmann)	2, 5, 6, 4, 8, 19, 4, 1, 1, 2, 10, 3	104	11	3	3238
1989	Intentional learning as a goal of instruction (Carl Bereiter, Marlene Scardamalia)		3	1	0	0
1991	Computers, Networks and Education (Alan Kay)	3, 6, 3, 6, 6, 17, 1, 1, 2, 2, 10, 2	12	25	2	1544

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