2. Classroom Physical Settings, Environment and

(1)

Knowledge Building Principles (2)

Improvable ideas All ideas from students are treated as improvable

Students work continuously to improve the quality,

coherence, and utility of ideas. The learning culture must make students feel safe and comfortable to take risks in revealing ignorance, voicing half-baked notions, giving and receiving criticism.

Scardamalia (2002)

Twelve interrelated principles of Knowledge building

(2)

Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong

Idea diversity

The diversity of ideas raised by students is essential to the development of knowledge advancement. To understand an idea is to understand the ideas that surround it,

including those that stand in contrast to it. Idea diversity

creates a rich environment for ideas to evolve into new and more refined forms.

Scardamalia (2002)

Twelve interrelated principles of Knowledge building Knowledge Building Principles (3)

(3)

Rise above

Through working with growingly diverse and complex problems, students sustainably improve their ideas and understanding. They eventually achieve new syntheses, more inclusive principles and higher level concepts.

Scardamalia (2002)

(4)

Epistemic agency

Students themselves actively find their way to knowledge

advancement. They fully consider the various ideas given by the learning community and negotiate a fit between each

others’ ideas. They set their own learning goals and plans, be self-motivated and engage in evaluation by themselves.

Scardamalia (2002)

(5)

Community knowledge, collective responsibility

Students’ contributions to shared goals of the learning

community are prized and rewarded as much as individual achievements. Team members produce ideas of value to others and share responsibility for the overall advancement of knowledge in the community.

Scardamalia (2002)

(6)

Democratizing knowledge

All individuals are invited to contribute to the knowledge advancement in the classroom and take pride in the

achievement.

Scardamalia (2002)

(7)

Symmetric knowledge advancement

Expertise is distributed within and between communities.

Symmetry in knowledge advancement results from knowledge exchange and from the fact that to give knowledge is to get knowledge.

Scardamalia (2002)

(8)

Pervasive Knowledge building

Knowledge building is not confined to particular occasions or subjects but pervades mental life— in and out of school.

Scardamalia (2002)

(9)

Constructive uses of authoritative sources

To support their learning, learners need to respect and understand authoritative sources to get in touch with the present state and growing-edge of knowledge with a

critical attitude.

Scardamalia (2002)

(10)

Knowledge building discourse

Students are engaged in discourse to share, refine and transform knowledge to reach for the goal of knowledge advancement.

Scardamalia (2002)

(11)

Embedded and transformative assessment

Assessment is part of the effort to advance knowledge— it is embedded in the day-to-day learning process and used to identify problems as the learning proceeds. The

community creates and engages in its own internal

assessment, which is more fine-tuned and rigorous than external assessment.

Scardamalia (2002)

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Centre for Learning Sciences and Technologies (CLST)

2. Classroom Physical Settings, Environment and

Student Grouping for CPS

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2. Classroom Physical Settings, Environment and Student Grouping for CPS

CPS 1. 

2. 

3. 

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2. Classroom Physical Settings, Environment and

Student Grouping for CPS

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2. Classroom Physical Settings, Environment and

Student Grouping for CPS

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Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong56

•  The 'collaborative' situation is a kind of social contract, either between the peers or between the peers and the teacher (then it is a didactic contract).

•  This contract specifies conditions under which some types of interactions may occur, there is no guarantee they will occur.

2. Classroom Physical Settings, Environment and

Student Grouping for CPS

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•  For instance, the 'collaboration' contract implicitly implies that both learner contribute to the solution, but this is often not the case.

•  Conversely, reciprocal tutoring (Palincsar and Brown,

1984) could be called 'a method', because subjects follow a scenario in which they have to perform particular types of interaction at particular times. (Dillenbourg (1999:5))

2. Classroom Physical Settings, Environment and

Student Grouping for CPS

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heterogeneous grouping

• 

2. Classroom Physical Settings, Environment and

Student Grouping for CPS

(19)

heterogeneous grouping 1. 

2. 

3. 

2. Classroom Physical Settings, Environment and

Student Grouping for CPS

(20)

heterogeneous grouping 2002

1 2 3 4

2. Classroom Physical Settings, Environment and

Student Grouping for CPS

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heterogeneous grouping

• 

•  max mix

• 

2. Classroom Physical Settings, Environment and

Student Grouping for CPS

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3.

Adapting CPS Mobile Apps/Platforms under

Wi-Fi Supported Network Environment ( and Cloud-based Technology

to Enhance Collaborative Learning

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XXX XXX XXX 201?

3. Adapting CPS Mobile Apps/Platforms under

Wi-Fi Supported Network Environment and Cloud-based Technology to Enhance Collaborative Learning

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Discussion:

1.  Discussion on available choices and measures

(CPS)

2.  Discussion on the future trend and how school and teachers could prepare for it.

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eLearning

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Discussion:

Common hurdles in conducting traditional Collaborative Learning:

•  Teachers‘ perspective ( )

•  Students‘ perspective ( )

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Technological Pedagogical Content Knowledge (TPACK) Framework

Eﬀec9ve technology integra9on for

pedagogy around speciﬁc subject maNer requires

developing sensi9vity to the dynamic,

transac9onal

rela9onship between these components of knowledge situated in

There is no “one best way” to integrate technology into curriculum.

Integra:on eﬀorts should be crea:vely designed or structured for par:cular subject 3. Adapting CPS Mobile Apps/Platforms under

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(TPACK) Framework!

•  Content Knowledge

•  Pedagogical Knowledge

•  Technological Knowledge

•  Pedagogical Content Knowledge

•  Technological Content Knowledge

•  Technological Pedagogical Knowledge

• 

Technological Pedagogical Content Knowledge

Mishra & Shulma, 2005 Mishra & Koehler, 2006

(39)

Teachers‘ perspective ( ):

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Teachers‘ perspective ( ):