Cultivating Information Building Groups through PC Upheld Cooperative Learning.


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Fostering Knowledge Building Communities through Computer Supported Collaborative Learning Lee Yeung Chun Eddy (Raimondi College)

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Key Questions How would we be able to d esign for Knowledge Building Practices? How to incorporate KF into classroom educating? How to perceive/survey information building?

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Principle I Design a learning domain which permits Individual Differences Maximize Social Interaction

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Stage One Development of an information building group through f2f communication

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Stage One (con\'t) Strategies: (a) Small gathering talk Student report (b) Ask understudies to think about an inquiry in order to get more data from the moderator (foster connection)

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Stage One (con\'t) (c) Concept Mapping implanted with Jigsaw and Reciprocal Teaching procedures

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8. Presentation 7. Development 1. Showing & Questioning inside master bunch 2. Condensing Phase Jigsaw Concept Mapping 6. Conceptualizing Reciprocal Teaching 3. Instructor Intervention 5. Understudies remarking other gatherings\' idea maps 4. Peer Assessment

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Stages two and three: Starting the examination and note assessment Online Activities: Jigsaw Views Students create questions for dialog Rise Above Views Writing Rise Above Notes Evaluation

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Welcome View World Problems: Jigsaw Learning Design Three Sub-sees

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Self-produced Questions

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Rising Above

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Teacher caught the sub-subjects and set them in Rise-above perspective

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Rise Above Notes posted by understudies

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Different notes Rising Above

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Note Evaluation Face to Face Activities: Select some notes from the database and request that understudies assess great inquiries great reactions Summary notes

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Stage Four Online Activities: Consolidation of Ideas Portfolio KB pointers Knowledge Building Principles

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Knowledge-Building Portfolios Pedagogical Knowledge building standards Related to information building standards (Scardamalia, 2002) Electronic Portfolios As a major aspect obviously appraisal, understudies present an arrangement of their best notes that represent learning building guided by the 4 standards and compose an illustrative proclamation Portfolios were posted at Knowledge Forum utilizing direct connections to unique notes

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Pedagogical Knowledge-Building standards Working at Cutting Edge Work on beneficial issues propelling group learning; think about various models as they outline their course of advances Progressive Problem Solving Reinvest endeavors in critical thinking; thoughts are ceaselessly enhanced and refined Collaborative Efforts Produce thoughts of quality to others; commitments to shared objectives & qualities and aggregate learning progresses Monitoring Knowledge Advances Move to meta (higher)level of comprehension; arrange fit amongst own and different models

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KB Principles for Writing Good Notes & Portfolio Assessment

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Welcome View World Problems: Jigsaw Learning Design Three Sub-sees Portfolio Assessment

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Electronic Portfolio (2)

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Electronic Portfolio (3)

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Student\'s translation of KB standards

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Figure 1. A portfolio note representing an information building rule and aggregate learning propels My Interpretation : I imagined that wrecks weren\'t as destructive as they were by all accounts. I suspected that after disintegration of oil slicks, the seas could come back to their underlying structure , yet this thought was vigorously reprimanded by my schoolmates. They all suspected that wrecks conveyed genuine dangers to the seas . 2 3 T hey said that if oil was spilt into the seas, it could execute numerous creatures before the oil could be decayed. Mr. Lee let us know that if a specific animal varieties is slaughtered, it may break the natural way of life. Hence, oil slicks are very hazardous to our seas. I was [shown] that oil slicks were significantly more genuine than I ever expected . The Theme of the Discussion : "Do wrecks [such as] the Titanic add contamination to the world\'s oceans?". 1 Then, CW rectified an imbecilic misstep that was made by me. He let me know that the Titanic kept running on coal, not on oil . In this way, I understood that I really had an issue with my inquiry.

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Figure 1. A portfolio note delineating an information building rule and aggregate learning progresses (cont " d) T hen, the main advancement came. ER all of a sudden inquired as to whether the oil from an oil slick is a sea asset 4 . Normally, CW addressed this inquiry 5 . Here\'s the second advancement . CY began to contend that tankers conveying chemicals are more perilous than oil tankers 6 , CW and I didn\'t concur however 7 . We believed that in spite of the fact that cyanide is more noxious than oil, cyanide is dissolvable in water. Along these lines, its impacts on the seas are not exactly those of oil 8 . WY concurred with this , SL too 9 . He said that oil is hard to tidy up, and could murder stacks of natural life, yet despite everything I had my inquiries... Are oil slicks truly that terrible to the seas? Following 50 years or something like that, the oil would begin to break down and the corals would develop on the wreck, it\'d turned into a fake reef, what\'s the issue with that? 10 CW concurred with me that wrecks aren " t truly that awful in the long haul "water wave will wash the oil and make them into littler particles and disintegrate them in the accompanying years!" 11 TY additionally called attention to that contamination is relative. Oil slicks could help the earth - "the assets spent " and the bend of the contamination is relative. So on the off chance that we can control the utilization the assets , we can likewise lessen the level of contamination ~" b12

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Figure 1. A portfolio note delineating an information building guideline and aggregate learning propels (cont " d) Principle 2 Improvable Ideas/Progressive Problem Solving : I [think] this is a standard 2 note in light of the fact that in this bunch of notes, numerous better than ever addresses have developed from one straightforward note in the first place. Reasons In the starting, I was getting some information about wrecks, soon the exchange swung to chemicals lastly another idea was brought up (contamination is relative). Each time there was an inquiry, we\'d settle it, consider another question and tackle that as [we] show signs of improvement answers and more inquiries.

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Figure 2. A sample of a portfolio without information building standards indicating shallow talk This theme is sea stuck in an unfortunate situation. The inquiry is "Oil spill is a sort of contamination. Yet, where does it originate from? From a mishap of a boat or from nature?" 1 This is a basic inquiry, I don\'t think nature can make oil slick happen. 23 4 These three notes have addressed the central issue of oil slick. Oil [comes] from the beginning [it is] transported by boat. In any case, a few mishaps have happened [and] the oil slicks on the surface of sea. Oil slick is a significant issue of contamination; it kill[s] the marine untamed life and make[s] the world issue [creating] absence of fishes. The other most fascinating note originates from " Why a little measure of oil will be framed when it is down-pouring?" 5 Before I see this note, I don\'t have the foggiest idea about the downpour contains oil, I think this is senseless to say "Oil Rain!". There are three answer[s] to the notes , that include: " Internet says that the downpour may contain a little measure of oil." ", the auto exhaust contain some poisonous chemicals, and a little measure of oil may even now be in the smoke. Along these lines, the smoke goes up and [gets into] the downpour. " and "the soil is fat and may contain oil, so when water come through, oil may [be] flushed away with the rainwater..." I think the satisfactory answer is [that] smoke with water vapor is consumed by the Sun, and [it]condenses to from cloud [and] at last structures downpour. Note: The number in superscripts are PC notes in the databases included as reference notes

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Lesson Learned and Implications

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Alignment of learning, coordinated effort & evaluation Assessment for learning AND of learning Examine and in addition platform cooperative request Assessment of individual AND aggregate l gaining Examine how thought become altogether in group Assessment of both information AND procedure Examine request and topic learning Student discourse - Quality, investment, and divided online dialog Teacher can have diagrams of group advancement from portfolios

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