Knowledge Building and Knowledge Creation

The notational fallacy in common Slavonic phonology

“…The co-invention projects are intended to provide diverse students a strong sense of contribution, that is, they experience that they are doing something worthwhile together, each student's unique efforts and accomplishments matter, and that the whole team is jointly reaching something that no one could have done on his or her own. The success of collaborative creation of knowledge is critically dependent on students who actively engage in and take responsibility for the process (Paavola & Hakkarainen, 2014;Sawyer, 2006;Scardamalia & Bereiter, 2014a). Focused creative pursuit requires students to actively work toward a joint epistemic object, to listen, understand and help each other, and to engage in shared efforts of testing and constructing artifacts being developed (see e.g.…”

Dialogic Literacy: contexts, competences and dispositions

“…'Open-ended yet goal-directed' dialogue (Scardamalia & Bereiter, 2014) is key to the development of new knowledge, and clearly distinct from 'discussion':…”

“…The primary role of the teacher in a KB classroom is to provide problems, resources and tools for investigating, while technology (e.g., Knowledge Forum, the software developed in conjunction with the KB approach) provides theory-building scaffolds (Scardamalia & Bereiter, 2014).…”

“…In a parallel development, much of current educational research has shifted its focus from individual learning towards processes involving learning with others, often in technology-rich environments (e.g., Wegerif, 2007Wegerif, , 2013Wegerif, and 2016Luckin, 2010;Matusov, 2009;Miyake & Kirschner, 2014;Scardamalia & Bereiter, 2014;Stahl, Koschmann & Suthers, 2014). As a part of this development, Wegerif (2016) and Halbach (2016) recently proposed dialogic literacy as a key competence to be addressed through educational intervention.…”

Conceptualizing the intersubjective group

“…However, the described Metafora system goes beyond this with a sophisticated planning/reflection tool. Even if the students are sitting together around a shared computer, this tool prompts, guides and supports team efforts at planning steps for the group to take (collective agency) and it facilitates team reflection on the current state (collective responsibility) (Scardamalia and Bereiter 2014). While the software mainly displays advice and ideas from the teacher or from individual students, its persistent visibility and its manipulable structure allow it to influence group agency and meta-learning.…”