Transcript carl bereiter kevin avery powerpoint

ED 530
Theorist Presentation
Summer 2010
Background
 Professor at the University of Toronto
 Cofounder of IKIT (Institute for Knowledge
Innovation and Technology)
 Member of the US National Academy of Education
CSCL
 Was the chief pioneer of Computer supported
collaborative learning (CSCL)
 CSCL was the first system for networked learning
 Created a second system for networked learning called
the knowledge forum
Knowledge Building
 Developed by Carl Bereiter and Marlene Scarmadalia
 Describes what learners need to accomplish to gain
knowledge
 Addresses the need to educate people for the
knowledge age society
Knowledge Building vs. Learning
 Knowledge building is….
creating new cognitive artifacts as a result of common goals,
group discussion, and synthesis of ideas.
 Learning is…..
an internal and often unobservable process of that results in the
change of beliefs, attitudes, or skills.
12 Principles of Knowledge
Building
 Real ideas
 Democratizing knowledge
 Improvable ideas
 Symmetric knowledge
 Idea diversity
advancement
 Pervasive knowledge building
 Constructive use of sources
 Knowledge building
discourse
 Rise above
 Epistemic agency
 Community knowledge,
collective responsibility
 Concurrent, embedded, and
transformative assessment
Real Ideas and Authentic Problems
 Learners relate real problems to real life solutions
 Learners are aware of their surroundings and how to
manipulate their environment
Improvable ideas
 Students are regarded as improvable objects
 Students have the ability to constantly change and get
better
Idea diversity
 Students use creative and diverse ideas to solve
problems
 Students creating ideas is necessary for idea diversity
to be successful
Rise Above
 Students achieve a higher level of thinking
 Students create ideas and improve and understand
them through questioning
Epistemic Agency
 Students find solutions to real life problems
 Students work alone in finding ways to advance
Community Knowledge,
Collective Responsibility
 Contributing in the classroom for the main purpose of
gaining knowledge
 Students improve their personal knowledge through
improving classroom knowledge as a whole
Democratizing Knowledge
 All students are encouraged to participate and add to
the classroom setting
 Students are crucial in the advancement of the
classroom
Symmetric Knowledge
Advancement
 Having individuals and communitites working
together to promote knowledge building activities
 Groups work together to provide a reciprocal advance
of their knowledge
Pervasive Knowledge Building
 Students work together for knowledge team building
 Students learn intrapersonal skills such as group and
team building
Constructive Uses of
Authoritative Sources
 All members including the teacher take stock in the
improvement and advancement of the classroom
 Works well in small and large groups
Knowledge Building Discourse
 Students share work with each other to improve
knowledge in the classroom
 Along the lines of a think, pair, share approach
Concurrent, Embedded, and
Transformative Assessment
 Students take a global view of what information is
around them
 Students take an abstract approach to assessments
Works Cited
Bereiter, C. (2002). Education and Mind in the
Knowledge Age
http://ikit.org/people/bereiter.html
Bereiter, C., & Scardamalia, M. (2007). Toward researchbased innovation. In F. Benavides (Ed.), Emerging
models for learning and innovation. OECD.