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A Technology Framework for Smart Classrooms and Knowledge Communities

For AERA Symposium 2012
by

Mike Tissenbaum

on 22 August 2012

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Transcript of A Technology Framework for Smart Classrooms and Knowledge Communities

A Technology Framework for Smart Classrooms and Knowledge Communities Mike Tissenbaum, Jim Slotta, Michelle Lui
University of Toronto Inquiry Learning Constructivist approach Students create personal understanding we are guided by which is a where... Collaborate with peers and teachers Around personally relevant topics (Climate Change; health and nutrition; Hollywood physics) for science education Knowledge Communities in the Science Classroom Students work collectively to develop and edit materials (wikis, notes, tagging)
Students drive learning, in open-ended process
Emphasize community identity and growth
Focus on discourse patterns, distributed expertise Used within many lines of research... Brown, Scardamalia & Bereiter:
Technology environments should be guided by epistemological and pedagogical principles Inquiry and Knowledge Communities both rely on technology to scaffold learning processes, provide materials, and connect students with peers.

(e.g., laptops, handheld computers, touch surfaces, data collection probes, Internet, etc.) Knowledge Community Inquiry (KCI) Pedagogical model for complex, social inquiry in science education in which learners: Collaboratively construct a shared knowledge base
Use the co-constructed knowledge base to perform carefully designed inquiry activities
Engage in orchestrated collaborative inquiry scripts that are directly indexed to the domain
Involves both collective and parallel work SAIL Smart Space (S3) S3: The Physical Space KCI-S3 Epistemological Technological Map ` Teacher Tablet allows the teacher to see the student progress at a glance, and to orchestrate the flow of activies Engage in scientific reasoning and practices KCI + S3 Implementations: evoRoom:
An immersive, room-sized simulation of a Sumatran rainforest where students investigate evolution (Lui & Slotta, 2012) Physics Learning Across Contexts and Environments (PLACE): Two high school physics classes
Six-month KCI curriculum
Multiple contexts:
at home, in class, and in smart classroom
Culminating "Smart Classroom" activity:
students work collaboratively to address the physics of Hollywood movies KCI Design Principles Students use the knowledge base as a resource for inquiry, and also improve the knowledge base by adding or improving content and structure. 4 Inquiry activities must include a high level of student agency, and dynamic, physical or embodied forms of learning 5 The teacher plays a specific role defined within the inquiry script, but also a general orchestration role, scaffolded by the technology environment. 6 Students work collectively as a knowledge community, creating a knowledge base to support ongoing inquiry within a science domain. 1 The knowledge base is cooperatively and collaboratively constructed, and accessible as a resource for inquiry. 2 Collaborative Inquiry activities are designed to address the targeted science learning goals, including assessable outcomes. 3 Embedded Phenomena for Inquiry Communities (EPIC)
Tablet computers and Smartboards support student investigations of simulations running within their classroom walls (Moher, Slotta et al., ICLS 2012) Visualizations of the class' semantic tagging of the knowledge base can show the growth of ideas and emergent relationships between elements Large-format aggregated displays show the community knowledge as it emerges through successive inquiry activities Groups record a "final explanation" of the Hollywood video using the tablet's video camera Students can individually record observations for use in follow-up collaborative inquiry tasks Students engage with aggregates of the socially constructed knowledge base, real-time updates, and collaborative negotiations Agents can situate students within a physical setting and re-sort or move them through the space based on preset configurations, or on emergent conditions within the room 1 2 3 4 5 6 www.encorelab.org Ambient displays can give both students and teachers information about students' position within the room, individual and group progress through the activity, and the time left or spent on the activity
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