Poster #26 - Enhancing Collective Responsibility in a Knowledge-Building Community: A Two-Year Design Study

• In Event: 77.059 - MTCC Tuesday Poster Session 18
  In Poster Session: 77.059-3 - Learning and Instruction

Abstract

A common challenge for teachers is to design their classroom in ways that engage all students deeply and meaningfully in their learning. In the Knowledge Building classroom, students are socially and intellectually engaged with each other’s ideas in order to create community knowledge. In this two-year study, a team of teachers and researchers designed and re-designed Knowledge Building environments to foster and sustain collective responsibility for knowledge advancement, which in turn was measured as rotating leadership using socio-semantic network analysis. In Year 1, 27 of 34 students emerged as leaders. In Year 2, 33 of 37 students emerged as leaders. Study implications are discussed within computer-supported collaborative learning research, especially with regards to children’s emergent leadership during collaborative problem solving.

Authors

• Leanne Ma, OISE/University of Toronto

• Samuel Tan, Singapore Ministry of Education

• Muhamad Ansar Kamsan, Singapore Ministry of Education

• Chew Lee Teo, Singapore National Institute of Education