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121 results on '"Carol K. K. Chan"'

1. Reflective Assessment Using Analytics and Artifacts for Scaffolding Knowledge Building Competencies among Undergraduate Students

Author

Yuqin Yang, Carol K. K. Chan, Gaoxia Zhu, Yuyao Tong, and Daner Sun

Abstract

Knowledge building (KB) competencies are crucial for undergraduates' creative knowledge work and academic success. While there is substantial research on KB discourse, there are limited efforts in examining how KB competencies in the conceptual, metacognitive, socio-emotional, and epistemic dimensions are demonstrated in KB discourse and how the competencies can be scaffolded. Previous studies suggest the effectiveness of reflective assessment on sustainable and productive KB discourse. This study developed a framework for analyzing KB competencies using KB discourse moves. It also examined whether a KB design augmented by reflective assessment enriched by analytic tools and artifacts could foster undergraduates' KB competencies, and if so, how. This KB design involves principle-based pedagogy with the participants engaging in collaborative inquiry and discussion on Knowledge Forum, and reflective assessment using (a) super synthesis notes, (b) KB interaction rubrics, and (c) learning analytics visualization tools. Qualitative tracking and lag sequential pattern analysis of Knowledge Forum's discourse revealed that implementing reflective assessment supported by analytics and artifacts could help the undergraduate students develop KB competencies manifested in discourse with evidence of conceptual advance, epistemic engagement, metacognition, and productive socio-emotional interactions with a collective focus. The thematic analysis illustrated the dynamics through which the design enriched by standards and visualizations helped the undergraduates develop KB competencies: leveraging synthesis super notes to promote conceptual and metacognitive advancement and epistemic engagement; employing KB interaction rubrics to cultivate metacognitive, socio-emotional, and epistemic competencies; and harnessing KBDeX visualizations to promote metacognitive and conceptual advancement and to facilitate epistemic engagement. The implications of scaffolding students' epistemic agency, metacognition, productive collaborative inquiry, and developing KB competencies in a technology-supported metacognitive learning environment are discussed.

Published
2024
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14. The Roles of Knowledge in Knowledge Creation.

Author

Carl Bereiter, Carol K. K. Chan, Huang-Yao Hong, Jiyeon Lee, Ahmad Khanlari, Pei-Yi Lin, Ching Sing Chai, Chin-Chung Tsai, Marlene Scardamalia, Seng Chee Tan, Yuyao Tong, Jan van Aalst, Jianwei Zhang 0004, and Yibing Zhang

Published
2019

29. Toward a Multi-Level Knowledge Building Innovation Network.

Author

Marlene Scardamalia, Carl Bereiter, Thérèse Laferrière, Katerine Bielaczyc, Shaoming Chai, Carol K. K. Chan, Bodong Chen, Mei-Hwa Chen, Frank de Jong, Fernando Diaz del Castillo, Kai Hakkarainen, Yoshiaki Matsuzawa, Alexander McAuley, Mireia Montané, Cesar Nunes, Richard Reeve, Pirita Seitamaa-Hakkarainen, Jun Oshima, Hajime Shirouzu, Seng Chee Tan, Chewlee Teo, Jan van Aalst, Telma Vinha, and Jianwei Zhang 0004

Published
2017

30. Making a Difference: Analytics for Quality Knowledge-Building Conversations.

Author

Frank de Jong, Joan Van den Ende, Hennie van Heijst, Yoshiaki Matsuzawa, Paul A. Kirschner, Jianwei Zhang 0004, Mei-Hwa Chen, Feng Chen 0001, Carolyn P. Rosé, Erick Velazquez Godinez, Sylvie Ratté, Bodong Chen, Carol K. K. Chan, Jan van Aalst, Christine Yang, Jun Oshima, Cindy E. Hmelo-Silver, and Alyssa Friend Wise

Published
2017

46. Knowledge building: aligning education with needs for knowledge creation in the digital age

Author

Carl Bereiter, Carol K. K. Chan, Leanne Ma, Katerine Bielaczyc, Marlene Scardamalia, and Seng Chee Tan

Subjects
Knowledge management, 21st century skills, Leverage (negotiation), business.industry, Teaching method, Knowledge building, Equity (finance), Technology integration, Educational technology, Sociology, Implementation research, business, Education
Abstract

This paper examines the alignment of education with the needs for knowledge creation in the digital age using the Knowledge Building model and Knowledge Forum® technology. Knowledge Building is akin to knowledge creation as practiced in research laboratories and other frontier-advancing organizations, with added focus on value to the individual, community, and society. Knowledge Forum has evolved with theory and pedagogy over the years, and makes knowledge-creation processes available to school-aged students. Despite reform efforts, misalignments for educational innovation continue to prevail in schooling, and changes often create more disruptions. Without a coherent framework and sustained progressive change, innovations may fail to make their way into policy and practice, creating an endless catching-up game and fragmentation at different levels. This paper draws from the Knowledge Building model and research to discuss alignments for knowledge creation in seven areas: (1) views of knowledge; (2) 21st-century educational competencies; (3) education and equity; (4) pedagogy and technology integration; (5) assessment, learning and collaboration; (6) teacher learning; and (7) student learning outcomes. Through decades of sustained design implementation research, using a systemic approach involving school-university-government alliances and globally distributed hubs of innovation, Knowledge Building teams have engaged in the reconstruction of educational practices to establish self-improving systems for continual alignments in knowledge creation. The mobilization of educational stakeholders worldwide, such as the EduSummIT, provides opportunities for bridging research and practice and educational improvements. Implications of Knowledge Building for developing self-improving systems and communities that leverage technology for realigning education in knowledge creation are discussed.

Published
2021
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47. Efficacy of video-based teacher professional development for increasing classroom discourse and student learning

Author

Gaowei Chen, Kennedy Kam Ho Chan, Lauren B. Resnick, Carol K. K. Chan, and Sherice N. Clarke

Subjects
Evidence-based practice, Discourse analysis, 05 social sciences, Professional development, ComputingMethodologies_IMAGEPROCESSINGANDCOMPUTERVISION, 050301 education, ComputerApplications_COMPUTERSINOTHERSYSTEMS, Reflective teaching, Education, Visualization, ComputingMilieux_COMPUTERSANDEDUCATION, Developmental and Educational Psychology, Mathematics education, 0501 psychology and cognitive sciences, Active listening, Student learning, Psychology, 0503 education, Video based, 050104 developmental & child psychology
Abstract

Although professional development (PD) programs often use video, extraneous information during video viewing can distract teachers. We developed a discourse visualization tool, the Classroom Discou...

Published
2020
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