Short paper presentation at the 9th International Conference on Computer Supported Collaborative Learning, CSCL 2011 Hong Kong

1. Investigating Students' Epistemologies In CSCL Discourse Through Reflective Judgment Model And Practical Epistemologies Johnny Yuen Centre for Information Technology in Education University of Hong Kong

3. Enhancement of learner’s potential in ZPD

4. Socio-cognitive conflict – Piaget

5. Creating disequilibrium in learner’s model, towards accommodation or assimilation

6. Communities of Practice (CoP) – Lave & Wanger

7. Specific form of socialization process for learning of tacit knowledge and social norms specific to community

8. Knowledge Building – Bereiter & Scardamalia

12. Nature of knowledge

13. Beliefs about learning and cognition

14. Pedagogical beliefs about the best way to support learning

17. Students’ reasoning styles in response to ill-structured problems

18. Pre-reflective, Quasi-reflective, Reflective

19. Epistemological Authenticity Framework– Chinn & Brewer, 2001; Chinn & Malhotra, 2002

20. Epistemic connections students make to connect ideas

21. Linear, cause and effect?

22. Complex network of factors?

24. Integrated Humanities, inquiry-based curriculum design

25. Module “Idealism & Materialism: theories that explains development of civilizations”

26. 31 one-hour lessons over 12 weeks

27. Group project “Proposing a new tourist attraction to boost tourism in HK”

28. Stage 1: Background Research

29. Stage 2: Proposal Preparation

30. Stage 3: Peer Review of Proposal

31. Stage 4: Individual Reflection

34. Sample question

35. Sample question

38. Lower density of argumentative and question markers in the online discourse

39. Quasi-reflective students hold that knowledge claims contain elements of uncertainty and idiosyncrasy

42. Epistemic Authenticity Framework helps understand how students sees and organize their learning outcome, and to an extend informs their way of engagements in the discourse.

45. Thank you johnny@cite.hku.hk Acknowledgement: Prof. Nancy Law