This document discusses Knowledge Building, a pedagogical approach developed by Marlene Scardamalia and Carl Bereiter that aims to create classroom cultures focused on collaboratively improving ideas and building knowledge. Key aspects of Knowledge Building include developing real-world problems, treating all ideas as improvable, promoting idea diversity, and facilitating the emergence of new ideas through synthesis. Knowledge Building is supported by the digital environment Knowledge Forum, which provides scaffolds and mechanisms to help students organize, link, and build upon one another's ideas. The document outlines twelve principles of Knowledge Building and how they are realized through socio-cognitive dynamics and the technological features of Knowledge Forum.

1. Knowledge Building (the pedagogy)
Knowledge Building Communities (the practice)
and Knowledge Forum (the ICT tool)

3. DSM-IV-TR Criteria:
According to the revised fourth edition of the
Diagnostic and Statistical Manual of Mental Disorders
(DSM-IV-TR), to be diagnosed with schizo-pedagogo-
phrenia, three diagnostic criteria must be met:
Characteristic symptoms: Two or more of the
following, each present for much of the time during a
one-month period (or less, if symptoms remitted with
treatment).

4.  Delusions (ie: I can do a research project as
well as doing my normal teaching load and
the duties my school requires of me. I'm
capable and have something to offer. I enjoy
exploring new pedagogical paradigms and
am ready to make a 'shift' to a 21st century
style of teaching)

5.  Disorganized speech, which is a manifestation of
formal thought disorder (ie: what day is it? which
job should I do first - what did I need to do again?
What is this sandwich doing in my classroom
printmaking press? What meeting was I
supposed to be at? Should I apologise again to
so and so, what did I do wrong again? Poop on a
stick for dinner kids - what, no?)

6.  Grossly disorganized behavior (e.g. dressing
inappropriately whats wrong with undies for
a hat?, crying frequently isn't that normal for
practitioner researchers?) or catatonic
behavior I was sure the TV had been on for
the past 2 hours...

7. Negative symptoms:
Blunted affect (lack or decline in emotional
response), alogia (lack or decline in speech), or
avolition (lack or decline in motivation ie: What
I was going to say about how I feel was...was...
oh... um...whatever... cant be bothered
anymore...)

8.  If the delusions are judged to be bizarre (um,
yes?), or hallucinations consist of hearing one
voice participating in a running commentary of
the patient's actions or of hearing two or more
voices conversing with each other (isn't that
normal? no, its not, yes it is! I don't think it is,
what do you think? did you see Australia is on TV,
nah, turn it off and concentrate...), only that
symptom is required above. The speech
disorganization criterion is only met if it is severe
enough to substantially impair communication.

9. For occupational dysfunction:
For a significant portion of the time since the
onset of the disturbance, one or more major
areas of functioning such as work,
interpersonal relations (what friends), or self-
care (my hair has always had dreads), are
markedly below the level achieved prior to the
onset.

10. Significant duration:
Continuous signs of the disturbance persist for
at least six months (January to mid/late June
2012, thats six months isn't it?). This six-month
period must include at least one month of
symptoms (or less, if symptoms remitted with
treatment).

11. “Technological Pedagogical Content Knowledge – Punya Mishra &
A Framework for Teacher Knowledge” Matthew J. Koehler
Michigan State
University
Teachers College
Record Volume 108,
Number 6, June 2006,
pp. 1017–1054
Teachers College,
Columbia University

12. This research project is jointly run by
Otago University with Kwok Wing Lai
and Ann Trewern; and the Virtual
Learning Network (VLN) with Ken Pullar
from OtagoNet, and funded by the
Teaching & Learning Research Initiative
(TLRI) fund.

13. New Zealand classroom learners are
progressively trained to focus on and
value learning outcomes marked by
assessment events, and directed towards
learning as a competitive means to win
employment and contribute to the
economy beyond schooling.

14. How can they be turned into a community
of learners focused on collaborating to
improve ideas and build knowledge
together, where the teacher is no longer
the repository of specialist knowledge?

15. This will have its challenges, not least of
which is the question of the purpose of
school based learning within our society in
the 21st century.
“Catching The Knowledge Wave? – The Knowledge Society and the Future of Education ”
Jane Gilbert (NZCER), 2005, NZCER Press
“Supporting Future-Oriented Learning & Teaching –
A New Zealand Perspective” June 2012 (Report) MOE
Rachel Bolstad & Jane Gilbert, with Sue McDowall, Aly Bull, Sally Boyd, & Rosemary
Hipkins

16. Marlene Scardamalia and Carl Bereiter
developed and named their educational pedagogy
‘Knowledge Building’ integrating pedagogy,
socio-cognition, and technology to form a coherent
21st century learning paradigm.
Knowledge Building theory is practically applied in
Knowledge Forum, a digital learning environment.

17. Marlene Scardamalia posits that
knowledge building creates idea-
centred education, rather than
traditional activity-centred education
(Scardamalia, 2002)

18. While idea-centredness, teaching for
understanding and constructivist structures
are familiar to teachers, Knowledge Building
integrates and moves well beyond these
strategies to form a pedagogical paradigm
that draws together elements identified by
researchers as distinct to 21st century
learning and teaching (Scardamalia, 2002)

20. Knowledge Building integrate and activate
the ‘front end’ of the NZ Curriculum in an
authentic, ‘real life’ way…
Vision
Principles
Values
Key competencies

21. “Knowledge Building entails creating a
culture in the classroom that is not a
miniature of the surrounding culture,
but rather is a model of what that
surrounding culture might become — a
culture in which the creation and
improvement of ideas pervades social
life.” (Scardamalia, 2002)

22. Mechanisms developed to foster Knowledge
Building in Knowledge Forum include:
digital space or public forum where a community
shares ideas
scaffolds & supports that facilitate the inquiry
process
build-on’s enable idea elaboration
quote from ideas presented by others to
encourage reflection and synthesis…

23.  views enable community members to organise &
refine notes from other members
 rise-above notes facilitate integration and
synthesis of ideas & further reflection
 publication of notes which make important and
creative contributions to the community
(Bielaczyc, 2006)

24. TWELVE SOCIO-COGNITIVE TECHNOLOGICAL
KNOWLEDGE DYNAMICS DYNAMICS OF
BUILDING KNOWLEDGE
PRINCIPLES FORUM
Real Ideas, Authentic Knowledge problems Creates a culture for
Problems arise from efforts to creative work with ideas.
understand the world,
problems are ones
learners really care
about.

25. TWELVE SOCIO-COGNITIVE TECHNOLOGICAL
KNOWLEDGE DYNAMICS DYNAMICS OF
BUILDING KNOWLEDGE
PRINCIPLES FORUM
Improvable ideas All ideas are treated as Designed so that there is
improvable, always a higher level,
psychologically safe always opportunities for
learning culture is ideas to be improved,
critical for sharing half- revised and refined.
baked ideas, revealing
ignorance, and giving
and receiving criticism.

26. TWELVE SOCIO-COGNITIVE TECHNOLOGICAL
KNOWLEDGE DYNAMICS DYNAMICS OF
BUILDING KNOWLEDGE
PRINCIPLES FORUM
Idea Diversity To understand an idea is Facilities for linking
to understand the ideas ideas, bringing different
around it – idea diversity combinations of ideas
is essential for together in different
knowledge advancement. notes and views
promotes interaction.

27. TWELVE SOCIO-COGNITIVE TECHNOLOGICAL
KNOWLEDGE DYNAMICS DYNAMICS OF
BUILDING KNOWLEDGE
PRINCIPLES FORUM
Rise Above More inclusive principles Rise above notes and
and higher level views support unlimited
formulations of embedding of ideas in
problems, working with increasingly advanced
diversity and messiness, structures, and support
and out of that, achieving emergent rather than
new syntheses. fixed goals.

28. TWELVE SOCIO-COGNITIVE TECHNOLOGICAL
KNOWLEDGE DYNAMICS DYNAMICS OF
BUILDING KNOWLEDGE
PRINCIPLES FORUM
Epistemic Agency Participants negotiate a Support for theory
fit between personal construction and
ideas and ideas of others, refinement, scaffolds for
they deal with problems higher level knowledge
of goals, motivation, processes.
evaluation, and long-
range planning normally
done by teacher or
managers.

29. TWELVE SOCIO-COGNITIVE TECHNOLOGICAL
KNOWLEDGE DYNAMICS DYNAMICS OF
BUILDING KNOWLEDGE
PRINCIPLES FORUM
Community Knowledge, Team members produce Community membership
Collective Responsibility ideas of value to others is defined in terms of
and share responsibility reading and building-on
for community the notes of others,
knowledge advancement, ensuring views are
collective achievement is informative and helpful
valued as much as for the community.
individual achievement.

30. TWELVE SOCIO-COGNITIVE TECHNOLOGICAL
KNOWLEDGE DYNAMICS DYNAMICS OF
BUILDING KNOWLEDGE
PRINCIPLES FORUM
Democratising All contributors are Analytic tools allow
Knowledge legitimate contributors to participants to assess
the shared goals of the evenness of
community, all take contributions and other
pride in knowledge indicators in the joint
advances, all are enterprise of knowledge
empowered to engage in building.
knowledge innovation.

31. TWELVE SOCIO-COGNITIVE TECHNOLOGICAL
KNOWLEDGE DYNAMICS DYNAMICS OF
BUILDING KNOWLEDGE
PRINCIPLES FORUM
Symmetric Knowledge Symmetry results from Supports virtual visits
Advancement knowledge exchange, to and the co-construction
give knowledge is to get of views across teams,
knowledge. both within and between
communities.

32. TWELVE SOCIO-COGNITIVE TECHNOLOGICAL
KNOWLEDGE DYNAMICS DYNAMICS OF
BUILDING KNOWLEDGE
PRINCIPLES FORUM
Pervasive Knowledge Knowledge building is Encourages knowledge
Building not confined to particular building as the central
occasions or subjects but and guiding force of the
pervades mental life, in communities mission,
and out of school. not as an add-on.

33. TWELVE SOCIO-COGNITIVE TECHNOLOGICAL
KNOWLEDGE DYNAMICS DYNAMICS OF
BUILDING KNOWLEDGE
PRINCIPLES FORUM
Constructive uses of Requires respect and Encourages use of
Authoritative Sources understanding of authoritative sources, as
authoritative sources data for knowledge
combined with a critical building and idea
stance. improving processes

34. TWELVE SOCIO-COGNITIVE TECHNOLOGICAL
KNOWLEDGE DYNAMICS DYNAMICS OF
BUILDING KNOWLEDGE
PRINCIPLES FORUM
Knowledge Building Beyond the sharing of Supports rich inter-
Discourse knowledge, knowledge textual and inter-team
itself is refined and notes and vies and
transformed through emergent rather than
discursive practices of predetermined goals and
the community. workspaces. Understand
is advanced beyond the
level of the most
knowledgeable
community member.

35. TWELVE SOCIO-COGNITIVE TECHNOLOGICAL
KNOWLEDGE DYNAMICS DYNAMICS OF
BUILDING KNOWLEDGE
PRINCIPLES FORUM
Embedded, Concurrent Assessment is part of the Increases in literacy, 21st
and Transformative effort to advance century skills, and
Assessment knowledge. The productivity are by-
community engages in products of mainline
its own internal knowledge work, and
assessment, which is advance in parallel.
both more fine-tuned and
rigorous than external
assessment.

45. Can Knowledge Building act as a destablising
agent to reform how we learn and teach in NZ
schools?
Can it advance progress toward 21st century
learning and teaching?

46. Madeline Campbell
VPLN & DA Hui in Christchurch
21 June 2012