Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses

The study reported here sought to obtain the clear articulation of asynchronous computer-mediated discourse needed for Carl Bereiter and Marlene Scardamalia's knowledge-creation model. Distinctions were set up between three modes of discourse: knowledge sharing, knowledge construction, and knowledge creation. These were applied to the asynchronous online discourses of four groups of secondary school students (40 students in total) who studied aspects of an outbreak of Severe Acute Respiratory Syndrome (SARS) and related topics. The participants completed a pretest of relevant knowledge and a collaborative summary note in Knowledge Forum, in which they self-assessed their collective knowledge advances. A coding scheme was then developed and applied to the group discourses to obtain a possible explanation of the between-group differences in the performance of the summary notes and examine the discourses as examples of the three modes. The findings indicate that the group with the best summary note was involved in a threshold knowledge-creation discourse. Of the other groups, one engaged in a knowledge-sharing discourse and the discourses of other two groups were hybrids of all three modes. Several strategies for cultivating knowledge-creation discourse are proposed. © The Author(s) 2009.published_or_final_versionSpringer Open Choice, 21 Feb 201

Constructing futures: a social constructionist perspective on foresight methodology

The aim of this paper is to demonstrate the relationship between a particular epistemological perspective and foresight methodology. We draw on a body of social theory concerned with the way that meaning is produced and assimilated by society; specifically, the social construction of knowledge, which is distinguished from its nearneighbour constructivism by its focus on inter-subjectivity. We show that social constructionism, at least in its weak form, seems to be implicit in many epistemological assumptions underlying futures studies. We identify a range of distinctive methodological features in foresight studies, such as time, descriptions of difference, participation and values, and examine these from a social constructionist perspective. It appears that social constructionism is highly resonant with the way in which knowledge of the future is produced and used. A social constructionism perspective enables a methodological reflection on how, with what legitimacy, and to what social good, knowledge is produced. Foresight that produces symbols without inter-subjective meaning neither anticipates, nor produces futures. Our conclusion is that foresight is both a social construction, and a mechanism for social construction. Methodologically, foresight projects should acknowledge the socially constructed nature of their process and outcomes as this will lead to greater rigour and legitimacy

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: NL

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: N

What is a definition for in school mathematics?

This paper discusses the place of definitions in school mathematics, considering official UK curriculum guidance, literature related to definitions in advanced mathematical thinking and to experimental teaching focused on student development of definitions. A two dimensional framework is suggested for considering their functions, the ways in which students are expected to relate to them and their didactic purposes. Two contrasting examples of definitions from textbooks are analysed using systemic-functional linguistic tools

Sanctifying Minority Status in the Himalayan \u3ci\u3eUmmah\u3c/i\u3e: Eid al-Ghadeer Commemorations among the Shia in Leh, Ladakh

Drawing on ethnographic data, this article argues that the Shia in Leh, Ladakh employ religious ceremonies such as Eid al-Ghadeer to construct a sense of sacred community and a sanctified minority status within the Himalayan ummah. Religious discourses pertaining to minority-hood are central to how locals define and redefine themselves in the context of modernity in the Himalaya. Further, the ceremonial embrace of their minority status engenders discourses through which the Shia define their relationships to local Buddhists, local Sunnis, and broader global audiences

Facilitating critical enquiry about race and racism in a digital environment: Design considerations

Increasingly, instructors working in higher education settings are exploiting asynchronous online forums to facilitate difficult dialogues on social issues such as sexuality, race, and diversity. We interrogate the task design we employed to construct a digital space in which undergraduate English Studies students could discuss race and racism in the context of a study of contemporary understandings and manifestations of race. Within the realm of computer-mediated discourse analysis, we employed Booth and Hultén’s (2003)taxonomy of key contributions to meaningful online discussion to determine if students’ posts displayed not only knowledge-sharing discourse, but also knowledge-construction and knowledge-creation discourses. We discovered that although students co-constructed knowledge and, in some instances, created new artefacts, they mainly shared and compared ideas. We therefore consider how our task design should be altered to foster critical enquiry. Although not our main focus, we also take into account phenomena our data analysis revealed that cannot be overlooked when it comes to online discussions of contentious issues. These phenomena include emotional responses to racism and micro-aggressions. We adopt the view that these elements are an unavoidable part of a difficult dialogue, and that facilitators need to prepare their students to converse in uncomfortable spaces. Keywords: asynchronous online forums, difficult dialogues, task design, knowledge sharing, knowledge construction, knowledge creatio

Pre-service teachers developing literacy identities

This paper highlights how individual literacy narratives influence pre‐service teacher literacy identities. Working with a diverse group of future literacy educators provides a challenge in negotiating and making sense of their personal literacy narratives and considering the impact this has on their literacy learning. Going beyond outcome measures and development of creative individuals (Stables, 2003) in their futures as literacy educators, we consider how to develop shared understandings of literacies within a university course context and how 'classroom' interactions and opportunities for dialogue not only develop literacy competencies, but allow for the meta-awareness of the personal literacy narratives that pre-service teachers bring to the teaching/learning context. Further to this, we consider how literacy identities can be developed through dialogue to help pre-service teachers make connections between authoritative pedagogies, pedagogy in the field and their personal literacy narratives to begin creating personal literacy pedagogies for the future

Complex regional innovation networks and HEI engagement the case of Chicago

This article considers how HEIs engage within local complex development networks in order to develop the urban metropolis, using the case of Chicago as a specific example. It focuses on three main issues: how collaboration occurs amongst regional stakeholders; how goals are set and how shared goals have been created; and the extent to which there exist conflicting views amongst stakeholders, and their capability to create solutions where there are disagreements and clashing purposes. Chicago is in the middle of making a paradigm shift, with at its core an open system approach that includes a variety of ways to engage citizen-users as co-creators, including through user-driven innovation and digitalised services. In the metropolitan area there is a widely shared goal amongst stakeholders to develop and improve novel approaches for regional engagement to enhance innovativeness and competitiveness. The paradigm shift in regional engagement from building co-operation clusters to one of organisational betweenness and open systemic thinking requires new skills in management and leadership centred on interaction, co-creation and sharing of knowledge