A Special Issue of the Canadian Journal of Learning and Technology on Knowledge Building

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dc.contributor.authorJacobsen, Michele
dc.date.accessioned2018-12-07T21:18:40Z
dc.date.available2018-12-07T21:18:40Z
dc.date.issued2010
dc.description.abstractIn a pervasive media and technology landscape that is increasingly global, participatory and connected, one in which learners and teachers can increasingly become creators of knowledge rather than mere consumers of prepared messages and ideas, it is vital for the field of educational technology to take stock of the latest research on knowledge building. Marlene Scardamalia and Carl Bereiter, innovative pioneers in the area of Knowledge Building in education, define the construct of Knowledge Building as having several characteristics that distinguish it from constructivist learning in general. Two key characteristics of Knowledge Building are intentionality and community knowledge. Intentionality captures that people engaged in knowledge building know they are doing it and that advances in knowledge are purposeful. Community knowledge captures that while learning is a personal matter, knowledge building is done for the benefit of the community. Scardamalia and Bereiter emphasize that in contrast to being spontaneous, a knowledge building culture requires a supportive learning environment and teacher effort and artistry to create and maintain a community devoted to ideas and to idea improvement. Distinct from improving individual students’ ideas and understanding, the collective work of Knowledge Building is explicitly focused on the creation and improvement of knowledge of value to one’s community – advancement of the knowledge itself.
dc.identifier.citationJacobsen, M. (2010). A Special Issue of the Canadian Journal of Learning and Technology on Knowledge Building. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 36(1). doi:http://dx.doi.org/10.21432/T2Q59N
dc.identifier.doihttp://dx.doi.org/10.21432/T2Q59N
dc.identifier.issn1499-6685
dc.identifier.urihttp://hdl.handle.net/1880/109270
dc.identifier.urihttps://doi.org/10.11575/PRISM/46342
dc.language.isoenen
dc.language.isoen
dc.publisherThe Canadian Network for Innovation in Education
dc.publisher.facultyWerklund School of Education
dc.publisher.hasversionPublisher’s version
dc.publisher.institutionUniversity of Calgary
dc.publisher.urlhttps://www.cjlt.ca/index.php/cjlt/about/submissions#copyrightNotice
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en
dc.rightsCopyright (c) 2010 Michele Jacobsen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.titleA Special Issue of the Canadian Journal of Learning and Technology on Knowledge Building
dc.typeeditorial
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