Over the years, knowledge building research and innovation have endeavoured to change the teaching landscape, providing theories, models and technology to shift from teacher-centric to student-centric and idea-centric practices. The on-going adoption of knowledge building by schools across different continents is motivated by the need to engage students in knowledge creation practices. Knowledge building is a well-established field in education research, and the advocacy of knowledge building continues to gain momentum. However, it has often been termed as one of the most different learning sciences theory to tackle in practice.
A principled-based solution of multimodal learning analytics (MMLA) that teachers can easily access to support their design of the environment and assess along with feedback mechanism conducive to the enactment idea-centric pedagogy is the critical piece of scaling and sustaining knowledge building practice in schools. Toward this end this half-day design workshop is proposed to inform the design of such MMLA solution. It is essential to continue to explore how advanced digital technologies and LA can mitigate the relationship between epistemic practice and interaction pattern between students in order to reinforce productive collaboration patterns.
The goal of this workshop is to produce a classification table of the problem spaces framed onto a developmental trajectory to distinguish between different types of collaborative practice in school. This problem-space table attempts to explain the following: (i) classroom collaborative practice; (ii) the design features of online discussion forum; and finally (iii) the design and adaptation of text-based and multimodal learning analytics.
More importantly, we hope to brainstorm on a robust feedback mechanism that can be adopted in class through the understanding of the annotation and coding mode in the problem-spaces classification table. Such holistic understanding will be useful in supporting teachers in the facilitation of online and face-to-face knowledge building environment focusing on emerging ideas, leading to a better characterization of teachers' design practice to inform professional development.
The workshop is designed to engage interested participants in exploring these problem spaces and figuring how the implementation of MMLA in authentic classroom settings. Please fill in the survey so that workshop organizers can fine-tune the workshop in line with interests and talents of participants.