Abstract
Knowledge building is a widely recognized pedagogical approach to organizing school education. It emphasizes the collective cognitive contributions of students in collaboratively developing the knowledge bases through which classroom learning communities support intentional learning and autonomous learners (Bereiter & Scardamalia, 2006). Designing and developing learning environments to support effective knowledge building calls for a thorough understanding of its social, communicative, and cognitive dimensions. Technology has and continues to play a prominent role in this process. For instance, in transforming our perceptions of knowledge from that individually produced reified artifacts into collaboratively built dynamic creations, Web 2.0 technologies support the underlying theory and principles of knowledge building. By dramatically changing the online behavior of learners, technologies such as wiki, blog, social bookmarking, social networking, and tagging dramatically demonstrate how Web 2.0 can support the social, communicative, and cognitive dimensions of knowledge building. This chapter will discuss challenges currently facing the knowledge building and how emerging Web 2.0 technologies can meet the challenges of advancing our understanding of the new sciences of learning.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Alexander, B. (2006). Web 2.0: A new wave of innovation for teaching and learning? EDUCAUSE Review, 41(2), 32–44.
Bereiter, C. (2002). Education and mind in the knowledge age. Mahwah, NJ: Lawrence Erlbaum Associates.
Bereiter, C., & Scardamalia, M. (2003). Learning to work creatively with knowledge. In E. De Corte, L. Verschaffel, N. Entwistle & Jv. Merriënboer (Eds.), Powerful learning environments: Unravelling basic components and dimensions (pp. 55–70). Amsterdam: Pergamon.
Bereiter, C., & Scardamalia, M. (2006). Education for the knowledge age: Design-centered models of teaching and instruction. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed, pp. 695–713). Mahwah, NJ: Lawrence Erlbaum Associates.
Boulos, M. N. K., Maramba, I., & Wheeler, S. (2006). Wikis, blogs and podcasts: A new generation of web-based tools for virtual collaborative clinical practice and education. BMC Medical Education, 6, 41.
Bower, M., Woo, K., Roberts, M., & Watters, P. (2006). Wiki pedagogy – A tale of two wikis. Chapter presented at the Conference on Information Technology Based Higher Education and Training.
Brescia, W. F., Jr., & Miller, M. T. (2006). What’s it worth? The perceived benefits of instructional blogging. Electronic Journal for the Integration of Technology in Education, 5, 44–52.
Brooks, K., Nichols, C., & Priebe, S. (2003). Remediation, genre, and motivation: Key concepts for teaching with weblogs. Into the blogosphere: Rhetoric, community and culture of weblogs Retrieved September 20, 2007, from http://blog.lib.umn.edu/blogosphere/remediation_genre_pf.html
Brown, J. S., & Adler, R. P. (2008). Minds on fire: Open education, the long tail, and learning 2.0. EDUCAUSE Review, 43(1), 16–32. %U http://connect.educause.edu/Library/EDUCAUSE+Review/MindsonFireOpenEducationt/45823.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42.
Bryan, A. (2006). Web 2.0: A new wave of innovation for teaching and learning? EDUCAUSE Review, 41(2), 32.
Bryant, T. (2006). Social software in academia. Educause Quarterly, 29(2), 61–64.
Chan, C. K. K., & van Aalst, J. (2006). Computer-supported knowledge building in teacher education: Experience from Hong Kong and Canadian teachers. Teaching Education, 17, 75–90.
Clancey, W. J. (1995). A tutorial on situated learning. In J. Self (Ed.), Proceedings of the International Conference on Computers and Education (pp. 49–70). Charlottesville, VA: AACE.
Clark, H. H., & Brennan, S. E. (1991). Grounding in communication. In L. B. Resnick, J. M. Levine & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 127–149). Washington, DC: American Psychological Association.
Cole, M. (2009). Using wiki technology to support student engagement: Lessons from the trenches. Computers & Education, 52(1), 141–146.
Collis, B., & Moonen, J. (2008). Web 2.0 tools and processes in higher Education: Quality perspectives. Educational Media International, 45(2), 93–106.
Cress, U., & Kimmerle, J. (2008). A systemic and cognitive view on collaborative knowledge building with wikis. International Journal of Computer-Supported Collaborative Learning, 3(2), 105–122.
Dosie, W., & Mugny, W. (1984). The Social development of the intellect. Oxford: Pergamon Press.
Downes, S. (2004). Educational blogging. EDUCAUSE Review, 39(5), 14–26.
Drucker, P. F. (1994). The age of social transformation. Atlantic Monthly, 274(5), 53–80.
Ebersbach, A. (2008). Wiki: Web collaboration (2nd ed.). Berlin; New York: Springer.
Ebner, M., Kickmeier-Rust, M., & Holzinger, A. (2008). Utilizing wiki-systems in higher education classes: A chance for universal access? Universal Access in the Information Society, 7(4), 199–207.
Efimova, L., & de Moor, A. (2005). Beyond personal webpublishing: An exploratory study of conversational blogging practices. Chapter presented at the 38th Annual Hawaii International Conference on System Science (HICSS’05), Los Alamitos.
Farmer, J. (2004). Communication dynamics: Discussion boards, weblogs and the development of communities of inquiry in online learning environments. Chapter presented at the Beyond the comfort zone: Proceedings of the 21st ascilite conference, Perth.
Fiedler, S., & Cantoni, L. C. M. (2004). Introducing disruptive technologies for learning: Personal webpublishing and weblogs. Chapter presented at the Ed-Media 2004, Lugano, Switzerland.
Franklin, T., & Van Harmelen, M. (2007). Web 2.0 for content for learning and teaching in higher education. Retrieved from http://www.jisc.ac.uk/media/documents/programmes/digitalrepositories/web2-content-learning-and-teaching.pdf
Godwin-Jones, R. (2003). Emerging technologies. Blogs and wikis: Environments for on-line collaboration. Language Learning & Technology, 7(2), 12–16.
Hakkarainen, K. (1998). Epistemology of scientific inquiry and computer-supported collaborative learning. Unpublished doctoral dissertation, University of Toronto.
Hakkarainen, K. (2003). Emergence of progressive-inquiry culture in computer-supported collaborative learning. Learning Environments Research, 6(2), 199–220.
Hardey, M. (2007). The city in the age of web 2.0: A new synergistic relationship between place and people. Information, Communication and Society, 10(6), 867–884.
Hoadley, C. M., & Kilner, P. G. (2005). Using technology to transform communities of practice into knowledge-building communities. SIGGROUP Bulletin, 25(1), 31–40.
Hsu, J. (2007). Innovative technologies for education and learning: Education and knowledge-oriented applications of blogs, wikis, podcasts, and more. International Journal of Information & Communication Technology Education, 3(3), 70–89.
Huffaker, D. (2005). The educated blogger: Using weblogs to promote literacy in the classroom. AACE Journal, 13(2), 91–98.
Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: MIT press.
Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research. Computers in human behavior, 19(3), 335–353.
Laferrière, T., Breuleux, A., & Erickson, G. (2004). Telecollaborative communities of practice in education within and beyond Canada. In A. Brown & N. Davis (Eds.), World Yearbook of Education 2004: Digital technology, communities & education (pp. 264–276). New York, NY: RoutledgeFalmer.
Lai, M., & Law, N. (2006). Peer scaffolding of knowledge building through collaboration of groups with differential learning experiences. Journal of Educational Computing Research, 35(2), 121–142.
Lamb, B. (2004). Wide open spaces: Wikis, ready or not. EDUCAUSE Review, 39, 36–49.
Lave, J. (1991). Situated learning in communities of practice. In L. B. Resnick, J. M. Levine & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 63–82). Washington, DC: American Psychological Association.
Lave, J., & Wenger, E. (Eds.) (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
Loving, C. C., Schroeder, C., Kang, R., Shimek, C., & Herbert, B. (2007). Blogs: Enhancing links in a professional learning community of science and mathematics teachers. Contemporary Issues in Technology and Teacher Education, 7(3), 178–198.
Mark, J. W., & Lee, C. M. A. C. (2008). Talk the talk: Learner-generated podcasts as catalysts for knowledge creation. British Journal of Educational Technology, 39(3), 501–521.
Marlow, C., Naaman, M., Boyd, D., & Davis, M. (2006). HT06, tagging chapter, taxonomy, Flickr, academic article, to read. Chapter presented at the Proceedings of the seventeenth conference on Hypertext and hypermedia.
Mathes, A. (2004). Folksonomies – Cooperative classification and communication through shared metadata Adammathes.com Retrieved July 18, 2009, 2009, from http://www.adammathes.com/academic/computer-mediated-communication/folksonomies.html
McLoughlin, C., & Lee, M. (2007). Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era. Chapter presented at the ascilite, Singapore.
Millen, D. R., Yang, M., Whittaker, S., & Feinberg, J. (2007). Social bookmarking and exploratory search. In ECSCW (pp. 21–40). Ireland: Limerick.
Moore, M. G. (2007). Web 2.0: Does it really matter? American Journal of Distance Education, 21(4), 177–183.
Nardi, B. A., Shiano, D. J., Gumbrecht, M., & Swartz, L. (2004). Why we blog. Communications of the ACM, 47(12), 41–46.
O’Reilly, T. (2007). What is Web 2.0: Design patterns and business models for the next generation of software. Communications & Strategies, 65, (Jan), 17–37.
Paavola, S., Lipponen, L., & Hakkarainen, K. (2004). Models of innovative knowledge communities and three metaphors of learning. Review of Educational Research, 74(4), 557–576.
Pea, R. D. (1993). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 1–46). Cambridge, UK: Cambridge University Press.
Piaget, J. (1926). The child’s conception of the world. Paris: Alcan.
Piaget, J. (1970). Structuralism (C. Maschler, Trans.). New York: Basic Books.
Popper, K. R. (1972). Objective knowledge: An evolutionary approach. Oxford, HK: Clarendon Press.
Ray, B. B., & Coulter, G. A. (2008). Reflective practices among language arts teachers: The use of weblogs. Contemporary Issues in Technology and Teacher Education, 8(1), 6–26.
Resnick, L., Levine, J., & Teasley, S. (Eds.) (1991). Perspectives on socially shared cognition. Washington DC: APA Press.
Richardson, W. (2006). Blogs,wikis,podcasts and other powerful web tools for classrooms. Thousand Oaks, CA: California Corwin Press.
Rogers, P. C., Liddle, S. W., Chan, P., Doxey, A., & Isom, B. (2007). Web 2.0 learning platform: Harnessing collective intelligence. Turkish Online Journal of Distance Education, 8, 3.
Rogoff, B. (1991). Social interaction as apprenticeship in thinking: Guided participation in spatial planning. In L. Resnick, J. Levine & S. Teasley (Eds.), Perspectives on socially shared cognition. Hyattsville, MD: American Psychological Association.
Rogoff, B. (1998). Cognition as collaborative process. In W. Damon, D. Kuhn & R. S. Siegler (Eds.), Handbook of child psychology: Cognition, perception, and language (pp. 679–744). Cambridge, UK: Cambridge University Press.
Roschelle, J., & Teasley, S. D. (1995). The construction of shared knowledge in collaborative problem solving. In C. E. O’Malley (Ed.), Computer-supported collaborative learning (pp. 69–97). New York: Springer-Verlag.
Salomon, G. (1993a). Editor’s introduction. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. xi–xxi). New York, NY: Cambridge University Press.
Salomon, G. (Ed.) (1993b). Distributed cognition: Psychological and educational considerations. New York, NY: Cambridge University Press.
Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. Journal of the Learning Sciences, 1(1), 37–68.
Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. Journal of the Learning Sciences, 3(3), 265–283.
Scardamalia, M., & Beretier, C. (2003). Knowledge building. In J. W. Guthrie (Ed.), Encyclopedia of education (pp. 1370–1373). New York: Macmillan Reference.
Scardamalia, M., Bereiter, C., & Lamon, M. (1994). The CSILE project: Trying to bring the classroom into World 3. In M. Kate (Ed), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 201–228). Cambridge, MA: MIT Press/Bradford Books. xvi, 317 pp.
Scardamalis, M. (2004). CSILE/Knowledge Forum. In A. Kovalchick & K. Dawson (Eds.), Education and technology: An encyclopedia (pp. 183–192). Santa Barbara, CA: ABX-CLIO Inc.
Stefanac, S. (2006). Dispatches from Blogistan: A travel guide for the modern blogger. Berkeley, CA: New Riders.
Stiler, G. M., & Philleo, T. (2003). Blogging and blogspots: An alternative format for encouraging reflective practice among preservice teachers. Education, 123(4), 789–798.
Vygotsky, L. S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
Wenger, E. (1999). Communities of practice: Meaning, and identity. Cambridge: Cambridge University Press.
Wenger, E., McDermott, R., & Snyder, W. M. (2002). Cultivating communities of practice: A guide to managing knowledge. Boston, MA: Harvard Business School Press.
Wheeler, S., Yeomans, P., & Wheeler, D. (2008). The good, the bad and the wiki: Evaluating student-generated content for collaborative learning. British Journal of Educational Technology, 39(6), 987–995.
Williams, J. B., & Jacobs, J. (2004). Exploring the use of blogs as learning spaces in the higher education sector. Australasian Journal of Educational Technology, 20(2), 232–247.
Yew, J., Gibson, F. P., & Teasley, S. D. (2006). Learning by tagging: The role of social tagging in group knowledge formation. Journal of Online Learning and Teaching, 2(4), 275–285.
Zhang, J., Scardamalia, M., Lamon, M., Messina, R., & Reeve, R. (2007). Socio-cognitive dynamics of knowledge building in the work of 9- and 10-year-olds. Educational Technology Research and Development, 55, 117–145.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2010 Springer Science+Business Media, LLC
About this chapter
Cite this chapter
Lu, J., Lai, M., Law, N. (2010). Knowledge Building in Society 2.0: Challenges and Opportunities. In: Khine, M., Saleh, I. (eds) New Science of Learning. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-5716-0_27
Download citation
DOI: https://doi.org/10.1007/978-1-4419-5716-0_27
Published:
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4419-5715-3
Online ISBN: 978-1-4419-5716-0
eBook Packages: Humanities, Social Sciences and LawEducation (R0)