Knowledge-Building Communities - #4b

One of the more potent reasons to use wikis in an educational setting is as a collaborative knowledge base. Scardamalia and Bereiter (1994) undertake the concept of educational pedagogy and technology for “knowledge-building” discourse, which they framed as “computer-supported intentional learning environments (CSILE)” (p. 265). Right off the bat, the authors contend that much of technology used in the typical classroom is “reinventing the familiar” and that, though “inventive and sophisticated,” they challenge the amount or quality of understanding (p. 266). Their premise of CSILE is based on three components: purposeful learning, the emphasis on proficiency, and lastly (the focus of this article), “restructuring schools as knowledge-building communities” (p. 266).

The authors go beyond the classroom, looking at apprenticeships and research centers as models for the ‘knowledge-building community.’ Our post secondary vocational programs similarly attempt to apply the ‘hands on’ approach through clinical and practicum experiences as well as externships and co-op placements. These are merely connections though and don’t necessarily mirror the ‘knowledge-building’ prescribed by the authors. Some of the characteristics of ‘knowledge-building’ include:

• The product represents some advancement over what is already known - and this is relatively speaking, so could be used in an individual’s gain of knowledge


• Significant conversation and participation, i.e., a substantial commitment to communication


• A respectful regard and recognition for all participants – for me, this is connected to the “public” nature of the contribution.

This article is dated and the impact of new technologies is significantly different to the author’s suggested alternative of a networked computer community using a shared database to share and build knowledge instead of a dysfunctional classroom environment. Despite that, I think they are definitely on to something and it relates directly to wikis: use of problems to challenge a depth of learning and transformational understanding; “decentralized, open knowledge building, with a focus on collective knowledge” (this is a very powerful facet in that it recognizes not only the negotiation in group discussion in seeking meaning, but it also allows for a new atmosphere of ‘lifelong learning’), and multiple perspectives in a broader sense because it is available to the entire community.

All of these foundational pieces I’ve recently blogged are focused on changing the way we do things in our educational institutions. But the opposite swing of the pendulum is not usually “the answer.” It does come down to when and where and how (as noted in a previous comment). From my readings, it is apparent that there are particular situations that wikis would be more valued than others. Originally, I thought it best to start with introducing wikis as a journaling mechanism as well as them as a resource of updated information and then to follow with the collaborative construction of knowledge through problem-based scenarios. I still think this a practical sequence, but wonder if I should just jump into the ‘knowledge-building’. Any other thoughts?

Scardamalia, M. and Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3(3), pp. 265-283. Retrieved April 1, 2006 from http://web10.epnet.com.lp.hscl.ufl.edu (password-protected - UF library access).