Abstract
It seems certain that blended learning will be on the rise in higher education, with in-person meetings increasingly precious time, and online synchronous and asynchronous sessions used to complement them. This paper examines Knowledge Building in two graduate courses conducted during the COVID-19 pandemic. There were no in-person sessions; rather, synchronous Zoom sessions were combined with asynchronous work in a knowledge building environment–Knowledge Forum. Knowledge Forum is designed to make transparent and accessible means by which deep understanding and sustained creative work proceed. Accordingly, for example, rise-above notes and view rearrangement support synthesis and explanatory coherence, epistemic markers support knowledge-advancing discourse, and analytics support self-and group-monitoring of progress as work proceeds. In this report, we focus on these aspects of Knowledge Building, using a subset of analytics to enhance understanding of key concepts and design of principles-based practices to advance education for knowledge creation. Overall, we aimed to have students take collective responsibility for advancing community knowledge, rather than focus exclusively on individual achievement. As we reflect on our experiences and challenges, we attempt to answer the following questions: Do courses that introduce Knowledge Building in higher education need an in-person or synchronous component? In what ways can we leverage in-class time and Knowledge Forum work to engage students in more advanced knowledge creation? We conclude that synchronous and asynchronous Knowledge Building can be combined in powerful new ways to provide students with more design time and deeper engagement with content and peers.
Highlights
Due to the COVID-19 pandemic, in March 2020 higher education institutions in Canada swiftly shifted to emergency remote learning
We reflect on our experience designing and delivering two courses to introduce students to Knowledge Building theory, pedagogy, and technology at a large post-secondary institution in Canada
Knowledge Building is an extensively researched innovative pedagogical approach that addresses the need for schools to be restructured as knowledge-creating organizations [2,3]
Summary
Due to the COVID-19 pandemic, in March 2020 higher education institutions in Canada swiftly shifted to emergency remote learning. As it became known that all courses were to be delivered online in the following Fall and Spring terms, instructors and course designers invested more time analyzing course content, goals, and structure in light of online requirements [1] and the need to engage students without face-to-face interaction. We reflect on our experience designing and delivering two courses to introduce students to Knowledge Building theory, pedagogy, and technology at a large post-secondary institution in Canada. Two courses are offered to students enrolled in masters and PhD programs to introduce the key principles and concepts of Knowledge Building. Both courses involve students working as a community in design mode [4] to build on each other’s design work and advance community knowledge
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