Abstract
This paper examines the Knowledge Age and how economic factors are causing educators to rethink and reinvent education. Two key factors in education in the Knowledge Age will be education for an economy of innovation, and the increasing virtualization of education.We present knowledge building pedagogy as a model for education in the Knowledge Age and discuss Knowledge Forum, online knowledge building environment designed to facilitate and support the knowledge building process.Built into Knowledge Forum is a suit of online tools that track the interactions that students have with Knowledge Forum. We focus on the social network tool that allows us to examine communication patterns among the students when working online.Using the data obtained, we examine the growth and development of online community formation during the first week of class for a group of naïve users in a third-year university class. Examining the note reading and response networks, we see that the note reading network develops more rapidly than the responding network, and that it is more symmetric than the responding network. However, by mid-term, a highly connected network has developed for both note-reading and responding.
Highlights
In 1991, something happened that received surprisingly little public attention: spending in the U.S on traditional industrial goods was US$107 billion, but spending on knowledge goods was US$112 billion (Trilling, 2005; Trilling, Fadel, & Partnership for 21st Century Skills., 2009)
Note reading is important to a knowledge building class because this is how ideas spread through the community
This paper has had three foci: how the knowledge age, with its economy of innovation will affect education; the nature of knowledge building, and why it is likely to be important to an economy of innovation; and how new tools that use data about student interactions with online environments can enhance our understanding of the learning process and allow teachers to look into processes that have previously been invisible
Summary
In 1991, something happened that received surprisingly little public attention: spending in the U.S on traditional industrial goods was US$107 billion, but spending on knowledge goods was US$112 billion (Trilling, 2005; Trilling, Fadel, & Partnership for 21st Century Skills., 2009). This was the first time that U.S spending on knowledge goods had exceeded that of traditional goods; this was the year that the U.S quietly slipped into the Knowledge Age. Other industrialized economies were soon to follow, and in the succeeding twenty years, the pace has accelerated. The industrialized west, the knowledge economy will dominate
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