Knowledge Building Communities

Hewitt (2001) is focusing on knowledge building communities in the first chapter of the CSCL 2 book. The benefits of understanding the knowledge as opposed to completing the task has been discussed. It has been stated that learning actively through knowledge building communities is more effective than traditional learning type in which the teacher is the one who transmits the knowledge to the students (Hewitt, 2001; Scardamalia & Bereiter, 1994). Computer Supported Intentional Learning Environment (CSILE), a networked learning environment developed by Scardamalia, Bereiter, McLean, Swallow and Woodruff (1989), is introduced and the classroom application of the model is being discussed. In the classroom application, the students are basically encouraged to select a problem and resolve the problem by developing a database collaboratively. They follow specific guidelines during the knowledge construction process. They have to address certain things such as "Problem", "My Theory", "I Need to Understand", etc. One of the key points in that process is that students have to share openly what they know, what they understand and/or don't understand. Otherwise, it is nothing but a "task to complete". Students should think as well as research in order to "understand the topic" and solve the problem.

Research and students' understanding of the problem are important components in the knowledge construction process. After an unsuccessful trial, Hewitt develops some strategies and tries to apply the model again and the results become more positive this time. Better scaffolding during the collaboration and discussion process have brought the success. In order to scaffold, the teacher made the discussion more structured, encouraged the students to respond to each other in a constructive and productive manner in which students offer new ideas instead of simply writing any response, and encouraged reflection to stress understanding. He even involved the parents of the students by encouraging them to ask their kids questions like "What did you learn today?", " What problems are you working on science?" instead of asking simply " What did you do today?". These are all very interesting strategies and they all make sense to me. Some of the key things to do to scaffold and create a constructivist learning environment is clearly depicted in this chapter.

Collin's (2001) response to Hewitt emphasizes the importance of a meaningful end product which would be a presentation, an essay, etc. I agree with Collin on that. If the small groups inside a class don't share what they have understood and/or resolved, would that be a real learning community? Even though they develop a database of knowledge, should they be expected to go back and review other group's resolutions? How practical and effective would that be? Other than that, I think those type of knowledge building communities do enhance learners' problem solving, critical thinking, communication and argumentation skills.

Collins, A. (2001). The balance between task focus and understanding focus: Education as apprenticeship vs. education as research. In T. Koschmann, R. Hall, & N. Miyake (Eds.) Computer Supported Cooperative Learning (Vol. 2). Mahwah NJ: Lawrence Erlbaum Associates.

Hewitt, J. (2001). From a Focus on Tasks to a Focus on Understanding: The Cultural Transformation of a Torontio Classroom, in Koschmann, T., Hall, R., Miyake, N. (eds) CSCL2: Carrying Forward the Conversation, (Mahwah, NJ / London, Lawrence Erlbaum Associates).

Scardamalia, M., Bereiter, C., McLean, R. S., Swallow, J., & Woodruff, E. (1989). Computer supported intentional learning environments. Journal of Educational Computing Research, 5, 51-68.

Scardamalia, M. & Bereiter, C. (1994). The CSILE project: Trying to bring the classroom into world 3. In K. McGilly, ed., Classroom Lessons: Integrating Cognitive Theory and Classroom Practice (pp. 201-228). Cambridge, MA: MIT Press/Bradford Books.