Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1845
Title: Common Knowledge: Orchestrating Synchronously Blended F2F Discourse in the Elementary Classroom
Authors: Fong, Cresencia
Cober, Rebecca
Madeira, Cheryl
Messina, Richard
Murray, Julia
Peebles, Ben
Slotta, James D.
Issue Date: Jun-2013
Publisher: International Society of the Learning Sciences
Citation: Fong, C., Cober, R., Madeira, C., Messina, R., Murray, J., Peebles, B., & Slotta, J. D. (2013). Common Knowledge: Orchestrating Synchronously Blended F2F Discourse in the Elementary Classroom. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 2 — Short Papers, Panels, Posters, Demos & Community Events (pp. 26-29). Madison, WI: International Society of the Learning Sciences.
Abstract: This study reports on the continued development of Common Knowledge (CK) a pedagogical and technological innovation that supports knowledge building blended discourse. Students use handheld tablets to contribute notes to a community knowledge base, which is publicly displayed on the classroom's interactive whiteboard (IWB). This aggregate display provides students with a powerful visualization of the community's idea flow. The IWB display further provides teachers with "at-a-glance" formative assessment of students' thinking and supports spontaneous adjustments to their orchestration of inquiry activities and blended discourse. This paper presents a study of how CK supports student and teacher discourse in inquiry science.
URI: https://doi.dx.org/10.22318/cscl2013.2.26
https://repository.isls.org//handle/1/1845
Appears in Collections:CSCL 2013

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