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|Title:||Using Rotating Leadership to Visualize Students’ Epistemic Agency and Collective Responsibility for Knowledge Advancement|
Teo, Chew Lee
Kamsan, Muhamad Ansar B.
|Publisher:||Philadelphia, PA: International Society of the Learning Sciences.|
|Citation:||Ma, L., Tan, S., Teo, C. L., & Kamsan, M. A. (2017). Using Rotating Leadership to Visualize Students’ Epistemic Agency and Collective Responsibility for Knowledge Advancement In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 1. Philadelphia, PA: International Society of the Learning Sciences.|
|Abstract:||As in knowledge-creating organizations and Collaborative Innovation Networks (COINs), students in Knowledge Building classrooms work creatively with ideas in a self-organized fashion, with all members engaged in advancing emergent community goals. In this study, we examined the online knowledge work of 9-year-olds studying light and shadows. Data triangulation at multiple levels of analysis (e.g., community, students, teacher) was used to validate the COIN concept of rotating leadership to assess students’ collective responsibility for knowledge advancement. Overall, we found many students leading the group at different points in time, facilitating the spread of diverse ideas that enhanced the breadth of community knowledge and the depth of individual learning. Teacher perceptions of classroom dynamics uncovered additional details of student leaders, such as their level of engagement and their learning outcomes. The practical implications of rotating leadership for assessing Knowledge Building community dynamics – such as epistemic agency and collective responsibility – are discussed.|
|Appears in Collections:||CSCL 2017|
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