Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4396
Title: Idea Thread Mapper: Designs for Sustaining Student-Driven Knowledge Building Across Classrooms
Authors: Zhang, Jianwei
Chen, Mei-Hwa
Issue Date: Jun-2019
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Zhang, J. & Chen, M. (2019). Idea Thread Mapper: Designs for Sustaining Student-Driven Knowledge Building Across Classrooms. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1 (pp. 144-151). Lyon, France: International Society of the Learning Sciences.
Abstract: This research project aims to address the intra- and inter-community challenges associated with student-driven knowledge building over longer terms and across classrooms, in which students take on collective responsibility for charting the course of sustained inquiry and dynamic interaction. We designed the Idea Thread Mapper (ITM) system to support knowledge building in each classroom community as well as idea interaction across communities. At a local classroom level, students engage in focused inquiry and knowledge- building discourse. As their inquiry proceeds, they carry out metacognitive conversations to frame/reframe their collective inquiry directions and processes and synthesize their journey of thinking over time. For cross-community interaction, they selectively share productive idea threads and syntheses in a cross-community space for idea contact with broader knowledge builders. Supported by ITM, we conducted design-based research in a network of Grades 3-6 classrooms. Findings and implications are discussed.
URI: https://doi.dx.org/10.22318/cscl2019.144
https://repository.isls.org//handle/1/4396
Appears in Collections:CSCL 2019

Files in This Item:
File SizeFormat 
144-151.pdf516.73 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.