教學大綱
Syllabus
知識創新教育與科技研究
Knowledge Building Pedagogy and Technology
Instructor: Huang-Yao Hong
Office：409, Educational Dept. Building
Class time: 13:10-16:00 Wednesday
授課者: 洪煌堯
研究室：井塘樓 409
上課時間: 週三 13:10-16:00
Phone #：66136
E-mail：hyhong@nccu.edu.tw
Knowledge building Website: TBA (To be announced)
Introduction (課程簡述)
21st Century education needs to prepare students for a knowledge society in which knowledge creation and
collaboration is critical. The purpose of this course is to address these important challenges based on the latest research
on knowledge creation and new learning designs supported by cutting-edge technologies. As described in a UNESCO
(2005) report titled Towards Knowledge Societies, “The magnitude of technological change, which over recent decades
has affected the means of knowledge creation, transmission and processing, have brought a number of experts to
hypothesize that we stand on the threshold of a new era of knowledge" (p.47). In response to this social and technological
change, many scholars have pointed out that the kind of learning competences and knowledge skills needed for preparing
students to enter knowledge societies has also been under great transformation. For example, as identified from a number
of studies that examine future workplace skills (e.g., U.S. Dept. of Labor), Trilling and Hood argue that the most
essential knowledge-age survival skills are the following 7Cs: (1) critical thinking-and-doing, (2) creativity, (3)
collaboration & community-building, (4) cross-cultural understanding, (5) communication, (6) computing, and (7) career
and learning self-reliance, managing change, and lifelong learning. Accordingly, new ways of teaching and learning are
required in order to help students develop such skills. The question is “How?” The purpose of this course is to offer a
possibility—i.e., knowledge-building pedagogy—and to explore its potentials and limitations in preparing students for
entering into knowledge societies and, at the same time, to understand the role of learning technology in facilitating this
process of educational transformation.
Purpose (教學目標)
By means of taking this course, it is expected that:
 We will learn the know-how of a new software program designed to foster student creativity, called “Knowledge
Forum”.
 We will have a solid grasp of some of the latest literature in “creativity” education.
 We will be able to critically analyze different types of technologies (e.g., software programs, computer games,
Websites) and tell if they are in any way in support of the development of creative learning and teaching.
 We will develop an awareness of how underlying learning theories affects technological design for creative
learning and teaching.
 Most importantly, we will have fun together learning innovatively and creatively throughout this course.
Teaching Method (授課方式)
Lecture and hands-on workshop (this workshop is designed to help you be familiar with the Knowledge Forum
software).
Course evaluation (教學評量)
The grading policy is standard-based rather than norm-based. If each of you reaches high standards of performance
(we will work together to develop criteria for high performance), EVERYONE CAN GET an A (that is, 80 to 100
points). Our goal is for everyone to do well by means of sustained “idea improvement”. For that reason, revisions
(continual improvement) of the projects and papers are greatly encouraged and will be reflected in grading. Below are the
course requirements:
1. Involvement of class activities (30%).
2. On-line database activities (e.g., post your thoughts, reflect on other’s notes, data analysis, etc.) in Knowledge
Forum to reflect upon how things are going for you and what you have learned (35%).
3. Final project and presentation (35%).
Course schedule (教學進度及授課內容)
For each week, there will be two essential parts in terms of class activities. Part A is class readings and part B the
introduction of emerging learning technologies. Part A will mainly rely on my lectures centering on weekly topics (see
below). For part B, we will together explore different types of new learning and instructional technologies (e.g., Wiki,
YouTube, etc.), and we will use the theories we learned from our reading to critique if the technologies designed are to
foster any kinds of creativity in learning and teaching. At the same time, we will also investigate whether and how
emerging technologies affect the development of learning theories.
1
教學大綱
Syllabus
Class readings and activities
Week
Topics
Introduction &
Workshop:
1
Knowledge
building technology
Knowledge
Societies and the
2
role of technology
3
4
Knowledge-creating
school
Learning
community
knowledge-building
pedagogy and tech
5
6
7
Technology in
support of
community building
Teaching for
creativity
Midterm 1
Readings (Part A)
Syllabus.
KF Manual: see at http://ikit.org/kf/46/help/ (This class
will be a hands-on workshop: learning how to use
Knowledge Forum--knowledge-building software)
Trilling, B., & Hood, P. (1999). Learning technology and
education reform in the knowledge age or "We're wired,
webbed and windowed, now what?" Educational
Technology, 39(3), 5-18.
Hargreaves, D. H. (1999). The knowledge-creating school.
British Journal of Educational Studies, 47(2), 122-144.
Scardamalia, M., & Bereiter (2006). Knowledge building:
Theory, pedagogy, and technology. In Sawyer (Ed.),
Cambridge handbook of the learning sciences (pp. 97-118).
Hong, H.-Y., Scardamalia, M., & Zhang, J. (2010).
Knowledge Society Network: Toward a dynamic, sustained
network for building knowledge. Canadian Journal of
Learning And Technology / La Revue Canadienne De
L’Apprentissage Et De La Technologie, 36(1).
Sawyer, R. K. (2004). Creative teaching: collaborative
discussion as disciplined improvisation. Educational
Researcher, 33(2), 12-20.
Scardamalia, M. (2002). Collective cognitive responsibility
for the advancement of knowledge. In B. Smith (Ed.),
Liberal education in a knowledge society (pp. 67-98).
Chicago: Open Court.
Midterm paper/project presentation #1
8
9
10
11
Midterm 2
Ideas as conceptual
objects (mid term
report 1)
Improvable ideas
(mid term report 2)
Student agency
Review: trend of
learning tech.
development
Final presentation 1
Papert, S. (1991). "What's the Big Idea: Towards a
Pedagogy of Idea Power." IBM Systems Journal 39(3-4).
Hatano, G., & Inagaki, K. (1986). Two courses of
expertise. In H. Stevenson, H. Azuma & K. Hakuta (Eds.),
Child development and education in Japan (pp. 262-272).
New York: W. H. Freeman and Company.
Hong, H.-Y., Scardamalia, M., Richard, M., & Teo, C. L.
(2015). Fostering sustained knowledge building among
elementary students through principle-guided use of
analytical tools. Computers & Education, 89, 91-102.
Collins, A., & Halverson, R. (2010). The Second
Educational Revolution: Rethinking Education in the Age
of Technology. J. Comput. Assisted Learn. 26 ,18-27
No reading.
Final presentation 2
Final presentation 3
Final report
No reading.
No reading.
Final report due today.
12
13
14
Midterm paper/project presentation #2 (if there is still time:
Attending a English-speaking talk)
Bereiter, C. (1994). Constructivism, Socioculturalism, and
Popper's World 3. Educational Researcher, 23(7), 21-23.
Design-based
Knowledge
building practice
15
16
17
18
2
Activities (Part B)
technology overview
Learning Knowledge
Forum software
Lifelong kindergarten at
MIT Media lab
Web 1.0, Web 2.0, &
Web 3D
Tech to support
networking (e.g.,
MySpace & Social
Bookmarking).
Learning Knowledge
Forum analytical tools
Ubiquitous learning via
mobile devices (e.g.,
iPhone.)
Tech to support creative
teaching (e.g, WebCT
MIT Open Courseware)
Tech to support creative
learning (e.g., Scratch
at MIT Media Lab)
Edu games (e.g., Wii,
Google earth/sky)
Tech to support
collaboration (e.g.,
Wiki & Google
Documents)
One Laptop Per Child
(OLPC)
Tech in support of idea
improvement (e.g., SRI
Scribble).
Video technologies in
support of deep
reflection (e.g.,
YouTube-UC Berkeley)
Exploring Podcast,
Blog, & RSS for
self-directed learning.
Learning in Virtual
Worlds (e.g., 2nd Life,
VR, and AR)