A knowledge-practice perspective on technology-mediated learning

The purpose of the present paper is to examine the relations between Carl Bereiter’s and Marlene Scardamalia’s knowledge-building approach and social practices. It is argued that technology enhances learning through transformed social practices. In order to truly contribute to educational transformation, pedagogical approaches have to be embedded in locally cultivated “knowledge practices” that channel the participants’ intellectual efforts in a way that elicits collective advancement of knowledge. Consequently, knowledge advancement is not just about putting students’ ideas into the centre but depends on corresponding transformation of social practices of working with knowledge. Creation of cultures which advance knowledge presupposes sustained efforts of teacher-practitioners, collaborating with students and researchers, aimed at iteratively transforming prevailing knowledge practices toward more innovative ones.     

A systemic and cognitive view on collaborative knowledge building with wikis

Wikis provide new opportunities for learning and for collaborative knowledge building as well as for understanding these processes. This article presents a theoretical framework for describing how learning and collaborative knowledge building take place. In order to understand these processes, three aspects need to be considered: the social processes facilitated by a wiki, the cognitive processes of the users, and how both processes influence each other mutually. For this purpose, the model presented in this article borrows from the systemic approach of Luhmann as well as from Piaget’s theory of equilibration and combines these approaches. The model analyzes processes which take place in the social system of a wiki as well as in the cognitive systems of the users. The model also describes learning activities as processes of externalization and internalization. Individual learning happens through internal processes of assimilation and accommodation, whereas changes in a wiki are due to activities of external assimilation and accommodation which in turn lead to collaborative knowledge building. This article provides empirical examples for these equilibration activities by analyzing Wikipedia articles. Equilibration activities are described as being caused by subjectively perceived incongruities between an individuals’ knowledge and the information provided by a wiki. Incongruities of medium level cause cognitive conflicts which in turn activate the described processes of equilibration and facilitate individual learning and collaborative knowledge building.

Distributed (design) knowledge exchange

Despite the intrinsic complexity of integrating individual, social and technologically supported intelligence, the paper proposes a relatively simple ‘connectionist’ framework for conceptualizing distributed cognitive systems. Shared information sources (documents) are represented as nodes connected by links of variable strength, which increases as the documents co-occur in the usage patterns. This learning procedure captures and exploits its users’ implicit knowledge to help them find relevant information, thus supporting an unconscious form of exchange. These principles are applied to a concrete problem domain: architects sharing design knowledge through a database of associatively connected building projects.     

Sense’s standards and machine understanding of texts in the system for computer-aided testing of knowledge

This paper proposes an approach to interpreting a response an answer to a test task of an open form in a system for computer-aided testing of knowledge. The notion of a sense’s standard is introduced; and the method for building it based on the set of semantic equivalent phrases of natural language and use of sense’s standards for compression of a textual knowledge base are described.     

A capabilities-based model for adaptive organizations

Multiagent systems have become popular over the last few years for building complex, adaptive systems in a distributed, heterogeneous setting. Multiagent systems tend to be more robust and, in many cases, more efficient than single monolithic applications. However, unpredictable application environments make multiagent systems susceptible to individual failures that can significantly reduce its ability to accomplish its overall goal. The problem is that multiagent systems are typically designed to work within a limited set of configurations. Even when the system possesses the resources and computational power to accomplish its goal, it may be constrained by its own structure and knowledge of its member’s capabilities. To overcome these problems, we are developing a framework that allows the system to design its own organization at runtime. This paper presents a key component of that framework, a metamodel for multiagent organizations named the Organization Model for Adaptive Computational Systems. This model defines the requisite knowledge of a system’s organizational structure and capabilities that will allow it to reorganize at runtime and enable it to achieve its goals effectively in the face of a changing environment and its agent’s capabilities.     

Students assessing their own collaborative knowledge building

We describe the design of a knowledge-building environment and examine the role of knowledge-building portfolios in characterizing and scaffolding collaborative inquiry. Our goal is to examine collaborative knowledge building in the context of exploring the alignment of learning, collaboration, and assessment in computer forums. The key design principle involved turning over epistemic agency to students; guided by several knowledge-building principles, they were asked to identify clusters of computer notes that indicated knowledge-building episodes in the computer discourse. Three classes of 9th grade students in Hong Kong used Knowledge Forum in several conditions: Knowledge Forum only, Knowledge Forum with portfolios, and Knowledge Forum with portfolios and principles. Results showed: (1) Students working on portfolios guided by knowledge-building principles showed deeper inquiry and more conceptual understanding than their counterparts; (2) Students' knowledge-building discourse, reflected in portfolio scores, contributed to their domain understanding; and (3) Knowledge-building portfolios helped to assess and foster collective knowledge advances: A portfolio with multiple contributions from students is a group accomplishment that captures the distributed and progressive nature of knowledge building. Students extended their collective understanding by analyzing the discourse, and the portfolio scaffolded the complex interactions between individual and collective knowledge advancements. Computer-Supported Collaborative Learning (2006) 1(1):57-87 DOI 10.1007/s11412-006-6844-4 This paper was published without its complete corrections. This is a publisher and typesetter error. The online version of the original article can be found at:     

Perception as a key component for cognitive technical systems

Cognitive capabilities such as perception, reasoning, learning, and planning turn technical systems into systems that “know what they are doing.” Starting from the human brain the Cluster of Excellence “CoTeSys” investigates cognition for technical systems such as vehicles, robots, and factories. Technical systems that are cognitive will be much easier to interact and cooperate with, and will be more robust, flexible, and efficient. For understanding their environment and interacting with humans the cognitive system’s most important sense is the visual one. The talk presents recent results using the visual sensor in building environment models, self localization of autonomous moving robots, navigation, simultaneous tracking of groups of humans and robots, face detection and evaluation of gaze direction and facial expression, and emotional communication between humans and robots.     

Students assessing their own collaborative knowledge building

We describe the design of a knowledge-building environment and examine the role of knowledge-building portfolios in characterizing and scaffolding collaborative inquiry. Our goal is to examine collaborative knowledge building in the context of exploring the alignment of learning, collaboration, and assessment in computer forums. The key design principle involved turning over epistemic agency to students; guided by several knowledge-building principles, they were asked to identify clusters of computer notes that indicated knowledge-building episodes in the computer discourse. Three classes of 9th grade students in Hong Kong used Knowledge Forum in several conditions: Knowledge Forum only, Knowledge Forum with portfolios, and Knowledge Forum with portfolios and principles. Results showed: (1) Students working on portfolios guided knowledge-building principles showed deeper inquiry and more conceptual understanding than their counterpart (2) Students' knowledge-building discourse, reflected in portfolio scores, contributed to their domain understanding; and (3) Knowledge-building portfolios helped to assess and foster collective knowledge advances: A portfolio with multiple contributions from students is a group accomplishment that captures the distributed and progressive nature of knowledge building. Students extended their collective understanding by analyzing the discourse, and the portfolio scaffolded the complex interactions between individual and collective knowledge advancements. An erratum to this article is available at .     

Can the interactive whiteboard support young children’s collaborative communication and thinking in classroom science activities?

Interactive whiteboards (IWBs) have been widely introduced to English primary schools (5–11 years) in the last decade and this has generated much research interest. In the past, research has focused on IWB-use in teacher-led sessions, attending particularly to the nature of teacher-pupil interaction at the IWB and the apparent motivational advantages for children. In contrast, this study focuses on children’s communication and thinking during their semi-autonomous use of the IWB during collaborative groupwork in primary school science lessons, aiming in part to see if the IWB is suited to this type of use. Over the course of one school year, twelve primary teachers of Years 4 and 5 (8–10 years) took part in a professional development and research programme which involved them in devising a sequence of three science lessons incorporating small-group activity at the IWB. The functionality of the IWB is analysed here as means for supporting the children’s joint communication and thinking, using embedded cues and the availability of certain features in the IWB technology. Our observational analysis of two examples of children’s collaborative activity in different classrooms, together with subsequent group interviews, suggests that the IWB can make some identifiable contributions to children’s productive communication and thinking. However the IWB is not seen to be an entirely distinctive or pedagogically transformative learning resource in the primary classroom. In our developing conceptual framework, the children’s knowledge building is closely related to their active engagement in using IWB affordances and their productive dialogue, essentially supported by the teacher’s scaffolding strategies, the establishment and use of “talk rules” in conversation, and the opportunities and constraints applying in classroom participation structures. These conditions help the children to deal with interconnected social, cognitive, and technical problems arising over time. Certain aspects of this form of computer-supported collaborative learning (CSCL) are discussed. These relate to the integration of the IWB with other classroom learning systems and resources, and to the nature of progression in children’s activity and learning with this new type of highly integrated system of CSCL.     

An ontological modelling of user requirements for personalised information provision

The knowledge economy offers opportunity to a broad and diverse community of information systems users to efficiently gain information and know-how for improving qualifications and enhancing productivity in the work place. Such demand will continue and users will frequently require optimised and personalised information content. The advancement of information technology and the wide dissemination of information endorse individual users when constructing new knowledge from their experience in the real-world context. However, a design of personalised information provision is challenging because users’ requirements and information provision specifications are complex in their representation. The existing methods are not able to effectively support this analysis process. This paper presents a mechanism which can holistically facilitate customisation of information provision based on individual users’ goals, level of knowledge and cognitive styles preferences. An ontology model with embedded norms represents the domain knowledge of information provision in a specific context where users’ needs can be articulated and represented in a user profile. These formal requirements can then be transformed onto information provision specifications which are used to discover suitable information content from repositories and pedagogically organise the selected content to meet the users’ needs. The method is provided with adaptability which enables an appropriate response to changes in users’ requirements during the process of acquiring knowledge and skills.     

A system-theoretical view of EBMT

According to the system theory of von Bertalanffy (1968), Bertalanffy, a “system” is an entity that can be distinguished from its environment and that consists of several parts. System theory investigates the role of the parts, their interaction and the relation of the whole with its environment. System theory of the second order examines how an observer relates to the system. This paper traces some of the recent discussion of example-based machine translation (EBMT) and compares a number of EBMT and statistical MT systems. It is found that translation examples are linguistic systems themselves that consist of words, phrases and other constituents. Two properties of Luhmann’s (2002) system theory are discussed in this context: EBMT has focussed on the properties of structures suited for translation and the design of their reentry points, and SMT develops connectivity operators which select the most likely continuations of structures. While technically the SMT and EBMT approaches complement each other, the principal distinguishing characteristic results from different sets of values which SMT and EBMT followers prefer.     

Bridging research and practice: Implementing and sustaining knowledge building in Hong Kong classrooms

Despite major theoretical progress in computer-supported collaborative learning (CSCL), relatively less attention has been paid to the problem of how research advances may impact schools and classrooms. Given the global changes and educational policies for twenty-first century education, issues of how research in CSCL can be integrated with classroom practice for innovation pose important challenges. This paper draws on experiences in Hong Kong and examines research-based CSCL classroom innovations in the context of scaling up and sustaining a knowledge-building model in Hong Kong classrooms. It begins with an examination of the rationale for CSCL research in classrooms and then considers a range of problems and constraints for school implementation. Classroom innovations involve complex and emergent changes occurring at different levels of the educational system. The experience of CSCL knowledge-building classroom innovations in Hong Kong schools is reported, including: the macro-context of educational policies and educational reform, the meso-context of a knowledge-building teacher network, and the micro-context of knowledge-building design in classrooms. Three interacting themes—context and systemic change, capacity and community building, and innovation as inquiry—are proposed for examining collaboration and knowledge creation for classroom innovation.     

People, Information Systems and Change

Information systems are the glue between people and computers. Both the social and business environments are in a continual, some might say chaotic, state of change while computer hardware continues to double its performance about every 18 months. This presents a major challenge for information system developers.  The term user-friendly is an old one, but one which has come to take on a multitude of meanings. However, in today’s context we might well take a user-friendly system to be one where the technology fits the user’s cognitive models of the activity in hand. This article looks at the relationship between information systems and the changing demands of their users as the underlying theme for the current issue of Cognition, Technology and Work.  People, both as individuals and organisations, change. The functionalist viewpoint, which attempts to freeze and inhibit such change, has failed systems developers on numerous occasions. Responding to, and building on, change in the social environment is still a significant research issue for information systems specialists who need to be able to create living information systems.     

Nonmonotonic consequences in default domain theory

Default domain theory is a framework for representing and reasoning about commonsense knowledge. Although this theory is motivated by ideas in Reiter’s work on default logic, it is in some sense a dual framework. We make Reiter’s default extension operator into a constructive method of building models, not theories. Domain theory, which is a well established tool for representing partial information in the semantics of programming languages, is adopted as the basis for constructing partial models. This paper considers some of the laws of nonmonotonic consequence, due to Gabbay and to Kraus, Lehmann, and Magidor, in the light of default domain theory. We remark that in some cases Gabbay’s law of cautious monotony is open to question. We consider an axiomatization of the nonmonotonic consequence relation on prime open sets in the Scott topology – the natural logic – of a domain, which omits this law. We prove a representation theorem showing that such relations are in one to one correspondence with the consequence relations determined by extensions in Scott domains augmented with default sets. This means that defaults are very expressive: they can, in a sense, represent any reasonable nonmonotonic entailment. Results about what kind of defaults determine cautious monotony are also discussed. In particular, we show that the property of unique extensions guarantees cautious monotony, and we give several classes of default structures which determine unique extensions. This revised version was published online in June 2006 with corrections to the Cover Date.     

Modeling social inference in virtual agents

Social judgment is a social inference process whereby an agent singles out individuals to blame or credit for multi-agent activities. Such inferences are a key aspect of social intelligence that underlie social planning, social learning, natural language pragmatics and computational models of emotion. With the advance of multi-agent interactive systems and the need of designing socially aware systems and interfaces to interact with people, it is increasingly important to model this human-centric form of social inference. Based on psychological attribution theory, this paper presents a general computational framework to automate social inference based on an agent’s causal knowledge and observations of interaction.     

How do Experts Adapt their Explanations to a Layperson’s Knowledge in Asynchronous Communication? An Experimental Study

Despite a plethora of recommendations for personalization techniques, such approaches often lack empirical justification and their benefits to users remain obscure. The study described in this paper takes a step towards filling this gap by introducing an evidence-based approach for deriving adaptive interaction techniques. In a dialogue experiment with 36 dyads of computer experts and laypersons, we observed how experts tailored their written explanations to laypersons’ communicational needs. To support adaptation, the experts in the experimental condition were provided with information about the layperson’s knowledge level. In the control condition, the experts had no available information. During the composition of their answers, the experts in both conditions articulated their planning activities. Compared with the control condition, the experts in the experimental condition made a greater attempt to form a mental model about the layperson’s knowledge. As a result, they varied the type and proportion of the information they provided depending on the layperson’s individual knowledge level. Accordingly, such adaptive explanations helped laypersons reduce comprehension breakdowns and acquire new knowledge. These results provide evidence for theoretical assumptions regarding cognitive processes in text production and conversation. They empirically ground and advance techniques for adaptation of content in adaptive hypermedia systems. They are suggestive of ways in which explanations in recommender and decision support systems could be effectively adapted to the user’s knowledge background and goals.     

Is presence a technology issue? Some insights from cognitive sciences

The International Society of Presence Research, defines “presence” (a shortened version of the term “telepresence”) as a “psychological state in which even though part or all of an individual’s current experience is generated by and/or filtered through human-made technology, part or all of the individual’s perception fails to accurately acknowledge the role of the technology in the experience” (ISPR 2000, The concept of presence: explication statement. Accessed 15 Jan 2009). In this article, we will draw on the recent outcomes of cognitive sciences to offer a broader definition of presence, not related to technology only. Specifically, presence is described here as a core neuropsychological phenomenon whose goal is to produce a sense of agency and control: subjects are “present” if they are able to enact in an external world their intentions. This framework suggests that any environment, virtual or real, does not provide undifferentiated information, ready-made objects equal for everyone. It offers different opportunities and produces presence according to its ability in supporting the users and their intentions. The possible consequences of this approach for the development of presence-inducing virtual environments are also discussed.     

Combining case-based reasoning systems and support vector regression to evaluate the atmosphere–ocean interaction

This work presents a system for automatically evaluating the interaction that exists between the atmosphere and the ocean’s surface. Monitoring and evaluating the ocean’s carbon exchange process is a function that requires working with a great amount of data: satellite images and in situ vessel’s data. The system presented in this study focuses on computational intelligence. The study presents an intelligent system based on the use of case-based reasoning (CBR) systems and offers a distributed model for such an interaction. Moreover, the system takes into account the fact that the working environment is dynamic and therefore it requires autonomous models that evolve over time. In order to resolve this problem, an intelligent environment has been developed, based on the use of CBR systems, which are capable of handling several goals, by constructing plans from the data obtained through satellite images and research vessels, acquiring knowledge and adapting to environmental changes. The artificial intelligence system has been successfully tested in the North Atlantic Ocean, and the results obtained will be presented in this study.     

Socio-cognitive openness in online knowledge building discourse: does openness keep conversations going?

This study describes the socio-cognitive dynamics of collaborative online knowledge-building discourse among Dutch Master of Education students from the perspective of openness. A socio-cognitive openness framework consisting of four social and four cognitive components was used to analyze contributions to online collective knowledge building processes in two Knowledge Forum® databases. Analysis revealed that the contributions express a moderate level of openness, with higher social than cognitive openness. Three cognitive indicators of openness were positively associated with follow-up, while the social indicators of openness appeared to have no bearings on follow-up. Findings also suggested that teachers’ contributions were more social in nature and had less follow-up compared to students’ contributions. From the perspective of openness, the discourse acts of building knowledge and expressing uncertainty appear to be key in keeping knowledge building discourse going, in particular through linking new knowledge claims to previous claims and simultaneously inviting others to refine the contributed claim.