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Article: An international knowledge building network for sustainable curriculum and pedagogical innovation

TitleAn international knowledge building network for sustainable curriculum and pedagogical innovation
Authors
KeywordsCollaborative innovation
Collaborative learning
Ecological model of educational change
Networked classrooms
Sustainability
Issue Date2012
PublisherCanadian Center of Science and Education.
Citation
International Education Studies, 2012, v. 5 n. 3, p. 148-160 How to Cite?
AbstractThis paper presents the results of the first phase (2007-2009) of a design experiment, the Knowledge Building International Project (KBIP), in which K-12 teachers from several countries collaborate as a loosely coupled network of networks with a common goal-to implement technology-supported knowledge building jointly across their classrooms. There was a visible increase in agency at all levels of the network: students, teachers and school senior management, resulting in deepening levels of pedagogical innovation over time, as well as changes in governance in response to the innovation as a result of self-organization. These are emergent features characteristic of complex systems that cannot be explained by a traditional model of change as diffusion. This study adopts Banathy's dimensions for systemic educational design to identify the key features of the sociotechnical design that nurture and sustain the innovations upon which these teachers embarked within and beyond their own schools.
Persistent Identifierhttp://hdl.handle.net/10722/175533
ISSN
2015 SCImago Journal Rankings: 0.200
References

 

DC FieldValueLanguage
dc.contributor.authorLaferriere, Ten_US
dc.contributor.authorLaw, Nen_US
dc.contributor.authorMontané, Men_US
dc.date.accessioned2012-11-26T08:59:05Z-
dc.date.available2012-11-26T08:59:05Z-
dc.date.issued2012en_US
dc.identifier.citationInternational Education Studies, 2012, v. 5 n. 3, p. 148-160en_US
dc.identifier.issn1913-9020en_US
dc.identifier.urihttp://hdl.handle.net/10722/175533-
dc.description.abstractThis paper presents the results of the first phase (2007-2009) of a design experiment, the Knowledge Building International Project (KBIP), in which K-12 teachers from several countries collaborate as a loosely coupled network of networks with a common goal-to implement technology-supported knowledge building jointly across their classrooms. There was a visible increase in agency at all levels of the network: students, teachers and school senior management, resulting in deepening levels of pedagogical innovation over time, as well as changes in governance in response to the innovation as a result of self-organization. These are emergent features characteristic of complex systems that cannot be explained by a traditional model of change as diffusion. This study adopts Banathy's dimensions for systemic educational design to identify the key features of the sociotechnical design that nurture and sustain the innovations upon which these teachers embarked within and beyond their own schools.en_US
dc.languageengen_US
dc.publisherCanadian Center of Science and Education.-
dc.relation.ispartofInternational Education Studiesen_US
dc.subjectCollaborative innovationen_US
dc.subjectCollaborative learningen_US
dc.subjectEcological model of educational changeen_US
dc.subjectNetworked classroomsen_US
dc.subjectSustainabilityen_US
dc.titleAn international knowledge building network for sustainable curriculum and pedagogical innovationen_US
dc.typeArticleen_US
dc.identifier.emailLaw, N: nlaw@hku.hken_US
dc.identifier.authorityLaw, N=rp00919en_US
dc.description.naturelink_to_OA_fulltexten_US
dc.identifier.doi10.5539/ies.v5n3p148en_US
dc.identifier.scopuseid_2-s2.0-84864548646en_US
dc.identifier.hkuros212222-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-84864548646&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume5en_US
dc.identifier.issue3en_US
dc.identifier.spage148en_US
dc.identifier.epage160en_US
dc.publisher.placeCanada-
dc.identifier.scopusauthoridMontané, M=55105710500en_US
dc.identifier.scopusauthoridLaw, N=7005934146en_US
dc.identifier.scopusauthoridLaferrière, T=6507380488en_US

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