Type of Credit: Elective
Credit(s)
Number of Students
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 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, esp. in an AI era, 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), scholars have argued that the most essential knowledge-age survival skills by future knowledge workers 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 principles—and to explore its potentials and limitations in preparing students for entering into knowledge societies to become knowledge workers and, at the same time, to understand the role of learning technology such as ChatGPT in facilitating this process of educational transformation.
能力項目說明
To have fun together learning innovatively and creatively throughout this course.
| 教學週次Course Week | 彈性補充教學週次Flexible Supplemental Instruction Week | 彈性補充教學類別Flexible Supplemental Instruction Type |
|---|---|---|
|
Week |
KB Principle |
Topic & Reading Materials |
Activities & Class Assignments/Tasks |
Students Involved Time （Include Teaching Hours） |
|
1 |
Course Introduction
|
Introduction & Workshop: Knowledge building technology
|
Activities:
Tasks:
|
3+5 |
|
2 |
"Principle 1- Real Ideas, Authentic Problems |
Knowledge Societies and the role of technology
Self-initiated project-based learning and design activities Online collaborative discussion activity |
Activities:
Tasks:
|
3+5 |
|
3 |
Principle 2- Improvable Ideas |
Knowledge-creating school
Self-initiated project-based learning and design activities Online collaborative discussion activity |
Activities:
Tasks:
|
3+5 |
|
4 |
Principle 3- Idea Diversity |
Learning community
Self-initiated project-based learning and design activities Online collaborative discussion activity |
Activities:
Tasks:
|
3+5 |
|
5 |
Principle 4- Epistemic Agency" |
Knowledge-building pedagogy and tech
Self-initiated project-based learning and design activities Online collaborative discussion activity |
Activities:
Tasks:
|
3+5 |
|
6 |
Principle 5- Democratizing Knowledge |
Technology in support of community building
Self-initiated project-based learning and design activities Online collaborative discussion activity |
Activities:
Tasks:
|
3+5 |
|
7 |
Workshop1 |
Teaching for creativity I
Self-initiated project-based learning and design activities Online collaborative discussion activity |
Activities:
Tasks:
|
3+5 |
|
8 |
Principle 6- Rise Above |
Midterm 1 |
Activities:
Task:
|
3+5 |
|
9 |
Principle 7- Pervasive Knowledge Building |
Teaching for creativity II (Continuous) 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.
Self-initiated project-based learning and design activities Online collaborative discussion activity |
Activities:
Tasks:
|
3+5 |
|
10 |
Principle 8- Symmetric Knowledge Advancement |
Ideas as conceptual objects Bereiter, C. (1994). Constructivism, Socioculturalism, and Popper's World 3. Educational Researcher, 23(7), 21-23.
Self-initiated project-based learning and design activities Online collaborative discussion activity |
Activities:
Tasks:
|
3+5 |
|
11 |
Principle 9- Knowledge Building Discourse |
Improvable ideas (midterm report 2)
Self-initiated project-based learning and design activities Online collaborative discussion activity |
Activities:
Tasks:
|
3+5 |
|
12 |
Principle 10-Embedded, Concurrent & Transformative Assessment" |
Student agency
Self-initiated project-based learning and design activities Online collaborative discussion activity |
.Activities:
Tasks:
|
3+5 |
|
13 |
Principle 11- Constructive Use of Authoritative Sources" |
Design-based Knowledge building practice
Self-initiated project-based learning and design activities Online collaborative discussion activity |
Activities:
Tasks:
|
3+5 |
|
14 |
Principle 12- Community Knowledge, Collective Responsibility" |
Principle Practical Knowledge: Not a bridge but a ladder
Self-initiated project-based learning and design activities Online collaborative discussion activity |
Activities:
Tasks:
|
3+5 |
|
15 |
Workshop2 |
Review: trend of learning tech. development
|
Activities:
Task:
|
3+5 |
|
16 |
Final Presentation |
Final presentation |
Activities:
Tasks:
|
3+5 |
|
17 |
Review of all papers studied online |
Review of all papers studied online |
Activities:
Tasks:
|
3+5 |
|
18 |
Final report |
Submit Project |
Task:
|
3+5 |
|
Rubric
|
Suggested further readings:
https://kf6.nccu.edu.tw