Investigating intersubjectivity in peer-review-based, technology-enabled knowledge creation and refinement social systems (original) (raw)
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What you think and what I think: Studying intersubjectivity in knowledge artifacts evaluation
Information Systems Frontiers, 2015
Miscalibration, the failure to accurately evaluate one's own work relative to others' evaluation, is a common concern in social systems of knowledge creation where participants act as both creators and evaluators. Theories of social norming hold that individual's self-evaluation miscalibration diminishes over multiple iterations of creator-evaluator interactions and shared understanding emerges. This paper explores intersubjectivity and the longitudinal dynamics of miscalibration between creators' and evaluators' assessments in IT-enabled social knowledge creation and refinement systems. Using Latent Growth Modeling, we investigated dynamics of creator's assessments of their own knowledge artifacts compared to peer evaluators' to determine whether miscalibration attenuates over multiple interactions. Contrary to theory, we found that creator's self-assessment miscalibration does not attenuate over repeated interactions. Moreover, depending on the degree of difference, we found self-assessment miscalibration to amplify over time with knowledge artifact creators' diverging farther from their peers' collective opinion. Deeper analysis found no significant evidence of the influence of bias and controversy on miscalibration. Therefore, relying on social norming to correct miscalibration in knowledge creation environments (e.g., social media interactions) may not function as expected.
Managing and facilitating knowledge creation in collaborative settings
2012
Knowledge creation is of high importance for organizations that are characterized with knowledge-intense work to reach and sustain organizational advantage. However, sharing and managing codified, externalized knowledge for further development within groups has shown to be cumbersome and challenging. Within this proposition paper we suggest a model based on the seeding – evolutionary growth – reseeding model which is adapted for collaborative work settings and describes the development of knowledge assets. We argue that knowledge management can benefit and further increase team performance when the appropriate time for management intervention can be predicted. For this purpose parameters, determining the development of explicated knowledge, need to be applied so that knowledge artifacts but also reoccurring collaboration processes ready for combination can be detected. By combining existing knowledge assets new knowledge can be created which can be "re"-seeded within the s...
Orchestrating Knowledge Construction in Peer-facilitated Online Discussion Forums
2019
The Open University of Sri Lanka implemented four MOOCs for continuing professional development of practitioners on the adoption of OER and OEP. These CPDMOOCs adopted a scenario-based approach to learning within the social-constructivist pedagogy. Learners in this context were presented with real life situations that engaged them in three interconnected learning tasks. These were: creation of an artefact as a solution to the challenge they faced in the scenario; sharing of their creations in the discussion forum, and reflecting on the learning process. Engagement in peer-facilitated discussion forum was a key learning activity in each CPDMOOC. This was designed to promote collaborative learning and to facilitate co-construction of knowledge among the learners. This was also an assessment task, where learners were required to share their creations in the discussion forum and provide constructive feedback to each other. This case study investigated how and to what extent, interactions among peers in the discussion forum have supported knowledge construction, in the CPDMOOC on "Understanding OER". Collection and analysis of data in this qualitative study was guided by the Community of Inquiry (CoI) framework (Garrison, Anderson & Archer, 2001). Critical prerequisites for successful online learning are the promotion of cognitive presence, social presence and teaching presence. An in-depth examination of the online interactions was conducted via content analysis of a total of 430 messages that were posted by 68 participants in 76 threaded discussions using coding and categorizing. The findings indicated active engagement of learners in the discussion forum in different ways according to the three types of presences, which has promoted knowledge construction through peer learning. The presentation will engage the audience in identifying various patterns of peer interactions supporting knowledge construction, and their implications for the design of peer-facilitated discussion forums in CPDMOOCs.
An Integrated Model of Collaborative Knowledge Building
Interdisciplinary Journal of e-Skills and Lifelong Learning, 2007
This paper describes a model for studying collaborative knowledge building (CKB) as a group activity. We integrate the model described by Stahl (2000a) with an analysis based on the principles of cultural historical activity theory (CHAT), using the analysis of a self reflective case study to guide the description. The concept of the CKB activity system is developed, and the role of contradictions in CHAT is described. The case is then analyzed to show how the model explains collaboration in practice. The final model includes two additional cycles representing the role of reflective practice in CKB. The new model of CKB processes combined with the concept of the activity as the unit of analysis and the tools of CHAT provides an efficacious way of investigating collaborative knowledge building.
Analyzing collaborative knowledge construction:: multiple methods for integrated understanding
Computers & Education, 2003
Documenting collaborative knowledge construction is critical for research in computer-supported collaborative learning. Because this is a multifaceted phenomenon, mixed methods are necessary to construct a good understanding of collaborative interactions, otherwise there is a risk of being overly reductionistic. In this paper I use quantitative methods of verbal data analysis, qualitative analysis, and techniques of data representation to characterize two successful knowledge building interactions from a sociocultural perspective. In the first study, a computer simulation helped mediate the interaction and in the second, a student-constructed representation was an important mediator. A fine-grained turn-by-turn analysis of the group discussions was supplemented with qualitative analysis of larger units of dialogue. In addition, chronological representations of discourse features and tool-related activity were used in study 2 to gain an integrated understanding of how a student-generated representation mediated collaborative knowledge construction. It is only by mixing methods that collaborative knowledge construction can be well characterized. # Analyzing collaborative knowledge construction, central to sociocultural theories of learning, has much in common with the three blind men and the elephant from the Indian parable that describes their observations, each from their own point of view:
This paper describes a model for studying collaborative knowledge building (CKB) as a group activity. We integrate the model described by Stah l (2000a) with an analysis based on the princi- ples of cultural historical activity theory (CHAT), using the analysis of a self reflective case study to guide the description. The concept of the CKB activity system is developed, and the role of contradictions in CHAT is described. The case is then analyzed to show how the model explains collaboration in practice. The final model includ es two additional cycles representing the role of reflective practice in CKB. The new model of CK B processes combined with the concept of the activity as the unit of analysis a nd the tools of CHAT provides an efficacious way of investigating collaborative knowledge building.
Does contributing to a knowledge building dialogue lead to individual advancement of knowledge
The goal of this research is to examine the extent to which contributing to a Knowledge Building online dialogue can predict individual advancement of knowledge for Grade 4 students. Based on the procedures of grounded theory (Glaser & Strauss, 1967), we examined notes that grade 4 students entered into an online discourse environment (Knowledge Forum) and developed the following empirically grounded list of contributor roles: asking thought-provoking questions, theorizing, experimenting, working with evidence, creating syntheses and analogies, and supporting discussion. Regression analysis was performed to examine whether any of these roles can predict various measures of individual knowledge advancement. The analysis revealed two significant predictors: theorizing and working with evidence. Theorizing accounts for variation in scientificness of students' ideas as well as knowledge test scores; working with evidence predicts epistemic complexity of students' portfolios. These results inform next steps in creating classroom interventions and technology tools for collaborative knowledge creation.
In G. Kanselaar, J. van Merriënboer, P. Kirschner, & T. de Jong (Eds.), Proceedings of the International Conference of the Learning Sciences – ICLS 2008. Utrecht, The Netherlands: ISLS.
Research into the benefits of collaborative work on learning have shifted from questions regarding whether it promotes learning, to research into the conditions that promote learning and the identification of processes that make collaborative group settings particularly effective. In this symposium we will present findings from recent research into a number of socio-cognitive processes that have been found to foster conceptual gains following group learning. The papers that will be presented as part of this symposium will focus on three different phenomena: argumentation, production feedback and the incubation effect of collaboration. In addition, these studies also show that the effects of collaborative learning may not be apparent immediately following interaction, but need some time to materialize. This finding emphasizes the need for multiple and delayed assessment, as well as alternative assessment tools, such as prospective (instead of retrospective) measures of learning. .