為協助學生發展更主動與合作的學習方式，透過「學習社群」(learning community)以共構知識，本研究運用以知識翻新（knowledge-building）（Scardamalia, 2002）理念為基礎所建立的數位學習環境—知識論壇（Knowledge Forum）—進行教學。研究目的主要在於探究學生如何透過數位學習平台以進行合作學習、並共構自然科學史知識。研究對象為修習自然科學基礎課程的大學生（N=42）。教學目標主要在幫助學生瞭解自然科學的內涵與歷史發展，並希望藉由知識分享與共構活動讓學生在平台上合作建構科學史。資料來源主要為：（1）授課教師和學生在知識論壇平台上的活動紀錄；（2）學生在知識論壇平台上的貼文與討論；（3）學生共構的科學故事；以及（4）學生對自我學習歷程的期末反思。資料分析主要透過：（1）描述統計—以計算學生在平台上所共構的科學史故事數目貼文數、回文數、與文章閱讀百分比等；（2）內容分析法—以分析教師如何營造知識翻新環境和學生如何發展對科學理論的理解；以及（3）史皮爾曼等級相關分析—以瞭解學生在知識論壇上的活動情形與期末反思強度間之相關性。研究結果發現：（1）以知識翻新原則為取向的課程設計有助於促進學生主動學習；（2）學習社群集體共構科學史可以促進學習者以較宏觀的視野看待科學史；（3）提供合作學習與知識翻新環境(即知識論壇平台)能有效幫助學習者共負集體合作的責任；以及（4）使用知識論壇平台有助於學習者進行更有效益的集體知識建構活動。本研究根據研究結果提出以下幾點建議以供未來有興趣進行知識創新教學的教師之參考：（1）教師應適當採用彈性的課程設計、同時避免過度使用傳統劇本式教學，以培養學生主動學習的習慣；（2）教師應讓學生學習如何面對較彈性、多元的學習內容，使其對某一學習主題可以有機會做更深層的理解；（3）教師應為學生營造知識共構的學習環境，協助學習者創建集體知識；以及（4）教師應善用電腦支援合作學習環境的相關工具以協助學習者進行知識共構與翻新。

<p>Syftet med denna undersökning har varit att utifrån pedagogernas erfarenheter undersöka vilka faktorer som bidrar till alternativt hindrar att interaktiva tavlor används utifrån sin interaktiva potential i klassrummet - vilka påverkansfaktorer kan urskiljas för införande och användande av interaktiva tavlor i klassrummet? Undersökningen har även belyst motiven för satsningarna, användningen av den interaktiva tavlan i relation till erbjudandet om interaktivitet samt hur olika faktorer påverkar integreringen av tavlan i klassrummet. Undersökningen baseras på litteraturstudie, en mindre enkätundersökning samt ett par kompletterande observationer av klassrumspraktik.Respondenternas skolor har utifrån min tolkning valt att satsa på interaktiva tavlor utifrån arbetslivsaspekter och/eller demokratiaspekter snarare än inlärningsaspekter. Organisationerna har påverkats av omgivningens krav. De faktorer som lyfts fram i undersökningen utgår dels från lärarens kompetens, värderingar och intressen, dels till den praktik där individen agerar och dess egenskaper, krav och möjligheter. Faktorerna berör också själva införandet i sig avseende upplägg och karakteristika. Tidsaspekter samt behov av kompetensutveckling har starkt förts fram i utsagorna. För att individen skall finna förtrogenhet, trygghet och mening med att integrera tavlan i undervisningspraktiken framgår det att satsningarna i högre grad borde varit kopplade till pedagogiska frågeställningar och till pedagogernas olika förutsättningar. Respondenternas skolor har varit medvetna om vikten av att tillhandahålla handledning och erfarenhetsutbyte. Intentionen har dock inte alltid omsatts i praktiken. Om så varit fallet hade hade förutsättningarna för att lyckas integrera tavlan i klassrumspraktiken varit större enligt respondenterna. Undersökningen visar att för att den interaktiva tavlan skall användas utifrån sitt erbjudande om interaktivitet så behöver en organisation i sin införandeprocess kontinuerligt ta hänsyn till tidsaspekten, men även till personliga referensramar, sammanhang och utvecklingsagenter. Först då kan tavlan få en naturlig roll i pedagogernas vardag</p>

A societal crisis is an emergency that affects many people and large parts of society, threatening life, health, safety and basic values. In a societal crisis, there is a need for coordination between various bodies in the society. Coordination in societal crises has previously been studied mainly from a management perspective. Learning perspectives have been studied to a lesser extent. The main purpose of this thesis is to increase knowledge about the conditions for developing consensus and establish a common understanding of synergy-effects, a surplus value, for knowledge meetings between individuals from different organizations when they cooperate in the emergency management system. The study seeks to understand to the following questions: 1) What images and ideas do participants bring into the coordination group about societal crisis, how have they developed and changed? 2) How do the participants act when they have different pictures and meet? 3) Can the basic ideas of the research circle be used for knowledge building at knowledge meetings in the emergency management-system? 4) Can the basic ideas of the research circle be used to develop consensus and establish a common understanding of synergy-effects before societal crises happen? The main study consists of three case studies in three different-sized municipalities. It is based on 36 semi-structured interviews with participants in local crisis management coordination groups, observations during exercises and meetings, document studies and an experiment with the so-called knowledge meeting. The results are compared with complementary studies from two knowledge meetings and two coordination exercises based on observation, questionnaires and evaluations. The individuals, organizations, and structures have been identified as frame factors for coordination groups. The results show that the participants have different images of societal crisis and that coordination is a time-consuming approach requiring cross-perspective learning, interaction, as well as dialogue and reflection skills. The participants eventually develop their crisis learning, i.e. conflict-filled adaptation. A system's opened nature is important for individual learning.

Syftet med denna undersökning har varit att utifrån pedagogernas erfarenheter undersöka vilka faktorer som bidrar till alternativt hindrar att interaktiva tavlor används utifrån sin interaktiva potential i klassrummet - vilka påverkansfaktorer kan urskiljas för införande och användande av interaktiva tavlor i klassrummet? Undersökningen har även belyst motiven för satsningarna, användningen av den interaktiva tavlan i relation till erbjudandet om interaktivitet samt hur olika faktorer påverkar integreringen av tavlan i klassrummet. Undersökningen baseras på litteraturstudie, en mindre enkätundersökning samt ett par kompletterande observationer av klassrumspraktik.Respondenternas skolor har utifrån min tolkning valt att satsa på interaktiva tavlor utifrån arbetslivsaspekter och/eller demokratiaspekter snarare än inlärningsaspekter. Organisationerna har påverkats av omgivningens krav. De faktorer som lyfts fram i undersökningen utgår dels från lärarens kompetens, värderingar och intressen, dels till den praktik där individen agerar och dess egenskaper, krav och möjligheter. Faktorerna berör också själva införandet i sig avseende upplägg och karakteristika. Tidsaspekter samt behov av kompetensutveckling har starkt förts fram i utsagorna. För att individen skall finna förtrogenhet, trygghet och mening med att integrera tavlan i undervisningspraktiken framgår det att satsningarna i högre grad borde varit kopplade till pedagogiska frågeställningar och till pedagogernas olika förutsättningar. Respondenternas skolor har varit medvetna om vikten av att tillhandahålla handledning och erfarenhetsutbyte. Intentionen har dock inte alltid omsatts i praktiken. Om så varit fallet hade hade förutsättningarna för att lyckas integrera tavlan i klassrumspraktiken varit större enligt respondenterna. Undersökningen visar att för att den interaktiva tavlan skall användas utifrån sitt erbjudande om interaktivitet så behöver en organisation i sin införandeprocess kontinuerligt ta hänsyn till tidsaspekten, men även till personliga referensramar, sammanhang och utvecklingsagenter. Först då kan tavlan få en naturlig roll i pedagogernas vardag

There is a growing consensus that the character of pedagogy must shift from one of teacher- and textbook-directed instruction to one of student-centered learning. This transition stems from the need to maintain the United States’ competitive edge in the world market and prepare young people for a society that is more socially, economically, and politically complex. Progressive educators advocate for a “learning reform” facilitated by digital media, and the skills and competencies that young people develop through using participatory media in an informal setting. This study examined how the use of new media can support subject-area knowledge building and 21st century skills development in nine classrooms in an independent high school. A constructivist grounded theory approach guided the collection and analysis of empirical data. This process took the form of semi-structured interviews with students and teachers, classroom observations, and an examination of course-related documents. A symbolic interactionist perspective framed the data analysis. The study examined wiki use, blogging, microblogging, and document sharing in six high school subject areas: ninth grade History, Latin II, Advanced Placement Art History, twelfth grade English, Anatomy and Physiology, and Environmental Science. Conceptual categories derived from the findings suggest that the use of specific new media tools support subject-area knowledge building, both explicit and tacit. This occurs by promoting participation among all students, which helps students broaden their perspectives through universal access to their peers’ thinking. Findings also suggest that the integration and use of these specific new media tools support the development of certain 21st century cognitive and interpersonal skills. The findings from this study support two substantive theories: 1) The use of new media support knowledge building and skills development through increased participation, leading to broadening students’ perspectives about subject-area content, and 2) as students engage in knowledge building activities, specific features of new media support the development of specific 21st century skills within the cognitive and interpersonal domains. The results of this study provide educators with a set of guidelines to consider as they integrate new media into subject-area curricula, and offer an agenda for further research on a local and national level. / text

This thesis investigates the potential for Knowledge Building in large size Pharmacy classrooms. Knowledge Building is the social creation and continual improvement of ideas (Scardamalia & Bereiter, 2003). The pedagogy and technology that underlie it are based on a complex system involving 12 interdependent principles. This research examines principle-based classroom designs, targeting two Knowledge Building principles--epistemic agency and collective responsibility for community knowledge. Successive design changes were implemented to a self-care course for undergraduate Pharmacy students (n = 182), using case study methodology. The goal underlying design changes was to develop a more dynamic classroom environment involving all students and empowering them to take charge of knowledge advancement at high cognitive levels, through assuming greater agency and collective responsibility for their knowledge advances. Design features that were incorporated into class procedures included class panels to discuss cases, student-generated self-assessment examination questions, and online discussion views in a virtual learning community, Knowledge Forum. Surveys, student comments, self-assessments, field notes, online discourse and course exam scores were used to determine effects of principle-based design changes. Results, taken as a whole, indicate that each new design feature contributed to advances with no negative effects uncovered. Raters blind to authorship of student- versus instructor-generated exam questions could not distinguish between them. Analysis of student commentary indicated advances in line with the broad network of Knowledge Building principles, as well as those specifically targeted in design improvements. Advances in performance on exams, surveys, and in student discourse further contributed to the overall picture of positive effects. Design strategies appropriate for large classroom implementation are shown to facilitate a shift from learning as an exclusively individual enterprise, to the creation of a Knowledge Building Community with students assuming levels of responsibility and agency normally assumed by the teacher.

This thesis investigates the potential for Knowledge Building in large size Pharmacy classrooms. Knowledge Building is the social creation and continual improvement of ideas (Scardamalia & Bereiter, 2003). The pedagogy and technology that underlie it are based on a complex system involving 12 interdependent principles. This research examines principle-based classroom designs, targeting two Knowledge Building principles--epistemic agency and collective responsibility for community knowledge. Successive design changes were implemented to a self-care course for undergraduate Pharmacy students (n = 182), using case study methodology. The goal underlying design changes was to develop a more dynamic classroom environment involving all students and empowering them to take charge of knowledge advancement at high cognitive levels, through assuming greater agency and collective responsibility for their knowledge advances. Design features that were incorporated into class procedures included class panels to discuss cases, student-generated self-assessment examination questions, and online discussion views in a virtual learning community, Knowledge Forum. Surveys, student comments, self-assessments, field notes, online discourse and course exam scores were used to determine effects of principle-based design changes. Results, taken as a whole, indicate that each new design feature contributed to advances with no negative effects uncovered. Raters blind to authorship of student- versus instructor-generated exam questions could not distinguish between them. Analysis of student commentary indicated advances in line with the broad network of Knowledge Building principles, as well as those specifically targeted in design improvements. Advances in performance on exams, surveys, and in student discourse further contributed to the overall picture of positive effects. Design strategies appropriate for large classroom implementation are shown to facilitate a shift from learning as an exclusively individual enterprise, to the creation of a Knowledge Building Community with students assuming levels of responsibility and agency normally assumed by the teacher.

La Web Social y la Web Semántica han impactado en la forma en que la creación de conocimiento se ha llevado a cabo en la Web. La Web Social promociona la participación de los usuarios para crear y editar contenido y conocimiento en la Web. La proliferación de contenido y la necesidad de tener una administración automatizada de esta información disparó la aparición de la Web Semántica. Actualmente, la Web Social y la Web Semántica conviven y comparten un mismo tema: un mejor manejo del conocimiento. Sin embargo, la mayoría de la información en la Web Social no es parte de la Web Semántica, y la información de la Web Semántica no es utilizada para mejorar a la Web Social. Esta tesis presenta un enfoque innovador para estimular una co-evolución entre la Web Semántica y la Web Social: las fuerzas que impulsan la Web Social y las herramientas que llevan a cabo la Web Semántica trabajando en conjunto con el fin de tener beneficios mutuos. En este trabajo afirmamos que la co-evolución entre la Web Social y la Web Semántica mejorará la generación de información semántica en la Web Semántica, y mejorará la producción de conocimiento en la Web Social. Esto invita a responder las siguientes preguntas: ¿Cómo puede incluirse la generación de datos semánticos en las actividades de los usuarios de la Web Social? ¿Como puede definirse la semántica de un recurso web en un entorno social? ¿Cómo puede inyectarse en la Web Social las nuevas piezas de información extraídas de la Web Semántica? ¿Poseen las comunidades de la Web Social convenciones generales que deban ser respetadas? Con el fin de mejorar la Web Semántica con las fuerzas de la Web Social, en este trabajo se proponen dos enfoques de Social Semantic Tagging: P-Swooki que permite a usuarios de una wiki semántica gestionar anotaciones semánticas permitiendo completar el proceso de construcción de conocimiento, y Semdrops que permite a los usuarios describir en forma semántica cualquier recurso de la Web tanto en un espacio de conocimiento personal como en un espacio compartido. Además, con el fin de mejorar el contenido de la Web Social, proponemos BlueFinder: un sistema de recomendación que detecta y recomienda la mejor manera de representar en un sitio de la Web Social, información que es extraída de la Web Semántica. En particular, BlueFinder recomienda la manera de representar una propiedad semántica de DBpedia en Wikipedia, respetando las convenciones de la comunidad de usuarios de Wikipedia. / Tesis realizada en co-tutela con la Universidad de Nantes (Francia). Director de tesis por la Universidad de Nantes: Pascal Molli; co-director de tesis por la Universidad de Nantes: Hala Skaf-Molli. Grado alcanzado por la Universidad de Nantes: Docteur de l'Université de Nantes.

數學能力向來被視為解決問題能力的重要基礎。隨著知識經濟時代的來臨，數學愈加受到重視，數學教師的教學效能亦面臨新的挑戰。為了協助師培生發展更具創意與多元的教學方式，本研究在中學數學科教材教法之課堂中，提供學生以知識翻新（knowledge-building）(Scardamalia, 2002) 教育理念為核心的課程設計，並使用知識論壇(Knowledge Forum™)數位學習平台作為本課程的線上輔助學習環境。研究主要目的在利用教室中與論壇上的知識翻新活動以提昇師培生對數學相關信念之反思與瞭解。研究對象為9位師培生。本研究透過混合研究設計以蒐集資料，資料來源包括：（1）整學期師培生在「知識論壇」平台上之討論與貼文；（2）期初與期末的數學信念開放式問卷；與（3）師培生的試教。資料分析方式如下：(1)平台上的貼文主要使用知識論壇分析工具(Analytic Toolkit for Forum)探討師培生在平台上的互動與知識翻新歷程；（2）數學信念開放式問卷主要以兩種觀點進行內容分析並交叉檢證；與（3）試教過程(錄影檔)以開放式問卷所產生之編碼進行影片內容的分析。 研究結果發現：（1）以知識翻新理論為原則之課程設計有助於師培生發展更建構取向之數學信念；（2）使用知識論壇平台有助於師培生分享知識與自我反思；（3）數學信念與教學實踐呈現相互影響的關係；以及（4）透過知識翻新的課程設計，師培生逐漸理解多元與彈性的教學對學生學習的重要性。本研究根據研究結果提出以下幾點建議以供未來師培教育之參考：（1）數學師資培育必須將專業學術知識的學習與成熟信念的養成作更密切的銜接；（2）師培機構進行課程設計時，應提供更多元開放的教學方式來幫助師培生學習；（3）師培教育應鼓勵師培生發展更能適應未來學生學習之教學方法。 / The purpose of this study was to investigate the impact of knowledge building pedagogy and technology on preservice teachers’ views on the nature of, and teaching practices in, mathematics. Participants were nine preservice teachers who took a university course titled “High-School Mathematics Teaching.” A software program called Knowledge Forum was employed to enable an online knowledge building environment for preservice teachers to explore, reflect, and discuss about the nature of, and teaching practices in, mathematics. Data mainly came from three sources: (1) preservice teachers’ online posting and discussion recorded in a KF database, (2) a survey about mathematical beliefs with eight open-ended questions, and (3) preservice teachers’ teaching practice videos. To analyze, (1) online discussion records automatically recorded in Knowledge Forum were analyzed using descriptive statistics; (2) open-ended survey questions were content-analyzed following an open-coding procedure; and (3) two cases of preservice teachers’ teaching practice were further explored by employing video analysis techniques. The main findings were as follows: (1) engaging in knowledge building was found to help preservice teachers develop more constructivist-oriented mathematics beliefs; (2) use of Knowledge Forum was helpful for preservice teachers in sharing their knowledge and reflecting on their teaching; (3) mathematics beliefs and teaching practice could mutually influence each other; (4) after engaging in knowledge building for a whole semester, preservice teachers were able to realize the importance of capitalizing on more diversified ways of teaching to enhance student learning. Building on the results, this study made the following three suggestions: (1) teacher education program should pay more attention to integrating the learning of pedagogical content knowledge into the development of more mature mathematical beliefs among preservice teachers; (2) teacher education program should encourage more diversified and flexible ways of teaching practice when designing its courses; and (3) teacher education program should encourage preservice teachers to develop more adaptive teaching practices to help students learn in the future.

本研究旨在編製「知識創新學習環境量表」，以瞭解學習環境中知識創新氛圍的程度。透過三個獨立樣本A、B及C，分別進行探索性因素分析、驗證性因素分析及複核效化分析。樣本A（332人）以探索性因素分析獲得因素成份，結果顯示此份量表有三個因素，分別命名為「想法因素」、「自主學習者因素」及「社群因素」。其次，透過建立本量表的一系列競爭模式，以樣本B（536人）進行驗證性因素分析之評鑑，結果顯示二階單因素模式為最簡效模式，並且量表具有良好之信、效度。而樣本C（536人）則作為複核效化之分析，結果顯示二階單因素模式具有穩定性與預測力。希冀本量表能提供相關單位做為教學及研究之應用。 / The purpose of this study was to develop the Knowledge Building Environment Scale (KBES). Three independent samples was used to validte the reliability and validity of the scale. Firstly, sample A (n=332) was used to generate the factors through exploratory factor analysis. It resulted in a scale of three factors which contains ‘idea’ factor, ‘agent’ factor and ‘community’ factor. Secondly, a series of competing models was established and evaluated by confirmatory factor analysis through sample B (n=536). Comparing with several competing models, hierarchical model was found to be the most efficient model with good reliability and validity. Finally, the cross-validation was tested by sample C (n=536) for hierarchical model to confirm the stability and predictive power of this model. The KBES can provide relevant institutions as a tool for evaluating learning environments.