Experience of applying KBDeX as Self-Assessment Tool in Collaborative Learning

Yoshiaki Matsuzawa*, Jun Oshima*, Ritsuko Oshima* and Sanshiro Sakai* *Faculty of Informatics, Shizuoka University. Johoku3-5-1, Nakaku, Hamamatsu, Shizuoka, Japan. Email:matsuzawa@inf.shizuoka.ac.jp

Abstract We are trying to develop a methodology and supporting tools for discourse analysis in collaborative learning from the perspective of complex network science. The tool named KBDeX introduced at the previous COINs(2010)[1]. An introduction of the framework and the results were described for researchers who are engaging in research on the knowledge building environment or emergent collaborative learning. However the more important aspect for the application tool is to encourage learners to explore and assess their own group dynamics by themselves. An assessment of the knowledge building environment should be captured as "Embedded and Transformative Assessment”, which is described as “Assessment is part of the effort to advance knowledge-it is used to identify problems as the work proceeds and is embedded in the day-to-day workings of the organization. The community engages in its own internal assessment, which is both more fine-tuned and rigorous than external assessment, and serves to ensure that the community's work will exceed the expectations of external assessors."[2,3]. A purpose of this study is assessing the possibility of the KBDeX as an embedded and transformative assessment tool in the learning environment. The course where the pilot study was made is entitled "Learning Management" that is for the first grade of undergraduates at our university. The objectives of the course is "to learn learning" through engaging knowledge building activities. The KBDeX tool was applied and examined by a few volunteer students to analyze their discourse by themselves. As a result, we observed that they could select the target words to create a bipartite network, and could make findings for the network structures that are different for each group. Additionally, they were exploring "what does the network mean" by verifying the content of relevant discourse units. Hence, we evaluated that the tool succeeded to give students the bird’s eye view of the discourse. As more activities were made in the offline environment, collected data for the first pilot was limited to online activities. Therefore, the second pilot was designed and is being conducting now and the results for this study will be described in the paper. Finally, based on the results of the two pilot tests, we propose the process model for transformative assessment of knowledge building discourse using KBDeX. The model will be formed based on the qualitative research method GTA(Grounded Theory Approach)[4], and the tool supports the process by providing the bird’s eys view and network coefficients.


References [1]Yoshiaki Matsuzawa, Jun Oshima, Ritsuko Oshima, Yusuke Nihara, Sanshiro Sakai: "KBDeX: A Platform for Exploring Discourse in Collaborative Learning", Collaborative Innovation Networks(COINs) 2010, 2010.10. [2]Scardamalia, M. (2002). Collective Cognitive Responsibility for the Advancement of Knowledge. In B. JONES(Ed.), Liberal education in a knowledge society. Open Court, Chicago, IL. [3]Teplovs, C. and Scardmalia, M. (2007). Visualizations for Knowledge Building Assessment. Paper presented at the AgileViz workshop, CSCL 2007. [4] Glaser BG, Strauss A. Discovery of Grounded Theory. Strategies for Qualitative Research. Sociology Press, 1967


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