1 Scaffolding Supports in Project-based Learning through ...

8th GCCCE2004 Conference Proceeding 1

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Scaffolding Supports in Project-based Learning through Knowledge Community (KC):

collaborative learning strategies and pedagogical facilitation

Percy Lai Yin KWOK

Dept. of Educational Policy and Administration, The Hong Kong Institute of Education

Email: [email protected]

Christopher Yew Gee TAN

International Graduate School of Management, University of South Australia

Email: [email protected]

Abstract: There has been an increasing attention to integration of project-based learning into Asian school

curricula. And the notion of learning community is a heated topic for learning to learn in knowledge-based

societies. Yet the cognitive research on using web-based learning community for project-based learning is still

under-developed in Asian context s Through a scrutiny of basic functional tools of a web-based collaborative

learning platform called Knowledge Community (KC), the paper endeavors to highlight the significance of four

senses of scaffolding supports (in Vygotskian terminology) for knowledge co-construction in groups of primary

and secondary (Grade 1-12) students in Hong Kong and Singapore. Based on various databases of KC, some

directions in collaborative learning strategies and pedagogical facilitation are suggested.

Keywords: project-based learning, knowledge community, scaffolding, social –constructivism

1. Introduction

Because of the ever changing nature of work and society under knowledge-based economy in the 21st

century, students and teachers need to develop ways of dealing with comp lex issues and thorny problems that

require news kinds of knowledge that they have not ever learned or taught (Drucker, 1999). Therefore, they

need to work and collaborate with others, they need to be able to learn new things from a variety of resources

and people, and to investigate questions and bring their learning back to their dynamic communities. There have

arisen in recent years learning community approach (Bereiter, 2002) and learning ecology (Simens, 2003) or

information ecology approach (Capurro, 2003) to education. This approach fits with the growing emphasis on

lifelong learning and knowledge works.

For preserving the chances of offering the complexity and potential plurality within the technological

shaping of knowledge representation and diffusion, the information ecology approach is indispensable for

cultivating practical judgement concerning possible alternatives of action in a democratic society, providing the


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critical linguistic essences , and creating different historical kinds of cultural and technical information mixtures

(Capurro, 2003). Learning or knowledge involves a dynamic, living, and evolving state. Within a learning

ecology, a knowledge sharing environment should have components of (Simens, 2003):

l Flexibility for allowing participants to create according to their needs,

l Tool-rich technologies for users to dialogue and connect,

l Consistently evolving environments for creating a knowledge sharing ecology,

l Secure and safe environments for foster a sense of mutual trust and comfort,

l Simplicity for effective socialization

l Decentralized, fostered, connected features

l High tolerance for experimentation and failure

There is a collaborative culture of learning in this approach, in which students are involved in a collective

effort of understanding with an emphasis on diversity of expertise, shared objectives, learning how and why to

learn, and sharing what is learned (Bielaczyc & Collins, 1999). Following this trend, the Internet technologies

have been translated into a number of strategies for teaching and learning (Jonassen, Peck & Wilson, 1999).

Computer-Mediated Communications (CMC), defined as “the use of computer systems and networks for the

transfer, storage and retrieval of information among humans”, allow instruction to become more authentic and

students engaging in collaborative projects (Rose & Winterfeldt, 1998). CMC are indeed being increasingly

used as resources to enhance teaching and learning (Glaser & Poole, 1999). The technologies of CMC make

on-line instructions possible and have the potential to bring enormous changes to student learning experience of

the real world, as individuals and members of learning communities, and helps synthesize learning products via

deep information processing processes, mutual negotiation of working strategies and deep engagement in

critical thinking, accompanied by an ownership of team works in a learning community (Dillenbourg, 1999). In

short, technology in communities is essentially a means of creating fluidity between knowledge segments and

connecting people in learning communities. However, this online collaborative learning culture is neither

currently emphasized in local schools nor explicitly stated out in intended school curriculum guidelines in most

Asian societies.

2. Literature Review

2.1 Project-based learning

Project-based learning has been recognized as an important part of school curriculum in many countries like

USA, Hong Kong, Singapore and China. The reason lying behind is that project-based initiative provides pupils

and teachers with opportunities to break away from the compartmentalization of knowledge and skills, resulted

from subject-area instruction. Broad themes, which cut across subjects, are used to bring the various aspects of

the school curricula together (esp. development of generic skills, see Cheong & Goh, 2002). This will help

pupils see the interconnectedness of their learning. Pupils are then encouraged to use resources that go beyond

textbooks, to work collaboratively, to think critically, creatively and independently and to communicate their


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findings. This will help pupils to construct a better network of knowledge and skills. Furthermore, it is an

authentic form of learning, which prepares our pupils for increasing demands of the workplace. Project work is a complex cognitive and meta-cognitive process, which requires both hands-on and

minds-on learning. Project-based learning is action-oriented and focuses on doing something rather than

learning about something (Moursund, 1999). Project-based learning happens in the four domains of

‘knowledge acquisition and application’, ‘communication’, ‘collaboration’, and ‘independent learning’. Based

on these four domains, the teacher facilitator can derive desired learning outcomes that can then be further

defined as skills by pupils. Table 1 provides this overview.

Table 1. Overview of project-based learning

Domain Learning Outcomes Skills Developed Knowledge Acquisition & Application

• Search, filter, categorize, digest data • See relevance & interconnectedness • Apply & transfer knowledge

• Exploration • Investigation • Analysis & Creativity • Perception • Application

Communication • Communicate knowledge & ideas • Sharing • Listening

Collaboration • Work with other members • Discussion • Collaboration • Teamwork

Independent Learning

• Plan & monitor his/her own work • Know when to seek help

• Planning & management • Self motivation

[Source: Singapore MOE, 1999]

Although project-based learning is such an important aspect of school curriculum, when implemented in

schools, it encounters many practical issues that cause the goals of project-based learning not being easily

realized. Figure 1 indicates that there are many steps for curricular implementation and various practical

issues encountered in school environment happen in every phase of project implementation, as shown in figure

2.

Figure 1. Current practice in project-based learning

Teacher’s advice

(May or may not have)

Teacher initiates Project work in class

Students submit/present finding reports

Teacher grades finding reports

Teacher prepares for project work

Students work in groups or individual


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Figure 2. Issues facing current practice in project-based learning 2.2 Collaborative learning and meta-cognition in project-based learning

Collaboration is an essential element in learning communities. Knowledge building is the creation of knowledge as social products (Scardamalia & Bereiter, 1996) or conceptual artifacts (Bereiter, 2002). Collaborative learning provides opportunities for students to critique, justify, and more important, to build knowledge as a team. A learning community will help individual learners achieve what they cannot on their own. In addition, complex cognitive processing is required in project work and can serve as a catalyst for higher-order learning. The inquiry process "makes covert abstract processes visible, public and manipulable and serves as a necessary catalyst for reflective meta-cognitive activity" (Puntambekar & Kolodner, 1998). Project-based learning is an iterative process of building knowledge, identifying important issues, solving problems, sharing results, discussing ideas and making refinements. Through articulation, construction, collaboration and reflection, students gain subject-specific knowledge and also enhance their meta-cognitive caliber. In other words, meta-cognition, a kind of self-reflection and self-execution of self and group thinking processes are essential to project-based learning in learning commu nity.

2.3 Emergence of a new learning paradigm through CMC

Through a big advance in computer-mediated technology (CMT), there have been several paradigm shifts in

web-based learning tools (Adelsberger et al., 2002). The first shift moves from content-oriented model

(information containers) to communication-based model (communication facilitators) and the second shift then

elevates from communication-based model to knowledge-construction model (creation support). In the

content-oriented model, delivery of information and dissemination of knowledge through the Internet such as

online digital libraries and digital encyclopedia have been utilized with cognitivistic assumptions whilst in the

communication-based one, student electronic networks and web-supported educational technologies have been

employed to achieve individual or social constructivistic learning objectives. In knowledge-construction model,

students in web-based discussion forum mutually criticize each other, hypothesize pre-theoretical constructs

through empirical data confirmation or falsification, and with scaffolding supports, co-construct new knowledge

beyond their existing epistemological boundaries under the social constructivism paradigm (Hung, 2001).

Noteworthy, only can the third model nourish learning community, advocated by some cognitive scientists in

education like Collins & Bielaczyc (1997) and Scardamalia & Bereiter (2002).






• What Learning outcomes? • What skills to develop? • How to measures learning outcomes?

• Convey methods & outcomes to students?

• How to monitor students? • Do students really learnt? • How to facilitate? • How do students work with others? • Any in-process feedback? • Role of parents?

• How to grade if the process is not known?

• How to summarize information into a report?

Issues


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A learning ecology contains intrinsic features of a collection of overlapping communities of mutual

interests , cross-pollinating with each other, constantly evolving and largely self-organizing members (Brown,

1999). Nevertheless, there are drawbacks and concerns towards the establishment and continuation of learning

communities or ecologies such as strict requirements of new members’ responsive behavior, lack of internal

structures by incorporating flexibility elements, inefficient provision of focused and developmental feedback

during collaborative discussion, curricular integration for teachers’ facilitations roles and establishing basic

mechanisms of pinpointing and eradicating misinformation or correcting errors, high degree of self-awareness

among self-directed learners in the communities, and necessity to evaluate the process and outcomes of

collaborative learning discourses (Siemens, 2003).

2.4 Scaffolding notions in Vygotsky’s social constructivism

According to Vygotsky, the history of the society in which a child is reared and the child's personal history

are crucial determinants of the way in which that individual will think. In this process of cognitive development,

language is a crucial tool for determining how the child will learn how to think because advanced modes of

thought are transmitted to the child by means of words (Schütz, 2002). One essential tenet in Vygotsky's theory

(1978) is the notion of the existence of what he called the "zone of proximal development". Zone of proximal

development (ZPD) is the difference between the child's capacity to solve problems on his own, and his capacity

to solve them with assistance of someone else. The child in this scaffolding process, providing non-intrusive

intervention, could be an adult (parent, teacher, caretaker, language instructor) or another peer who has already

mastered that particular function.

Practically, the scaffolding teaching strategy provides individualized supports, based on the learner’s ZPD.

In scaffolding instruction a more knowledgeable other provides scaffolds or supports to facilitate the learner’s

development. The scaffolds facilitate a student’s ability to build on prior knowledge and internalize new

information. The activities provided in scaffolding instruction are just beyond the level of what the learner can

do alone. The more capable other provides the scaffolds so that the learner can accomplish (with assistance)

the tasks that he or she could otherwise not complete, thus helping the learner through the ZPD (Van Der Stuyf,

2002).

3. KC Pedagogical Design.

With a given project title, facilitators (e.g. webmasters) or teachers can design a number of meaningful

forums for sub-thematic discussion. Pupils can participate in any number of forums (related to the project title)

to contribute notes that contain their findings from books, the Internet or other multimedia sources (See figure

3).


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Figure 3. Structure of KC

There are a number of ways to generate meaningful forums. In KC, before the project starts, pupils are

grouped together to discuss the project. All the issues and questions raised during the discussion are to be

categorized and transformed into meaningful forums. The screen for users to access these forums is shown in

figure 4 below:

Figure 4. Examples of forums

3.1 Writing a note

Writing notes is an important activity for pupil in communicating with others and presenting his/her

findings, suggestions or opinions. Here pupils learn to communicate using text documents like MS Word,

PowerPoint, pictures, recorded sound or video, tables, bullets etc. For every note, a title must be given to

facilitate easy understanding.

Figure 5. Writing a note

3.2 Thinking types and scaffolds

For every note entry, pupil must select a suitable thinking type to represent what this note content is all

about. This thinking type also represents the broad direction of thought this pupil have had while writing this

note. Examples of thinking types are “A theory”, “A suggestion”, “My feeling”, and “I do not agree”.

Project Title

Forum 1

Why are there twins?

How a baby is formed? Any animal twins?

Note Note

Notes

How twins are formed?

Forum 2 Forum 3


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Before project starts, facilitators will base on the types of skills , which are expected to be developed by

pupils as shown in table 1 and transform these skills into appropriate thinking types. Therefore, when a pupil is

writing a note, he or she begins to learn to use thinking type to best represent what he / she wants to say.

After a pupil selects a thinking type, the corresponding scaffolds belong to this thinking types appear on the

left of the note area. Scaffolds are used in note-writing forms to help pupils to understand and construct a

complex idea or task in a strategic way. For example, this pupil labels “Animals look alike, I think there are

twins”, with scaffold called “My Opinion”. The roles of thinking types and scaffolds in KC facilitate

definition, monitoring and evaluation of learning outcomes as shown in figure 6.

Figure 6. Role of thinking types and scaffolds

3.3 Keyword

Use of keyword is an important exercise in project-based learning as students learn to express their newly

learnt concepts or objects. As pupils express their ideas through new words they have learnt, facilitators can

see how well pupils understand the subject matters. As shown in figure 5, “Animal” was labeled by this pupil as

a keyword.

3.4 Note Summary and project summary

As part of the forum discussion, pupils were encouraged, based on the current discussion, to make note

summary from time to time. This summary making allows pupils to exercise summarizing important concepts

or information after discussion (See figure 7). Meantime, KC provides a simple way to write up a project

summary. By grouping together all summary notes and important notes together, pupils can draft out a project

summary. For example, pupils can group together several summary notes from each forum to obtain the

summary for that form. Summary from different forums can be combined to form a final project summary.

Roles

• Define thinking skills to develop • Further define scaffolds for each thinking type

• Explain and teach student thinking types and scaffolds

• Students learn to construct project guided by thinking types and scaffolds • Teacher facilitates and feedbacks to students. E.g. What thinking types student used / not used

• Use of thinking types and scaffolds may constitute part of the assessment







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Figure 7. Making summary in forum discussion

3.5 Facilitation

When pupils are participating in forum discussion, KC generates quantitative analysis in terms of

everyone’s participation as well as the learning outcomes. The analysis accumulates information since the

project starts to give important information about the entire collaborative learning process (See figure 8).

Figure 8. Quantitative analysis on participants ’ performance

A drill-down of the notes created by John Lee reviews that he has only used three out of five thinking types.

Both upstream and downstream notes were presented to give a clearer view of what John Lee has been saying

about (See figure 9).

Notes created Keyword used Scaffold used

Summary

Cross-reference

Notes read

Picture used


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Figure 9. A drill-down of notes created by John Lee

By being able to see every pupil’s performance, facilitator is now able to know what each pupil is thinking

and not thinking. Knowing each pupil’s characteristics in the process of project building facilitates teachers in

giving appropriate advice to individual pupil immediately.

3.6 Formative and summative assessments

The KC analysis also provides a summary of learning outcomes as defined by thinking types. For

example, two theories have been discovered in forum 1 and three theories in forum 2. Users can drill down

further to see the notes that contain these learning outcomes. The analysis from KC provides a sound basis for

assessing the learning process of each pupil (See figure 10). Assessment in the past is mainly based on the final

submitted project report. This raises the issues of how to measure the process of project-based learning.

With the real-time analysis from KC, facilitators can know the thinking types used or not used, the number of

keywords used and the level of individual pupil’s participation. This valuable amount of process information

provides a good basis for facilitators to allocate portion of the final scores to students during and after their

(meta) thinking process.

Figure 10. Measuring the learning outcomes

3.7 Collaboration model

Because of the web-based model, KC provides an entirely new and dynamic way for collaboration.

Traditional collaboration model involves students in groups of three to six students in the same class to do

project work. In our study, students and teachers from different schools have been participating in the same


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project in the form of inter-school and intra-school collaborations. Parents are invited as guests to see the

entire process of project building. Some subject experts have been invited as facilitators to students ’ thinking

under some circumstances (see figure 11).

Figure 11. Possible collaboration model

3.8 Management tools

Besides pedagogical tools designed for project building and knowledge construction, several management

tools like calendar, notice board, resource, and e-links facilitate teachers in managing the necessary resources,

support and administration of a project. Pupils can access these tools to obtain helps and know critical project

milestones.

4. Past Data Archives

In a school environment, learning communities are normally created to enable a group of students and

teachers to learn, share and build knowledge together. Collins and Bielaczyc (1997) summarized the eight

socio-cultural dimensions of a learning community, in terms of collaborative learning strategies and pedagogical

facilitation, as:

• Community goals: The community goals foster individual and community learning, sharing and building of

knowledge.

• Learning activities: To achieve the goals, learning activities like individual or group research, discussion

forums, working together to create artifacts, group presentations etc must be planned to make learning

process visible and articulated.

• Teacher role and power relationship: Teachers take on roles of organizing student-centered activities.

Power relationship shifts when students become responsible for their own learning and learning from others.

• Centrality / peripherality and identity: Students who contribute significantly to the development of the

knowledge may become centers while other students may play peripheral role. In either role, the

contribution of every student should be respected. In the process of working towards common goals,

certain sense of “Who we are” is developed as a common identity.

• Resources: Many resources required for learning may be found outside the community. Both the resource

Guests / experts

Students (~20) Teachers: 1 or more

Parents


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contents as well as the skills of obtaining contents are viewed as important resources of a learning

community.

• Discourse: Discourse in the form of discussion, sharing and collaboration based on the resources and

information found in order to achieve community goals.

• Knowledge: This discourse will lead to the growth of individual and community knowledge.

• Products: Eventually, the community should produce artifacts or performances that can be used by the

community to further their understanding.

In Hong Kong, the C & W District St. Anthony’s School fostered a learning community to

investigate, as part of their religious studies, the life of a catholic saint called Don Bosco (see

Table 2), following some innovative school reforms at primary level (Yuen et al., 2002) and

secondary level (Cheung, 2003). [c.f. Other collaborative learning communities have

increasingly been established through KC in various education sectors located in Hong Kong, Mainland China,

Macau, Singapore and United Kingdom at the writing time of the paper.]

Table 2. Profile of learning community in C & W District St. Anthony’s School

Title Life of St. Don Bosco

Duration 4 months (Oct 2002 – Jan 2003)

Language Chinese

Student 106 students from 3 primary six classes

Facilitator 2 teachers from current school, 1 from other school, 1 catholic father

Guest School principal and 1 lecturer from The University of Hong Kong

Division of work

Students were divided into 7 groups to investigate: • Don Bosco’s childhood (3 groups) • Don Bosco’s youth (2 groups) • Don Bosco’s adulthood (3 groups) Each group consisted of students from of the same class.

Forum design

Teachers designed a number of meaningful forums for discussion. They were: A. Don Bosco’s childhood • Forum 1: What do you discover from the incident Don Bosco broke his mother’s oil

jar? • Forum 2: What do you think his dream at age of nine represents? • Forum 3: What benefited Don Bosco after he had learnt entertainment skills? • Forum 4: From the death of his little bird, what do you think Don Bosco learnt? B. Don Bosco’s youth • Forum 1: What is your opinion about Don Bosco working part time during his

studies? • Forum 2: What do you think of his way of choosing friends? • Forum 3: From the event of climbing for treasure, how did that impact his friends? • Forum 4: What do you know about his life in monastery? C. Don Bosco’s adulthood • Forum 1: What do you think about Don Bosco traveling with prisoners? • Forum 2: What do you think of Don Bosco serving the sick? • Forum 3: After letting the notorious young man to stay with him, how did that

change his attitude towards young people? • Forum 4: What influence his month had on his life? Figure 1 shows the online forums using Knowledge Community.

Technology Knowledge Community (KC), a web-based collaboration tool was used for discussion, collaboration, analysis, resource sharing, time management, announcement, and submission of student reports.


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Resources Web links, books, CDs and other resources were being prepared by teachers.

Knowledge

• Nine thinking types with associated scaffolds are used to assist students to identify their findings and build knowledge together. The thinking types were “I agree”, “I do not agree”, “My question”, “My feeling”, “My experience”, ”My practice”, “My opinion”, “New discover” and “What I have learnt”.

• More than 800 notes were created by students to present their findings or collaborate with other students in all the forums. One individual student was contributing more than 90 notes alone.

• Around 100 notes were contributed by 2 teachers to facilitate students in their earning.

• Every student, in average, read around 100 notes contributed by other students throughout the learning process.

Product As part of the summary, students presented their findings in class with PowerPoint slides and role-play. Their presentations were video recorded for future reference. Prices were awarded for outstanding groups and students.

5. Discussion In the above template presentation, the functional tools of ‘thinking types’, ‘scaffolds’, ‘keyword’ and

‘summary’ help collaborative learners formulate, criticize and integrate arguments by justified evidence (from

the Internet, multimedia or text resources) with four senses of meta-cognition. The first sense refers to

instructional scaffolding , in which students are instructed to categorize their KC notes via ‘thinking types’ with

self-reflection whereas the ‘scaffold’ secondly enables them to develop logical scaffolding when formulating

justified logical argument. Thirdly, ‘the ‘keyword’ asks them to use a few words to overview their KC note

contents by exercising linguistic scaffolding. Finally, when integrating others’ KC notes with theirs and thereby

generating new knowledge beyond their individual epistemological borders, some of them need to summarize

KC notes by using ‘summary’ through epistemological scaffolding.

An important aspect of scaffolding instruction is that the scaffolds are temporary, in Vygotsky’s

viewpoints (1976). As the learner’s abilities increase the scaffolding provided by the more knowledgeable

other is progressively withdrawn. Finally the learner is able to complete the task or master the concepts

independently. Therefore the goal of the educator when using the scaffolding teaching strategy is for the student

to become an independent and self-regulating learner and problem solver (Van Der Stuyf, 2002). Under such

circumstances, the teachers or other facilitators can ask students to set up the types and nature of ‘thinking types’

and ‘scaffolds’, when they reach a mature level of KC discussion so that students can develop the fifth sense of

conditional scaffolding.

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