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Volume 47 (2) Summer / printemps 2021 The Knowledge Building International Proj

Volume 47 (2) Summer / printemps 2021 The Knowledge Building International Project as an Innovative Learning Environment Le projet international de construction des connaissances en tant qu’environnement d’apprentissage innnovateur Josep Gallifa, FPCEE Blanquerna, Ramon Llull University, Barcelona Mireia Montané, Col.legi de Doctors i Llicenciats en Filosofia i Lletres i en Ciències de Catalunya, Barcelona Sandra Lund, Global Skills Network S.L., Barcelona Carme Amorós, Societat Catalana de Pedagogia, Institut d’Estudis Catalans Mercè Bernaus, Universitat Autònoma de Barcelona, Facultat de Ciències de l’Educació Mercè Gisbert, Universitat Rovira i Virgili, Facultat d’Educació i Psicologia Francesc Martínez-Olmo, Facultat d’Educació, Universitat de Barcelona Abstract The Knowledge Building International Project (KBIP), implemented in a network of eight schools in Catalonia, demonstrates the value of an Innovative Learning Environment (ILE) towards supporting dialogical, technological, and systemic dimensions in teaching and learning. Using a design-based research (DBR) approach, a survey queried teachers, students, and external stakeholders regarding their perceptions about educational innovation. The results provide both the profile and the innovative nature of the whole KBIP experience at each participating school. The main results help illustrate the potential of KBIP methodologies. The findings exemplify the value of this particular DBR method for evaluating educational innovations. Keywords: Knowledge Building; Knowledge Forum; design-based research; Innovative Learning Environments; evaluation; innovation in education Résumé Le Projet International de Construction des Connaissances (PICC) (ou Knowledge Building International Project, KBIP, en anglais) mis en œuvre dans un réseau de huit écoles en Catalogne, démontre la valeur d'un environnement d'apprentissage innovateur (EAI) pour soutenir les dimensions dialogique, technologique et systémique dans l'enseignement et l'apprentissage. En utilisant une approche de recherche orientée par la conception (ROC), une enquête a interrogé des enseignants, des étudiants et des intervenants externes sur leurs perceptions de l'innovation CJLT/RCAT Vol. 47 (2) The Knowledge Building International Project as an Innovative Learning Environment 2 pédagogique. Les résultats fournissent à la fois le profil et la nature novatrice de l'ensemble de l'expérience PICC dans chaque école participante. Les principaux résultats permettent d'illustrer le potentiel des méthodologies PICC. Les résultats illustrent la valeur de cette méthode ROC particulière pour évaluer les innovations éducatives. Mots-clés : Construction des connaissances ; Forum de connaissances ; recherche orientée par la conception ; environnements d'apprentissage innovateurs ; évaluation ; innovation dans l'éducation Introduction Knowledge Building Knowledge creation and use is a critical issue for socioeconomic development in the information societies in which we live. For many years, distributed expertise and networked activities have characterized the emerging work in the knowledge age (Järvelä et al., 2001). This trend has affected the development of alternative innovative educational methods. In this development, computers play an important role for restructuring teaching-learning processes to better prepare learners for future challenges (Järvelä et al., 2001). Computer-supported collaborative learning (CSCL) was considered one of the most promising innovations to improve teaching and learning using modern information and communication technology (Järvelä et al., 2001). CSCL brought together pedagogy, technology, and content as dimensions that must be combined in an integrated approach for teaching with technologies because they are interdependent (Harris et al., 2009). The Knowledge Building International Project (KBIP) was initiated by Canadian cognitive psychologists Marlene Scardamalia and Carl Bereiter (Scardamalia & Bereiter, 2006, 2014). Their approach combines the psychological constructivist principles of Knowledge Building (KB) with the use of technology in a digital platform, the Knowledge ForumTM (KF), to support collaborative learning for knowledge creation. The KF facilitates a higher level representation or organization of ideas (Scardamalia & Bereiter, 2010, p. 9). Together, KB and KF constitute the main elements of the KBIP, which was brought to Catalonia initially for the 2004-2005 academic year. Eight schools cooperated in KBIP, renamed COMconèixer, which means how to build knowledge together in Catalan. Preliminary evaluations of that experience were carried out for an ongoing process of continuous improvement (Consell Superior d’Avaluació del Sistema Educatiu de Catalunya, 2006, 2015; Mateo et al., 2016). Evaluation of Educational Innovations Evaluation is a key issue in educational innovations. As a single evaluation cannot fully capture student learning, one effective strategy might be to multiply the number of measurements, thereby providing the necessary input for systems based on accountability, diagnosis, and assessment of the effectiveness of innovative practice (Looney, 2009). Evaluation can address how different learning environment designs contribute to learning, cooperation, motivation, etc. (Collins, 1992). In higher education there are many studies based on student perceptions (Gallifa, 2009a, 2009b; Gallifa & Batallé, 2010), but these are less common in primary and secondary education. There are some interesting examples to consider, including the study of school climate and the CJLT/RCAT Vol. 47 (2) The Knowledge Building International Project as an Innovative Learning Environment 3 relationship of climate dimensions to the adaptation of students who attend middle-grade level schools (Brand et al., 2003). In another example, involving research on teacher perceptions of innovation adoption, an especially meaningful study for our purpose, a multiple-method approach was used to facilitate an examination of the individual’s role in the change process of innovation adoption (Gray, 2001). A variety of models and methodologies for assessing learning outcomes in CSCL settings have been reported in the literature (Law, 2005). Current practice in human-computer interaction advocates usability evaluation as a critical part of every design process. “The choice of evaluation methodology must arise from and be appropriate for the actual problem or research question under consideration” (Greenberg & Buxton, 2008, p. 111). Innovative Learning Environments Fullan (2005) pointed to the need to change strategies in educational reforms and argued that reforms should connect better with learning outcomes as criteria for sustainable educational practices. By connecting the results of educational research with the evolution of technologies, Istance and Dumont (2010, p. 334) proposed the convenience of defining learning environments following the 21st century social, educational, and technological changes. Meanwhile, other authors indicated the need to include educational equity (Alegre & Ferrer, 2010) and focus on the social aspects of learning and communities of practice (Blackmore, 2010). The need to understand teaching and learning as social practices, alongside the use of learning spaces and technologies, influenced the agenda for research in innovative learning environments (Blackmore et al., 2011). The Organisation for Economic Co-operation and Development (OECD) considered this approach of joining innovation, research, and learning environments (2013). After diverse reports, the same OECD (2017) proposed the traits by which any educational innovation should be considered as an ILE. The OECD recently refined thes common ILE traits based on the work of different researchers, and also on the observation of relevant educational innovations in various countries (OECD, 2017). That document synthesized several studies and proposed seven principles that all ILEs adhere to (OECD, 2017). Three additional dimensions were cited as being necessary to optimize the conditions that are required to implement the seven principles, hence the “7 + 3” framework (Table 2). Knowledge Building has been presented as an approach to fulfill the need to educate for innovation. It fits into the larger picture of education for innovation as seen from points of view of research in the learning sciences and the OECD’s studies of innovation in education (Bereiter et al., 2016). The question that always arises is: How can innovative learning environments be evaluated? Many evaluations concerning KBIP have been carried out, but not in the direction of whether projects like KBIP indeed constitute an ILE for participants as defined by the OECD. The purpose of the present research is to determine if KBIP accomplishes the traits of an ILE. Our study sought to contextualize its findings within the larger body of research on ILE and innovation in education, particularly as it pertains to learning and teaching in primary and secondary education. Generally speaking, research about innovation can be dialogic (Arnseth & Ludvigsen, 2006), which means how the discourse about innovation is perceived by participants. At a more general CJLT/RCAT Vol. 47 (2) The Knowledge Building International Project as an Innovative Learning Environment 4 level, there is a need for multiple methods for evaluating innovations. This study aims to contribute toward filling these gaps. Background Information Principles of Design-Based Research Applied to the Evaluation of Educational Innovations Effective leadership for innovations that integrate technologies needs to build “professional capacity including providing teachers with opportunities to learn, creating communities of practice for them, considering their individualized needs, and addressing issues of access and support” (Dexter & Richardson, 2019, p. 1). For this reason, the methodology of design-based research (DBR) was selected for this study (Akker et al., 2006). DBR in education is grounded on a systematic process of analysis, design, development, and evaluation of an intervention (a training program, a product, or a process) as a solution to a complex educational problem (Plomp & Nieveen, 2010). Summarizing the contributions of different authors (Gallifa, 2018a; Reeves et al., 2002), the traits of DBR have been identified as: • focussing on complex problems in real contexts; • involving intensive collaboration between researchers and practitioners; • integrating recognized and hypothetical design principles to provide solutions to the complex problems that have a possible solution; • supporting uploads/Science et Technologie/ knowledge-building-international-project.pdf