Lesson 2: Knowledge Diffusion

checkbox2Category to select: B. Knowledge Diffusion
Due on Friday of Week 12.

Respond to one of the following questions drawing upon and referring to the readings and examples of networked communities you chose to explore.

1. Your response should quote the readings with direct passages, elaborate on the specifics of the studies done, and fold in the alternative activities and be at lease 300 words. Consider PCK in your post.

View questions

  • How is knowledge relevant to math or science constructed? How is it possibly generated in these networked communities? Provide examples to illustrate your points.
  • According to Bielaczyc and Collins (1999): "The defining quality of a learning community is that there is a culture of learning in which everyone is involved in a collective effort of understanding. There are four characteristics that such a culture must have: (1) diversity of expertise among its members who are valued for their contributions and given support to develop, (2) a shared objective of continually advancing the collective knowledge and skills, (3) an emphasis on learning how to learn, and (4) mechanisms for sharing what is learned." 1 In what ways do the networked communities you examined represent this characterization of learning communities? What implications does this have for your practice and the design of learning activities?
  • Hypothesize how conceptual resources and practices are mobilized in classroom settings? How might they also be mobilized in these networked communities? In both cases, which resources and practices are emphasized and what are the roles of different members in relationship to mobilization of resources and practices?
  • Globe researchers have suggested that Globe is an example of anchored instruction. Do you agree or disagree with this statement and why?
  • Compare the examples of networked communities you focused on. What are several cognitive and social affordances of membership in these networked communities? How might understanding of a math or science misconception be addressed in these technology-enhanced environments? Name the misconception and describe it in your post, drawing upon the reading(s) you did for the social construction of knowledge.
  • Speculate on how such networked communities could be embedded in the design of authentic learning experiences in a math or science classroom setting or at home. Elaborate with an illustrative example of an activity, taking care to consider the off-line activities as well.
  • How do the networked communities you focused on differ from Jasper, WISE, my World GIS or Chemland? What are some similarities?
  • How can learning be distributed and accelerated with access to digital resources and specialized tools and what are several implications of learning of math and science just in time and on demand?

2. Respond to two other posts by Friday of Week 12.

Knowledge construction in the real world

Posted by jwlewis on August 16, 2017

Constructing Knowledge in Math and Science

Posted by Allen Wideman on August 5, 2017

Students vs the World

Posted by seanturn on August 3, 2017

An argument against Globe as anchored instruction

Posted by momoe on

Authentic Learning Experiences with Virtual Field Trips and Interactive Virtual Expeditions

Posted by YooYoung on August 2, 2017


Posted by Derek Cowan on

Start with Why: The importance of choice

Posted by Cristina Leo on August 1, 2017

How knowledge relevant to Math is constructed

Posted by Gary Ma on

Contribute to the Greater Good – Business Education

Posted by baljeet gill on

Embedded Networks: The International Boiling Point Project

Posted by Michael Hengeveld on

A communal effort for knowledge construction

Posted by Jocelynn Mortlock on

Virtual Reality Alone is NOT Enough…

Posted by Kirsten Ocoin on

Making Connections

Posted by DANIELLE PETERS on July 31, 2017

Socialization is key

Posted by Sarah Winkler on

Virtual exploration

Posted by Nathan Lott on

Globe and Visitor Centers

Posted by Andrew Yeung on

It’s About Experiences

Posted by Natalie Roberts on July 28, 2017

Distribution and Acceleration of Learning

Posted by haneefa corbie on April 5, 2017

Keeping it real: Keeping learning relevant, situated and hands-on

Posted by Dana Bjornson on March 27, 2017

Increasing Engagement through Digital Augmentation

Posted by tyler kolpin on March 24, 2017

The Whole is Greater than the Sum of Its Parts – GLOBE and Virtual Field Trips


Knowledge Construction in STEM

Posted by wincherella on

Authentic Learning with Nature

Posted by jessica holder on

Authentic Knowledge

Posted by mary sikkes on March 23, 2017

Science Learning in Informal Environments

Posted by admin on