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Scripted and unscripted aspects of creative work with knowledge

Bereiter, Carl; Cress, Ulrike; Fischer, Frank; Hakkarainen, Kai; Scardamalia, Marlene; Vogel, Freydis

Authors

Carl Bereiter

Ulrike Cress

Frank Fischer

Kai Hakkarainen

Marlene Scardamalia



Contributors

B.K. Smith
Editor

M. Borge
Editor

E. Mercier
Editor

K.Y. Linn
Editor

Abstract

Advances in scripting theory and advances in support for student-driven knowledge construction call for a reconsideration of long-standing issues of guidance, control, and agency. This symposium undertakes a fresh analysis based on the relations between two widely adopted approaches that may be poles apart but arguably viewed as variations within a common applied epistemological framework. The two approaches are scripted collaboration and Knowledge Building. Rather than focusing on similarities and differences, the symposium will address deeper problems such as reconciling external supports of all kinds with the self-organizing character of knowledge construction and integrating such supports into classrooms viewed as knowledge-creating communities. The centerpiece of the symposium is a panel discussion that includes experts who provide different theoretical viewpoints. In its synthesis the symposium will capture and make sense of what is strongest in the two approaches and provide a broad conceptual basis for next-generation initiatives.

Citation

Bereiter, C., Cress, U., Fischer, F., Hakkarainen, K., Scardamalia, M., & Vogel, F. (2017). Scripted and unscripted aspects of creative work with knowledge. In M. Borge, B. Smith, E. Mercier, & K. Linn (Eds.), Making a difference: prioritizing equity and access in CSCL, 12th International Conference on Computer-Supported Collaborative Learning (CSCL) 2017International Society of the Learning Sciences

Acceptance Date Jun 1, 2017
Publication Date Jul 1, 2017
Deposit Date Jun 29, 2018
Peer Reviewed Peer Reviewed
Volume 1
Book Title Making a difference: prioritizing equity and access in CSCL, 12th International Conference on Computer-Supported Collaborative Learning (CSCL) 2017
ISBN 9780990355007
Public URL http://eprints.nottingham.ac.uk/id/eprint/52686
Publisher URL https://cscl17.files.wordpress.com/2017/06/finalvol1cscl2017.pdf
Copyright Statement Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf