Semester	Fall Semester, 2025
Department	MA Program of Education, First Year PhD Program of Education, First Year MA Program of Education, Second Year PhD Program of Education, Second Year
Course Name	Study of Knowledge Creation and Educational Technology
Instructor	HONG HUANG-YAO
Credit	3.0
Course Type	Elective
Prerequisite

Course Objective

Course Description

Course Schedule

週次	課程主題	課程內容與指定閱讀	教學活動與作業
1	Course Introduce	Tasks: -Reading Week 2 paper and post at least one question or a reflection note in Knowledge Forum	Activities: -Technology overview: Learning Knowledge Forum software -Self-introduction -KF Manual: see at http://www.knowledgeforum.com/Kforum/products.htm (This class will be a hands-on workshop: learning how to use Knowledge Forum--knowledge-building software)
2	"Principle 1- Real Ideas, Authentic Problems	Knowledge Societies and the role of technology Trilling, B., & Hood, P. (1999). Learning technology and education reform in the knowledge age or "We're wired, webbed and windowed, now what?" Educational Technology, 39(3), 5-18. -Self-initiated project-based learning and design activities -Online collaborative discussion activity	Activities: -Watching TED video: How technology evolves (http://www.ted.com/talks/kevin_kelly_on_how_technology_evolves) -Let students share their ideas derived from viewing TED video content -Let students work collaboratively – analyze the content from assigned reading material (e.g., the 7Cs) -Summarizing all contents organized by students -Exploring the concept of lifelong kindergarten at MIT Media lab Tasks: -Reading Week 3 paper and post at least one question or a reflection note in Knowledge Forum -Watching a TED video: The era of open innovation (http://www.ted.com/talks/charles_leadbeater_on_innovation)
3	Principle 2- Improvable Ideas	Knowledge-creating school Hargreaves, D. H. (1999). The knowledge-creating school. British Journal of Educational Studies, 47(2), 122-144. -Self-initiated project-based learning and design activities -Online collaborative discussion activity	Activities: -Posting questions and letting student think about what a knowledge creating school is about -Let students share their ideas about “traditional schools” and “knowledge creating schools”, then write it on whiteboard and share their thought with others -Introduce Web 1.0, Web 2.0, & Web 3D -Explore khanacademy (https://www.khanacademy.org) -Let students share their experience in khanacademy website and try to analyze its strength and limitation Tasks: -Reading Week 4 paper and post at least one question or reflection note in Knowledge Forum -Watching a TED video: Do schools kill creativity (http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity)
4	Principle 3- Idea Diversity	Learning community Scardamalia, M., & Bereiter (2006). Knowledge building: Theory, pedagogy, and technology. In Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 97-118). -Self-initiated project-based learning and design activities -Online collaborative discussion activity	Activities: -Posting questions and letting student think about knowledge building in school context -Let students work collaboratively to clarify what knowledge building is -Organizing all content shared by students and provide a brief conclusion on the contents -Introduce technologies to support effective networking (e.g., MySpace & Social Bookmarking) Tasks: -Reading Week 5 paper and post at least one question or a reflection note in Knowledge Forum
5	Principle 4- Epistemic Agency"	Knowledge-building pedagogy and tech Hong, H.-Y., Scardamalia, M., & Zhang, J. (2010). Knowledge Society Network: Toward a dynamic, sustained network for building knowledge. Canadian Journal of Learning And Technology / La Revue Canadienne De L’Apprentissage Et De La Technologie, 36(1). -Self-initiated project-based learning and design activities -Online collaborative discussion activity	Activities: -Watching a TED video: Kids can teach themselves (http://www.ted.com/talks/sugata_mitra_shows_how_kids_teach_themselves) -Let students reflect by themselves about the content from TED video watched -Let students define the concept of “learning”, then share it in -Knowledge Forum -Learning Knowledge Forum analytical tools Tasks: -Reading Week 6 paper and post at least one question or a reflection note in Knowledge Forum
6	Principle 5- Democratizing Knowledge	Technology in support of community building Sawyer, R. K. (2004). Creative teaching: collaborative discussion as disciplined improvisation. Educational Researcher, 33(2), 12-20. -Self-initiated project-based learning and design activities -Online collaborative discussion activity	Activities: -Posting question and let student think about what kinds of technologies can be supported in community's - knowledge building activities -Let students share technologies or websites that are used before and post comments in Knowledge Forum -Students try to explore technologies or websites suggested by others and leave comments online -Introduce ubiquitous learning via mobile devices (e.g., iPhone.) Tasks: -Reading Week 7 paper and post at least one question or a reflection note in Knowledge Forum
7	Principle 6- Rise Above	Teaching for creativity I Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67-98). Chicago: Open Court. -Self-initiated project-based learning and design activities -Online collaborative discussion activity	Activities: -Posting questions and letting student think about what creative teaching is -Let students generate their ideas of creative teaching and post them in Knowledge Forum -Each student tries to provide comments that build on others' ideas -Introduce technologies to support creative teaching (e.g, MOOCs) -Let students share their experience in WebCT and try to analyze its strengths and limitations Tasks: -Prepare midterm project presentation
8	Principle 7- Pervasive Knowledge Building	Teaching for creativity II (Continuous) Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67-98). Chicago: Open Court. -Self-initiated project-based learning and design activities -Online collaborative discussion activity	Activities: -Introduce Edu games -Let students share their experience in Edu games and try to analyze its strengths and limitations Tasks: -Reading Week 9 paper and post at least one question or a reflection note in Knowledge Forum -Watching a TED video: Where good ideas come from (https://www.ted.com/talks/steven_johnson_where_good_ideas_come_from)
9	Principle 8- Symmetric Knowledge Advancement	Ideas as conceptual objects Bereiter, C. (1994). Constructivism, Socioculturalism, and Popper's World 3. Educational Researcher, 23(7), 21-23. -Self-initiated project-based learning and design activities -Online collaborative discussion activity	Activities: P-osting question and letting student think about “ideas as conceptual objects” -Let students generate their thought and post them in Knowledge Forum -Each student tries to provide comments that build on others’ ideas I-ntroduce technologies to support collaboration (e.g., Wiki & Google Documents) Tasks: -Reading Week 10 paper and post at least one question or a reflection note in Knowledge Forum -Watching a TED video: When ideas have sex (https://www.ted.com/talks/ matt_ridley_when_ideas_have_sex)
10	Principle 9- Knowledge Building Discourse	Improvable ideas (midterm report 2) Papert, S. (1991). "What's the Big Idea: Towards a Pedagogy of Idea Power." IBM Systems Journal 39(3-4). -Self-initiated project-based learning and design activities -Online collaborative discussion activity	Activities: -Watching a TED video: Build a tower, build a team (https://www.ted.com/talks/ tom_wujec_build_a_tower) -Let students form small groups and discuss the contents of the viewed TED video and provide evidences supported by the reading materials -Let students experience an Edu game : Animal Jam (http://www.animaljam.com/) -Let students try to analyze an Edu game concerning its strengths and limitations Tasks: -Reading Week 11 paper and post at least one question or a reflection note in Knowledge Forum -Watching a TED video: Bring on the learning revolution (https://www.ted.com/talks/ sir_ken_robinson_bring_on_the_revolution)
11	Principle 10-Embedded, Concurrent & Transformative Assessment"	Student agency Hatano, G., & Inagaki, K. (1986). Two courses of expertise. In H. Stevenson, H. Azuma & K. Hakuta (Eds.), Child development and education in Japan (pp. 262-272). New York: W. H. Freeman and Company. -Self-initiated project-based learning and design activities -Online collaborative discussion activity	Activities: -Let students form small groups and discuss the concept of “routine expertise” and “adaptive expertise” -Let students search a Youtube video that supported “routine expertise” or “adaptive expertise” -Introduce technologies in support of idea improvement (e.g., SRI Scribble) -Let students share their experience in Scribble and try to analyze its strengths and limitations Tasks: -Reading Week 12 paper and post at least one question or a reflection note in Knowledge Forum
12	Principle 11- Constructive Use of Authoritative Sources"	Design-based Knowledge building practice Hong, H.-Y., Scardamalia, M., Richard, M., & Teo, C. L. (2015). Fostering sustained knowledge building among elementary students through principle-guided use of analytical tools. Computers & Education, 89, 91-102. -Self-initiated project-based learning and design activities -Online collaborative discussion activity	Activities: -Posting question and letting student think about design-based knowledge building -Let students form small groups and work collaboratively in discussing design-based knowledge building -Introduce video technologies in support of deep reflection (e.g., YouTube-UC Berkeley) -Let students to explore Prodigy Math Game and try to analyze its strengths and limitations Tasks: -Reading Week 13 paper and post at least one question or a reflection note in Knowledge Forum -Prepare final project presentation
13	Principle 12- Community Knowledge, Collective Responsibility"	Principle Practical Knowledge: Not a bridge but a ladder Bereiter, C. (2014). Principle practical knowledge: Not a bridge but a ladder. Journal of the Learning Science, 23(1) ,4-17. -Self-initiated project-based learning and design activities -Online collaborative discussion activity	Activities: -Posting question and letting student think about principled practical knowledge -Let students form small groups and work collaboratively in discussing principled practical knowledge -Summarizing the core concept of principled practical knowledge Task: -Prepare final project presentation
14	Final Presentation 1	Presentation and giving feedback accordingly	Activities: -Final paper/project presentation #1 Task: -Prepare final project presentation
15	Final Presentation 2	Presentation and giving feedback accordingly	Activities: -Final paper/project presentation #2 Tasks: - Prepare final project presentation and project submission
16	Summary and Review of all papers studied online	Review of all papers studied online and submit final project	Activities: -Final paper review and summary Tasks: -Write a reflection paper based on all paper studied in this class -Upload the reflection paper to Knowledge Forum Task: -Hand in final report (based on final presentation)

Teaching Methods

Teaching Assistant

To be announced.

Requirement/Grading

Rubric

Criteria

Overall Content Quality

30%

Overall Source Quality

30%

Organization

10%

Visual Clarity & Appeal

Pictures/Graphic

15%

Presentation Skill

15%

Exceed expectation

(A) 10~9

This project takes a clear position supported logically by extensive, concrete detail and critical interaction with source material.

All key points are thoroughly addressed.

Material is clear, relevant, accurate and concise.

Sources are clearly integrated into and advance the argument through accurate use of quotation, paraphrase or summary.

The project consistently and accurately uses appropriate documentation style.

Source material fits smoothly into the writer’s own text.

The organization is logical, paragraphs are unified, exceptionally coherent and contain effective topic sentences, and transitions are effective.

There is a clear and easy-to-follow sequence of ideas.

There is no unnecessary duplication of ideas or information.

The project has an excellent design, layout; it is neat and easy to understand the content.

Pictures and graphics are clear and relevant.

Speaks clearly and confidently.

Meaningfully connects to audience.

Uses inflections, pauses, and accentuation and word choices strategically.

Professional dress and appearance.

Meets standard

(B) 8~7

This project takes a clear position supported by moderate but logical detail and critical interaction with source material.

All key points are addressed.

Material is clear, relevant and accurate, but may be lacking conciseness.

Sources are clearly related to and advance the argument through accurate and appropriate use of quotation, paraphrase or summary.

There is accurate use of appropriate documentation style.

Source material fits smoothly into the writer’s own text.

The organization is logical, paragraphs are unified, coherent and contain topic sentences, and transitions are effective.

There is little unnecessary duplication of ideas or information.

The project has a nice design, layout; it is neat and easy to read.

Most pictures and graphics are clear and relevant.

Speaks clearly.

Connects to audience.

Uses inflections, pauses, accentuation and appropriate word choices.

Neat and appropriate appearance.

Near standard

(C) 6~5

This project takes an apparent position supported by adequate detail and source material, some vagueness in example or relationship of sources to the argument or lapses in logic may be present.

Material is appropriate, but may lack a clear connection to the purpose.

There may be some irrelevant information.

Source material may be used non-critically.

Variety of sources is mostly limited and relies on quotation, paraphrase or summary.

There are occasional lapses in accurate documentation style but they do not interfere with the reader’s ability to check sources.

The organization is generally clear, transitions are clear but mechanical.

The sequence of ideas may be somewhat difficult to follow.

Some unnecessary duplication of ideas or information may be present.

The project needs improvement in design, layout and neatness.

Few of the pictures and graphics are clear and relevant.

Speaks somewhat clearly.

Has some connection with the audience.

Uses some inflections, pauses, accentuation but word choices are sometimes inaccurate or inappropriate.

Somewhat neat and appropriate appearance.

Below standard

(D) 4~3

In this project, the position is confused, vague or uses illogical supporting details.

Little evidence of appropriate content.

Source material is misquoted, used out of context, poorly paraphrased, used non-critically, or has an unclear relationship to the argument.

Variety of sources is extremely limited and relies heavily on quotation, paraphrase or summary.

Inaccurate use of documentation style interferes with the reader’s ability to check sources.

The organization is unclear, paragraphs are incoherent or underdeveloped, and transitions are unclear or missing.

The sequence of ideas is difficult to follow.

Discussion branches off into topics that are not clearly related to the central question.

The project needs significant improvement in design, layout and neatness.

The student’s pictures are not clear or relevant.

Speaks with little clarity.

Has limited connection with the audience.

Uses little inflections, pauses, accentuation and work choice is frequently inaccurate or inappropriate.

Inappropriate or sloppy appearance.

Textbook & Reference

Trilling, B., & Hood, P. (1999). Learning technology and education reform in the knowledge age or "We're wired, webbed and windowed, now what?" Educational Technology, 39(3), 5-18.

Hargreaves, D. H. (1999). The knowledge-creating school. British Journal of Educational Studies, 47(2), 122-144.

Scardamalia, M., & Bereiter (2006). Knowledge building: Theory, pedagogy, and technology. In Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 97-118).

Hong, H.-Y., Scardamalia, M., & Zhang, J. (2010). Knowledge Society Network: Toward a dynamic, sustained network for building knowledge. Canadian Journal of Learning And Technology / La Revue Canadienne De L’Apprentissage Et De La Technologie, 36(1).

Sawyer, R. K. (2004). Creative teaching: collaborative discussion as disciplined improvisation. Educational Researcher, 33(2), 12-20.

Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67-98). Chicago: Open Court.

Bereiter, C. (1994). Constructivism, Socioculturalism, and Popper's World 3. Educational Researcher, 23(7), 21-23.

Papert, S. (1991). "What's the Big Idea: Towards a Pedagogy of Idea Power." IBM Systems Journal 39(3-4).

Hatano, G., & Inagaki, K. (1986). Two courses of expertise. In H. Stevenson, H. Azuma & K. Hakuta (Eds.), Child development and education in Japan (pp. 262-272). New York: W. H. Freeman and Company.

Hong, H.-Y., Scardamalia, M., Richard, M., & Teo, C. L. (2015). Fostering sustained knowledge building among elementary students through principle-guided use of analytical tools. Computers & Education, 89, 91-102.

Hong, H.-Y, Chen, M-J, Chang, C-H, Tseng, L-T, Chai, C-S.(2025).AI-supported idea-developing discourse to foster professional agency within teacher communities for STEAM lesson design in knowledge building environment, Computers & Education, 229,https://doi.org/10.1016/j.compedu.2025.105241.

Hong, H.-Y.; Lee Y. H.*, 2023.01, 'Computer-supported knowledge building to enhance reading motivation and comprehension, ' British Journal of Educational Technology, Vol.54, No.1, pp.375–393.

Bereiter, C. (2014). Principle practical knowledge: Not a bridge but a ladder. Journal of the Learning Science, 23(1) ,4-17.

Lee, Y-H, Jhang, J-Y, Hong, H-Y(2024). Becoming epistemically active in online reading: Facilitating elementary school students’ multimodal multiple document reading via sourcing organizers. Computers & Education, 216. https://doi.org/10.1016/j.compedu.2024.105048

Lee, Y. H., & Hong, H. Y. (2022). Preservice teachers’ intention for constructivist ICT integration: implications from their Internet epistemic beliefs and internet-based learning self-Efficacy. Interactive Learning Environments, 32(1), 102–114. https://doi.org/10.1080/10494820.2022.2078986

Collins, A., & Halverson, R. (2010). The Second Educational Revolution: Rethinking Education in the Age of Technology. J. Comput. Assisted Learn. 26 ,18-27