Support learners in climbing the social and epistemic ladders together¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 2 studies (1 review, 1 qualitative), q2 · 0 of 2 report an effect size · 3 claims rest on one study

Description¶

Generalizing from the super-notes study of cross-class knowledge building, the editorial conveys the authors' conclusion that "learning designs should support people in 'climbing the social and epistemic ladders together'." Super notes function as an epistemic boundary object that boosts the epistemic and social emergence of ideas, sustaining knowledge building through idea interaction across levels and spaces. The strategy is implementable by introducing a cross-community meta-space in which students formulate major questions and big ideas for sharing beyond their own class.

Design Implications¶

Context¶

Requirements¶

• A software-supported cross-community meta-space (such as super notes in Knowledge Forum) that links knowledge building processes taking place separately in each classroom.

Constraints¶

• The editorial notes regular notes typically focus on direct responses to classmates' ideas, whereas super notes consolidate knowledge advances; observed in grade-5/6 science classrooms.

Target Learners¶

• elementary and middle school students (grade-5/6 science classrooms)

Target Learning Goals¶

• knowledge building and rise-above conceptualization

Claims¶

• Cross-class super notes in Knowledge Forum prompt rise-above syntheses and serve as an epistemic ladder supporting deeper understanding [+W]
• Cross-classroom Super Talk built a multifaceted understanding of 'how people grow' that enriched discourse within each classroom [+W]
• Fifth-graders in four classrooms generated high-quality super notes reflecting inquiry progress for cross-community sharing [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Ulrike Cress. (2020). The richness of CSCL environments. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-020-09335-1