Use the socio-cognitive openness framework's discourse acts as an educational vocabulary for meta-discourse, and have teachers contribute with more cognitive than social openness¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends that educational practices built on knowledge building communities use the socio-cognitive openness framework as "an educational vocabulary to evaluate the discourse" that gives an impulse to a community's meta-discourse. Its four discourse acts (building knowledge, expression of uncertainty, community orientation, expression of self) provide teachers and students an accessible language for reflecting on their knowledge building communication and knowledge results, possibly raising awareness of self at individual and community levels. A specific teaching implication is that teachers may evoke more follow-up by contributing with more cognitive than social openness.

Design Implications¶

Context¶

Requirements¶

• Teachers and students need to learn the framework's discourse acts as a shared reflection language; reflection requires meta-discourse, which the article notes is not easily realized

Constraints¶

• Findings come from exploratory analysis of asynchronous online discourse in one Master's program; the study did not examine how openness relates to realized knowledge levels or to epistemic beliefs

Target Learners¶

• Master of Education students and their teachers in knowledge building communities

Target Learning Goals¶

• Sustaining online knowledge building discourse and improving collective idea development

Affordances¶

• Socio Cognitive Openness Framework

Related Strategies¶

Examples¶

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Key Sources¶

• van Heijst, H., de Jong, F. P. C. M., van Aalst, J., de Hoog, N., & Kirschner, P. A. (2019). Socio-cognitive openness in online knowledge building discourse: does openness keep conversations going? International Journal of Computer-Supported Collaborative Learning, 14, 165-184. https://doi.org/10.1007/s11412-019-09303-4