Difference between revisions of "Zhang Research Lab: Publications"

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'''Refereed Journals and Proceedings''' | '''[[Zhang Research Lab: Keynotes|Invited Speeches/Keynotes]]'''
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'''Refereed Journals and Proceedings''' | '''[[Zhang Research Lab: Keynotes|Invited Speeches/Keynotes]]'''
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== Refereed Journals, Proceedings/Presentations, and Book Chapters ==
  
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'''2022'''
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Pesaresi, S.*, & Zhang, J. (September 2022). Co-constructing and framing shared foci in collaborative open-ended inquiry. Paper presented at the Joint Conference of the Special Interest Groups 20 (“Inquiry Learning") and 26 (“Argumentation, Dialogue and Reasoning”) of the European Association for Research on Learning and Instruction (EARLI), Utrecht, the Netherlands.
  
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Yuan, G.*, Zhang, J., & Chen, M.-C.(2022). Cross-community knowledge building with Idea Thread Mapper. International Journal of Computer-Supported Collaborative Learning, 17(2), 293–326. https://doi.org/10.1007/s11412-022-09371-z 
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This study investigated collaborative knowledge building among four Grade 5 classroom communities that studied human body systems with the support of Idea Thread Mapper (ITM). While students in each classroom collaborated in their local (home) discourse space to investigate various human body functions, they generated reflective syntheses— “super notes”—to share knowledge progress and challenges in a cross-community meta-space. Students from the four classrooms further used ITM to investigate a common problem: how do people grow?  The findings are discussed focusing on how to approach cross-community collaboration as an expansive and dynamic context for high-level inquiry and continual knowledge building with technology support.
  
'''2022'''
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Tao, D., & Zhang, J. (2022). Creative inquiry: Classroom organization and technology support. Open Education Research (开放教育研究), 28(3), 4-17. http://openedu.sou.edu.cn/upload/qikanfile/202206180000503606.pdf (C: in Chinese)
  
Yuan, G.*, Zhang, J., & Chen, M.-C. (accepted). Cross-Community Knowledge Building with Idea Thread Mapper. ''International Journal of Computer-Supported Collaborative Learning.''
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Zhang, J., Tian, Y.*, Yuan, G.*, & Tao, D.* (2022). Epistemic Agency for Co-Structuring Expansive Knowledge Building Practices. ''Science Education,'' 106 (4), 890-923. https://doi.org/10.1002/sce.21717
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Using an interactional ethnography method, we examined how students (n = 22) in a Grade 5 classroom coconstructed shared inquiry directions and flexible group structures to guide their sustained inquiry about human body systems over 7 months supported by a collaborative online environment. With their teacher's support, students took on agency to construct an evolving set of wondering areas as a way to frame what their whole class needed to investigate. Flexible groups, such as the eye inquiry group, emerged and evolved in the various areas, leading to progressively deepening inquiry and extensive idea exchanges.
  
Zhang, J., Tian, Y.*, Yuan, G.*, & Tao, D.* (2022). Epistemic Agency for Co-Structuring Expansive Knowledge Building Practices. ''Science Education.'' https://doi.org/10.1002/sce.21717
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Underwood, T.*, Park, H.*, & Zhang, J. (2022). Co-Construct Learning Spaces to Sustain Collaborative Knowledge Building During COVID-19 School Closures. In A. Weinberger, W. Chen, D. Hernández-Leo, & B. Chen (Eds.), Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning - CSCL 2022 (pp. 211-218). Hiroshima, Japan: International Society of the Learning Sciences.
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Park, H.*, & Zhang, J. (2022). Learning Analytics for Teacher Noticing and Scaffolding: Facilitating Knowledge Building Progress in Science. In A. Weinberger, W. Chen, D. Hernández-Leo, & B. Chen (Eds.), Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning - CSCL 2022 (pp. 147-154). Hiroshima, Japan: International Society of the Learning Sciences.  
  
Underwood, T.*, Park, H.*, & Zhang, J. (2022 accepted). Co-Construct Learning Spaces to Sustain Collaborative Knowledge Building During COVID-19 School Closures. In A. Weinberger, W. Chen, D. Hernández-Leo, & B. Chen (Eds.), ''Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning - CSCL 2022''. Hiroshima, Japan: International Society of the Learning Sciences.  
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Wiebe, J.P., Slotta, J.D., Smørdal, O., Amundrud, A., Rasmussen, I., Zhang, J., Chen, M.-H., Hod, Y., Kashi, S., Rahmian, L., Kalir, J., Zhu, X., Chen, B., Shui, H., & Joshi, I. (2022). A Cross-cutting Introduction to Technologies for Learning Communities. In J. Oshima, T. Mochizuki, & Y. Hayashi, (Eds.), General Proceedings of the 2nd Annual Meeting of the International Society of the Learning Sciences 2022 (pp. 80-83). Hiroshima, Japan: International Society of the Learning Sciences.
  
Park, H.*, & Zhang, J. (2022 accepted). Learning Analytics for Teacher Noticing and Scaffolding: Facilitating Knowledge Building Progress in Science. In A. Weinberger, W. Chen, D. Hernández-Leo, & B. Chen (Eds.), ''Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning - CSCL 2022''. Hiroshima, Japan: International Society of the Learning Sciences.  
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Hod, Y., Cohen, E., Kashi, S., Yuan, G., Lee, A., Zhang, J., Chen, B. (2022). Knowledge building infrastructure. A symposium presented at the Knowledge Building Summer Institute (KBSI 2022, Blended). University of Applied Sciences, Wageningen, the Netherlands.
  
  
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Tao, D.*, & Zhang, J. (2021). Agency to Transform: How Did a Grade 5 Community Co-Configure Dynamic Knowledge Building Practices in a Yearlong Science Inquiry? ''International Journal of Computer-Supported Collaborative Learning, 16''(3), 403–434. https://doi.org/10.1007/s11412-021-09353-7
 
Tao, D.*, & Zhang, J. (2021). Agency to Transform: How Did a Grade 5 Community Co-Configure Dynamic Knowledge Building Practices in a Yearlong Science Inquiry? ''International Journal of Computer-Supported Collaborative Learning, 16''(3), 403–434. https://doi.org/10.1007/s11412-021-09353-7
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  This study investigates how students take on high-level epistemic agency to co-configure dynamic inquiry pathways that unfold over long periods of time. In a Grade 5 classroom that engaged in a yearlong science inquiry of the human body systems, students co-formulated an evolving chart of “big questions” that signified shared inquiry directions with the teacher’s support. Data analysis revealed students’ agentic moves to expand, deepen, and reframe the knowledge building work of their community over time. Analyses of online discourse and a pre-and post-test showed productive idea contributions, interactions, and knowledge outcomes.
  
 
Law, N., Zhang, J., & Peppler, K. (2021). Sustainability and scalability of CSCL innovations. In U. Cress, J. Oshima, C. Rosé, & A. Wise (Eds.), ''International handbook of computer-supported collaborative learning'' (pp 121-141). Berlin: Springer. https://link.springer.com/chapter/10.1007/978-3-030-65291-3_7  
 
Law, N., Zhang, J., & Peppler, K. (2021). Sustainability and scalability of CSCL innovations. In U. Cress, J. Oshima, C. Rosé, & A. Wise (Eds.), ''International handbook of computer-supported collaborative learning'' (pp 121-141). Berlin: Springer. https://link.springer.com/chapter/10.1007/978-3-030-65291-3_7  
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This chapter examines the sustainability and scalability of CSCL innovations including the role of technology in fostering sustainable and scalable innovation. We review a range of CSCL innovations that span in- and out-of-school settings to synthesize technology-enabled strategies that address scalability challenges at the classroom and education ecosystem levels. A set of design principles is identified to guide future research and practice to transform education through CSCL innovations.
  
 
Park, H.*, & Zhang, J. (2021). Supporting Teachers’ Noticing and Scaffolding with Knowledge Building Analytics. In A. Wichmann, H. U. Hoppe, & N. Rummel (Eds.), ''General Proceedings of the 1st Annual Meeting of the International Society of the Learning Sciences 2021'' (pp. 125-126). Bochum, Germany: International Society of the Learning Sciences (ISLS).  
 
Park, H.*, & Zhang, J. (2021). Supporting Teachers’ Noticing and Scaffolding with Knowledge Building Analytics. In A. Wichmann, H. U. Hoppe, & N. Rummel (Eds.), ''General Proceedings of the 1st Annual Meeting of the International Society of the Learning Sciences 2021'' (pp. 125-126). Bochum, Germany: International Society of the Learning Sciences (ISLS).  
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Yuan, G.*, Zhang, J., & Chen, M.-H. (2021). Using Idea Thread Mapper to Support Cross-Classroom “Super Talk” among Four Grade 5 Knowledge Building Communities. In C. E. Hmelo-Silver, B. De Wever, & J. Oshima (Eds.), ''Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021'' (pp. 115-122). Bochum, Germany: International Society of the Learning Sciences. https://repository.isls.org//handle/1/7298
 
Yuan, G.*, Zhang, J., & Chen, M.-H. (2021). Using Idea Thread Mapper to Support Cross-Classroom “Super Talk” among Four Grade 5 Knowledge Building Communities. In C. E. Hmelo-Silver, B. De Wever, & J. Oshima (Eds.), ''Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021'' (pp. 115-122). Bochum, Germany: International Society of the Learning Sciences. https://repository.isls.org//handle/1/7298
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Park, H.*, & Zhang, J. (2021). Knowledge Building Analytics to Support Teacher Noticing and Scaffolding. A paper resented at the Knowledge Building Summer Institute (KBSI 2021, virtual). Toronto, ON, Canada.
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Yuan, G., Tao, D., Zhang, J., & Chen, M.-H. (2021). Supporting metadiscourse within and across knowledge building communities: Student-led analytics with Idea Thread Mapper (ITM). A Working Session at the Knowledge Building Summer Institute (KBSI 2021, virtual). Toronto, ON, Canada.
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Tao, D., & Zhang, J. (2021). Implementing emergent design to foster student epistemic agency in a grade 5 science community. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2021, virtual), April 8-12, 2021. Washington, DC.
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Yuan, G.*, & Zhang, J. (2021). Designing and Testing the Novelty Analytic Framework for Collaborative Online Discourses in Knowledge Building Communities. Annual Meeting of American Educational Research Association (AERA 2021, virtual). April 8-12, 2021.  Washington, DC.
  
  
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Zhang, J., Yuan, G.*, & Bogouslavsky, M. (2020). Give student ideas a larger stage: Support cross-community interaction for knowledge building. ''International Journal of Computer-Supported Collaborative Learning,15''(4), 389–410. https://doi.org/10.1007/s11412-020-09332-4  
 
Zhang, J., Yuan, G.*, & Bogouslavsky, M. (2020). Give student ideas a larger stage: Support cross-community interaction for knowledge building. ''International Journal of Computer-Supported Collaborative Learning,15''(4), 389–410. https://doi.org/10.1007/s11412-020-09332-4  
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This study explores boundary-crossing interaction between two grade 5/6 science classrooms that operated as knowledge building communities. The two classrooms studied human body systems with the support of the Knowledge Forum over a ten-week period. The knowledge building practice integrated student-driven inquiry and discourse within each community and cross-community interaction mediated through “super notes” posted in a cross-community meta-space. Students co-authored super notes as epistemic boundary objects, each of which synthesized knowledge progress in an emergent line of inquiry for cross-community sharing. Qualitative analyses of classroom videos, online discourse, and interviews provide a rich description of how the students conceived, generated, and interacted with the super notes for knowledge building. Incorporating cross-community interaction is important for scaling CSCL-based classroom practices in a way that fosters high-level epistemic engagement.
  
 
Guo, L., & Zhang, J. (2020). Creative learning through Knowledge Building--A learning sciences approach to future learning (an invited interview article). ''Open Education Research'' (Kai Fang Jiao Yu Yan Jiu), 26(3) 4-10. (C)
 
Guo, L., & Zhang, J. (2020). Creative learning through Knowledge Building--A learning sciences approach to future learning (an invited interview article). ''Open Education Research'' (Kai Fang Jiao Yu Yan Jiu), 26(3) 4-10. (C)
  
Zhang, J. (2020). Creativity as Sustained Social Practices: Four Pillars for Creative Learning Design. In N. Holbert, M. Berland, & Y. Kafai (Eds.), ''Designing Constructionist Futures: The Art, Theory, and Practice of Learning Designs'' (pp.331-340). Cambridge, MA: MIT Press. https://mitpress.mit.edu/books/designing-constructionist-futures  
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Zhang, J. (2020). [[Creativity as Sustained Social Practices: Four Pillars for Creative Learning Design]]. In N. Holbert, M. Berland, & Y. Kafai (Eds.), ''Designing Constructionist Futures: The Art, Theory, and Practice of Learning Designs'' (pp.331-340). Cambridge, MA: MIT Press. https://mitpress.mit.edu/books/designing-constructionist-futures  
  
 
Zhong, J.*, Yuan, G.*, Zhang, J., & Chen, M.-H. (2020). Using Digital Textbooks as Knowledge Base to Detect Student Idea Development in Collaborative Discourse. In Sergey Sosnovsky, Peter Brusilovsky,  
 
Zhong, J.*, Yuan, G.*, Zhang, J., & Chen, M.-H. (2020). Using Digital Textbooks as Knowledge Base to Detect Student Idea Development in Collaborative Discourse. In Sergey Sosnovsky, Peter Brusilovsky,  
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Yuan, G.*, & Zhang, J. (2020). Idea Development Across Social Levels for Knowledge Building in Four Grade 5 Science Communities. In M. Gresalfi & I. S. Horn (Eds.), ''The Interdisciplinarity of the Learning Sciences, Proceedings of the 14th International Conference of the Learning Sciences (ICLS 2020)'' (pp. 2530-2536). Nashville, TN: International Society of the Learning Sciences. https://repository.isls.org//handle/1/6616
 
Yuan, G.*, & Zhang, J. (2020). Idea Development Across Social Levels for Knowledge Building in Four Grade 5 Science Communities. In M. Gresalfi & I. S. Horn (Eds.), ''The Interdisciplinarity of the Learning Sciences, Proceedings of the 14th International Conference of the Learning Sciences (ICLS 2020)'' (pp. 2530-2536). Nashville, TN: International Society of the Learning Sciences. https://repository.isls.org//handle/1/6616
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Yuan, G.*, & Zhang, J. (2020). Extending Co-Created Knowledge Building Discourses through Cross-Community Collaboration. Knowledge Building Summer Institute (KBSI 2020): A Global Knowledge Building Design Experiment: Saving the Planet, Saving Lives (virtual). Toronto, ON, Canada.
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Park., H.*, & Zhang, J. (2020). Tracing a Teacher’s Reflective Noticing and Scaffolding of Student Inquiry in Grade 5 Knowledge Building Communities. Knowledge Building Summer Institute (KBSI 2020): A Global Knowledge Building Design Experiment: Saving the Planet, Saving Lives (virtual). Toronto, ON, Canada.
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Vokatis, B., & Zhang, J. (2020). Dialogic literacy in cross-community interactions to build knowledge about the human body. The Literacy Research Association’s 70th Annual Conference (virtual). December 2-5, 2020, Houston, TX.
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Dehghan-Chaleshtori, M.*, & Zhang, J. (2020). Supporting English Language Learners as Knowledge Builders in Collaborative Science Classrooms. Annual Meeting of American Educational Research Association (AERA 2020, virtual), San Francisco, CA.
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Park, H.*, & Zhang, J. (2020). Teachers’ Reflective Noticing and Responsive Scaffolding to Support Student Knowledge Building in Grade 5 Science. Annual Meeting of American Educational Research Association (AERA 2020), San Francisco, CA.
  
  
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Yuan, G.*, & Zhang, J. (2019). Connecting Knowledge Spaces: Enabling Cross-Community Knowledge Building through Boundary Objects. British Journal of Educational Technology, 50 (5), 2144–2161. https://doi.org/10.1111/bjet.12804  
 
Yuan, G.*, & Zhang, J. (2019). Connecting Knowledge Spaces: Enabling Cross-Community Knowledge Building through Boundary Objects. British Journal of Educational Technology, 50 (5), 2144–2161. https://doi.org/10.1111/bjet.12804  
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This study aims to explore designs of collective knowledge space to support cross-community interaction. A design experiment was conducted in four grade 5 classrooms with the support of Knowledge Forum over a school year. As students conducted focused inquiry and discourse within their own community, they reviewed productive threads of ideas and created “super notes” for cross-community sharing and interaction. A set of “super notes” from previous classrooms studying human body systems was also posted in the cross-community space. Qualitative analyses results showed that the students wrote and posted “super notes” to capture substantive idea progress and deepening questions that had emerged from their inquiry. Social network analysis of who had read whose “super notes” revealed extensive social interactions between the four classrooms as well as among the students within each classroom. Analyses of teacher interviews and observation data documented the teachers’ roles to contextualize the purpose of the cross-classroom space, support “super notes” reading and writing, and scaffold cross-classroom connection and conversation.
  
 
Pesaresi, S.*, &  Zhang, J. (2019). Negotiating Uncertainty to Develop a Joint Deepening Focus in Knowledge Building Discourse. In K. Lund, G. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, & M. Baker( Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019. Lyon, France: International Society of the Learning Sciences. https://repository.isls.org//handle/1/4459  
 
Pesaresi, S.*, &  Zhang, J. (2019). Negotiating Uncertainty to Develop a Joint Deepening Focus in Knowledge Building Discourse. In K. Lund, G. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, & M. Baker( Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019. Lyon, France: International Society of the Learning Sciences. https://repository.isls.org//handle/1/4459  
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Zhang, J., & Lee, J.* (2019). Building on Collective Prior Knowledge for Knowledge Building Across School Years: a paper in the symposium “The Role of Knowledge in Knowledge Building.” In K. Lund, G. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, & M. Baker( Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019. Lyon, France: International Society of the Learning Sciences. https://repository.isls.org/handle/1/4503
 
Zhang, J., & Lee, J.* (2019). Building on Collective Prior Knowledge for Knowledge Building Across School Years: a paper in the symposium “The Role of Knowledge in Knowledge Building.” In K. Lund, G. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, & M. Baker( Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019. Lyon, France: International Society of the Learning Sciences. https://repository.isls.org/handle/1/4503
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Tao, D.*, & Zhang, J. (2019). Reflective Structuration of Knowledge Building Practices in Grade 5 Science Classrooms. Paper presented at the International Knowledge Building Summer Institute (KBSI 2019). Beijing, China.
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Yuan, G.*, Zhang, J., & Chen, M-H., Gagnon, P., & Kirk, S. (April 2019). Supporting Cross-Classroom Interaction for Knowledge Building with Idea Thread Mapper. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2019), Toronto, ON.
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Yuan, G.*, & Zhang, J. (2019). Learning from crossing boundaries in knowledge building community: a social network perspective for learning. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2019), Toronto, ON.
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Vokatis, B., & Zhang, J. (2019). Dialogic Literacy Enabled by Cross-community Interactions in Scientific Knowledge Building. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2019), Toronto, ON.
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Kici, D.*, Demjanenko, T.**, & Zhang, J. (2019). Designing Interdisciplinary Knowledge Building in a Grade-Five Community. Poster paper presented at the Annual Meeting of American Educational Research Association (AERA 2019), Toronto, ON.
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Zhang, J., Chaleshtori, M. D.*, Park, H.*, Yuan, G.*, Harris, C.*, Zhou, H.*, Zhao, R.* (2019). Improvisational Structuring of Knowledge Building Discourse in a Grade 5 Science Classroom. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2019), Toronto, ON.
  
  
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Tao, D.*, & Zhang, J. (2018). Forming shared inquiry structures to support knowledge building in a Grade 5 community. Instructional Science, 46(4), 563-592. (Special Issue: Revisiting Learning Communities: Innovations in Theory and Practice). https://doi.org/10.1007/s11251-018-9462-4  
 
Tao, D.*, & Zhang, J. (2018). Forming shared inquiry structures to support knowledge building in a Grade 5 community. Instructional Science, 46(4), 563-592. (Special Issue: Revisiting Learning Communities: Innovations in Theory and Practice). https://doi.org/10.1007/s11251-018-9462-4  
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This study explores the reflective processes by which a grade 5 science community co-constructed shared inquiry structures to focus and guide its inquiry about human body systems over a school year supported by a collaborative online environment. The co-constructed structures included a list of collective wondering areas as the shared focus of inquiry and models of the inquiry process in the form of “research cycle.” The results contribute to elaborating a ''''reflective structuration'''' approach to co-organizing and sustaining long-term, open-ended inquiry in knowledge building communities.
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Zhang, J., Tao, D.*, Chen, M.-H., Sun, Y., Judson, D.*, & Naqvi, S.* (2018). Co-organizing the collective journey of inquiry with Idea Thread Mapper. Journal of the Learning Sciences, 27(3), 390-430. https://doi.org/10.1080/10508406.2018.1444992  
 
Zhang, J., Tao, D.*, Chen, M.-H., Sun, Y., Judson, D.*, & Naqvi, S.* (2018). Co-organizing the collective journey of inquiry with Idea Thread Mapper. Journal of the Learning Sciences, 27(3), 390-430. https://doi.org/10.1080/10508406.2018.1444992  
A Journal of Learning Sciences (JLS) Webinar was organized on August 15, 2018 to discuss this article: https://youtu.be/VDajiY9U2lk  
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This research integrates theory building, technology design, and design-based research to address a central challenge pertaining to collective inquiry and knowledge building: How can student-driven, ever-deepening inquiry processes become socially organized and pedagogically supported in a community? Different from supporting inquiry using predesigned structures, we propose ''''reflective structuration'''' as a social and temporal mechanism by which members of a community coconstruct/reconstruct shared inquiry structures to shape and guide their ongoing knowledge building processes. Idea Thread Mapper (ITM) was designed to help students and their teacher monitor emergent directions and co-organize the unfolding inquiry processes over time. A study was conducted in two upper primary school classrooms that investigated electricity with the support of ITM.
This article was used as a recommended reading in the International Handbook of Computer-Supported Collaborative Learning: Paavola, S., & Hakkarainen, K. (2021). Communities and participation. In U. Cress, J. Oshima, C. Rose, & A. Wise (Eds.), International handbook of computer-supported collaborative learning (CSCL) (pp. 241-259). Berlin: Springer.
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::A Journal of Learning Sciences (JLS) Webinar was organized on August 15, 2018 to discuss this article: https://youtu.be/VDajiY9U2lk  
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::This article was used as a recommended reading in the International Handbook of Computer-Supported Collaborative Learning: Paavola, S., & Hakkarainen, K. (2021). Communities and participation. In U. Cress, J. Oshima, C. Rose, & A. Wise (Eds.), International handbook of computer-supported collaborative learning (CSCL) (pp. 241-259). Berlin: Springer.
  
 
Hod, Y., Zhang, J., Yuan, G.*, & Zhou, H.* (2018). Taking on the challenges of learning in the digital age: Grade 5 students’ mindsets and strategies in knowledge building communities. In J. Kay and R. Luckin (Eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) (Vol. 2, pp. 1033-1036). London, UK: International Society of the Learning Sciences. https://repository.isls.org/handle/1/550
 
Hod, Y., Zhang, J., Yuan, G.*, & Zhou, H.* (2018). Taking on the challenges of learning in the digital age: Grade 5 students’ mindsets and strategies in knowledge building communities. In J. Kay and R. Luckin (Eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) (Vol. 2, pp. 1033-1036). London, UK: International Society of the Learning Sciences. https://repository.isls.org/handle/1/550
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Zhou, H.*, & Zhang, J. (2018). Dealing with Changes and Challenges: Grade 5 Students’ Experience with Knowledge Building Pedagogy in a Yearlong Science Inquiry. In J. Kay and R. Luckin (Eds.). Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) (Vol. 2, pp. 1133-1136). London, UK: International Society of the Learning Sciences.  https://repository.isls.org/handle/1/578
 
Zhou, H.*, & Zhang, J. (2018). Dealing with Changes and Challenges: Grade 5 Students’ Experience with Knowledge Building Pedagogy in a Yearlong Science Inquiry. In J. Kay and R. Luckin (Eds.). Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) (Vol. 2, pp. 1133-1136). London, UK: International Society of the Learning Sciences.  https://repository.isls.org/handle/1/578
  
Zhang, J., & Yuan, G.* (2018). Cross-Classroom Interaction for Knowledge Building: A Design Experiment in Four Grade 5 Science Classrooms. In J. Kay and R. Luckin (Eds.). Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS). London, UK: International Society of the Learning Sciences.  
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Zhang, J., & Yuan, G.* (2018). Cross-Classroom Interaction for Knowledge Building: A Design Experiment in Four Grade 5 Science Classrooms. In J. Kay and R. Luckin (Eds.). Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS). London, UK: International Society of the Learning Sciences. [https://www.researchgate.net/publication/327634642_Cross-Classroom_Interaction_for_Knowledge_Building_A_Design_Experiment_in_Four_Grade_5_Science_Classrooms]
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Zhang, J., Chen, M-H., & the ITM Team. (Aug 2018). The Idea Thread Mapper Project: Sustaining Knowledge Building across Classrooms. An innovation session presentation at the International Knowledge Building Summer Institute, August 2018, Toronto, Canada.
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Yuan, G.*, Zhang, J., & Chen, M-H., Gagnon, P.**, & Kirk, S.** (2018). Cross-Boundaries in Knowledge Building Communities with the Support of Idea Thread Mapper. Paper presented at the International Knowledge Building Summer Institute, August 2018, Toronto, Canada.
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Kici, D.*, & Zhang, J. (2018). An integrated inquiry about energy and environmental issues in a grade 5 classroom. Paper presented at the International Knowledge Building Summer Institute, August 2018, Toronto, Canada.
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Park, H.*, & Zhang, J. (2018). How are Ideas Advanced? A Multifaceted Investigation of Discourse in Knowledge Building. Paper presented at the International Knowledge Building Summer Institute, August 2018, Toronto, Canada.
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Yuan, G.*, Zhang, J., & Luo, C.* (April 2018). Cross-Classroom Interaction Among Four Grade 5 Knowledge-Building Communities. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2018), New York, NY, April 2018.
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Park, H.*, & Zhang, J. (April 2018). Lexical and Communicative Features of Knowledge-Building Discourse in a Grade 5 Science Classroom. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2018), New York, NY, April 2018.
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Vokatis, B., & Zhang, J. (March 2018). Building Knowledge through Literacy and Technology in Cross-community Interaction. Paper presented at the Fourteenth International Conference on Technology, Knowledge & Society, St John's University, New York, USA.
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Scardamalia, M., Bereiter, C., Laferrière, T., Bielaczyc, K., Chai, S., Chan, C. K., Chen, B., Chen, M., de Jong, F., del Castillo, F. D., Hakkarainen, K., Matsuzawa, Y., McAuley, A., Montané, M., Nunes, C., Reeve, R., Seitamaa-Hakkarainen, P., Oshima, J., Shirouzu, H., Tan, S. C., Teo, C. L., van Aalst, J., Vinha, T., & Zhang, J. (2017). Toward a Multi-Level Knowledge Building Innovation Network In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2  (pp. 703-710). Philadelphia, PA: International Society of the Learning Sciences. https://repository.isls.org/handle/1/208
 
Scardamalia, M., Bereiter, C., Laferrière, T., Bielaczyc, K., Chai, S., Chan, C. K., Chen, B., Chen, M., de Jong, F., del Castillo, F. D., Hakkarainen, K., Matsuzawa, Y., McAuley, A., Montané, M., Nunes, C., Reeve, R., Seitamaa-Hakkarainen, P., Oshima, J., Shirouzu, H., Tan, S. C., Teo, C. L., van Aalst, J., Vinha, T., & Zhang, J. (2017). Toward a Multi-Level Knowledge Building Innovation Network In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2  (pp. 703-710). Philadelphia, PA: International Society of the Learning Sciences. https://repository.isls.org/handle/1/208
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Tian, Y.*, & Zhang, J. (2017). Tracing the Inquiry of an Opportunistic Group in a Grade 5 Knowledge Building Community. A paper presentation at the International Knowledge Building Summer Institute: “Making a Difference-Knowledge Building Communities.” Philadelphia, PA: Knowledge Building International.
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Zhou, H.*, & Zhang, J. (2017). How Did a Grade 5 Community Co-Structure Driving Questions for Knowledge Building about Ecosystems? A poster paper at the International Knowledge Building Summer Institute: “Making a Difference-Knowledge Building Communities.” Philadelphia, PA: Knowledge Building International.
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Yuan, G.*, & Zhang, J. (2017). Connecting the “Science Bubbles” of Four Grade 5 Knowledge Building Communities. A poster paper at the International Knowledge Building Summer Institute: “Making a Difference-Knowledge Building Communities.” Philadelphia, PA: Knowledge Building International.
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Zhang, J., & Yuan, G.* (2017). Cross-Classroom Interaction for Sustained Inquiry. 2017 NSF video showcase “Advancing STEM Learning For All: Research and Design for Impact,” May 2017. http://videohall.com/p/990
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Tian, Y.*, & Zhang, J. (2017). Student-Directed Sustained Inquiry in a Grade 5 Community Featuring Opportunistic Collaboration. Paper to be presented at the Annual Meeting of American Educational Research Association (AERA 2017), April 27 –May 1, 2017, San Antonio, TX.
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Tao, D.*, Zhang, J. (2017). Reflective Structuration of Sustained Deep Inquiry in a Grade 5 Classroom. Paper to be presented at the Annual Meeting of American Educational Research Association (AERA 2017), April 27 –May 1, 2017, San Antonio, TX.
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Tao, D.*, Zhang, J., Chen, X. (2017). Multilevel Reflections to Co-Frame Epistemic Objects of Inquiry for Sustained Knowledge Building Over a School Year. Poster to be presented at the Annual Meeting of American Educational Research Association (AERA 2017), April 27 –May 1, 2017, San Antonio, TX.
 +
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Zhang, J. (2017) Cross-Community Interaction for Sustained Knowledge Building. A round table presentation at NSF Cyberlearning Summit 2017, April 18-19, 2017, Washington, DC.
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'''2016'''
 
'''2016'''
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Chen, J.*, & Zhang. J. (2016). Design Collaborative Formative Assessment for Sustained Knowledge Building. In C.-K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.), Transforming Learning, Empowering Learners: Proceedings of the International Conference of the Learning Sciences (Vol. 1) (pp.647-654). International Society of the Learning Sciences. https://repository.isls.org/handle/1/175
 
Chen, J.*, & Zhang. J. (2016). Design Collaborative Formative Assessment for Sustained Knowledge Building. In C.-K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.), Transforming Learning, Empowering Learners: Proceedings of the International Conference of the Learning Sciences (Vol. 1) (pp.647-654). International Society of the Learning Sciences. https://repository.isls.org/handle/1/175
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Zhang, J. (2016). Connecting Idea Threads for Sustained Inquiry and Discourse. 2016 NSF video showcase “Advancing STEM Learning For All: Sharing Cutting Edge Work and Community Discourse,” May 17-23, 2016, http://videohall.com/p/770
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Tao, D.* & Zhang, J. (2016). “If you don’t tell us, how can we know what we are supposed to do?”  Paper presented at the Knowledge Building Summer Institute: Multi-Level Knowledge Innovation Networks. Singapore.
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Tao, D.*, Zhang, J., & Gao, D. (2016). Co-generation of Pragmatic Structure to Support Sustained Inquiry over a School Year. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2016), Washington, DC.
  
  
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Vokatis, B., & Zhang, J. (2015). Characterizing the professional identity of three teachers engaging in sustained knowledge building. In O. Lindwall & S. Ludvigsen (Eds.), Exploring the material conditions of learning: Proceedings of the 11th International Conference on Computer Supported Collaborative Learning. Gothenburg, Sweden: International Society of the Learning Sciences.
 
Vokatis, B., & Zhang, J. (2015). Characterizing the professional identity of three teachers engaging in sustained knowledge building. In O. Lindwall & S. Ludvigsen (Eds.), Exploring the material conditions of learning: Proceedings of the 11th International Conference on Computer Supported Collaborative Learning. Gothenburg, Sweden: International Society of the Learning Sciences.
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Zhang, J., Tao, D.*, Sun, Y., Chen, M-H., Peebles, B.**, & Naqvi, S.* (2015). Metadiscourse on Collective Knowledge Progress to Inform Sustained Knowledge-Building Discourse. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2015), Chicago, IL.
  
  
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Sun, W.*, Zhang, J., Jin, H., & Lyu, S. (2014). Analyzing Online Knowledge Building Discourse Using Probabilistic Topic Models. In Joseph Polman, Elena Kyza, Kevin O'Neill, and Iris Tabak (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS 2014). International Society of the Learning Sciences. https://repository.isls.org/handle/1/1200
 
Sun, W.*, Zhang, J., Jin, H., & Lyu, S. (2014). Analyzing Online Knowledge Building Discourse Using Probabilistic Topic Models. In Joseph Polman, Elena Kyza, Kevin O'Neill, and Iris Tabak (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS 2014). International Society of the Learning Sciences. https://repository.isls.org/handle/1/1200
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Chen, M-H., Sun, Y., Zhang, J., Morley, E.**, & Messina, R.** (August 2014). Idea Thread Mapper: Visualizing and Assessing Collective Knowledge Progress in Knowledge Building Communities. A workshop at the Knowledge Building Summer Institute, August 2014, Quebec City.
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Chen, B., Teplovs, C., Zhang, J., Matsuzawa, Y., Hong, H-Y., Perreault, C., Philip, D., Scardamalia, M., & Bereiter, C. (2014). Knowledge building analytics: Where we were, where we are, and where we are headed. A workshop at the Knowledge Building Summer Institute, August 2014, Quebec City.
 +
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Zhang, J., Tao, D.*, Sun, Y., Chen, M-H., Peebles, B.**, & Naqvi, S.* (August 2014). Ongoing Metadiscourse and Reflection on Collective Knowledge Progress Fosters Sustained Knowledge Building. Paper Presented at the Knowledge Building Summer Institute, August 2014, Quebec City.
 +
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Zhang, J., Lee, J.*, & Chen, J.* (2014). Deepening Inquiry about Human Body Systems through Computer-Supported Metadiscourse. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2014), Philadelphia, PA.
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Zhang, J., Chen, M.-H., Tao, D.* Naqvi, S.*, & Peebles, B.** (2014). Using Idea Thread Mapper to Support Collaborative Reflection for Sustained Knowledge Building. Poster presented at the Annual Meeting of American Educational Research Association (AERA 2014), Philadelphia, PA.
  
  
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Chen, M.-H., Zhang, J. & Lee, J.* (2013). Making Collective Progress Visible for Sustained Knowledge Building. In N. Rummel, M., Kapur, M. Nathan, & S. Puntambekar (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 (pp.81-88). International Society of the Learning Sciences. (Best Design Paper Nomination) https://repository.isls.org/handle/1/1979
 
Chen, M.-H., Zhang, J. & Lee, J.* (2013). Making Collective Progress Visible for Sustained Knowledge Building. In N. Rummel, M., Kapur, M. Nathan, & S. Puntambekar (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 (pp.81-88). International Society of the Learning Sciences. (Best Design Paper Nomination) https://repository.isls.org/handle/1/1979
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Sun, W.*, Lyu, S., Jin, H., Zhang, J. (2013). Analyzing Online Learning Discourse using Probabilistic Topic Models. The Neural Information Processing Systems Foundation (NIPS) Workshop on Data Driven Education. Tahoe, Nevada, December 2013.
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Zhang, J., & Chen, M.-H. (2013). Foster Sustained, Collaborative Knowledge Building with Idea Thread Mapper. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2013), San Francisco, CA.
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Zhang, J. (2013). Foster a Self-Sustained, Collective Trajectory of Inquiry through Adaptive Collaboration. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2013, San Francisco, CA) in a symposium “Researching classrooms as knowledge communities:
New models for 21st century learning.”
  
  
 
'''2012'''
 
'''2012'''
  
Zhang, J., & Chen, J. (2012). Building knowledge through the cyber space. In: Z. Yan (Ed.), Encyclopedia of Cyber Behavior (pp. 383-393). Hershey PA: IGI Global.
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Zhang, J., & Chen, J. (2012). Building knowledge through the cyber space. In: Z. Yan (Ed.), Encyclopedia of Cyber Behavior (pp. 383-393). Hershey PA: IGI Global. [https://www.igi-global.com/chapter/building-knowledge-through-cyber-space/64769]
  
 
Zhang, J. (2012). Designing Adaptive Collaboration Structures for Advancing the Community’s Knowledge. In: D.Y. Dai (Ed.), Design research on learning and thinking in educational settings: Enhancing intellectual growth and functioning (pp. 201-224). Philadelphia, PA: Taylor & Francis. https://www.routledge.com/Design-Research-on-Learning-and-Thinking-in-Educational-Settings-Enhancing/Dai/p/book/9780415880510
 
Zhang, J. (2012). Designing Adaptive Collaboration Structures for Advancing the Community’s Knowledge. In: D.Y. Dai (Ed.), Design research on learning and thinking in educational settings: Enhancing intellectual growth and functioning (pp. 201-224). Philadelphia, PA: Taylor & Francis. https://www.routledge.com/Design-Research-on-Learning-and-Thinking-in-Educational-Settings-Enhancing/Dai/p/book/9780415880510
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Zhang, J., Lee, J.*, & Wilde, J.* (2012). Metadiscourse to foster collective responsibility for deepening inquiry. In Jan van Aalst, Kate Thompson, Michael J. Jacobson, and Peter Reimann (Eds.), Proceedings of the International Conference of the Learning Sciences (pp.395-402). International Society of the Learning Sciences (ISLS). https://repository.isls.org/handle/1/2231
 
Zhang, J., Lee, J.*, & Wilde, J.* (2012). Metadiscourse to foster collective responsibility for deepening inquiry. In Jan van Aalst, Kate Thompson, Michael J. Jacobson, and Peter Reimann (Eds.), Proceedings of the International Conference of the Learning Sciences (pp.395-402). International Society of the Learning Sciences (ISLS). https://repository.isls.org/handle/1/2231
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Zhang, J., Chen, M. -C., Li, H.*, Zhao, Y*., Chen, J.*, Rajbhandari, B. L.*, Sun, Y., Ferrer-Mico, T.*, Shaw, R.**, Peebles, B.**, & Naqvi, S.* (2012). Making Collective Progress Visible: The Design and Application of Idea Thread Mapper (ITM) for Sustained Knowledge Building. Knowledge Building Summer Institute: Building Cultural Capacity for Innovation. Institute for Knowledge Innovation and Technology, August 7-10, 2012, Toronto, Ontario, Canada.
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Vokatis, B.*, & Zhang, J. (April 2012). Characterizing the identity of three knowledge building teachers. Poster presentation at the Annual Meeting of American Educational Research Association (AERA 2012, Vancouver, BC).
  
  
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Zhang, J. (2010). Technology-supported learning innovation in cultural contexts. Educational Technology Research and Development, 58 (2), 229-243. https://doi.org/10.1007/s11423-009-9137-6   
 
Zhang, J. (2010). Technology-supported learning innovation in cultural contexts. Educational Technology Research and Development, 58 (2), 229-243. https://doi.org/10.1007/s11423-009-9137-6   
2010 Outstanding Journal Article published in ETR&D, awarded by the International Division of the Association for Educational Communications and Technology (AECT)
+
(Outstanding Journal Article published in ETR&D, awarded by the International Division of the Association for Educational Communications and Technology)
  
 
Sun, Y., Zhang, J., & Scardamalia, M. (2010). Knowledge building and vocabulary growth over two years, Grades 3 and 4. Instructional Science, 38 (2), 147-171.  
 
Sun, Y., Zhang, J., & Scardamalia, M. (2010). Knowledge building and vocabulary growth over two years, Grades 3 and 4. Instructional Science, 38 (2), 147-171.  
  
 
Zhang, J., & Messina, R. (2010). Collaborative productivity as self-sustaining processes in a Grade 4 knowledge building community. In K. Gomez, J. Radinsky, & L. Lyons (Eds.), Proceedings of the 9th International Conference of the Learning Sciences (pp. 49-56). Chicago, IL: International Society of the Learning Sciences. https://repository.isls.org/handle/1/2712
 
Zhang, J., & Messina, R. (2010). Collaborative productivity as self-sustaining processes in a Grade 4 knowledge building community. In K. Gomez, J. Radinsky, & L. Lyons (Eds.), Proceedings of the 9th International Conference of the Learning Sciences (pp. 49-56). Chicago, IL: International Society of the Learning Sciences. https://repository.isls.org/handle/1/2712
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Zhang, J., Teo, C. L.*, Caswell , B.**, Bogert, C.**, Messina. R.**, Morley. E.**, Peebles, B**. (2010).  Sustaining Knowledge Building: A Longitudinal Look at an Elementary School Experience. Knowledge Building/Knowledge Forum Summer Institute. Ontario Institute for Studies in Education, University of Toronto, August 3-6, 2010. (Plenary Session).
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Zhang, J., (2010). Scaffolding a knowledge building community as a dynamic creative system. Annual Meeting of American Educational Research Association (AERA 2010), Denver, CO.
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Zhang, J. (2010). Enhancing creative knowledge work with collaborative technologies. Presented in a symposium: “Complex Ecologies: A Panel Discussion on Educational Research and Web 2.0 Technologies.” The Annual Meeting of American Educational Research Association (AERA 2010), Denver, CO.
  
  
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Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. (2009). Designs for collective cognitive responsibility in knowledge building communities. Journal of the Learning Sciences, 18(1), 7–44. https://doi.org/10.1080/10508400802581676
 
Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. (2009). Designs for collective cognitive responsibility in knowledge building communities. Journal of the Learning Sciences, 18(1), 7–44. https://doi.org/10.1080/10508400802581676
This paper was included in the web-based research resource for informal science educators developed by the Exploratorium (www.research2practice.net). Bevan, B. (2011). Structuring emergent, collaborative learning through inquiry: An ISE research brief discussing Zhang et al.’s Designs for collective cognitive responsibility in knowledge-building communities. Exploratorium. CA: San Francisco.
+
This article reports a design experiment conducted over three successive school years, with the teacher's goal of having his Grade 4 students assume increasing levels of collective responsibility for advancing their knowledge of optics. Classroom practices conducive to sustained knowledge building were co-constructed by the teacher and students, with Knowledge Forum software supporting the production and refinement of the community's knowledge. Social network analysis and qualitative analyses were used to assess online participatory patterns and knowledge advances, focusing on indicators of collective cognitive responsibility. Data indicate increasingly effective procedures, mirrored in students' knowledge advances, corresponding to the following organizations: (a) Year 1—fixed small-groups; (b) Year 2—interacting small-groups with substantial cross-group knowledge sharing; and (c) Year 3—opportunistic collaboration, with small teams forming and disbanding under the volition of community members, based on emergent goals. The third-year model maps most directly onto organic and distributed social structures in real-world knowledge-creating organizations and resulted in the highest level of collective cognitive responsibility, knowledge advancement, and dynamic diffusion of information.
A shortened Chinese version of this article was included in the following book as an example of design-based research: Wenjing Wang (Ed.) (2011), Design-based research. Shanghai: East China Normal University Press.  
+
::This paper was included in the web-based research resource for informal science educators developed by the Exploratorium (www.research2practice.net). Bevan, B. (2011). Structuring emergent, collaborative learning through inquiry: An ISE research brief discussing Zhang et al.’s Designs for collective cognitive responsibility in knowledge-building communities. Exploratorium. CA: San Francisco.
This article was used as a recommended reading on design-based research in the International Handbook of the Learning Sciences: Puntambekar, S. (2018). Design-Based Research (DBR). In: F. Fischer, C. E. Hmelo-Silver, S. R. Goldman & P. Reimann (Eds.), International handbook of the learning sciences. New York, NY: Routledge.
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::A shortened Chinese version of this article was included in the following book as an example of design-based research: Wenjing Wang (Ed.) (2011), Design-based research. Shanghai: East China Normal University Press.  
This article was used as a recommended reading on learning communities in the International Handbook of Computer-Supported Collaborative Learning: Hod, Y., & Teasley, S.D. (2021). Communities and participation. In U. Cress, J. Oshima, C. Rosé, & A. Wise (Eds.), International handbook of computer-supported collaborative learning (CSCL) (pp. 145-161). Berlin: Springer.
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::This article was used as a recommended reading on design-based research in the International Handbook of the Learning Sciences: Puntambekar, S. (2018). Design-Based Research (DBR). In: F. Fischer, C. E. Hmelo-Silver, S. R. Goldman & P. Reimann (Eds.), International handbook of the learning sciences. New York, NY: Routledge.
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::This article was used as a recommended reading on learning communities in the International Handbook of Computer-Supported Collaborative Learning: Hod, Y., & Teasley, S.D. (2021). Communities and participation. In U. Cress, J. Oshima, C. Rosé, & A. Wise (Eds.), International handbook of computer-supported collaborative learning (CSCL) (pp. 145-161). Berlin: Springer.
  
Hong, H.-Y., Zhang, J., Teo, C. L., Scardamalia, M. (2009). Towards design-based knowledge-building practices in teaching. In: Proceedings of the 9th international conference on computer supported collaborative learning (CSCL 2009) - Volume 1 (pp.257-261). International Society of the Learning Sciences. Rhodes, Greece.
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Hong, H.-Y., Zhang, J., Teo, C. L., Scardamalia, M. (2009). Towards design-based knowledge-building practices in teaching. In: Proceedings of the 9th international conference on computer supported collaborative learning (CSCL 2009) - Volume 1 (pp.257-261). International Society of the Learning Sciences. Rhodes, Greece. https://repository.isls.org/handle/1/2953
  
  
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Zhang, J., & Chan, C.K.K. (2008). Examining the growth of community knowledge in an online space. In: Workshop Proceedings of the International Conference on Computers in Education (ICCE 2008) (pp. 60-69). The Asia-Pacific Society for Computers in Education. Taipei, Taiwan.
 
Zhang, J., & Chan, C.K.K. (2008). Examining the growth of community knowledge in an online space. In: Workshop Proceedings of the International Conference on Computers in Education (ICCE 2008) (pp. 60-69). The Asia-Pacific Society for Computers in Education. Taipei, Taiwan.
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Zhang, J., & Sun, Y. (2008). Knowledge building measures that matter. Paper presented at the Knowledge Building/Knowledge Forum Summer Institute. Ontario Institute for Studies in Education, University of Toronto, August 4-8, 2008.
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Zhang, J. (2008). Technology-supported learning innovation in cultural contexts. Paper presented at the Knowledge Building/Knowledge Forum Summer Institute. Ontario Institute for Studies in Education, University of Toronto, August 4-8, 2008.
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Zhang, J., Hong, H.-Y., Teo, C.*, Scardamalia, M., & Morley, E.** (2008). “Constantly going deeper:” Knowledge building innovation in an elementary professional community. Annual Meeting of American Educational Research Association, New York, NY.
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Sun, Y., Zhang, J., & Scardamalia, M. (2008). Addressing gender gap in literacy through knowledge building: A follow-up analysis of different content areas. Annual Meeting of American Educational Research Association, New York, NY.
  
  
 
'''2007'''
 
'''2007'''
  
Zhang, J. (2007). A cultural look at information and communication technologies in Eastern education. Educational Technology Research and Development, 55(3), 301-314. https://doi.org/10.1007/s11423-007-9040-y  
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Zhang, J. (2007). A cultural look at information and communication technologies in Eastern education. Educational Technology Research and Development, 55(3), 301-314. https://doi.org/10.1007/s11423-007-9040-y (Outstanding Journal Article of the Year in the Field of Instructional Design awarded by the Association for Educational Communications and Technology)
  
 
Zhang, J., Scardamalia, M., Lamon, M., Messina, R., & Reeve, R. (2007). Socio-cognitive dynamics of knowledge building in the work of nine- and ten-year-olds. Educational Technology Research and Development, 55(2), 117–145. https://doi.org/10.1007/s11423-006-9019-0
 
Zhang, J., Scardamalia, M., Lamon, M., Messina, R., & Reeve, R. (2007). Socio-cognitive dynamics of knowledge building in the work of nine- and ten-year-olds. Educational Technology Research and Development, 55(2), 117–145. https://doi.org/10.1007/s11423-006-9019-0
* Outstanding Journal Article of the Year in the Field of Instructional Design awarded by the Association for Educational Communications and Technology (AECT)
+
This study examines four months of online discourse of 22 Grade 4 students engaged in efforts to advance their understanding of optics. A new analytic tool—'''inquiry threads'''—was developed to analyze the discourse used by these students as they worked in this environment. Data analyses focus on four knowledge building principles: idea improvement; real ideas, authentic problems; community knowledge; and constructive use of authoritative sources. Results indicate that these young students generated theories and explanation-seeking questions, designed experiments to produce real-world empirical data to support their theories, located and introduced expert resources, revised ideas, and responded to problems and ideas that emerged as community knowledge evolved.
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Gan, Y. C., Scardamalia, M., Hong, H. Y., & Zhang, J. (2007).  Making thinking visible:  Growth in graphical literacy, Grades 3 and 4. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.), Proceedings of the International Conference on Computer Supported Collaborative Learning 2007 (pp. 206-208).  Rutgers, The State University of New Jersey, NJ.  https://repository.isls.org/handle/1/3336  
 
Gan, Y. C., Scardamalia, M., Hong, H. Y., & Zhang, J. (2007).  Making thinking visible:  Growth in graphical literacy, Grades 3 and 4. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.), Proceedings of the International Conference on Computer Supported Collaborative Learning 2007 (pp. 206-208).  Rutgers, The State University of New Jersey, NJ.  https://repository.isls.org/handle/1/3336  
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Zhang, J. (2007). What makes an elementary professional community innovative? The Knowledge Building/Knowledge Forum Summer Institute, Ontario Institute for Studies in Education, University of Toronto.
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Zhang, J. & Chen, Q. (2007). Harnessing technology during the transition of learning cultures in the West and East. A paper presentation at the Working Joint IFIP (International Federation of Information Processing) Conference: Education Informatics, Mathematics, and ICT: A ‘Golden Triangle.’ Boston, MA, June 2007.
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Zhang, J. & Scardamalia, M. (2007). Sustaining principle-based knowledge building innovation at an elementary school. A paper presentation at the Annual Meeting of American Educational Research Association, 2007, Chicago, IL.
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Sun, Y., Zhang, J., & Scardamalia, M. (2007). Closing the gender gap in literacy through knowledge building: An analysis of vocabulary growth. A paper presentation at the Annual Meeting of American Educational Research Association, 2007, Chicago, IL.
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Zhang, J. (2007). Culture-technology interaction and learning innovations in Asia. In a symposium: “Global Perspectives on Technology as a Change Agent in Teaching and Learning Identified by Educational Researchers in the International Federation of Information Processing” (Co-participants: Margaret Cox, Niki Davis, Andrea Kárpáti). The Annual Meeting of American Educational Research Association, 2007, Chicago, IL.
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Hong, H. Y., Scardamalia, M. & Zhang, J. (2007). Knowledge Society Network: Toward a dynamic, sustained network for building knowledge. A paper presentation at the Annual Meeting of American Educational Research Association, 2007, Chicago, IL.
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__NOTOC__
 
__NOTOC__

Latest revision as of 20:08, 5 November 2022

Technology-Augmented Co-Creativity Lab (TaCCL)

led by Dr. Jianwei Zhang at the University at Albany, State University of New York

Home Research Publications Technology Team Contact

Refereed Journals and Proceedings | Invited Speeches/Keynotes


Refereed Journals, Proceedings/Presentations, and Book Chapters

2022

Pesaresi, S.*, & Zhang, J. (September 2022). Co-constructing and framing shared foci in collaborative open-ended inquiry. Paper presented at the Joint Conference of the Special Interest Groups 20 (“Inquiry Learning") and 26 (“Argumentation, Dialogue and Reasoning”) of the European Association for Research on Learning and Instruction (EARLI), Utrecht, the Netherlands.

Yuan, G.*, Zhang, J., & Chen, M.-C.(2022). Cross-community knowledge building with Idea Thread Mapper. International Journal of Computer-Supported Collaborative Learning, 17(2), 293–326. https://doi.org/10.1007/s11412-022-09371-z

This study investigated collaborative knowledge building among four Grade 5 classroom communities that studied human body systems with the support of Idea Thread Mapper (ITM). While students in each classroom collaborated in their local (home) discourse space to investigate various human body functions, they generated reflective syntheses— “super notes”—to share knowledge progress and challenges in a cross-community meta-space. Students from the four classrooms further used ITM to investigate a common problem: how do people grow?  The findings are discussed focusing on how to approach cross-community collaboration as an expansive and dynamic context for high-level inquiry and continual knowledge building with technology support.

Tao, D., & Zhang, J. (2022). Creative inquiry: Classroom organization and technology support. Open Education Research (开放教育研究), 28(3), 4-17. http://openedu.sou.edu.cn/upload/qikanfile/202206180000503606.pdf (C: in Chinese)

Zhang, J., Tian, Y.*, Yuan, G.*, & Tao, D.* (2022). Epistemic Agency for Co-Structuring Expansive Knowledge Building Practices. Science Education, 106 (4), 890-923. https://doi.org/10.1002/sce.21717

Using an interactional ethnography method, we examined how students (n = 22) in a Grade 5 classroom coconstructed shared inquiry directions and flexible group structures to guide their sustained inquiry about human body systems over 7 months supported by a collaborative online environment. With their teacher's support, students took on agency to construct an evolving set of wondering areas as a way to frame what their whole class needed to investigate. Flexible groups, such as the eye inquiry group, emerged and evolved in the various areas, leading to progressively deepening inquiry and extensive idea exchanges.

Underwood, T.*, Park, H.*, & Zhang, J. (2022). Co-Construct Learning Spaces to Sustain Collaborative Knowledge Building During COVID-19 School Closures. In A. Weinberger, W. Chen, D. Hernández-Leo, & B. Chen (Eds.), Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning - CSCL 2022 (pp. 211-218). Hiroshima, Japan: International Society of the Learning Sciences.

Park, H.*, & Zhang, J. (2022). Learning Analytics for Teacher Noticing and Scaffolding: Facilitating Knowledge Building Progress in Science. In A. Weinberger, W. Chen, D. Hernández-Leo, & B. Chen (Eds.), Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning - CSCL 2022 (pp. 147-154). Hiroshima, Japan: International Society of the Learning Sciences.

Wiebe, J.P., Slotta, J.D., Smørdal, O., Amundrud, A., Rasmussen, I., Zhang, J., Chen, M.-H., Hod, Y., Kashi, S., Rahmian, L., Kalir, J., Zhu, X., Chen, B., Shui, H., & Joshi, I. (2022). A Cross-cutting Introduction to Technologies for Learning Communities. In J. Oshima, T. Mochizuki, & Y. Hayashi, (Eds.), General Proceedings of the 2nd Annual Meeting of the International Society of the Learning Sciences 2022 (pp. 80-83). Hiroshima, Japan: International Society of the Learning Sciences.

Hod, Y., Cohen, E., Kashi, S., Yuan, G., Lee, A., Zhang, J., Chen, B. (2022). Knowledge building infrastructure. A symposium presented at the Knowledge Building Summer Institute (KBSI 2022, Blended). University of Applied Sciences, Wageningen, the Netherlands.


2021

Tao, D.*, & Zhang, J. (2021). Agency to Transform: How Did a Grade 5 Community Co-Configure Dynamic Knowledge Building Practices in a Yearlong Science Inquiry? International Journal of Computer-Supported Collaborative Learning, 16(3), 403–434. https://doi.org/10.1007/s11412-021-09353-7

 This study investigates how students take on high-level epistemic agency to co-configure dynamic inquiry pathways that unfold over long periods of time. In a Grade 5 classroom that engaged in a yearlong science inquiry of the human body systems, students co-formulated an evolving chart of “big questions” that signified shared inquiry directions with the teacher’s support. Data analysis revealed students’ agentic moves to expand, deepen, and reframe the knowledge building work of their community over time. Analyses of online discourse and a pre-and post-test showed productive idea contributions, interactions, and knowledge outcomes. 

Law, N., Zhang, J., & Peppler, K. (2021). Sustainability and scalability of CSCL innovations. In U. Cress, J. Oshima, C. Rosé, & A. Wise (Eds.), International handbook of computer-supported collaborative learning (pp 121-141). Berlin: Springer. https://link.springer.com/chapter/10.1007/978-3-030-65291-3_7

This chapter examines the sustainability and scalability of CSCL innovations including the role of technology in fostering sustainable and scalable innovation. We review a range of CSCL innovations that span in- and out-of-school settings to synthesize technology-enabled strategies that address scalability challenges at the classroom and education ecosystem levels. A set of design principles is identified to guide future research and practice to transform education through CSCL innovations.

Park, H.*, & Zhang, J. (2021). Supporting Teachers’ Noticing and Scaffolding with Knowledge Building Analytics. In A. Wichmann, H. U. Hoppe, & N. Rummel (Eds.), General Proceedings of the 1st Annual Meeting of the International Society of the Learning Sciences 2021 (pp. 125-126). Bochum, Germany: International Society of the Learning Sciences (ISLS).

Amundrud, A., Smørdal, O., Zhang, J., Chen, M.-H., Kalir, J., Chen, B., Chang, Y.-H., Groos, D., Wiebe, J.P., Slotta, J.D., & Hod, Y. (2021). Advancing Technology Environments for Learning Communities. In C. E. Hmelo-Silver, B. De Wever, & J. Oshima (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021 (pp. 239-245). Bochum, Germany: International Society of the Learning Sciences. https://repository.isls.org/bitstream/1/7326/

Pesaresi, S.*, & Zhang, J. (2021). Teacher Support of Emergent Shared Regulation for Dynamic Collaborative Inquiry. In C. E. Hmelo-Silver, B. De Wever, & J. Oshima (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021 (pp. 59-66). Bochum, Germany: International Society of the Learning Sciences. https://repository.isls.org/handle/1/7360

Yuan, G.*, Zhang, J., & Chen, M.-H. (2021). Using Idea Thread Mapper to Support Cross-Classroom “Super Talk” among Four Grade 5 Knowledge Building Communities. In C. E. Hmelo-Silver, B. De Wever, & J. Oshima (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021 (pp. 115-122). Bochum, Germany: International Society of the Learning Sciences. https://repository.isls.org//handle/1/7298

Park, H.*, & Zhang, J. (2021). Knowledge Building Analytics to Support Teacher Noticing and Scaffolding. A paper resented at the Knowledge Building Summer Institute (KBSI 2021, virtual). Toronto, ON, Canada. Yuan, G., Tao, D., Zhang, J., & Chen, M.-H. (2021). Supporting metadiscourse within and across knowledge building communities: Student-led analytics with Idea Thread Mapper (ITM). A Working Session at the Knowledge Building Summer Institute (KBSI 2021, virtual). Toronto, ON, Canada.

Tao, D., & Zhang, J. (2021). Implementing emergent design to foster student epistemic agency in a grade 5 science community. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2021, virtual), April 8-12, 2021. Washington, DC.

Yuan, G.*, & Zhang, J. (2021). Designing and Testing the Novelty Analytic Framework for Collaborative Online Discourses in Knowledge Building Communities. Annual Meeting of American Educational Research Association (AERA 2021, virtual). April 8-12, 2021. Washington, DC.


2020

Zhang, J., Yuan, G.*, & Bogouslavsky, M. (2020). Give student ideas a larger stage: Support cross-community interaction for knowledge building. International Journal of Computer-Supported Collaborative Learning,15(4), 389–410. https://doi.org/10.1007/s11412-020-09332-4

This study explores boundary-crossing interaction between two grade 5/6 science classrooms that operated as knowledge building communities. The two classrooms studied human body systems with the support of the Knowledge Forum over a ten-week period. The knowledge building practice integrated student-driven inquiry and discourse within each community and cross-community interaction mediated through “super notes” posted in a cross-community meta-space. Students co-authored super notes as epistemic boundary objects, each of which synthesized knowledge progress in an emergent line of inquiry for cross-community sharing. Qualitative analyses of classroom videos, online discourse, and interviews provide a rich description of how the students conceived, generated, and interacted with the super notes for knowledge building. Incorporating cross-community interaction is important for scaling CSCL-based classroom practices in a way that fosters high-level epistemic engagement.

Guo, L., & Zhang, J. (2020). Creative learning through Knowledge Building--A learning sciences approach to future learning (an invited interview article). Open Education Research (Kai Fang Jiao Yu Yan Jiu), 26(3) 4-10. (C)

Zhang, J. (2020). Creativity as Sustained Social Practices: Four Pillars for Creative Learning Design. In N. Holbert, M. Berland, & Y. Kafai (Eds.), Designing Constructionist Futures: The Art, Theory, and Practice of Learning Designs (pp.331-340). Cambridge, MA: MIT Press. https://mitpress.mit.edu/books/designing-constructionist-futures

Zhong, J.*, Yuan, G.*, Zhang, J., & Chen, M.-H. (2020). Using Digital Textbooks as Knowledge Base to Detect Student Idea Development in Collaborative Discourse. In Sergey Sosnovsky, Peter Brusilovsky, Richard Baraniuk, Andrew Lan (Eds.), Proceedings of the Second International Workshop on Intelligent Textbooks 2020 co-located with 21st International Conference on Artificial Intelligence in Education (AIED 2020). Ifrane, Morocco: International AI in Education Society. http://ceur-ws.org/Vol-2674/

Zhang, J., Yuan, G.*, Zhong, J.*, Pellino, S.*, & Chen, M.-H. (2020). Enhancing Knowledge Building Discourse with Automated Feedback on Idea Complexity. In M. Gresalfi & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, Proceedings of the 14th International Conference of the Learning Sciences (ICLS 2020) (pp. 1697-1700). Nashville, TN: International Society of the Learning Sciences. https://repository.isls.org//handle/1/6402

Pesaresi, S.*, & Zhang, J. (2020). Collaborative and Emergent Regulation of Open-Ended Inquiry through Semiotically Mediated Structures. In M. Gresalfi & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, Proceedings of the 14th International Conference of the Learning Sciences (ICLS 2020) (pp. 2067-2068). Nashville, TN: International Society of the Learning Sciences. https://repository.isls.org//handle/1/6630

Dehghan-Chaleshtori, M.*, & Zhang, J. (2020). Dialogic Interaction of Language Learners in a Knowledge Building Community. In M. Gresalfi & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, Proceedings of the 14th International Conference of the Learning Sciences (ICLS 2020) (pp. 681-684). Nashville, TN: International Society of the Learning Sciences.https://repository.isls.org//handle/1/6727

Yuan, G.*, & Zhang, J. (2020). Idea Development Across Social Levels for Knowledge Building in Four Grade 5 Science Communities. In M. Gresalfi & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, Proceedings of the 14th International Conference of the Learning Sciences (ICLS 2020) (pp. 2530-2536). Nashville, TN: International Society of the Learning Sciences. https://repository.isls.org//handle/1/6616

Yuan, G.*, & Zhang, J. (2020). Extending Co-Created Knowledge Building Discourses through Cross-Community Collaboration. Knowledge Building Summer Institute (KBSI 2020): A Global Knowledge Building Design Experiment: Saving the Planet, Saving Lives (virtual). Toronto, ON, Canada. Park., H.*, & Zhang, J. (2020). Tracing a Teacher’s Reflective Noticing and Scaffolding of Student Inquiry in Grade 5 Knowledge Building Communities. Knowledge Building Summer Institute (KBSI 2020): A Global Knowledge Building Design Experiment: Saving the Planet, Saving Lives (virtual). Toronto, ON, Canada.

Vokatis, B., & Zhang, J. (2020). Dialogic literacy in cross-community interactions to build knowledge about the human body. The Literacy Research Association’s 70th Annual Conference (virtual). December 2-5, 2020, Houston, TX.

Dehghan-Chaleshtori, M.*, & Zhang, J. (2020). Supporting English Language Learners as Knowledge Builders in Collaborative Science Classrooms. Annual Meeting of American Educational Research Association (AERA 2020, virtual), San Francisco, CA.

Park, H.*, & Zhang, J. (2020). Teachers’ Reflective Noticing and Responsive Scaffolding to Support Student Knowledge Building in Grade 5 Science. Annual Meeting of American Educational Research Association (AERA 2020), San Francisco, CA.


2019

Yuan, G.*, & Zhang, J. (2019). Connecting Knowledge Spaces: Enabling Cross-Community Knowledge Building through Boundary Objects. British Journal of Educational Technology, 50 (5), 2144–2161. https://doi.org/10.1111/bjet.12804

This study aims to explore designs of collective knowledge space to support cross-community interaction. A design experiment was conducted in four grade 5 classrooms with the support of Knowledge Forum over a school year. As students conducted focused inquiry and discourse within their own community, they reviewed productive threads of ideas and created “super notes” for cross-community sharing and interaction. A set of “super notes” from previous classrooms studying human body systems was also posted in the cross-community space. Qualitative analyses results showed that the students wrote and posted “super notes” to capture substantive idea progress and deepening questions that had emerged from their inquiry. Social network analysis of who had read whose “super notes” revealed extensive social interactions between the four classrooms as well as among the students within each classroom. Analyses of teacher interviews and observation data documented the teachers’ roles to contextualize the purpose of the cross-classroom space, support “super notes” reading and writing, and scaffold cross-classroom connection and conversation.

Pesaresi, S.*, & Zhang, J. (2019). Negotiating Uncertainty to Develop a Joint Deepening Focus in Knowledge Building Discourse. In K. Lund, G. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, & M. Baker( Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019. Lyon, France: International Society of the Learning Sciences. https://repository.isls.org//handle/1/4459

Zhang, J., & Chen, M.-H. (2019). Idea Thread Mapper: Designs for Sustaining Student-Driven Knowledge Building Across Classrooms. In K. Lund, G. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, & M. Baker( Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1 (pp. 144-151). Lyon, France: International Society of the Learning Sciences. https://repository.isls.org//handle/1/4396

Yuan, G.*, Zhang, J., & Chen, M-H. (2019). Cross-boundary Interaction for Sustaining Idea Development and Knowledge Building with Idea Thread Mapper. In K. Lund, G. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, & M. Baker( Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019. Lyon, France: International Society of the Learning Sciences. https://repository.isls.org/handle/1/4439

Park, H.*, & Zhang, J. (2019). Reflective Assessment for Idea Improvement through Collective Concept Mapping. In K. Lund, G. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, & M. Baker( Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019. Lyon, France: International Society of the Learning Sciences. https://repository.isls.org/handle/1/4472

Zhang, J., & Lee, J.* (2019). Building on Collective Prior Knowledge for Knowledge Building Across School Years: a paper in the symposium “The Role of Knowledge in Knowledge Building.” In K. Lund, G. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, & M. Baker( Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019. Lyon, France: International Society of the Learning Sciences. https://repository.isls.org/handle/1/4503

Tao, D.*, & Zhang, J. (2019). Reflective Structuration of Knowledge Building Practices in Grade 5 Science Classrooms. Paper presented at the International Knowledge Building Summer Institute (KBSI 2019). Beijing, China.

Yuan, G.*, Zhang, J., & Chen, M-H., Gagnon, P., & Kirk, S. (April 2019). Supporting Cross-Classroom Interaction for Knowledge Building with Idea Thread Mapper. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2019), Toronto, ON.

Yuan, G.*, & Zhang, J. (2019). Learning from crossing boundaries in knowledge building community: a social network perspective for learning. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2019), Toronto, ON.

Vokatis, B., & Zhang, J. (2019). Dialogic Literacy Enabled by Cross-community Interactions in Scientific Knowledge Building. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2019), Toronto, ON.

Kici, D.*, Demjanenko, T.**, & Zhang, J. (2019). Designing Interdisciplinary Knowledge Building in a Grade-Five Community. Poster paper presented at the Annual Meeting of American Educational Research Association (AERA 2019), Toronto, ON.

Zhang, J., Chaleshtori, M. D.*, Park, H.*, Yuan, G.*, Harris, C.*, Zhou, H.*, Zhao, R.* (2019). Improvisational Structuring of Knowledge Building Discourse in a Grade 5 Science Classroom. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2019), Toronto, ON.


2018

Tao, D.*, & Zhang, J. (2018). Forming shared inquiry structures to support knowledge building in a Grade 5 community. Instructional Science, 46(4), 563-592. (Special Issue: Revisiting Learning Communities: Innovations in Theory and Practice). https://doi.org/10.1007/s11251-018-9462-4

This study explores the reflective processes by which a grade 5 science community co-constructed shared inquiry structures to focus and guide its inquiry about human body systems over a school year supported by a collaborative online environment. The co-constructed structures included a list of collective wondering areas as the shared focus of inquiry and models of the inquiry process in the form of “research cycle.” The results contribute to elaborating a 'reflective structuration' approach to co-organizing and sustaining long-term, open-ended inquiry in knowledge building communities.


Zhang, J., Tao, D.*, Chen, M.-H., Sun, Y., Judson, D.*, & Naqvi, S.* (2018). Co-organizing the collective journey of inquiry with Idea Thread Mapper. Journal of the Learning Sciences, 27(3), 390-430. https://doi.org/10.1080/10508406.2018.1444992

This research integrates theory building, technology design, and design-based research to address a central challenge pertaining to collective inquiry and knowledge building: How can student-driven, ever-deepening inquiry processes become socially organized and pedagogically supported in a community? Different from supporting inquiry using predesigned structures, we propose 'reflective structuration' as a social and temporal mechanism by which members of a community coconstruct/reconstruct shared inquiry structures to shape and guide their ongoing knowledge building processes. Idea Thread Mapper (ITM) was designed to help students and their teacher monitor emergent directions and co-organize the unfolding inquiry processes over time. A study was conducted in two upper primary school classrooms that investigated electricity with the support of ITM. 
A Journal of Learning Sciences (JLS) Webinar was organized on August 15, 2018 to discuss this article: https://youtu.be/VDajiY9U2lk
This article was used as a recommended reading in the International Handbook of Computer-Supported Collaborative Learning: Paavola, S., & Hakkarainen, K. (2021). Communities and participation. In U. Cress, J. Oshima, C. Rose, & A. Wise (Eds.), International handbook of computer-supported collaborative learning (CSCL) (pp. 241-259). Berlin: Springer.

Hod, Y., Zhang, J., Yuan, G.*, & Zhou, H.* (2018). Taking on the challenges of learning in the digital age: Grade 5 students’ mindsets and strategies in knowledge building communities. In J. Kay and R. Luckin (Eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) (Vol. 2, pp. 1033-1036). London, UK: International Society of the Learning Sciences. https://repository.isls.org/handle/1/550

Tao, D.*, Zhang, J., & Gao, D. (2018). Co-framing shared epistemic objects of inquiry to support knowledge building over a whole school year. In J. Kay & R. Luckin (Eds.), Rethinking learning in the digital age: Making the learning sciences count, 13th International Conference of the Learning Sciences (ICLS) (Vol. 2, pp.784-791). London, United Kingdom: International Society of the Learning Sciences. https://repository.isls.org/handle/1/498

Zhou, H.*, & Zhang, J. (2018). Dealing with Changes and Challenges: Grade 5 Students’ Experience with Knowledge Building Pedagogy in a Yearlong Science Inquiry. In J. Kay and R. Luckin (Eds.). Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) (Vol. 2, pp. 1133-1136). London, UK: International Society of the Learning Sciences. https://repository.isls.org/handle/1/578

Zhang, J., & Yuan, G.* (2018). Cross-Classroom Interaction for Knowledge Building: A Design Experiment in Four Grade 5 Science Classrooms. In J. Kay and R. Luckin (Eds.). Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS). London, UK: International Society of the Learning Sciences. [1]

Zhang, J., Chen, M-H., & the ITM Team. (Aug 2018). The Idea Thread Mapper Project: Sustaining Knowledge Building across Classrooms. An innovation session presentation at the International Knowledge Building Summer Institute, August 2018, Toronto, Canada.

Yuan, G.*, Zhang, J., & Chen, M-H., Gagnon, P.**, & Kirk, S.** (2018). Cross-Boundaries in Knowledge Building Communities with the Support of Idea Thread Mapper. Paper presented at the International Knowledge Building Summer Institute, August 2018, Toronto, Canada.

Kici, D.*, & Zhang, J. (2018). An integrated inquiry about energy and environmental issues in a grade 5 classroom. Paper presented at the International Knowledge Building Summer Institute, August 2018, Toronto, Canada.

Park, H.*, & Zhang, J. (2018). How are Ideas Advanced? A Multifaceted Investigation of Discourse in Knowledge Building. Paper presented at the International Knowledge Building Summer Institute, August 2018, Toronto, Canada.

Yuan, G.*, Zhang, J., & Luo, C.* (April 2018). Cross-Classroom Interaction Among Four Grade 5 Knowledge-Building Communities. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2018), New York, NY, April 2018.

Park, H.*, & Zhang, J. (April 2018). Lexical and Communicative Features of Knowledge-Building Discourse in a Grade 5 Science Classroom. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2018), New York, NY, April 2018.

Vokatis, B., & Zhang, J. (March 2018). Building Knowledge through Literacy and Technology in Cross-community Interaction. Paper presented at the Fourteenth International Conference on Technology, Knowledge & Society, St John's University, New York, USA.


2017

Zhang, J., Bogouslavsky, M., & Yuan, G.* (2017). Cross-Community Interaction for Knowledge Building in Two Grade 5/6 Classrooms. In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 1. Philadelphia, PA: International Society of the Learning Sciences. (Best Paper Nomination) https://repository.isls.org/handle/1/258

Tao, D.*, Zhang, J., & Gao, D. (2017). Reflective Structuration of Knowledge Building Practices in Grade 5 Science: A Two-Year Design-Based Research In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2. Philadelphia, PA: International Society of the Learning Sciences. https://repository.isls.org/handle/1/306

Tao, D.*, & Zhang, J. (2017). How Did a Grade 5 Science Community Co-Construct Collective Structures of Inquiry? In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2. Philadelphia, PA: International Society of the Learning Sciences. https://repository.isls.org/handle/1/197

de Jong, F., van den Ende, J., van Heijst, H., Matsuzawa, Y., Kirschner, P., Zhang, J., Chen, M., Chen, F., Rosé, C., Godinez, E. V., Ratté, S., Chen, B., Chan, C., van Aalst, J., Yang, C., Oshima, J., Hmelo-Silver, C., & Wise, A. (2017). Making a Difference: Analytics for Quality Knowledge-Building Conversations (A symposium). In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2. Philadelphia, PA: International Society of the Learning Sciences. https://repository.isls.org/handle/1/209

Scardamalia, M., Bereiter, C., Laferrière, T., Bielaczyc, K., Chai, S., Chan, C. K., Chen, B., Chen, M., de Jong, F., del Castillo, F. D., Hakkarainen, K., Matsuzawa, Y., McAuley, A., Montané, M., Nunes, C., Reeve, R., Seitamaa-Hakkarainen, P., Oshima, J., Shirouzu, H., Tan, S. C., Teo, C. L., van Aalst, J., Vinha, T., & Zhang, J. (2017). Toward a Multi-Level Knowledge Building Innovation Network In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2 (pp. 703-710). Philadelphia, PA: International Society of the Learning Sciences. https://repository.isls.org/handle/1/208

Tian, Y.*, & Zhang, J. (2017). Tracing the Inquiry of an Opportunistic Group in a Grade 5 Knowledge Building Community. A paper presentation at the International Knowledge Building Summer Institute: “Making a Difference-Knowledge Building Communities.” Philadelphia, PA: Knowledge Building International.

Zhou, H.*, & Zhang, J. (2017). How Did a Grade 5 Community Co-Structure Driving Questions for Knowledge Building about Ecosystems? A poster paper at the International Knowledge Building Summer Institute: “Making a Difference-Knowledge Building Communities.” Philadelphia, PA: Knowledge Building International.

Yuan, G.*, & Zhang, J. (2017). Connecting the “Science Bubbles” of Four Grade 5 Knowledge Building Communities. A poster paper at the International Knowledge Building Summer Institute: “Making a Difference-Knowledge Building Communities.” Philadelphia, PA: Knowledge Building International.

Zhang, J., & Yuan, G.* (2017). Cross-Classroom Interaction for Sustained Inquiry. 2017 NSF video showcase “Advancing STEM Learning For All: Research and Design for Impact,” May 2017. http://videohall.com/p/990

Tian, Y.*, & Zhang, J. (2017). Student-Directed Sustained Inquiry in a Grade 5 Community Featuring Opportunistic Collaboration. Paper to be presented at the Annual Meeting of American Educational Research Association (AERA 2017), April 27 –May 1, 2017, San Antonio, TX.

Tao, D.*, Zhang, J. (2017). Reflective Structuration of Sustained Deep Inquiry in a Grade 5 Classroom. Paper to be presented at the Annual Meeting of American Educational Research Association (AERA 2017), April 27 –May 1, 2017, San Antonio, TX.

Tao, D.*, Zhang, J., Chen, X. (2017). Multilevel Reflections to Co-Frame Epistemic Objects of Inquiry for Sustained Knowledge Building Over a School Year. Poster to be presented at the Annual Meeting of American Educational Research Association (AERA 2017), April 27 –May 1, 2017, San Antonio, TX.

Zhang, J. (2017) Cross-Community Interaction for Sustained Knowledge Building. A round table presentation at NSF Cyberlearning Summit 2017, April 18-19, 2017, Washington, DC.


2016

Chen, B., & Zhang, J. (2016). Analytics for knowledge creation: Towards Agency and Design-Mode Thinking. Journal of Learning Analytics, 3(2) 139-164. (Special Section: Learning Analytics for 21st Century Competencies). https://doi.org/10.18608/jla.2016.32.7

Vokatis, B., & Zhang, J. (2016). The professional identity of three innovative teachers engaging in sustained knowledge building using technology. Frontline Learning Research: An Official Journal of EARLI, 4 (1), 58-77. https://doi.org/10.14786/flr.v4i1.223

Tao, D.*, & Zhang, J. (2016). If you don’t tell us, how can we know what we are supposed to do? - A case study of a Grade 5 science community co-constructing collective structures to support sustained inquiry over a school year. In M. Wang, P. Kirschner, and S. Bridges (Eds.), Proceedings of the Workshop on Computer-Based Learning Environments for Deep Learning in Inquiry and Problem-Solving Contexts – The Pre-Conference Workshop at ICLS 2016 (pp. 31-36). Singapore.

Hod, Y., Ben-Zvi, D., Charles, E., Kali, Y., McDonald, S. P., Rook, M. M., Slotta, J. D., Weiss, P. T., Whittaker, C., Zhang, J. (2016). Challenges and Opportunities for Research and Design of Future Learning Spaces. In Y. Eshet-Alkalai, I. Blau, A. Caspi, N. Geri, Y. Kalman, V. Silber-Varod, (Eds.), Proceedings of the Eleventh Chais Conference for the Study of Innovation and Learning Technologies: Learning in the Technological Era (pp. 117-122). Ra’anana, Israel: The Open University.

Hod, Y., Charles, E. S., Acosta, A., Ben-Zvi, D., Chen, M., Choi, K., Dugdale, M., Kali, Y., Lenton, K., McDonald, S. P., Moher, T., Quintana, R. M., Rook, M. M., Slotta, J. D., Tietjen, P., Weiss, P. L., Whittaker, C., Zhang, J., Bielaczyc, K., & Kapur, M. (2016). Future Learning Spaces for Learning Communities: New Directions and Conceptual Frameworks (A symposium). In C.-K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.), Transforming Learning, Empowering Learners: Proceedings of the International Conference of the Learning Sciences (Vol. 2) (pp.1061-1070). International Society of the Learning Sciences. https://repository.isls.org/handle/1/374

Chen, J.*, & Zhang. J. (2016). Design Collaborative Formative Assessment for Sustained Knowledge Building. In C.-K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.), Transforming Learning, Empowering Learners: Proceedings of the International Conference of the Learning Sciences (Vol. 1) (pp.647-654). International Society of the Learning Sciences. https://repository.isls.org/handle/1/175

Zhang, J. (2016). Connecting Idea Threads for Sustained Inquiry and Discourse. 2016 NSF video showcase “Advancing STEM Learning For All: Sharing Cutting Edge Work and Community Discourse,” May 17-23, 2016, http://videohall.com/p/770

Tao, D.* & Zhang, J. (2016). “If you don’t tell us, how can we know what we are supposed to do?” Paper presented at the Knowledge Building Summer Institute: Multi-Level Knowledge Innovation Networks. Singapore.

Tao, D.*, Zhang, J., & Gao, D. (2016). Co-generation of Pragmatic Structure to Support Sustained Inquiry over a School Year. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2016), Washington, DC.


2015

Tao, D.*, Zhang, J., & Huang, Y. (2015). How did a grade 5 community formulate progressive, collective goals to sustain knowledge building over a whole school year? In O. Lindwall & S. Ludvigsen (Eds.), Exploring the material conditions of learning: Proceedings of the 11th International Conference on Computer Supported Collaborative Learning (Vol. 1, pp. 419-426). Gothenburg, Sweden: International Society of the Learning Sciences. https://repository.isls.org/handle/1/436

Zhang, J., Chen, M.-H., Tao, D.*, Lee, J.*, Sun, Y., & Judson, D.* (2015). Fostering sustained knowledge building through metadiscourse aided by the Idea Thread Mapper. In O. Lindwall & S. Ludvigsen (Eds.), Exploring the material conditions of learning: Proceedings of the 11th International Conference on Computer Supported Collaborative Learning (Vol. 1, pp. 166-173). Gothenburg, Sweden: International Society of the Learning Sciences. https://repository.isls.org/handle/1/404

Vokatis, B., & Zhang, J. (2015). Characterizing the professional identity of three teachers engaging in sustained knowledge building. In O. Lindwall & S. Ludvigsen (Eds.), Exploring the material conditions of learning: Proceedings of the 11th International Conference on Computer Supported Collaborative Learning. Gothenburg, Sweden: International Society of the Learning Sciences.

Zhang, J., Tao, D.*, Sun, Y., Chen, M-H., Peebles, B.**, & Naqvi, S.* (2015). Metadiscourse on Collective Knowledge Progress to Inform Sustained Knowledge-Building Discourse. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2015), Chicago, IL.


2014

Jin, H., Zhang, J., & Sun, Y. (2014). Web-based knowledge building community: A study of the interaction between collective knowledge building and individual knowledge growth. China Educational Technology (Zhong Guo Dian Hua Jiao Yu), (4), 56-62. (C)

Sun, W.*, Zhang, J., Jin, H., & Lyu, S. (2014). Analyzing Online Knowledge Building Discourse Using Probabilistic Topic Models. In Joseph Polman, Elena Kyza, Kevin O'Neill, and Iris Tabak (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS 2014). International Society of the Learning Sciences. https://repository.isls.org/handle/1/1200

Chen, M-H., Sun, Y., Zhang, J., Morley, E.**, & Messina, R.** (August 2014). Idea Thread Mapper: Visualizing and Assessing Collective Knowledge Progress in Knowledge Building Communities. A workshop at the Knowledge Building Summer Institute, August 2014, Quebec City.

Chen, B., Teplovs, C., Zhang, J., Matsuzawa, Y., Hong, H-Y., Perreault, C., Philip, D., Scardamalia, M., & Bereiter, C. (2014). Knowledge building analytics: Where we were, where we are, and where we are headed. A workshop at the Knowledge Building Summer Institute, August 2014, Quebec City.

Zhang, J., Tao, D.*, Sun, Y., Chen, M-H., Peebles, B.**, & Naqvi, S.* (August 2014). Ongoing Metadiscourse and Reflection on Collective Knowledge Progress Fosters Sustained Knowledge Building. Paper Presented at the Knowledge Building Summer Institute, August 2014, Quebec City.

Zhang, J., Lee, J.*, & Chen, J.* (2014). Deepening Inquiry about Human Body Systems through Computer-Supported Metadiscourse. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2014), Philadelphia, PA.

Zhang, J., Chen, M.-H., Tao, D.* Naqvi, S.*, & Peebles, B.** (2014). Using Idea Thread Mapper to Support Collaborative Reflection for Sustained Knowledge Building. Poster presented at the Annual Meeting of American Educational Research Association (AERA 2014), Philadelphia, PA.


2013

Zhang, J. (2013). Collaboration, technology, and culture. In Cindy Hmelo-Silver, Angela O’Donnell, Carol Chan, & Clark Chinn (Eds.), International Handbook of Collaborative Learning (pp.495-508). Philadelphia, PA: Taylor & Francis. https://www.routledge.com/The-International-Handbook-of-Collaborative-Learning/Hmelo-Silver-Chinn-Chan-ODonnell/p/book/9780415805742

Zhang, J. (2013). A reflection on the advances and challenges of educational technology research in the US: A design science perspective. Peking University Education Review, 11(3), 32-48. (C)

Zhang, J., Chen, M.-H., Chen, J., & Mico, T. F.* (2013). Computer-Supported Metadiscourse to Foster Collective Progress in Knowledge-Building Communities. In N. Rummel, M., Kapur, M. Nathan, & S. Puntambekar (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 2 (pp.197-200). International Society of the Learning Sciences. https://repository.isls.org/handle/1/1807

Chen, M.-H., Zhang, J. & Lee, J.* (2013). Making Collective Progress Visible for Sustained Knowledge Building. In N. Rummel, M., Kapur, M. Nathan, & S. Puntambekar (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 (pp.81-88). International Society of the Learning Sciences. (Best Design Paper Nomination) https://repository.isls.org/handle/1/1979

Sun, W.*, Lyu, S., Jin, H., Zhang, J. (2013). Analyzing Online Learning Discourse using Probabilistic Topic Models. The Neural Information Processing Systems Foundation (NIPS) Workshop on Data Driven Education. Tahoe, Nevada, December 2013.

Zhang, J., & Chen, M.-H. (2013). Foster Sustained, Collaborative Knowledge Building with Idea Thread Mapper. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2013), San Francisco, CA.

Zhang, J. (2013). Foster a Self-Sustained, Collective Trajectory of Inquiry through Adaptive Collaboration. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2013, San Francisco, CA) in a symposium “Researching classrooms as knowledge communities:
New models for 21st century learning.”


2012

Zhang, J., & Chen, J. (2012). Building knowledge through the cyber space. In: Z. Yan (Ed.), Encyclopedia of Cyber Behavior (pp. 383-393). Hershey PA: IGI Global. [2]

Zhang, J. (2012). Designing Adaptive Collaboration Structures for Advancing the Community’s Knowledge. In: D.Y. Dai (Ed.), Design research on learning and thinking in educational settings: Enhancing intellectual growth and functioning (pp. 201-224). Philadelphia, PA: Taylor & Francis. https://www.routledge.com/Design-Research-on-Learning-and-Thinking-in-Educational-Settings-Enhancing/Dai/p/book/9780415880510

Dai, D., Zhang, J., & Yan, Z. (2012). Epilogue: Where are we and where are we going? In D.Y. Dai (Ed.), Design research on learning and thinking in educational settings: Enhancing intellectual growth and functioning (pp. 268-282). Philadelphia, PA: Taylor & Francis. https://www.routledge.com/Design-Research-on-Learning-and-Thinking-in-Educational-Settings-Enhancing/Dai/p/book/9780415880510

Zhang, J., Lee, J.*, & Wilde, J.* (2012). Metadiscourse to foster collective responsibility for deepening inquiry. In Jan van Aalst, Kate Thompson, Michael J. Jacobson, and Peter Reimann (Eds.), Proceedings of the International Conference of the Learning Sciences (pp.395-402). International Society of the Learning Sciences (ISLS). https://repository.isls.org/handle/1/2231

Zhang, J., Chen, M. -C., Li, H.*, Zhao, Y*., Chen, J.*, Rajbhandari, B. L.*, Sun, Y., Ferrer-Mico, T.*, Shaw, R.**, Peebles, B.**, & Naqvi, S.* (2012). Making Collective Progress Visible: The Design and Application of Idea Thread Mapper (ITM) for Sustained Knowledge Building. Knowledge Building Summer Institute: Building Cultural Capacity for Innovation. Institute for Knowledge Innovation and Technology, August 7-10, 2012, Toronto, Ontario, Canada.

Vokatis, B.*, & Zhang, J. (April 2012). Characterizing the identity of three knowledge building teachers. Poster presentation at the Annual Meeting of American Educational Research Association (AERA 2012, Vancouver, BC).


2011

Zhang, J., & Sun, Y. (2011). Reading for idea advancement in a grade 4 knowledge building community. Instructional Science, 39 (4), 429-452. https://doi.org/10.1007/s11251-010-9135-4

Zhang, J., Hong, H.-Y., Scardamalia, M., Teo, C., & Morley, E. (2011). Sustaining knowledge building as a principle-based innovation at an elementary school. Journal of the Learning Sciences, 20 (2), 262–307. https://doi.org/10.1080/10508406.2011.528317

Zhang, J. (Chair), Scardamalia, M., Chan, C., van Aalst, J., Fung, Y. H., Tse, H. Morley, E., Messina, R., & Kolodner, J. (discussant) (2011, July). A Principle-Based Approach to Knowledge Building: Processes, Challenges, and Implications. In: H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings (pp. 1053-1058). International Society of the Learning Sciences (ISLS). https://repository.isls.org/handle/1/2406

Zhang, J., & Sun, Y. (2011, July). Quantified measures of online discourse as knowledge building indicators. In: H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings (pp. 72-79). International Society of the Learning Sciences (ISLS). https://repository.isls.org/handle/1/2531

Chuy, M., Zhang, J., Resendes, M.*, Scardamalia, M., & Bereiter, C. (2011, July). Does Contributing to a Knowledge Building Dialogue Lead to Individual Advancement of Knowledge? In: H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings (pp. 57-63). International Society of the Learning Sciences (ISLS). https://repository.isls.org/handle/1/2499

Chuy, M., Scardamalia, M., Resendes, M., Chen, B., Tarchi, C., Messina, R., Morley, E., Hamel, C., Bielaczyc, K., & Zhang, J. (symposium discussant). (2011, July). Getting started and sustaining Knowledge Building. In: H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings (CSCL 2011) (pp. 1123-1125). International Society of the Learning Sciences (ISLS). https://repository.isls.org/handle/1/2417

Laferriere, T., Viilo, M., Seitamaa-Hakkarainen, P., Hakkarainen, K., Oshima, J., Scardamalia, M., Bereiter, C., Chen, B., Chuy, M., Resendes, M., van Aalst, J., Chan, C., Bielaczyc, K., Hong, H.-Y., & Zhang, J. (symposium discussant) (2011, July). Enhancing the Social and Cognitive Benefits of Digital Tools and Media. In: H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings (pp. 1111-1118). International Society of the Learning Sciences (ISLS). https://repository.isls.org/handle/1/2414


2010

Sun, Y., Zhang, J., & Scardamalia, M. (2010). Developing deep understanding and literacy while addressing a gender-based literacy gap. Canadian Journal of Learning and Technology, 36(1). Online available at: http://www.cjlt.ca

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, 36(1). Online available at: http://www.cjlt.ca

Gan, Y., Scardamalia, M., Hong, H-Y., & Zhang, J. (2010). Early development of graphical literacy through knowledge building. Canadian Journal of Learning and Technology, 36(1). Online available at: http://www.cjlt.ca

Zhang, J. (2010). Technology-supported learning innovation in cultural contexts. Educational Technology Research and Development, 58 (2), 229-243. https://doi.org/10.1007/s11423-009-9137-6 (Outstanding Journal Article published in ETR&D, awarded by the International Division of the Association for Educational Communications and Technology)

Sun, Y., Zhang, J., & Scardamalia, M. (2010). Knowledge building and vocabulary growth over two years, Grades 3 and 4. Instructional Science, 38 (2), 147-171.

Zhang, J., & Messina, R. (2010). Collaborative productivity as self-sustaining processes in a Grade 4 knowledge building community. In K. Gomez, J. Radinsky, & L. Lyons (Eds.), Proceedings of the 9th International Conference of the Learning Sciences (pp. 49-56). Chicago, IL: International Society of the Learning Sciences. https://repository.isls.org/handle/1/2712

Zhang, J., Teo, C. L.*, Caswell , B.**, Bogert, C.**, Messina. R.**, Morley. E.**, Peebles, B**. (2010). Sustaining Knowledge Building: A Longitudinal Look at an Elementary School Experience. Knowledge Building/Knowledge Forum Summer Institute. Ontario Institute for Studies in Education, University of Toronto, August 3-6, 2010. (Plenary Session).

Zhang, J., (2010). Scaffolding a knowledge building community as a dynamic creative system. Annual Meeting of American Educational Research Association (AERA 2010), Denver, CO.

Zhang, J. (2010). Enhancing creative knowledge work with collaborative technologies. Presented in a symposium: “Complex Ecologies: A Panel Discussion on Educational Research and Web 2.0 Technologies.” The Annual Meeting of American Educational Research Association (AERA 2010), Denver, CO.


2009

Zhang, J. (2009). Toward a creative social Web for learners and teachers. Educational Researcher, 38, 274-279.

Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. (2009). Designs for collective cognitive responsibility in knowledge building communities. Journal of the Learning Sciences, 18(1), 7–44. https://doi.org/10.1080/10508400802581676

This article reports a design experiment conducted over three successive school years, with the teacher's goal of having his Grade 4 students assume increasing levels of collective responsibility for advancing their knowledge of optics. Classroom practices conducive to sustained knowledge building were co-constructed by the teacher and students, with Knowledge Forum software supporting the production and refinement of the community's knowledge. Social network analysis and qualitative analyses were used to assess online participatory patterns and knowledge advances, focusing on indicators of collective cognitive responsibility. Data indicate increasingly effective procedures, mirrored in students' knowledge advances, corresponding to the following organizations: (a) Year 1—fixed small-groups; (b) Year 2—interacting small-groups with substantial cross-group knowledge sharing; and (c) Year 3—opportunistic collaboration, with small teams forming and disbanding under the volition of community members, based on emergent goals. The third-year model maps most directly onto organic and distributed social structures in real-world knowledge-creating organizations and resulted in the highest level of collective cognitive responsibility, knowledge advancement, and dynamic diffusion of information.
This paper was included in the web-based research resource for informal science educators developed by the Exploratorium (www.research2practice.net). Bevan, B. (2011). Structuring emergent, collaborative learning through inquiry: An ISE research brief discussing Zhang et al.’s Designs for collective cognitive responsibility in knowledge-building communities. Exploratorium. CA: San Francisco.
A shortened Chinese version of this article was included in the following book as an example of design-based research: Wenjing Wang (Ed.) (2011), Design-based research. Shanghai: East China Normal University Press.
This article was used as a recommended reading on design-based research in the International Handbook of the Learning Sciences: Puntambekar, S. (2018). Design-Based Research (DBR). In: F. Fischer, C. E. Hmelo-Silver, S. R. Goldman & P. Reimann (Eds.), International handbook of the learning sciences. New York, NY: Routledge.
This article was used as a recommended reading on learning communities in the International Handbook of Computer-Supported Collaborative Learning: Hod, Y., & Teasley, S.D. (2021). Communities and participation. In U. Cress, J. Oshima, C. Rosé, & A. Wise (Eds.), International handbook of computer-supported collaborative learning (CSCL) (pp. 145-161). Berlin: Springer.

Hong, H.-Y., Zhang, J., Teo, C. L., Scardamalia, M. (2009). Towards design-based knowledge-building practices in teaching. In: Proceedings of the 9th international conference on computer supported collaborative learning (CSCL 2009) - Volume 1 (pp.257-261). International Society of the Learning Sciences. Rhodes, Greece. https://repository.isls.org/handle/1/2953


2008

Zhao, Y., Zhang, G., Yang, W., Kirkland, D.E., Han, X., Zhang, J. (2008). A comparative study of educational research in China and the United States. Asia Pacific Journal of Education. 28 (1), 1 – 17. https://doi.org/10.1080/02188790701849826

Zhang, J., & Chan, C.K.K. (2008). Examining the growth of community knowledge in an online space. In: Workshop Proceedings of the International Conference on Computers in Education (ICCE 2008) (pp. 60-69). The Asia-Pacific Society for Computers in Education. Taipei, Taiwan.

Zhang, J., & Sun, Y. (2008). Knowledge building measures that matter. Paper presented at the Knowledge Building/Knowledge Forum Summer Institute. Ontario Institute for Studies in Education, University of Toronto, August 4-8, 2008.

Zhang, J. (2008). Technology-supported learning innovation in cultural contexts. Paper presented at the Knowledge Building/Knowledge Forum Summer Institute. Ontario Institute for Studies in Education, University of Toronto, August 4-8, 2008.

Zhang, J., Hong, H.-Y., Teo, C.*, Scardamalia, M., & Morley, E.** (2008). “Constantly going deeper:” Knowledge building innovation in an elementary professional community. Annual Meeting of American Educational Research Association, New York, NY.

Sun, Y., Zhang, J., & Scardamalia, M. (2008). Addressing gender gap in literacy through knowledge building: A follow-up analysis of different content areas. Annual Meeting of American Educational Research Association, New York, NY.


2007

Zhang, J. (2007). A cultural look at information and communication technologies in Eastern education. Educational Technology Research and Development, 55(3), 301-314. https://doi.org/10.1007/s11423-007-9040-y (Outstanding Journal Article of the Year in the Field of Instructional Design awarded by the Association for Educational Communications and Technology)

Zhang, J., Scardamalia, M., Lamon, M., Messina, R., & Reeve, R. (2007). Socio-cognitive dynamics of knowledge building in the work of nine- and ten-year-olds. Educational Technology Research and Development, 55(2), 117–145. https://doi.org/10.1007/s11423-006-9019-0

This study examines four months of online discourse of 22 Grade 4 students engaged in efforts to advance their understanding of optics. A new analytic tool—inquiry threads—was developed to analyze the discourse used by these students as they worked in this environment. Data analyses focus on four knowledge building principles: idea improvement; real ideas, authentic problems; community knowledge; and constructive use of authoritative sources. Results indicate that these young students generated theories and explanation-seeking questions, designed experiments to produce real-world empirical data to support their theories, located and introduced expert resources, revised ideas, and responded to problems and ideas that emerged as community knowledge evolved.


Gan, Y. C., Scardamalia, M., Hong, H. Y., & Zhang, J. (2007). Making thinking visible: Growth in graphical literacy, Grades 3 and 4. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.), Proceedings of the International Conference on Computer Supported Collaborative Learning 2007 (pp. 206-208). Rutgers, The State University of New Jersey, NJ. https://repository.isls.org/handle/1/3336

Zhang, J. (2007). What makes an elementary professional community innovative? The Knowledge Building/Knowledge Forum Summer Institute, Ontario Institute for Studies in Education, University of Toronto.

Zhang, J. & Chen, Q. (2007). Harnessing technology during the transition of learning cultures in the West and East. A paper presentation at the Working Joint IFIP (International Federation of Information Processing) Conference: Education Informatics, Mathematics, and ICT: A ‘Golden Triangle.’ Boston, MA, June 2007.

Zhang, J. & Scardamalia, M. (2007). Sustaining principle-based knowledge building innovation at an elementary school. A paper presentation at the Annual Meeting of American Educational Research Association, 2007, Chicago, IL.

Sun, Y., Zhang, J., & Scardamalia, M. (2007). Closing the gender gap in literacy through knowledge building: An analysis of vocabulary growth. A paper presentation at the Annual Meeting of American Educational Research Association, 2007, Chicago, IL.

Zhang, J. (2007). Culture-technology interaction and learning innovations in Asia. In a symposium: “Global Perspectives on Technology as a Change Agent in Teaching and Learning Identified by Educational Researchers in the International Federation of Information Processing” (Co-participants: Margaret Cox, Niki Davis, Andrea Kárpáti). The Annual Meeting of American Educational Research Association, 2007, Chicago, IL.

Hong, H. Y., Scardamalia, M. & Zhang, J. (2007). Knowledge Society Network: Toward a dynamic, sustained network for building knowledge. A paper presentation at the Annual Meeting of American Educational Research Association, 2007, Chicago, IL.