Zhang Research Lab: Research

Technology-Augmented Co-Creativity Lab (TaCCL)

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

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About us		Research		Publications		Technology		Team		Contact

Research Projects: 
NSF Cyberlearning EXP Grant (2011-2014) | NSF Cyberlearning DIP Project (2014-2020)

Research theme and area	Related publication
Enhance students' epistemic agency for knowledge building through Reflective Structuration	Zhang, J., Tian, Y., Yuan, G. & Tao, D. (2022). Epistemic Agency for Costructuring Expansive Knowledge Building Practices. Science Education. https://doi.org/10.1002/sce.21717 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. (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://link.springer.com/article/10.1007/s11251-018-9462-4 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
Principle-based classroom design and teacher noticing to support student-driven inquiry and discourse, with learning analytics	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. 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). 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. 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.
Cross-community collaboration and boundary crossing for knowledge building	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 Yuan, G.*, Zhang, J., & Chen, M.-C. (accepted). Cross-Community Knowledge Building with Idea Thread Mapper. International Journal of Computer-Supported Collaborative Learning. 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.
Opportunistic collaboration & discourse in knowledge building communities	Zhang, J., Tian, Y., Yuan, G. & Tao, D. (2022). Epistemic Agency for Costructuring Expansive Knowledge Building Practices. Science Education. 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. 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. 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. (Outstanding Journal Article of the Year in the Field of Instructional Design awarded by the Association for Educational Communications and Technology)
Idea Thread Mapper: Mapping and tracing collective knowledge progress in collaborative discourse	Yuan, G.*, Zhang, J., & Chen, M.-C. (accepted). Cross-Community Knowledge Building with Idea Thread Mapper. International Journal of Computer-Supported Collaborative Learning. 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. 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. 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.
Interdisciplinary learning outcomes and multiple literacies	Zhang, J., & Sun, Y. (2011). Reading for idea advancement in a grade 4 knowledge building community. Instructional Science, 39 (4), 429-452. 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 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.