seminar
Supporting Epistemic Agency in Collaborative Knowledge Building: A Continued Journey
Knowledge Building, as a pedagogical approach, positions students as knowledge producers, encouraging them to take on high-level cognitive responsibilities in their learning journeys. In this talk, I will discuss a series of design-based research projects aimed at fostering epistemic agency in knowledge-building classrooms. All projects involved creating pedagogical and technological designs to achieve certain goals. The first study engaged students in identifying promising ideas within their knowledge-building discourse, enabling them to steer their inquiry directions. The second study connected classroom discussions with societal discourse, fostering consequential learning among students. The third study utilized generative AI to enhance knowledge processes while maintaining students in the driver's seat. Through these studies, I will underscore the significance of maintaining students' epistemic agency as we navigate the evolving landscape of intelligence and design learning analytics to support the implementation of Knowledge Building.
Bodong Chen is an Associate Professor in Learning Sciences and Technologies at the University of Pennsylvania Graduate School of Education, where he directs the Penn GSE Wonder Lab and the Penn Knowledge Building Innovation Network. His research is at the intersection of the learning sciences, learning analytics, and network science. He sits on the editorial boards of a number of journals, including International Journal of Computer-Supported Collaborative Learning and The Internet and Higher Education, and served in the Society for Learning Analytics Research (SoLAR) Executive Committee and the Computer-Supported Collaborative Learning (CSCL) Committee of the International Society of the Learning Sciences (ISLS).