Frameworks+-+Knowledge+Creation

= **Part 2: //The use of collaborative frameworks in blended learning contexts from around the globe.//** =

__**//Group Members://**__ (one member from each "seminar" Group )

 * 1) Andrew Chapman (Group 2)
 * 2) Nick Rate (Group 4)

__ **//Relevant Learning Intentions://** __

 * ==== Analyze the use of a specified collaborative framework in a given context.(LI 2) ====
 * ====Actively participate in a computer-supported collaborative learning (CSCL) experience. (LI 5)====

__**//Process://** __

 * ====Each member of your team should read the set articles on the framework that you are to become the ’expert’ in. The pdf articles can be downloaded from below. That is each member of your seminar group should be becoming an expert in a different framework. ====
 * ====Your next task is to combine your knowledge of the framework and pull it apart to identify the strengths, weaknesses, opportunities and strengths (SWOT) of your framework. ====
 * ====You need to finish with a recommendation as to whether you would recommend this framework within the NZ educational environment. Why or why not? ====
 * ====At the end of this section, you should have a sound knowledge and understanding of one framework for supporting collaborative learning. You will take this knowledge and understanding back with you to your seminar group . ====

__//Articles on Knowledge Creation Framework://__


//**__What are the key features of Knowledge Creation Framework?__** //
of individuals or their work."(Pavola et al, p7)
 * " innovation or intelligence arise from systemic features of whole community or an organization rather than from characteristics
 * "Knowledge creation is not primarily a matter of creative individuals but requires fundamental reorganization of functioning of a whole epistemic community."(Pavola et al, p7)


 * "The knowledge-creation metaphor appears to have contact with the participation metaphor by emphasizing importance of taking part in certain kind of social practices of working for advancing knowledge." (Pavola et al, p7)
 * Can't do it on your own. Differs from traditional scientific advancement of knowledge where break throughs are due to the work of a single person eg Newton's gravity work, Einstein's relativity, Watson Crick DNA model etc.


 * == **What are the strengths of the Knowledge Creation Framework?** == || == **What are the weaknesses of Knowledge Creation Framework?** == ||
 * * Situates learning in real communities eg Finish Citizen Memory Project (Pavola p7) || *Meno paradox - can something create something more complex than itself?
 * Associated activity theory may be difficult for practitioners to understand
 * May not suit human nature/history - humans may be motivated individually. In human history advancement is more often characterised by individual acts than collective ones. ||
 * == **What opportunities could the Knowledge Creation Framework provide?** == || == **What are the Threats (or dangers) of utilising the Knowledge Creation Framework?** == ||
 * * Projects extend into the community beyond walls of educational institution eg Finish Citizen Memory Project || * Collective efforts and contributions may have a diluting effect - you end up with lots of average or not very good, that which is good gets lost amoungst it
 * No single point of responsibility can create issues of accountability and motivation
 * Not all individuals are motivated by working in groups. ||

Would you recommend this framework to other NZ teachers? Why or why not?
Yes - is strongly in line with New Curriculum. Difficult under NCEA assessment procedures.