Skip to main content

Collaborative knowledge building using the Design Principles Database

Abstract

In this study we describe a mechanism for supporting a community of learning scientists who are exploring educational technologies by helping them to share and collaboratively build design knowledge. The Design Principles Database (DPD) is intended to be built and used by this community to provide an infrastructure for participants to publish, connect, discuss and review design ideas, and to use these ideas to create new designs. The potential of the DPD to serve as a collaborative knowledge-building endeavor is illustrated by analysis of a CSCL study focused on peer-evaluation. The analysis demonstrates how the DPD was used by the researchers of the peer-evaluation study in three phases. In the first phase, design principles were articulated based on a literature review and contributed to the DPD. In the second phase, a peer-evaluation activity was designed based on these principles, and was enacted and revised in a three-iteration study. In the third phase, lessons learned through these iterations were fed back to the DPD. The analysis indicates that such processes can contribute to collaborative development of design knowledge in a community of the learning sciences. Readers of ijCSCL are invited to take part in this endeavor and share their design knowledge with the community.

This is a preview of subscription content, access via your institution.

References

  • Alexander, C., Ishikawa, S., & Silverstein, M. (1977). A pattern language: Towns, buildings, and construction. New York: Oxford University Press.

    Google Scholar 

  • Barab, S. A., & Squire, K. D. (2004). Design-based research: Putting our stake in the ground. The Journal of the Learning Sciences, 13(1), 1–14.

    Article  Google Scholar 

  • Barab, S. A., Thomas, M., Dodge, T., Carteaux, R., & Tuzun, H. (2005). Making learning fun: Quest Atlantis, a game without guns. Educational Technology Research and Development, 53(1), 86–107.

    Google Scholar 

  • Bell, P., Hoadley, C. M., & Linn, M. C. (2004). Design-based research in education. In M. C. Linn, E. A. Davis & P. Bell (Eds.), Internet environments for science education (pp. 73–85). Mahwah, New Jersey: Lawrence Erlbaum.

    Google Scholar 

  • Birenbaum, M., Breuer, K., Cascallar, E., Dochy F., Dori, Y., Ridgway, J., & Weisemes R. (In press). A learning integrated assessment system. In R. Wiesemes, & G. Nickmans (Eds.), EARLI Series of Position Papers. Educational Research Review.

  • Buckley, B. C., Gobert, J. D., Kindfield, A., Horwitz, P., Tinker, R., Gerlits, B., et al. (2004). Model-based teaching and learning with BioLogica™: What do they learn? How do they learn? How do we know? Journal of Science Education and Technology, 13(1), 23–41.

    Article  Google Scholar 

  • Collins, A. (1992). Toward a design science of education. In E. Scanlon & T. O'Shea (Eds.), New directions in educational technology (pp. 15–22). Berlin Heidelberg New York: Springer.

    Google Scholar 

  • Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. Journal of the Learning Sciences, 13(1), 15–42.

    Article  Google Scholar 

  • Cuddy, P., & Oki, J. (2001). Online peer-evaluation in basic pharmacology. Academic Medicine, 76(5): 532–533.

    Article  Google Scholar 

  • Davies, P. (2000). Computerized peer assessment. Innovations in Education and Training International, 37(4), 346–355.

    Google Scholar 

  • Dede, C. (2005). Why design-based research is both important and difficult. Educational Technology, 45(1), 5–8.

    Google Scholar 

  • Dominick, P. G., Reilly, R. R., & McGourty, J. (1997). The effects of peer feedback on team member behavior. Group and Organization Management, 22, 508–520.

    Google Scholar 

  • Dori, Y. J., & Belcher, J. W. (2005). How does technology-enabled active learning affect students' understanding of scientific concepts? The Journal of the Learning Sciences, 14(2), 243–279.

    Article  Google Scholar 

  • Falchikov, N. (2003). Involving student in assessment. Psychology Learning and Teaching, 3(2), 102–108.

    Google Scholar 

  • Falchikov, N., & Goldfinch, J. (2000). Student peer assessment in higher education: A meta-analysis comparing peer and teacher marks. Review of Educational Research, 70(3), 287–322.

    Article  Google Scholar 

  • Gamma, E., Helm, R., Johnson, R., & Vlissides, J. (1995). Design patterns: Elements of reusable object-oriented software. Reading, Massachusetts: Addison-Wesley.

    Google Scholar 

  • Guzdial, M., Rick, J., & Kehoe, C. (2001). Beyond adoption to invention: Teacher-created collaborative activities in higher education. Journal of the Learning Sciences, 10(3), 265–279.

    Article  Google Scholar 

  • Kali, Y. (2002). CILT2000: Visualization and modeling. Journal of Science Education and Technology, 11(3), 305–310.

    Article  Google Scholar 

  • Kali, Y., & Orion, N. (1997). Software for assisting high school students in the spatial perception of geological structures. Journal of Geoscience Education, 45, 10–21.

    Google Scholar 

  • Kali, Y., & Ronen, M. (2005). Design principles for online peer-evaluation: Fostering objectivity. In T. Koschmann, D. D. Suthers & T. W. Chan (Eds.), Proceedings of CSCL 2005. Computer support for collaborative learning: The Next 10 Years! (pp. 247–251). Mahwah, New Jersey: Lawrence Erlbaum.

    Google Scholar 

  • Kali, Y., Spitulnik, M., & Linn, M. (2004). Building community using the design principles database. In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning: Proceedings of the first joint meeting of the EARLI SIGs instructional design and learning and instruction with computers. Tuebingen, Germany: Knowledge Media Research Center.

    Google Scholar 

  • Linn, M. C., Bell, P., & Davis, E. A. (2004). Specific design principles: Elaborating the scaffolded knowledge integration framework. In M. C. Linn, E. A. Davis & P. Bell (Eds.), Internet environments for science education (pp. 315–340). Mahwah, New Jersey: Lawrence Erlbaum.

    Google Scholar 

  • Linn, M. C., & Eylon, B.-S. (In press). Science education: Integrating views of learning and instruction. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd edition). Mahwah, New Jersey: Lawrence Erlbaum Associates.

  • Mann, B. (1999). Web course management “post and vote”: Peer assessment using generic Web tools. Australian Educational Computing, 14(1), 15–20.

    Google Scholar 

  • McConnell, D. (2002). Collaborative assessment as a learning event in E-learning environments. In G. Stahl (Ed.), Proceedings of CSCL 2002. Computer support for collaborative learning: Foundations for a CSCL community (pp. 566–567). Mahwah, New Jersey: Lawrence Erlbaum.

    Google Scholar 

  • Miller, P. J. (2003). The effect of scoring criteria specificity on peer and self-assessment. Assessment and Evaluation in Higher Education, 28(4), 383–394.

    Article  Google Scholar 

  • Nicol, D., Littlejohn, A, & Grierson, H. (2005). The importance of structuring information and resources within shared workspaces during collaborative design learning. Open Learning, 20(1), 31–49.

    Article  Google Scholar 

  • Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Golan-Duncan, R., et al. (2004). A scaffolding design framework for software to support science inquiry. Journal of the Learning Sciences, 13(3), 337–386.

    Article  Google Scholar 

  • Ronen, M., Kohen-Vacs, D., & Raz-Fogel, N. (In press). Adopt & adapt: Structuring, sharing and reusing asynchronous collaborative pedagogy. Proceedings of ICLS 2006. Bloomington, IN.

  • Ronen, M., & Langley, D. (2004). Scaffolding complex tasks by open online submission: Emerging patterns and profiles. Journal of Asynchronous Learning Networks, 8(4), 39–61.

    Google Scholar 

  • Scradamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3(3), 265–283.

    Article  Google Scholar 

  • Shaffer, D. W. (2005). Epistemic games. Innovate, 1(6). Reprinted in Computer Education (In press).

  • Simon, H. A. (1969). The sciences of the artificial. Cambridge, Massachusetts: MIT.

    Google Scholar 

  • Suthers, D. D., Toth, E. E., & Weiner, A. (1997). An integrated approach to implementing collaborative inquiry in the Classroom. In R. Hall, N. Miyake & N. Enydey (Eds.), Proceedings of CSCL 1997: The second international conference on Computer Support for Collaborative learning (pp. 272–279). Mahwah, New Jersey: Lawrence Erlbaum.

    Google Scholar 

  • The Design-Based Research Collective (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5–8.

    Google Scholar 

  • Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249–276.

    Article  Google Scholar 

  • Tufte, E. R. (1983). The visual display of quantitative information. Cheshire, Connecticut: Graphics.

    Google Scholar 

  • Wu, H. K., Krajcik, J., & Soloway, E. (2001). Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom. Journal of Research in Science Teaching, 38, 821–842.

    Article  Google Scholar 

  • Zariski, A. (1996). Student peer assessment in tertiary education: Promise, perils and practice. In J. Abbott & L. Willcoxson (Eds.), Proceedings of the 5th annual teaching learning forum: Teaching and learning within and across disciplines (pp. 189–200). Perth: Murdoch.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Yael Kali.

Rights and permissions

Reprints and Permissions

About this article

Cite this article

Kali, Y. Collaborative knowledge building using the Design Principles Database. Computer Supported Learning 1, 187–201 (2006). https://doi.org/10.1007/s11412-006-8993-x

Download citation

  • Received:

  • Revised:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11412-006-8993-x

Keywords

  • Design-based research
  • Design principles
  • Collaborative knowledge building
  • Peer-evaluation