Collaborative knowledge building using the Design Principles Database

Yael Kali

doi:10.1007/s11412-006-8993-x

Collaborative knowledge building using the Design Principles Database

Research output: Contribution to journal › Article › peer-review

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.

Original language	English
Pages (from-to)	187-201
Number of pages	15
Journal	International Journal of Computer-Supported Collaborative Learning
Volume	1
Issue number	2
DOIs	https://doi.org/10.1007/s11412-006-8993-x
State	Published - Jun 2006
Externally published	Yes

Bibliographical note

Funding Information:
Acknowledgments The DPD is supported by the US National Science Foundation as part of the TELS center (grant ESI/CLT 0334199). I would like to thank Marcia Linn, TELS Principal Investigator, for her enormous inspiration, support and contribution to the DPD project. I would also like to thank the CILT (Center for Innovative Learning Technologies) postdocs and PIs, who supported and encouraged the design principles project at its early stages. Many thanks to Miky Ronen from the Holon academic institute of technology for providing the CeLS environment and helping with the peer-evaluation analysis; to Orit Parnafes from the University of California, Berkeley, and to the design-group graduate students at the Technion for very thoughtful comments on drafts of this paper. Finally, thanks to all the people who helped shape the framework, and contributed features and principles to the DPD.

Keywords

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

ASJC Scopus subject areas

Education
Human-Computer Interaction

Access to Document

10.1007/s11412-006-8993-x

Cite this

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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.",

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Collaborative knowledge building using the Design Principles Database

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

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