Educational Applications of a Networked Communal Database

Marlene Scardamalia · Carl Bereiter · P.J. Burtis · C. C. Calhoun · N. Smith Lea

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Innovative Teaching and Learning Methods Online and Blended Learning Educational Technology in Learning

Abstract

In this article we present results from classroom uses of Computer Supported Intentional Learning Environments (CSILE) which has functioned as a central, cross-curricular knowledge medium in four elementary classes, spanning Grades 1 through 6. Discussions of the theory and design principles guiding CSILE development have been provided elsewhere (Scardamalia & Bereiter, in press-a; Scardamalia, Bereiter, McLean, Swallow, & Woodruff, 1989). Here we want to focus on one major characteristic of CSILE, its student-generated communal database, and to discuss findings that relate to its uses and effects. The communal database is central to CSILE's design, but we believe it can play an important role in any educational software system intended to foster inquiry, intellectual discourse, and social construction of knowledge. There are a number of experiments in which classroom computers play an important role in students' knowledge-related interactions. Educational experiments reported in the 1980s were based on computer conferencing (Black, Levin, Mehan, & Quinn, 1983), electronic mail (Hiltz, 1988; Levin, Riel, Rowe, & Boruta, 1985; Riel, 1983; Sayers, 1989), interactive writing programs making use of dialog journals (Staton, Shuy, Peyton, & Reed, 1988), and letters (Heath & Branscombe, 1985). The use of networks for realtime written interaction

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1986Experience and Education 1939Experience and Education 1991Higher Levels of Agency for Children in Knowledge Building: A Challenge for the Design of New Knowledge Media 1989Computer-Supported Intentional Learning Environments 2015Communities of Learning and Thinking, or A Context by Any Other Name 1992Computer-Based Learning Environments and Problem Solving 1989Richness in Writing: Empowering Esl Students 1985Self-Questioning Instructional Research: A Review

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1998Realising Authentic Science Learning through the Adaptation of Scientific Practice 2003Representational Guidance for Collaborative Inquiry 2011Temporality matters: Advancing a method for analyzing problem-solving processes in a computer-supported collaborative environment 2009Evaluating online learning communities 2000Promoting Deep and Durable Learning in the Online Classroom 2000From exercises and tasks to problems and projects

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