ABSTRACT
Various inquiry-based collaborative learning programs have been developed to enable collaborative and productive work with knowledge among students (Barron & Darling-Hammond, 2008), often using a design-based research methodology (Collins, Joseph, & Bielaczyc, 2004). These programs suggest new learning models in line with how knowledge is processed in the real world in a knowledge-based society (Hargreaves, 1999; Paavola & Hakkarainen, 2005). Designs to scaffold inquiry and collaboration often adopt a prescriptive approach: Students work in fixed small groups to deal with assigned subtopics or tasks, following a set of procedures, steps, and scripts. Sustained, creative knowledge work needs flexible, adaptive, social structures that give participants high-level control in context (Amar, 2002; Barab et al., 1999; Chatzkel, 2003; Engeström, 2008; Sawyer, 2003; Williams & Yang, 1999). This chapter synthesizes my research to engage young students in adaptive, opportunistic collaboration for advancing knowledge as a community, suggesting a principle-based approach to classroom practice. A set of design research was conducted in elementary classrooms that implemented knowledge-building pedagogy with the support of a collaborative online environment: Knowledge Forum (Scardamalia & Bereiter, 2006).
