[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598515-105":59,"doc-detail-598515-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","a-brief-history-of-knowledge-building","A Brief History of Knowledge Building","","Knowledge Building is presented as a theoretical, pedagogical, and technological innovation aimed at enabling creative work with knowledge in the 21st century. The paper traces its evolution from early research on knowledge transforming, intentional learning, and related processes toward expertise development. It describes the creation of the first networked collaborative learning environment supporting these processes and outlines how subsequent international work extends theories, pedagogies, and education technologies across disciplines, cultures, and educational levels.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-brief-history-of-knowledge-building/598515/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-brief-history-of-knowledge-building/598515.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is Knowledge Building and what need does it address?","Question",{"text":112,"@type":113},"Knowledge Building focuses on the 21st-century need to work creatively with knowledge through theoretical, pedagogical, and technological innovation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper describe Knowledge Building’s development over time?",{"text":117,"@type":113},"It traces Knowledge Building from early research on knowledge transforming and intentional learning to the development of a first networked collaborative learning environment, followed by broader international R&D.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the paper distinguish Knowledge Building from constructivist learning?",{"text":121,"@type":113},"It notes that although Knowledge Building falls within constructivism’s scope, it is importantly distinct, with characteristics such as intentionality and community knowledge.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598515,1792162445,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","A Brief History of Knowledge Building  \nUne brève histoire de la coélaboration de connaissances  \nMarlene Scardamalia and Carl Bereiter  \nAuthors  \nMarlene Scardamalia, Presidents' Chair in Education and Knowledge Technologies and Director, Institute for Knowledge Innovation and Technology, OISE, University of Toronto Correspondence regarding this article can be sent to:  \nmarlene.scardamalia@utoronto.ca  \nCarl Bereiter, Professor Emeritus, University of Toronto, OISE | Ontario Institute for Studies in Education.  \nAbstract  \nKnowledge Building as a theoretical, pedagogical, and technological innovation focuses on the 21st century need to work creatively with knowledge. The team now advancing Knowledge Building spans multiple disciplines, sectors, and cultural contexts. Several teacher-­‐researcher-­‐government partnerships have formed to bring about the systemic changes required to accommodate pedagogical innovations that range from elementary to tertiary education and require new forms of teacher education. This paper tracks the evolution of Knowledge Building, starting with research on “knowledge transforming,”  \n“intentional learning,” and other processes leading to the development of expertise. It provides an account of how the first networked collaborative learning environment was developed to support such processes and nextgeneration research and development to advance education for innovation and knowledge creation.  \nRésumé  \nLa coélaboration de connaissances met l’accent sur le besoin, au 21e siècle, d’aborder la connaissance avec créativité . Notre équipe, qui travaille sur la coélaboration de connaissances, fait d’ailleurs appel à plusieurs disciplines, secteurs et contextes culturels. Des partenariats entre des professeurs, des chercheurs et des gouvernements ont été établis afin d’apporter les changements systémiques nécessaires dans le but d’accompagner les innovations pédagogiques qui s’appliquent de l’éducation primaire à l’éducation tertiaire et qui exigent de former les enseignants différemment. Cet article retrace l’évolution de la coélaboration de connaissances en abordant la recherche sur la « transformation de connaissances », « l’apprentissage intentionnel » et les autres processus menant au développement de l’expertise. Le texte relate comment le premier environnement d’apprentissage collaboratifen réseau a été mis sur pied pour soutenir de tels processus. Aujourd’hui, une  \néquipe internationale poursuit le travail en élaborant de nouvelles théories, pédagogies et technologies éducationnelles axées sur l’innovation et la création de connaissances.  \nThis special issue of the Canadian Journal of Learning and Technology represents an important step in the evolution of Knowledge Building as a worldwide initiative, with research spanning multiple disciplines, multiple cultural contexts, students from elementary to tertiary education, teacher education, and teacher-­‐researchergovernment partnerships. Articles in this issue provide a sampling of this range of inquiries into the potential of an approach which, although clearly falling within the scope of what is known as “constructivism,” is importantly distinct from other approaches sharing this label. To begin, we provide a brief historical account of how Knowledge Building came about, leading up to a set of 12 principles that define it in its present form.  \nAlthough the term \" knowledge building\" is currently used in about half a million Web documents, the term is seldom defined and its uses are far from consistent. For many educational writers it appears to be merely a way of adding a constructivist flourish to the term \"learning.\" When used in a business context, the term seems to refer to knowledge creation and additions to an organization's \"knowledge capital.\" This is actually closer to our own sense of the term, which applies equally to educational and knowledge work contexts. Knowledge Building has several characteristics not shared by constructi","cbCaislVE6fZMvnX","https://ap.wps.com/l/cbCaislVE6fZMvnX","pdf",224495,16,"English","# Abstract\n## Evolution of Knowledge Building\n## Origins and distinctions\n## Antecedents\n## Intentionality and community knowledge","[{\"question\":\"What is Knowledge Building and what need does it address?\",\"answer\":\"Knowledge Building focuses on the 21st-century need to work creatively with knowledge through theoretical, pedagogical, and technological innovation.\"},{\"question\":\"How does the paper describe Knowledge Building’s development over time?\",\"answer\":\"It traces Knowledge Building from early research on knowledge transforming and intentional learning to the development of a first networked collaborative learning environment, followed by broader international R\\u0026D.\"},{\"question\":\"Why does the paper distinguish Knowledge Building from constructivist learning?\",\"answer\":\"It notes that although Knowledge Building falls within constructivism’s scope, it is importantly distinct, with characteristics such as intentionality and community knowledge.\"}]","A Brief History of Knowledge Building | PDF",1792087073]