Analysis of teachers' orchestration patterns revealed a "3R" orchestration cycle (Reflect-Refocus-Release) that teachers used repeatedly within a single class session, to guide reflective community discussion and refocus students' inquiry. For each version, we analyzed the role of CK in scaffolding student inquiry, with a focus on teachers' facilitation of productive whole-class discussions. We present enactments of two design iterations in which CK was integrated within broader elementary science units where the curriculum was guided by a theoretical framework called Knowledge Community and Inquiry (KCI). A community knowledge base is dynamically visualized on the classroom's interactive whiteboard, serving as a persistent visual reference that allows teachers to gauge the progress of the class, identify patterns, gaps or conflicts, and engage the students in extemporaneous or planned discussions of their ideas. CK supports teachers' orchestration of inquiry in blended learning environments, scaffolding the learning community as it progresses through a complex inquiry script. Students represent their ideas in the form of notes, add their ideas to a collective knowledge base, and use this knowledge base as a resource for their subsequent inquiries. By tackling key social and technical problems in the information field, the iSchool has become an important link between users of information and designers of information systems, connecting society with the information it needs.We report on a multi-year design study of a technology environment called Common Knowledge (CK), designed to support learning communities in K-12 classrooms. The UW iSchool's approach to information instruction and scholarship builds on the traditional roles filled by information professionals and infuses this with a strong emphasis on the technologies through which information is increasingly delivered. A Home for Innovators and LeadersĪs a leading member of the iSchool movement, the UW is a model for other information schools around the globe. They are ambassadors for the transformative power of information when applied ethically and effectively. And they understand the increasingly complex social and organizational environments in which people seek to fill their information needs - in theoretical, virtual and physical spaces. They are concerned with issues like access, privacy and usability. They are attuned to the needs that drive people to seek information. Graduates of information schools are adept at designing, refining and building information systems. In practice, this information orientation provides a focus on the organizational and social issues related to the ways people create, store, find, manipulate and share information. This expertise is gained through the iSchool movement's investigation of the uses and users of information, as well as information technologies and their applications. Graduates of information schools use their expertise for the advancement of science, business, education, and culture. Information schools are interested in the relationship between information, technology, and people. How can we harness information’s capacity as an agent for positive change?.How can we use information to help people achieve their potential?. How can we connect people with the right information at the right time?.Rigorous study of the users and uses of information at the UW iSchool helps answer questions like: The world creates almost 30 billion terabytes of data every second.
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