Computer Supported Intentional Learning Environment

Draft

Definition

The origins of CSILE (Computer Supported Intentional Learning Environments) are in research on knowledge building, on the nature of expertise, and on the socio-cultural dynamics of innovation. CSILE was designed to (a) make advanced knowledge processes accessible to all participants, including children, (b) foster the creation and continual improvement of public artifacts or community knowledge (Scardamalia, 2002), and (c) provide a community space for carrying out this knowledge building work collaboratives. [....]

The term "knowledge building" (as a definable educational enterprise) originated with CSILE and accompanying scholarly works, and represents an integrated framework for knowledge building pedagogies, practices, and environments (Bereiter, C., 2002; Bereiter and Scardamalia, 1989, 1993; Scardamalia et al, 1989; Scardamalia, 2002). CSILE was first prototyped in a university course in 1983. By 1986 a fully-functioning networked version was in daily use in an elementary school. In 1995 it was reengineered, with its affordances for knowledge building substantially enhanced, and published as Knowledge Forum ( http://www.knowledgeforum.com) by Learning in Motion.

(Scardamalia, 2004:1).

References

• Bereiter, C. (2002). Education and mind in the knowledge age. Mahwah, NJ: Lawrence Erlbaum Associates.
• Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 361-392). Hillsdale, NJ: Lawrence Erlbaum Associates
• Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. Chicago and La Salle, IL: Open Court.
• Scardamalia, M, and Bereiter, Carl. 1996. "Engaging Students in a Knowledge Society." Educational Leadership, 54 no. 3:6-10.
• Scardamalia, M. & Bereiter, C. (1994). The CSILE project: Trying to bring the classroom into world 3. In K. McGilly, ed., Classroom Lessons: Integrating Cognitive Theory and Classroom Practice (pp. 201-228). Cambridge, MA: MIT Press/Bradford Books.
• Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Eds.), Liberal education in a knowledge society (pp. 76-98). Chicago: Open Court.
• Scardamalia, M. (2003). Knowledge Forum (Advances beyond CSILE). Journal of Distance Education, 17 (Suppl. 3, Learning Technology Innovation in Canada), 23-28.
• Scardamalia, M. (2004). CSILE/Knowledge Forum. In Education and technology: An Encyclopedia (pp. 183-192). Santa Barbara: ABC-CLIO. PDF Preprint
• Scardamalia, M. (2004a). CSILE/Knowledge Forum. In Education and technology: An Encyclopedia (pp. 183-192). Santa Barbara: ABC-CLIO.
• Scardamalia, M., & Bereiter, C. (1983). The development of evaluative, diagnostic, and remedial capabilities in children's composing. In M. Martlew (Ed.), The psychology of written language: Developmental and educational perspectives (pp. 67-95). London: John Wiley & Sons.
• Scardamalia, M., & Bereiter, C. (in press). Knowledge Building. In Encyclopedia of Education, Second Edition. New York: Macmillan Reference, USA.
• Scardamalia, M., Bereiter, C., & Lamon, M. (1994). The CSILE project: Trying to bring the classroom into world 3. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory & classroom practice. (pp.201-228). MA: MIT Press.
• Scardamalia, M., Bereiter, C., McLean, R. S., Swallow, J., & Woodruff, E. (1989). Computer supported intentional learning environments. Journal of Educational Computing Research, 5, 51-68.