Infrastructuring for Collective Cognitive Responsibility: A Case Study of Student Knowledge Building Design Studio

Abstract

In this paper, we present the design of a two-day student programme called the student Knowledge Building Design Studio (sKBDS), intended to promote collective cognitive responsibility (CCR) by focusing on student interests in real sustainability- related problems and giving them opportunities to drive the collective inquiry. Participants included 36 primary students from three different schools (six interest groups). The design of sKBDS shows how CCR developed over time across interest groups. Our analytical approach included the use of theory building moves to code students' ideas and the use of an analytics tool called "Ideas-Building" to examine collaborative patterns from their online discussions. Our findings suggest a positive impact of the sKBDS design in supporting students to theorize, build, and improve ideas around their sustainability-related problem. However, we also found salient patterns in collaborative engagement across groups, suggesting that CCR development is non-linear with purposeful student activities. We then discuss the implications for CCR designs in practice.