Memetic processes as conceptual framework for idea improvement in knowledge building

Karsten Krauskopf, Johanna Bertram, Stefan Huber, Ya Ping Hsiao, Katherine Panciera, Nicole Sträfling, Astrid Wichmann, Jan van Aalst

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Abstract

Idea improvement is a key characteristic of knowledge building where ideas are conceptualized as improvable and epistemic objects to sustained inquiry. However, despite its importance in this theory, little research exists that focuses on the process of idea improvement. In this paper we examine the development of ideas within a community of learners by proposing a conceptual framework to understand ideas as memes and investigate the memetic processes affecting them. We apply this framework to students' discourse through a three week unit from a Knowledge Forum® data set by following the survival paths (fitness) of memes. We use a mixed methods approach to identify memes, define quantitative indicators to calculate the memes' fitness and elaborate on the improvement of the fittest memes. Benefits and open questions related to our suggested framework are discussed.

Original languageEnglish
Title of host publicationThe Future of Learning
Subtitle of host publicationProceedings of the 10th International Conference of the Learning Sciences (ICLS 2012)
Place of PublicationSydney
Pages157-161
Number of pages5
Publication statusPublished - 1 Dec 2012
Externally publishedYes
Event10th International Conference of the Learning Sciences, ICLS 2012: The Future of Learning - University of Sydney, Sydney, Australia
Duration: 2 Jul 20126 Jul 2012
Conference number: 10
https://www.isls.org/icls/2012/

Conference

Conference10th International Conference of the Learning Sciences, ICLS 2012
Abbreviated titleICLS
CountryAustralia
CitySydney
Period2/07/126/07/12
Internet address

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    Krauskopf, K., Bertram, J., Huber, S., Hsiao, Y. P., Panciera, K., Sträfling, N., ... van Aalst, J. (2012). Memetic processes as conceptual framework for idea improvement in knowledge building. In The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) (pp. 157-161). Sydney.