  This paper presents the course design titled "Learning Management" of which
the goal is to "learn collaborative learning" for a first-year undergraduate
student. The objective of the class design is to help transform the student's
belief of learning from a passive, individual model to an active, collaborative
model which is supported by the concept of "Knowledge Building" or
"Constructive Interaction". We conducted an empirical study where the students
analyzed their own discourse with KBDeX which is the software they used to
assist their analysis in the experimental group whereas the students in the
control group reflected their project activities in their own way. We examined
the transformation of their beliefs through the qualitative analysis of their
reports after the course. The results showed that the design led to the
transforming of their learning beliefs from "just experiences of the
participation of the collaborative learning" to "active contribution for
collaborative knowledge creation". The course succeeded in changing the
students' preferences about collaborative learning from negative to positive as
well.
