KP-Lab - TOOL introduction 02.02.06

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Knowledge-Practices Laboratory“KP-Lab”

Working with innovative knowledge practices Anne Moen

KP-Lab - TOOL introduction 02.02.06

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KP-Lab • Theoretical perspective

– Individual learning and social transformation, knowledge-creation and methods re. ICT, innovation

• Technological components– Facilitate collaboration by creation of shared knowledge

artifacts

• Longitudinal design experiment (empirical research)

– Professional networks

Teori

Teknologi

Empiri

KP-Lab - TOOL introduction 02.02.06

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Important activities

• Analysis – Approaches to learning and knowledge-creation

• Literature review

– Current practices – artifacts, practices

• Design– Applications and knowledge artifacts

KP-Lab - TOOL introduction 02.02.06

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Contributions to innovation • Theoretical

– Beyond knowledge acquisition (cognitive) and Participation (“situated activity”)

– Knowledge creation (“innovation & learning”)

• Technological innovation • modular, flexible and extensible application systems

• Pedagogical innovation • work with complex problem solving in professional communities

and boundary crossing education-professional life

• Social innovation• transform social practices around shared knowledge artifacts

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Among the challenges .. (1)

• Theoretical frameworks design artifacts – Integrating conceptual and material artifacts– Assess available technologies,

• what may be learned and used from – Knowledge Management systems (KM)

– Collaborative technologies (CSCW)

– Educational technology (f.eks. CSCL)

– In addition • Modifications and further development

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• Integration of heterogeneous infrastructures– Technology– Social– Epistemological

• What are the intermediary building blocks?– Boundary objects (social units)– Application systems (technological units)– Pragmatic uses of aspects of theory (epistemology)– etc

Among the challenges .. (2)

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KP-Lab - relation - TOOL

• Theories of learning

• Scenario-based design

• System development

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References;

• Hakkarainen, et.al. (2004) Communities of Networked Expertise: Professional and Educational Perspectives.

• Engestrøm et.al. (1999) Perspectives on Activity Theory.

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Sentrale modeller

• Nonaka/Takeuchi - Knowledge spiral (se Fig. 5, s. 112)

• Engeström - Expansive learning cycle (se Fig. 6, s. 114)

• Bereiter - Building and evolving conceptual artifacts (ako. Popperian World 3 objects, s. 123)

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• Bereiter (Knowledge building, conceptual artifacts, Popperian epistemology)

• Engeström (Activity theory, expansive learning)• Nonaka/Takeushi (knowledge-creating company,

transformation from tacit to explicit knowledge)• Hakkarainen m.fl. ønsker å forene aspekter av

disse til å bygge et konseptuel rammeverk for trialogisk læring

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Trialogisk tilnærming• Hakkarainen et al: Integrating conceptual and

material artifacts, s. 127- 130)• Innovative knowledge community (s. 145)

– Extending community of practice to heterogeneous networks of collaborating knowledge developers

• Technology supporting the creation and developments of shared knowledge objects

• Open issue: what happened to the “cognitive dimension”, supporting Popper’s World 2?