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Knowledge-Practices Laboratory “KP-Lab”

Knowledge-Practices Laboratory “KP-Lab”. Working with innovative knowledge practices Anne Moen. Empiri. Teori. Teknologi. KP-Lab. Theoretical perspective Individual learning and social transformation, knowledge-creation and methods re. ICT, innovation Technological components

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Knowledge-Practices Laboratory “KP-Lab”

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  1. Knowledge-Practices Laboratory“KP-Lab” Working with innovative knowledge practices Anne Moen

  2. Empiri Teori Teknologi 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

  3. Important activities • Analysis • Approaches to learning and knowledge-creation • Literature review • Current practices – artifacts, practices • Design • Applications and knowledge artifacts

  4. 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

  5. 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

  6. Among the challenges .. (2) • 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

  7. KP-Lab - relation - TOOL • Theories of learning • Scenario-based design • System development

  8. References; • Hakkarainen, et.al. (2004) Communities of Networked Expertise: Professional and Educational Perspectives. • Engestrøm et.al. (1999) Perspectives on Activity Theory.

  9. 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)

  10. 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

  11. 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?

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