Collaborative Knowledge Creation Practices, Tools, Concepts
This book presents perspectives on the knowledge creation metaphor of learning, and elaborates the trialogical approach to learning. The knowledge creation metaphor differs from both the acquisition and the participation metaphors.
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| Main Authors: | , , |
|---|---|
| Format: | eBook |
| Language: | English |
| Published: |
Rotterdam
SensePublishers
2012
BRILL |
| Edition: | 1. Aufl. |
| Series: | Technology Enhanced Learning |
| Subjects: | |
| Online Access: | Get full text |
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Table of Contents:
- Case study 2: Qualitative methods seminar -- Data Collection -- Data Analysis -- RESULTS: ACTUALIZATION OF THE TRIALOGICAL DESIGN PRINCIPLES IN THE PEDAGOGICAL PRACTICES -- DP1. Organizing Activities Around Shared Objects -- DP2. Supporting Interaction between Personal and Social Levels and Eliciting Individual and Collective Agency. -- DP3. Fostering Long-term Processes of Knowledge Advancement -- DP4. Emphasizing Development Through Transformation and Reflection between Various Forms of Knowledge and Practices -- DP5. Cross-fertilization of Various Knowledge Practices Across Communities and Institutions. -- DP6. Providing Flexible Tool Mediation -- DISCUSSION -- Evaluating the Pedagogical Designs -- Usefulness of the Trialogical Design Principles for Examining Pedagogical Practices -- CONCLUSIONS -- REFERENCES -- AFFILIATIONS -- 9. TRIALOGICAL DESIGN PRINCIPLES AS INSPIRATION FOR DESIGNING KNOWLEDGE PRACTICES FOR MEDICAL SIMULATION TRAINING -- INTRODUCTION -- THE DOMAIN: COMMUNICATION AND TEAMWORK IN MEDICAL TEAMS -- Simulation Training in Medicine -- THE PROBLEM AND OBJECTIVE -- DESIGNING CONDITIONS FOR KNOWLEDGE PRACTICES -- Inspiration from Trialogical Design Principles -- DESIGNING A CONCEPTUAL MODEL OF TEAMWORK AND COMMUNICATION -- Interaction Analysis of APCER use in Debriefings -- OBSERVATIONS OF THE PRINCIPLES CAPTURED AS DESIGN PATTERNS -- Title -- Highlight the Essentials -- Analyze and score performance continuously. -- First individually, then as a group. -- CONCLUDING REMARKS -- NOTE -- REFERENCES -- AFFILIATION -- 10. A PRODUCT DEVELOPMENT COURSE AS A PEDAGOGICAL SETTING FOR MULTIDISCIPLINARY PROFESSIONAL LEARNING -- INTRODUCTION -- Two Dimensions of Collaborative Knowledge Practices: Conceptual and Relational -- RESEARCH QUESTIONS -- METHOD -- Setting -- Participants and their Product Development Project -- Data Collection
- Layer 2: Design of the Knowledge Practices Environment (KPE) -- Layer 3: The Partner Company's in-house Development -- Layer 4: Change Laboratory User Community -- METHODS OF ANALYSIS -- RESULTS OF ANALYSIS -- Meeting 1: Design Team of ASDT Application (Layer 1) -- Meeting 2: Integration of the Design with the Partner Company's in-house Development (Layer 3) -- Meeting 3: Integration of the Design with the Design of the Knowledge Practices Environment (KPE) (Layer 2) -- Meeting 4: Integration of the Design with the Change Laboratory User Community (Layer 4) -- DISCUSSION AND CONCLUSION -- Question 1: What does the analysis of the object oriented multi-layered design work show about expansive learning? -- 2) What kinds of activity-theory-based analytical tools can be developed to analyse learning in multi-layered design discourses? -- NOTE -- REFERENCES -- AFFILIATIONS -- APPENDIX -- 7. MIRRORING TOOLS FOR COLLABORATIVE ANALYSIS AND REFLECTION -- INTRODUCTION -- COLLABORATIVE ANALYSIS AND REFLECTION ON KNOWLEDGE PRACTICES -- Main Application Scenarios -- Monitoring Collaborative Activities -- Collaborative Retrospectives -- Analyse and Compare Knowledge Practices -- Analysis and Reflection as a Knowledge Creation Process -- DESIGN GOALS -- TOOLS FOR THE INTEGRATED ANALYSIS AND REFLECTION OF KNOWLEDGE CREATION PROCESSES -- Overall Software Architecture of the Analytic Tools -- Visual Analyser -- Timeline-Based Analyser -- Timeline-Based Visualization and Exploration -- Patterns -- DEMONSTRATION -- Explorative Analysis -- Collaborative Retrospectives -- CONCLUSIONS -- REFERENCES -- AFFILIATIONS -- 8. USING TRIALOGICAL DESIGN PRINCIPLES TO ASSESS PEDAGOGICAL PRACTICES IN TWO HIGHER EDUCATION COURSES -- INTRODUCTION -- TRIALOGICAL DESIGN PRINCIPLES -- RESEARCH QUESTIONS -- METHODS -- Educational Settings -- Case study 1: Media project
- 4. KPE (KNOWLEDGE PRACTICES ENVIRONMENT) SUPPORTING KNOWLEDGE CREATION PRACTICES IN EDUCATION -- INTRODUCTION -- BACKGROUND IDEAS OF KPE -- FEATURES IN KPE TO PROVIDE AFFORDANCES FOR COLLABORATIVE KNOWLEDGE CREATION -- Work with Knowledge Artefacts (Epistemic Mediation) -- Object-bound Interactiion Around Knnowledge Artefacts -- Flexible use of tags -- Organising Processes (Pragmatic Mediation) -- Process Planning Through Defining Tasks and Drafting Visuo-spatial and Semantic Process Representations -- Social Relations A Around Shared Objects and Processes (Social Mediation) -- Organis ing social struc ctures, respons sibilities and r roles -- Reflecting on Processes for Deliberate Transformation of Knowledge Practices (Reflective Mediation) -- Reflecting on the on-going Processes Through Visual Representations and Awareness Tools -- Reflection and Analysis of Processes Through Analytical Services -- EXPERIENCES OF KPE USE IN EDUCATIONAL SETTINGS -- Benefits Experienced and Strengths of KPE -- Weaknesses Experienced and Suggestions for Improving KPE -- CONCLUSION -- NOTES -- REFERENCES -- AFFILIATIONS -- 5. A PRAGMATIC APPROACH TO COLLABORATIVE SEMANTIC MODELLING: THE VISUAL MODELLING (LANGUAGE) EDITOR -- INTRODUCTION -- COLLABORATIVE MODELLING - KNOWLEDGE PRACTICE & -- TOOL SUPPORT -- THE VISUAL MODELLING (LANGUAGE) EDITOR -- ARCHITECTURE AND TECHNICAL IMPLEMENTATION -- FIELD TRIA ALS AND FIND DINGS -- Students' Use of Visual Mo Model Editor -- A Teacher's Use of the Visual Modelling Language Editor -- CONCLUSION AND FUTURE WORK -- NOTES -- REFERENCES -- AFFILIATIONS -- 6. ANALYSING EXPANSIVE LEARNING IN A MULTILAYERED DESIGN PROJECT -- INTRODUCTION -- THE COMPLEXITY OF TOOL DESIGN -- EXPANSIVE LEARNING AND CO-CONFIGURATION -- CASE: DESIGN OF THE ASDT APPLICATION -- Layer 1: Design of the ASDT Application
- Data Analysis -- RESULTS -- The Focus of Topics Guiding Discussions and Related Changes in the Team's Progress Reports -- Findings on the Guidance and Students' Actions Related to Conceptual Agency -- Development of the Technical Application -- Creation of the Business Plan -- Findings on the Guidance and Students' Actions Related to Relational Agency -- Coordination within the student team -- Contacting and collaborating with potential customers -- Presenting business ideas or solutions to others -- DISCUSSION -- REFERENCES -- AFFILIATION -- 11. SHARED EPISTEMIC AGENCY FOR KNOWLEDGE CREATION: AN EXPLORATIVE CASE STUDY -- INTRODUCTION -- THE CONCEPT OF EPISTEMIC AGENCY -- SHARED EPISTEMIC AGENCY -- ANALYSIS OF EMPIRICAL SETTINGS -- Research Context -- Case Description -- Data Sources and Analysis Approach -- Integration of Findings -- Instances of Shared Epistemic Agency -- Excerpt 1. -- Excerpt 2. -- Excerpt 3: -- DISCUSSION -- CONCLUSION -- NOTE -- REFERENCES/ -- AFFILIATIONS -- 12. DEVELOPING EPISTEMIC AGENCIES OF TEACHER TRAINEES - USING THE MENTORED INNOVATION MODEL -- INTRODUCTION -- KNOWLEDGE BUILDING AS THE THEORETICAL FRAMEWORK -- KNOWLEDGE CREATION THROUGH COLLABORATION AND KNOWLEDGE BUILDING DISCUSSION -- MENTORING COLLABORATION AND KNOWLEDGE BUILDING PROCESSES -- EVOLVING EPISTEMIC AGENCY AND THE MIM -- THE ELTE CASE: MEDIATING GOOD PRACTICES THROUGH THE MIM -- RESEARCH HYPOTHESES, FOCI AND METHOD -- RESULTS AND DISCUSSION -- Perceived Cognitive, Social and Affective Growth as Indicators of Developing Agency in the ELTE Mentored Innovation Model -- REFERENCES -- AFFILIATIONS -- 13. WORKING WITHIN KNOWLEDGE COMMUNITIES AS A CONTEXT FOR DEVELOPING KNOWLEDGE PRACTICES -- INTRODUCTION -- CONCEPTUALIZING THE ANTECEDENTS OF PRACTICE TRANSFORMATION IN KNOWLEDGE COMMUNITIES -- PEDAGOGICAL SETTING
- AN EMPIRICAL ANALYSIS OF PRACTICE TRANSFORMATION AT UNIC
- Intro -- Collaborative Knowledge Creation -- TABLE OF CONTENTS -- PREFACE -- COLLABORATIVE KNOWLEDGE CREATION:INTRODUCTION -- Organization of the Book -- The Chapters -- REFERENCES -- AFFILIATIONS -- 1. THE TRIALOGICAL APPROACH AS A NEW FORM OF MEDIATION -- INTRODUCTION -- DEVELOPING FORMS OF MEDIATION -- THE TRIALOGICAL APPROACH DEVELOPED WITHIN THE KP-LAB PROJECT -- DESIGN PRINCIPLES AS A FRAMEWORK FOR EMERGING KNOWLEDGE PRACTICES -- DP1 - Organising Activities Around Shared Objects. -- DP2 - Supporting Integration of Personal and Collective Agency and Work (Through Developing Shared Objects). -- DP3 - Fostering Long-term Processes of Knowledge Advancement with Shared Objects (Artefacts and Practices). -- DP4 - Emphasising Development and Creativity on Shared Objects Through Transformations and Reflection. -- DP5 - Promoting Cross-fertilization of Various Knowledge Practices and Artefacts Across Communities and Institutions. -- DP6 - Providing Flexible Tools for Developing Artefacts and Practices. -- FUTURE CHALLENGES OF THE TRIALOGICAL APPROACH -- REFERENCES -- AFFILIATIONS -- 2. TACIT KNOWLEDGE AND TRIALOGICAL LEARNING: TOWARDS A CONCEPTUAL FRAMEWORK FOR DESIGNING INNOVATIVE TOOLS -- INTRODUCTION -- Tacit Knowledge and Collaborative Knowledge-Creation Processes -- TECHNOLOGIES FOR TACIT KNOWLEDGE -- CONCEPTUAL FRAMEWORK -- KP-LAB TOOLS FOR TACIT KNOWLEDGE -- Knowledge Practices Environment - KPE -- Collaborative Semantic Modelling -- Multimedia Annotation -- CONCLUSIONS -- NOTE -- REFERENCES -- AFFILIATIONS -- 3. REFERENCE ONTOLOGY FOR KNOWLEDGE CREATION PROCESSES -- INTRODUCTION -- KP-LAB ONTOLOGY AT A GLANCE -- KP-Lab People -- KP-Lab Things -- KP-Lab Processes -- COMPARISON WITH RELATED CONCEPTUALIZATIONS -- CONCLUSIONS AND FUTURE WORK -- NOTES -- REFERENCES -- AFFILIATIONS
- Intro -- Collaborative Knowledge Creation: Practices, Tools, Concepts -- TABLE OF CONTENTS -- Preface -- Collaborative Knowledge Creation: Introduction -- 1. The Trialogical Approach as a new Form of Mediation -- 2. Tacit Knowledge and Trialogical Learning: Towards a Conceptual Framework for Designing Innovative Tools -- 3. Reference Ontology for Knowledge Creation Processes -- 4. KPE (Knowledge Practices Environment) Supporting Knowledge Creation Practices in Education -- 5. A Pragmatic Approach to Collaborative Semantic Modelling: The Visual Modelling (Language) Editor -- 6. Analysing Expansive Learning in a Multi-Layered Design Project -- 7. Mirroring Tools for Collaborative Analysis and Reflection -- 8. Using Trialogical Design Principles to Assess Pedagogical Practices in two Higher Education Courses -- 9. Trialogical Design Principles as Inspiration for Designing Knowledge Practices for Medical Simulation Training -- 10. A Product Development Course as a Pedagogical Setting for Multidisciplinary Professional Learning -- 11. Shared Epistemic Agency for Knowledge Creation: An Explorative case Study -- 12. Developing Epistemic Agencies of Teacher Trainees - Using the Mentored Innovation Model -- 13. Working Within Knowledge Communities as a Context for Developing Knowledge Practices -- 14. Consolidating work Descriptions: Creating Shared Knowledge Objects -- About the Authors -- Subject Index