By Anne Moen, Anders I. Mørch, Sami Paavola
This publication offers views at the wisdom production metaphor of studying, and elaborates the trialogical method of studying. the data construction metaphor differs from either the purchase and the participation metaphors. In a nutshell trialogical ways search to have interaction beginners in joint paintings with shared gadgets and artefacts mediated by means of collaboration know-how. The theoretical underpinnings stem from diverse origins, together with wisdom construction and cultural ancient task idea. The authors during this assortment introduce key ideas and strategies, clarify instruments designed and constructed to help wisdom production, and document effects from case reports in particular contexts. The e-book chapters combine theoretical, methodological, empirical and technological learn, to problematic the empirical findings and to provide an explanation for the layout of the information construction instruments. the objective audiences for this e-book are researchers, academics and Human source builders drawn to new views on technology-enhanced studying, emphasizing collaborative studying, technology-mediated wisdom construction, and purposes of this for better schooling, instructor education and office studying. The e-book is the results of joint efforts from many participants who took half within the Knowledge-practices Laboratory (KP-Lab) venture (2006-2011) supported via ecu FP6.
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Additional info for Collaborative Knowledge Creation: Practices, Tools, Concepts
Based on these principles, we described the capabilities of three KP-Lab tools to support tacit knowledge. Further investigations will focus on the operational aspects of the proposed framework by more thorough analysis of KP-Lab tools. Taking into consideration the various forms of TK would be a way of improving the framework. Furthermore, it would also be interesting to study the feasibility of defining a lifecycle for tacit knowledge within trialogical learning. ,2004. , & Curran, J. (2005).
Finally, participants engage in consolidating this practice in its new form. Through this expansive cycle, in which the actors focus on reconceptualizing their own activity system in relation to their shared objects of activity, both the objects and the existing scripts are reconceptualized; the activity system transformed and new motives and objects for the activity system created. The model should be understood as an ideal or heuristic tool for analyzing elements of expansive learning, as the cycles of expansive learning do not necessarily follow any fixed order.
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