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Knowledge Management 2009 (2)
Knowledge Management 2009 (2)
Knowledge Management 2009 (2)
Knowledge Management 2009 (2)
Knowledge Management 2009 (2)
Knowledge Management 2009 (2)
Knowledge Management 2009 (2)
Knowledge Management 2009 (2)
Knowledge Management 2009 (2)
Knowledge Management 2009 (2)
Knowledge Management 2009 (2)
Knowledge Management 2009 (2)
Knowledge Management 2009 (2)
Knowledge Management 2009 (2)
Knowledge Management 2009 (2)
Knowledge Management 2009 (2)
Knowledge Management 2009 (2)
Knowledge Management 2009 (2)
Knowledge Management 2009 (2)
Knowledge Management 2009 (2)
Knowledge Management 2009 (2)
Knowledge Management 2009 (2)
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Knowledge Management 2009 (2)

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Course 2 - First draft …

Course 2 - First draft

Published in: Education, Business
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  • 1. Beta - no rights can be derrived from this publication.Beta - Actual content may differ from this presentation1 Knowledge Management 2009 Course 2 Tim Hoogenboom & Bolke de Bruin http://www.timhoogenboom.nl
  • 2. Beta - no rights can be derrived from this publication.Beta - Actual content may differ from this presentation2 Contents of Today • Recapitulating last week • On social learning – Understanding the components – Understanding his argument • A short preview on practice and identity – And how both terms are quite difficult to capture • Why is Wenger social learning relevant • Assignment
  • 3. Beta - no rights can be derrived from this publication.Beta - Actual content may differ from this presentation3 Wrapping it Up
  • 4. Beta - no rights can be derrived from this publication.Beta - Actual content may differ from this presentation4 Look at the world • Information Management and Knowledge Management predominantly objectivistic • Objectivism does not provide a solid foundation for Information Management, nor Knowledge Management • Subjectivism does not provide a solid foundation for Information Management, nor Knowledge Management • So we need to combine reification and participation
  • 5. Beta - no rights can be derrived from this publication.Beta - Actual content may differ from this presentation5 Enter Social Media! Specialist laude the social media revolution: • Internet is becoming more and more ‘social’ is proclaimed • Social software contributes to learning competences of its participants is proclaimed • <<web2.0>> examples • However do we truly understand such a subjectivistic outlook on IT- based systems? If so, what is our design theory to organize for social learning, if not we are walking on thin ice
  • 6. Beta - no rights can be derrived from this publication.Beta - Actual content may differ from this presentation6 Indeterminedness of Reality • Our engineering methods help us in dealing predictable social configuration, dealing with tame problems. • Traditional engineering methods succeed less designing for wicked problems, as social reality is. The question is then: How do we deal with these subjectivistic/wicked conceptions of learning that we envisage in social media
  • 7. Beta - no rights can be derrived from this publication.Beta - Actual content may differ from this presentation7 We know how to be social? • Undersocialized conceptions of human action. • Oversocialized conceptions of human action. • The isle of Utopia has never been build, although prescribed fairly accurately by Thomas More… • Perhaps a realistic conception of the social is something IT professionals interpret, yet do not understand
  • 8. Beta - no rights can be derrived from this publication.Beta - Actual content may differ from this presentation8 Positioning Wenger • Social Learning Theory • Design for Communities of Practice objectivism subjectivism information 1 2 knowledge 3 4
  • 9. Beta - no rights can be derrived from this publication.Beta - Actual content may differ from this presentation9 Social Learning
  • 10. Beta - no rights can be derrived from this publication.Beta - Actual content may differ from this presentation10 Wenger • global thought leader in the field of communities of practice and social learning systems • An educational theorist and practitioner • Guest lecturer at the University of Amsterdam - EXIM • Social learning theory • Currently investigating ways of stewarding technology for communities (appeared 15th august 2009)
  • 11. Beta - no rights can be derrived from this publication.Beta - Actual content may differ from this presentation11 Why do we need new theory • “Perhaps more than learning itself, it is our conception of learning that needs urgent attention” (p.9) • Current notions on learning see learning as disembodied from daily practice, but reserved to sterile learning environments. • Here, Wenger introduces the concept of social learning • Assertion: Community of Practice is the form of organizing that enables social learning the best
  • 12. Beta - no rights can be derrived from this publication.Beta - Actual content may differ from this presentation12 Social Learning Theory • Four presmises – We humans are social beings; – Knowing is a participating in pursuing an enterprise; – Knowledge then is a matter of competence accomplished in pursuing these enterprises; and – Meaning is what learning is to produce. • Social Learning Theory Learning in a fundamental social phenomenon, rooted in doing, by being active participants in practices while constructing identities.
  • 13. Beta - no rights can be derrived from this publication.Beta - Actual content may differ from this presentation13 Assumptions on learning • Learning is part of human nature (p.3) • Learning is, in its essence, a fundamental social phenomenon (p.3) • Learning is the ability the to negotiate new meanings (p.215) • Learning means dealing with boundaries (p.140) • Learning changes our identity (p.215) • Learning creates emergent structures (p.96) • Learning need trajectories for the individual and the collective (p.155) • Learning is about direct social energy and power (p.219) • Learning is a case of engagement (p.217) • Learning is a case of imagination (p.217) • Learning is a case of alignment (p.217) • Learning is an interplay between the local and the global (p.141) • Learning cannot be designed, it can only be designed for - that is facilitated or frustrated (p. 229)
  • 14. Beta - no rights can be derrived from this publication.Beta - Actual content may differ from this presentation14 Components of (social) learning Learning is an individual process – no, it’s social too Learning has a beginning and an end – no, it’s continuous and life-long Learning is best done in separate environments – no, in social practices Learning is the result of teaching – no, learning is part of everyday life
  • 15. Beta - no rights can be derrived from this publication.Beta - Actual content may differ from this presentation15 Positioning
  • 16. Beta - no rights can be derrived from this publication.Beta - Actual content may differ from this presentation16 Design Interventions
  • 17. Beta - no rights can be derrived from this publication.Beta - Actual content may differ from this presentation17 Designing for Participation Learning can’t be designed – it can only be frustrated or facilitated
  • 18. Beta - no rights can be derrived from this publication.Beta - Actual content may differ from this presentation18 A Design Framework ENGAGEMENT IMAGINATION ALIGNMENT PARTICIPATION/ REIFICATION Combining them meaningfully in actions, interactions and creation of shared histories Stories, playing with forms, recombinations, assumptions Styles and discourses DESIGNED/ EMERGENT Situated improvisation within a regime of mutual accountability Scenarios, possible worlds, simulations, perceiving new broad patterns Communication, feedback, coordination, renegotiation, realignment LOCAL/ GLOBAL Multi-membership, brokering, peripherality, conversations Models, maps, representations, visits, tours Standards, shared infrastructures, centers of authority IDENTIFICATION/ NEGOTIABILITY Mutuality through shared action, situated negotiation, marginalization New trajectories, empathy, stereotypes, explanations Inspirations, fields of influence, reciprocity of power relations
  • 19. Beta - no rights can be derrived from this publication.Beta - Actual content may differ from this presentation19 Practice and Identity • Practice is that what binds communities of practice together • Identity is that what makes members construe through participating in communities
  • 20. Beta - no rights can be derrived from this publication.Beta - Actual content may differ from this presentation20 Relevance Social Learning • Social Learning Theory adds realism, to oversocialized and undersocialized conceptions • Wenger enables us to design social configuration that afford for learning • Understanding how people belong, is highly relevant in today’s networked sociality. • It could help us to build theory, in able to build truly social software
  • 21. Beta - no rights can be derrived from this publication.Beta - Actual content may differ from this presentation21 Assignment
  • 22. Beta - no rights can be derrived from this publication.Beta - Actual content may differ from this presentation22 Assignment

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