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Knowledge Management 2009 (3)
 

Knowledge Management 2009 (3)

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Course 3 - First Draft

Course 3 - First Draft

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    Knowledge Management 2009 (3) Knowledge Management 2009 (3) Presentation Transcript

    • Knowledge Management 2009 Course 3 Tim Hoogenboom & Bolke de Bruin http://www.timhoogenboom.nl
    • Contents of Today
      • Recapitulating last week
      • What is design
      • Traditional Design
      • Design for participative learning
      • The nuts and bolds of the Design framework
      • Assignment
    • Wrapping it up
    • 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.
    • 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
    • Design Thinking
    • Engineering Method
      • Linear approach
      • Two distinct phases: problem definition and problem solution.
        • Problem definition: analytic sequence determining elements of problem, while specifying the requirements of successful design
        • Problem solution: synthetic sequence combining and balancing various elements into production-ready plan.
      • Critiques:
        • Reality, and thus social learning, is indeterminate
        • Design Method, instead of Design Theory  which way to go?
    • Traditional Organizational Design
      • Value Chain Management – Porter
      • Organizational Configuration – Mintzberg
      • Enterprise Architecture – Zachmann
      • Balanced Scorecard – Kaplan and Norton
      • Core Competencies – Pralahad and Hamel
      • Scientific Management – Taylor
      • 7S Model – Peters and Waterman
      • Structuralists and determinists
      • are radiating joy now!
    • Design in a nutshell
      • Design organizations as architectures for learning
      • We have four design interventions (areas of influence) we need to balance:
        • Meaning, Time, Space, Power
      • As to learning, organizations consist of 3 infrastructures
        • Engagement, Imagination, Alignment
      • Infrastructures are specific interventions
    • Defining Design
      • Design is the conception and planning of the artificial (Buchanan, 1992, p.14)
      • Design is to initiate change in man-made things (Jones, 1992, p.4)
      • Design a purposeful activity to transform human thinking and behavior (MIW, 2009)
      • Design is about “producing affordances for the negotiation of meaning, but not the meaning itself” (Wenger, 1998, p.228)
    • Difficulties Design
      • Design as a craft (ask any artisan)
      • Design by drawing (ask any engineer)
      • Design as a process (ask program manager)
      • Design without a product (who should we ask… You?)
      • Hindsight: If we had known at the start what we know now we’d never designed it like this (p.xxv)
    • Design Interventions
    • Duality?
      • A single conceptual unit that is formed by
      • two inseparable and mutually constitutive elements whose
      • inherent tension and complimentarity give
      • the concept richness and dynamism
    • Designing for Participation Learning can’t be designed – it can only be frustrated or facilitated
    • A Design Framework Standards, shared infrastructures, centers of authority Models, maps, representations, visits, tours Multi-membership, brokering, peripherality, conversations LOCAL/ GLOBAL Inspirations, fields of influence, reciprocity of power relations New trajectories, empathy, stereotypes, explanations Mutuality through shared action, situated negotiation, marginalization IDENTIFICATION/ NEGOTIABILITY Communication, feedback, coordination, renegotiation, realignment Scenarios, possible worlds, simulations, perceiving new broad patterns Situated improvisation within a regime of mutual accountability DESIGNED/ EMERGENT Styles and discourses Stories, playing with forms, recombinations, assumptions Combining them meaningfully in actions, interactions and creation of shared histories PARTICIPATION/ REIFICATION ALIGNMENT IMAGINATION ENGAGEMENT
    • Social Software
      • From bonobo monkeys to posthumanistic monkeys
      • In order for social sofware to trigger sociality:
      • Objects:
        • should be question generating
        • offer relational opportunities
        • have a structure of lacks
      • Social software is thus all about object-centered sociality
    • Assignment
    •