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Knowledge Management 2009 (3)
Knowledge Management 2009 (3)
Knowledge Management 2009 (3)
Knowledge Management 2009 (3)
Knowledge Management 2009 (3)
Knowledge Management 2009 (3)
Knowledge Management 2009 (3)
Knowledge Management 2009 (3)
Knowledge Management 2009 (3)
Knowledge Management 2009 (3)
Knowledge Management 2009 (3)
Knowledge Management 2009 (3)
Knowledge Management 2009 (3)
Knowledge Management 2009 (3)
Knowledge Management 2009 (3)
Knowledge Management 2009 (3)
Knowledge Management 2009 (3)
Knowledge Management 2009 (3)
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Knowledge Management 2009 (3)


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Course 3 - First Draft

Course 3 - First Draft

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  • 1. Knowledge Management 2009 Course 3 Tim Hoogenboom & Bolke de Bruin
  • 2. Contents of Today
    • Recapitulating last week
    • What is design
    • Traditional Design
    • Design for participative learning
    • The nuts and bolds of the Design framework
    • Assignment
  • 3. Wrapping it up
  • 4. 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.
  • 5. 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
  • 6. Design Thinking
  • 7. 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?
  • 8. 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!
  • 9. 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
  • 10. 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)
  • 11. 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)
  • 12. Design Interventions
  • 13. 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
  • 14. Designing for Participation Learning can’t be designed – it can only be frustrated or facilitated
  • 15. 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
  • 16. 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
  • 17. Assignment
  • 18.