Models of Innovative Knowledge Communities and Three Metaphors of Learning (original) (raw)
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In this paper we analyze and compare three models of innovative knowledge communities, i.e., Nonaka and Takeuchi's model of knowledge-creation, Engeström's model of expansive learning, and Bereiter's model of knowledge building. Despite basic differences, these models have pertinent common features: most fundamentally, they emphasize dynamic processes of transforming prevailing knowledge and practices. We argue that beyond the metaphors of learning as a process of knowledge acquisition (the acquisition metaphor) or of participation in a social community (the participation metaphor), one does well to distinguish a third metaphor, i.e., learning and intelligent activity as a process of knowledge creation (the knowledge-creation metaphor). This approach focuses on investigating mediated processes of knowledge creation that have become especially important in a knowledge society.
The purpose of the present article is to examine the concept of Innovative Knowledge Community (IKC) that appear to help to understand communities typical for advanced knowledge society that the notion of Community of Practice (COP) Even if both communities rely on shared goals, practices and stories, the former di-verge substantially from the latter. Firstly, ICKs function in an environment in which the criteria of successful performance are constantly tightening. Secondly, the main focus of IKCs is the production of knowledge and innovations rather than transmitting tradition. Thirdly, there are not so strict differences concerning knowledge sand competence between newcomers and oldtimers in IKCS than in COPs; heterogeneously distributed expertise and symmetric knowledge advancement rather than one-directional flow of information from experts to novice is typical of IKCs. The present analysis relies on a comparison of three models of IKC, i.e., Nonaka & Takeuchi’s model of knowledge-creating companies, Engeström’s expansive learning models, and Bereiter’s knowledge-building approach. These three approaches constitute a novel approach on learning and expertise that we call 2knowledge-creation metaphor”.
The Knowledge Creation Metaphor – An Emergent Epistemological Approach to Learning
We argue that beyond metaphors, according to which learning is a process of knowledge acquisition by individual learners (a “monological” approach) or participation to social interaction (a “dialogical” approach), one should distinguish a “trialogical” approach, i.e., learning as a process of knowledge creation which concentrates on mediated processes where common objects of activity are developed collaboratively. The third metaphor helps us to elicit and understand processes of knowledge advancement that are important in a knowledge society. We review three approaches to knowledgecreation, i.e., Bereiter's knowledgebuilding, Engeström's expansive learning, and Nonaka and Takeuchi's organizational knowledgecreation. We give a concise analysis of the trialogical character of the knowledgecreation approach, and illustrate how the third metaphor may be applied at the school level.
Fostering Knowledge-Creating Communities
This paper describes the characteristics of communities in history that have shown great creativity. It then describes how these characteristics are fostered by Scardamalia and Bereiter's Knowledge Forum, and how these elements played out in an American middle school.
CSCL is based on the idea that computer applications can scaffold and implement advanced socio-cognitive processes for knowledge sharing and knowledge building. But do we really understand these processes that are supposed to be implemented? This paper will focus on the "epistemological infrastructure" of CSCL. We will analyze three models of innovative knowledge communities in order to better understand basic epistemological processes of knowledge advancement: i.e., Nonaka and Takeuchi's model of knowledge-creating organization, Yrjö Engeström's expansive learning model, and Carl Bereiter's theory of knowledge building. It is argued that these models provide a way of overcoming the dichotomy of the acquisition and participation metaphors of learning by providing a third metaphor of learning as a process of knowledge creation. In order to facilitate educational change through CSCL
CSCL is based on the idea that computer applications can scaffold and implement advanced socio-cognitive processes for knowledge sharing and knowledge building. But do we really understand these processes that are supposed to be implemented? This paper will focus on the "epistemological infrastructure" of CSCL. We will analyze three models of innovative knowledge communities in order to better understand basic epistemological processes of knowledge advancement: i.e., Nonaka and Takeuchi's model of knowledge-creating organization, Yrjö Engeström's expansive learning model, and Carl Bereiter's theory of knowledge building. It is argued that these models provide a way of overcoming the dichotomy of the acquisition and participation metaphors of learning by providing a third metaphor of learning as a process of knowledge creation. In order to facilitate educational change through CSCL also certain kind of larger social infrastructure is needed that supports these epistemological processes.
International Journal of Knowledge Management, 2014
This article aims to approach the importance of a pedagogical strategy for collaborative learning through the use and construction of networks and learning communities directly connected to knowledge management. From my experience within the Networks, Learning Communities and Knowledge Management Seminar in the Masters of Education in the Information Technology and Communication Department at the University of La Guajira, the way members of a society communicate and interact by identifying a qualitative transition between the information society and the knowledge society, in which knowledge management in cyberspace has broken deeply rooted paradigms in the education system through the construction of effective teaching strategies that contribute to the development of processes in different parts of the world, contributes to the creation of virtual learning environments and the implementation of pedagogical strategies such as networking and learning communities that reinforce the col...