Speaking to debates about competence demands raised by contemporary society, this book explores the extent to which knowledge takes on form from the context in which it is learned and the complexities of knowledge transfer.
Speaking to debates about competence demands raised by contemporary society, this book explores the extent to which knowledge takes on form from the context in which it is learned and the complexities of knowledge transfer.
Nina Bonderup Dohn is a professor at the Department of Design and Communication at the University of Southern Denmark, Denmark. Stig Børsen Hansen is an associate professor at the Department of Design and Communication at the University of Southern Denmark, Denmark. Jens Jørgen Hansen is an associate professor at the Department of Design and Communication at the University of Southern Denmark, Denmark.
Inhaltsangabe
Preface; Author biographies; Chapter 1. Introduction. Designing for situated knowledge transformation; Part 1. Situated knowledge transformation - theoretical framework; Chapter 2. Situativity of different forms of knowledge; Chapter 3. Conceptions of transfer, transformation and resituation; Chapter 4. Context framework for analysing situated knowledge transformation; Chapter 5. Implicit and explicit metaphysics in conceptualizing transfer and transformation; Part 2. Situated knowledge transformation - empirical processes; Chapter 6. Transfer and transformation of ethics knowledge in continuing professional development; Chapter 7. Micro-transformational processes across sub-domains in science learning; Chapter 8. Knowledge forms in students' collaborative work - PBL as a design for transfer; Part 3. Developing pragmatically useful design principles; Chapter 9. Practice-based design research to advance teaching and learning practices through situated partnerships; Chapter 10. Basic design principles for learning designs to support knowledge transformation; Chapter 11. Designing for technology supportive of learning designs: The methodology of learner centered value sensitive design; Chapter 12. Design for transfer of computational literacy skills; Chapter 13. Design principles for transfer and transformation of academic literacy; Part 4. Case studies of designing for learning to transform knowledge; Chapter 14. A comparative study of learning designs for transformation of knowledge in undergraduate laboratory physics; Chapter 15. Knowledge transformation across changes in situational demands between education and professional practice; Chapter 16. Designing for mediational transition and learning through simulation - a task analysis of knowledge transformation; Index
Preface; Author biographies; Chapter 1. Introduction. Designing for situated knowledge transformation; Part 1. Situated knowledge transformation - theoretical framework; Chapter 2. Situativity of different forms of knowledge; Chapter 3. Conceptions of transfer, transformation and resituation; Chapter 4. Context framework for analysing situated knowledge transformation; Chapter 5. Implicit and explicit metaphysics in conceptualizing transfer and transformation; Part 2. Situated knowledge transformation - empirical processes; Chapter 6. Transfer and transformation of ethics knowledge in continuing professional development; Chapter 7. Micro-transformational processes across sub-domains in science learning; Chapter 8. Knowledge forms in students' collaborative work - PBL as a design for transfer; Part 3. Developing pragmatically useful design principles; Chapter 9. Practice-based design research to advance teaching and learning practices through situated partnerships; Chapter 10. Basic design principles for learning designs to support knowledge transformation; Chapter 11. Designing for technology supportive of learning designs: The methodology of learner centered value sensitive design; Chapter 12. Design for transfer of computational literacy skills; Chapter 13. Design principles for transfer and transformation of academic literacy; Part 4. Case studies of designing for learning to transform knowledge; Chapter 14. A comparative study of learning designs for transformation of knowledge in undergraduate laboratory physics; Chapter 15. Knowledge transformation across changes in situational demands between education and professional practice; Chapter 16. Designing for mediational transition and learning through simulation - a task analysis of knowledge transformation; Index
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