Designing for Situated Knowledge Transformation (eBook, PDF)

Redaktion: Bonderup Dohn, Nina; Hansen, Jens Jørgen; Hansen, Stig Børsen

• Format: PDF

Produktbeschreibung

How can knowledge developed in one context be put to use in other contexts? How can students learn to do so? How can educators design for learning this? These are fundamental challenges to many forms of education. The challenges are amplified in contemporary society where people traverse many different contexts and where contexts themselves are continuously changing.

Designing for Situated Knowledge Transformation provides a structured answer to these questions, through an investigation of the theoretical, empirical, methodological and pedagogical design aspects which they involve. Raising profound questions about the nature of knowledge, of situativity, and of transfer, transformation and resituation, it calls for and provides extended empirical studies of the forms of transformation that knowledge undergoes when people find themselves in new contexts while relying on existing knowledge.

Considering many avenues of practical application and insight, Designing for Situated Knowledge Transformation develops a coherent framework for developing learning designs for knowledge transformation that is crucial in today's educational settings.

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Produktdetails

• Verlag: Taylor & Francis eBooks
• Seitenzahl: 306
• Erscheinungstermin: 27. November 2019
• Englisch
• ISBN-13: 9781000734881
• Artikelnr.: 58323350

Autorenporträt

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