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Designing for Situated Knowledge Transformation
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.
Conceptualizing and Innovating Education and Work with Networked Learning
The chapters in this book build upon selected research papers from the 12th International Networked Learning Conference 2020, hosted by University of Southern Denmark, Kolding. The selected chapters were chosen as cutting-edge research on networked learning which reflected focal discussion points during the conference such as: new demands on teachers in online and hybrid learning environments; organization of professional learning to meet and reflect on these demands; support of educators and students’ digital literacy; the interaction of human and technological agents in networked learning; and the development of new of networked learning designs to critically and creatively make use of t...
Euro Summits
Panenka's pearl of a penalty in Belgrade, van Basten's volley of a lifetime in Munich, Gazza's agonising near-miss at Wembley: over its six decades, the UEFA European Championship has thrown up many of the most memorable stories in football lore. Now it gets the history it deserves. Euro Summits is the first full retelling of the tournament, from its tentative beginnings in the late 1950s to its elephantine expansion in the mid-2010s. Taking in the USSR's early success, the grim violence of 1968, France's cavalier feats on home soil in 1984, the sensational triumphs of no-hopers Denmark and Greece, Spain's modern-day dominance, all the way up to Portugal's shock victory in 2016, it's a panoramic portrait of an event that captures a whole continent's imagination every four years. Dramatic, detailed and teeming with compelling personalities like Michel Platini, Guenter Netzer, Hristo Stoichkov, Zinedine Zidane, Wayne Rooney and Cristiano Ronaldo, this is the complete story of a footballing event second only to the World Cup.
Designing for Situated Knowledge Transformation
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.
Printing and Misprinting
'To err is human'. As a material and mechanical process, early printing made no exception to this general rule. Against the conventional wisdom of a technological triumph spreading freedom and knowledge, the history of the book is largely a story of errors and adjustments. Various mistakes normally crept in while texts were transferred from manuscript to printing formes and different emendation strategies were adopted when errors were spotted. In this regard, the 'Gutenberg galaxy' provides an unrivalled example of how scholars, publishers, authors and readers reacted to failure: they increasingly aimed at impeccability in both style and content, developed time and money-efficient ways to co...
Networked Professional Learning
Over the past decades a new form of professionalism has emerged, characterized by factors of fluidity, instability and continual change, leading to the necessitation of new forms of professional development that support agile and flexible expansion of professional practice. At the same time, the digitization of work has had a profound effect on professional practice. This digitization opens up opportunities for new forms of professional learning mediated by technologies through networked learning. Networked learning is believed to lead to a more efficient flow of complex knowledge and routine information within the organization, stimulate innovative behaviour, and result in a higher job sati...
