Collaborative Knowledge Creation

Practices, Tools, Concepts

  • Anne Moen
  • Anders I. Mørch
  • Sami Paavola

Part of the Technology Enhanced Learning book series (TEL, volume 7)

Table of contents

  1. Front Matter
    Pages i-xvi
  2. Sami Paavola, Ritva Engeström, Kai Hakkarainen
    Pages 1-14
  3. Hadj Batatia, Kai Hakkarainen, Anders I. Mørch
    Pages 15-29
  4. Martin Doerr, Athina Kritsotaki, Vassilis Christophides, Dimitris Kotzinos
    Pages 31-52
  5. Merja Bauters, Minna Lakkala, Sami Paavola, Kari Kosonen, Hannu Markkanen
    Pages 53-74
  6. Christoph Richter, Heidrun Allert, Vassiliy P. Tchoumatchenko, Ivan H. Furnadziev, Tania K. Vasileva, Dimitris Kotzinos et al.
    Pages 75-92
  7. Hanna Toiviainen, Seppo Toikka, Jiri Lallimo
    Pages 93-116
  8. Christoph Richter, Ekaterina Simonenko, Tsuyoshi Sugibuchi, Nicolas Spyratos, Frantisek Babic, Jozef Wagner et al.
    Pages 117-140
  9. Minna Lakkala, Liisa Ilomäki, Sami Paavola, Kari Kosonen, Hanni Muukkonen
    Pages 141-161
  10. Kari Kosonen, Hanni Muukkonen, Minna Lakkala, Sami Paavola
    Pages 185-202
  11. Crina Damşa, Jerry Andriessen
    Pages 203-217
  12. Anne Moen, Sturle Nes
    Pages 249-260
  13. Back Matter
    Pages 261-272

About this book

Introduction

This book presents perspectives on the knowledge creation metaphor of learning, and elaborates the trialogical approach to learning. The knowledge creation metaphor differs from both the acquisition and the participation metaphors. In a nutshell trialogical approaches seek to engage learners in joint work with shared objects and artefacts mediated by collaboration technology. The theoretical underpinnings stem from different origins, including Bereiter and Scardamalia’s theory on knowledge building and Engeström’s activity theory. The authors in this collection introduce key concepts and techniques, explain tools designed and developed to support knowledge creation, and report results from case studies in specific contexts. The book chapters integrate theoretical, methodological, empirical and technological research, to elaborate the empirical findings and to explain the design of the knowledge creation tools. The target audiences for this book are researchers, teachers and Human Resource developers interested in new perspectives on collaborative learning, technology-mediated knowledge creation, and applications of this in their own settings, for higher education, teacher training and workplace learning. The book is the result of joint efforts from many contributors who took part in the Knowledge-practices Laboratory (KP-Lab) project (2006-2011) supported by EU FP6.

Keywords

activity theory knowledge building

Editors and affiliations

  • Anne Moen
    • 1
  • Anders I. Mørch
    • 2
  • Sami Paavola
    • 3
  1. 1.University of OsloNorway
  2. 2.University of OsloNorway
  3. 3.University of HelsinkiFinland

Bibliographic information