Knowledge Management 2009 (2)

Beta - no rights can be derrived from this publication.

Beta - Actual content may differ from this presentation 1

Knowledge Management 2009

Course 2

Tim Hoogenboom & Bolke de Bruin

http://www.timhoogenboom.nl



Contents of Today

• Recapitulating last week

• On social learning– Understanding the components– Understanding his argument

• A short preview on practice and identity– And how both terms are quite difficult to capture

• Why is Wenger social learning relevant

• Assignment



Wrapping it Up



Look at the world

• Information Management and Knowledge Management predominantly objectivistic

• Objectivism does not provide a solid foundation for Information Management, nor Knowledge Management

• Subjectivism does not provide a solid foundation for Information Management, nor Knowledge Management

• So we need to combine reification and participation



Enter Social Media!

Specialist laude the social media revolution:• Internet is becoming more and more ‘social’ is proclaimed• Social software contributes to learning competences of its

participants is proclaimed

• <<web2.0>> examples

• However do we truly understand such a subjectivistic outlook on IT-based systems?

If so, what is our design theory to organize for social learning,

if not we are walking on thin ice



Indeterminedness of Reality

• Our engineering methods help us in dealing predictable social configuration, dealing with tame problems.

• Traditional engineering methods succeed less designing for wicked problems, as social reality is.

The question is then:

How do we deal with these subjectivistic/wicked conceptions of learning that we envisage in social media



We know how to be social?

• Undersocialized conceptions of human action.

• Oversocialized conceptions of human action.

• The isle of Utopia has never been build, although prescribed fairly accurately by Thomas More…

• Perhaps a realistic conception of the social is something IT professionals interpret, yet do not understand



Positioning Wenger

• Social Learning Theory

• Design for Communities of Practice

objectivism subjectivism

information 1 2

knowledge 3 4



Social Learning



Wenger

• global thought leader in the field of communities of practice and social learning systems

• An educational theorist and practitioner

• Guest lecturer at the University of Amsterdam - EXIM

• Social learning theory

• Currently investigating ways of stewarding technology for communities (appeared 15th august 2009)



Why do we need new theory

• “Perhaps more than learning itself, it is our conception of learning that needs urgent attention” (p.9)

• Current notions on learning see learning as disembodied from daily practice, but reserved to sterile learning environments.

• Here, Wenger introduces the concept of social learning

• Assertion: Community of Practice is the form of organizing that enables social learning the best



Social Learning Theory

• Four presmises– We humans are social beings; – Knowing is a participating in pursuing an enterprise; – Knowledge then is a matter of competence accomplished in

pursuing these enterprises; and – Meaning is what learning is to produce.

• Social Learning TheoryLearning in a fundamental social phenomenon, rooted in doing, by being active participants in practices while constructing identities.



Assumptions on learning• Learning is part of human nature (p.3)

• Learning is, in its essence, a fundamental social phenomenon (p.3)

• Learning is the ability the to negotiate new meanings (p.215)

• Learning means dealing with boundaries (p.140)

• Learning changes our identity (p.215)

• Learning creates emergent structures (p.96)

• Learning need trajectories for the individual and the collective (p.155)

• Learning is about direct social energy and power (p.219)

• Learning is a case of engagement (p.217)

• Learning is a case of imagination (p.217)

• Learning is a case of alignment (p.217)

• Learning is an interplay between the local and the global (p.141)

• Learning cannot be designed, it can only be designed for - that is facilitated or frustrated (p. 229)



Components of (social) learning

Learning is an individual process – no, it’s social tooLearning has a beginning and an end – no, it’s continuous and life-longLearning is best done in separate environments – no, in social practicesLearning is the result of teaching – no, learning is part of everyday life



Positioning



Design Interventions



Designing for Participation

Learning can’t be designed – it can only be frustrated or facilitated



A Design Framework

ENGAGEMENT IMAGINATION ALIGNMENT

PARTICIPATION/

REIFICATION

Combining them meaningfully in actions, interactions and creation of shared histories

Stories, playing with forms, recombinations, assumptions

Styles and discourses

DESIGNED/

EMERGENT

Situated improvisation within a regime of mutual accountability

Scenarios, possible worlds, simulations, perceiving new broad patterns

Communication, feedback, coordination, renegotiation, realignment

LOCAL/

GLOBAL

Multi-membership, brokering, peripherality, conversations

Models, maps, representations, visits, tours

Standards, shared infrastructures, centers of authority

IDENTIFICATION/

NEGOTIABILITY

Mutuality through shared action, situated negotiation, marginalization

New trajectories, empathy, stereotypes, explanations

Inspirations, fields of influence, reciprocity of power relations



Practice and Identity

• Practice is that what binds communities of practice together

• Identity is that what makes members construe through participating in communities



Relevance Social Learning

• Social Learning Theory adds realism, to oversocialized and undersocialized conceptions

• Wenger enables us to design social configuration that afford for learning

• Understanding how people belong, is highly relevant in today’s networked sociality.

• It could help us to build theory, in able to build truly social software



Assignment

Knowledge Management 2009 (2)

Education

Transcript of Knowledge Management 2009 (2)