Designing for Situated Knowledge Transformation. Routledge Research in Education

Sonst. Personen	Dohn, Nina Bonderup (Hrsg.); Hansen, Stig Børsen (Hrsg.); Hansen, Jens Jørgen (Hrsg.)
Titel	Designing for Situated Knowledge Transformation. Routledge Research in Education
Quelle	(2019), (294 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3672-2573-5
Schlagwörter	Knowledge Management; Situated Learning; Transfer of Training; Instructional Design + Suchen Sie Ihr Suchwort? Wissensmanagement; Training; Transfer; Ausbildung; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis Group LLC, 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; Web site: https://www.routledge.com/Routledge-Research-in-Education/book-series/SE0393
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01