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.
Table of Contents
Chapter 1. Introduction. Designing for situated knowledge transformation
Nina Bonderup Dohn, Stig Børsen Hansen and Jens Jørgen Hansen
Part 1. Situated knowledge transformation – theoretical framework
Chapter 2. Situativity of different forms of knowledge
Nina Bonderup Dohn and Søren Harnow Klausen
Chapter 3. Conceptions of transfer, transformation and resituation
Nina Bonderup Dohn and Lina Markauskaite
Chapter 4. Context framework for analysing situated knowledge transformation
Nina Bonderup Dohn and Stig Børsen Hansen
Chapter 5. Implicit and explicit metaphysics in conceptualizing transfer and transformation
Stig Børsen Hansen
Part 2. Situated knowledge transformation – empirical processes
Chapter 6. Transfer and transformation of ethics knowledge in continuing professional development
Stig Børsen Hansen
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
Thomas Ryberg, Jacob Davidsen and Jonte Bernhard
Part 3. Developing pragmatically useful design principles
Chapter 9. Practice-based design research to advance teaching and learning practices through situated partnerships
Maarten de Laat and Rob Martens
Chapter 10. Basic design principles for learning designs to support knowledge transformation
Nina Bonderup Dohn, Jens Jørgen Hansen and Peter Goodyear
Chapter 11. Designing for technology supportive of learning designs: The methodology of learner centered value sensitive design
Stig Børsen Hansen
Chapter 12. Design for transfer of computational literacy skills
Chapter 13. Design principles for transfer and transformation of academic literacy
Jens Jørgen Hansen
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
Niels Bonderup Dohn and Nina Bonderup Dohn
Chapter 15. Knowledge transformation across changes in situational demands between education and professional practice
Nina Bonderup Dohn and Roland Hachmann
Chapter 16. Designing for mediational transition and learning through simulation – a task analysis of knowledge transformation
Jens Jørgen Hansen and Nina Bonderup Dohn
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.