The authors analyze and compare three models of innovative knowledge communities: Nonaka and Takeuchi's model of knowledge-creation, Engeström's model of expansive learning, and Bereiter's model of knowledge building. Despite basic differences, these models have pertinent features in common: Most fundamentally, they emphasize dynamic processes for transforming prevailing knowledge and practices. Beyond characterizing learning as knowledge acquisition (the acquisition metaphor) and as participation in a social community (the participation metaphor), the authors of this article distinguish a third aspect: learning (and intelligent activity in general) as knowledge creation (the knowledge-creation metaphor). This approach focuses on investigating mediated processes of knowledge creation that have become especially important in a knowledge society.

Abstract. We argue that beyond metaphors, according to which learning is a process of knowledge acquisition by individual learners (a ''monological'' approach) or participation to social interaction (a ''dialogical'' approach), one should distinguish a ''trialogical'' approach, i.e., learning as a process of knowledge creation which concentrates on mediated processes where common objects of activity are developed collaboratively. The third metaphor helps us to elicit and understand processes of knowledge advancement that are important in a knowledge society. We review three approaches to knowledge-creation, i.e., Bereiter's knowledge-building, Engestro¨m's expansive learning, and Nonaka and Takeuchi's organizational knowledge-creation. We give a concise analysis of the trialogical character of the knowledge-creation approach, and illustrate how the third metaphor may be applied at the school level.

Recent research shows an increased concern with well-being at school and potential problems associated with students' use of socio-digital technologies, i.e., the mobile devices, computers, social media, and the Internet. Simultaneously with supporting creative social activities, socio-digital participation may also lead to compulsive and addictive behavioral patterns affecting both general and school-related mental health problems. Using two longitudinal data waves gathered among 1702 (53 % female) early (age 12-14) and 1636 (64 % female) late (age 16-18) Finnish adolescents, we examined cross-lagged paths between excessive internet use, school engagement and burnout, and depressive symptoms. Structural equation modeling revealed reciprocal cross-lagged paths between excessive internet use and school burnout among both adolescent groups: school burnout predicted later excessive internet use and excessive internet use predicted later school burnout. Reciprocal paths between school burnout and depressive symptoms were also found. Girls typically suffered more than boys from depressive symptoms and, in late adolescence, school burnout. Boys, in turn, more typically suffered from excessive internet use. These results show that, among adolescents, excessive internet use can be a cause of school burnout that can later spill over to depressive symptoms.

No abstract

No abstract