Learning for learning economy and social learning

Hyysalo, Sampsa

doi:10.1016/j.respol.2009.01.003

Cited by 25 publications

(19 citation statements)

References 23 publications

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“…Our understanding of living labs relies on findings from science and technology studies -especially around social learning (Hyysalo, 2009;Williams et al, 2005) and domestication of technology (Berger et al, 2006;Silverstone et al, 1992;Sørensen, 1996).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Evolution of Intermediary Activities: Broadening the Concept of Facilitation in Living Labs

Hakkarainen

Hyysalo

2016

Technology Innovation Management Review

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Section: Theoretical Frameworkmentioning

confidence: 99%

The Evolution of Intermediary Activities: Broadening the Concept of Facilitation in Living Labs

Hakkarainen

Hyysalo

2016

Technology Innovation Management Review

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“…Thus, social learning is a temporal process where given technologies or knowledge may be changed, reconfigured or further developed from the experience of the involved actors. Learning may take place among experts involved in a particular innovation effort as well as in their interaction with users who also may contribute to the innovation (Hyysalo, 2009;Sørensen, 1996;Williams, Slack & Stewart, 2005). Consequently, this kind of social learning differs from organisational learning through communities of practice, where the main objective is to share and enhance individual competence through legitimate peripheral participation (Lave & Wenger, 1991).…”

Section: Socio-technical Perspectives: Translation Theory and Social mentioning

confidence: 99%

Designing a ‘green’ building: expanding ambitions through social learning

Hojem

Sørensen

Lagesen

2014

Building Research & Information

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This paper analyses the making of a building called Miljøbygget, where ambitions in terms of environmental friendliness expanded, and it was also considered as green by outside observers. This process of expanding ambitions is examined to describe its main features as well as its context, primarily based on in-depth interviews with main actors in the project. The analysis departs from two theoretical concepts; translation which highlights how new knowledge is brought in through efforts to make it relevant, available and effective and social learning, the collective act of the project team of tinkering, discovery and analysis to improve the green features of the building. The paper outlines the processes through which a fairly moderate energy efficiency ambition is transformed, first into stricter energy efficiency goals, then into broader environmental aims. The resulting innovation is labelled an ambition-enhancing, experience-based, and enthusiasm-driven process of social learning in the project team, marked by interpersonal trust, including trust regarding competence and contractual relations.2 Additionally, translation efforts, bringing new knowledge into the project, were important. The conclusion discusses some policy implications.

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“…Some authors even name this economy "learning economy" (Hyysalo, 2009;Johnson, 2011). Surprisingly, students at many schools and universities are rarely or never taught explicitly how to learn.…”

Section: Discussionmentioning

confidence: 99%