The social life of information - Acknowledgments

Brown, John Seely; Duguid, Paul

doi:10.5210/fm.v5i4.736

Cited by 205 publications

(255 citation statements)

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“…In particular I discuss how a managed and online context contributes to identity-construction problems. This is an interesting issue because research on networks of practice (Brown & Duguid, 1991;Brown & Duguid, 2000) and communities of practice (Lave & Wenger, 1991;Wenger, 1998) suggests that different forms of constructions of identity might be related to the cultivation of and access to resources of knowledge. A relatively new aspect of this phenomenon is the managerial ambition to integrate geographically spread units into one integrated unit by using Information and communication technology (ICT) and networks aiming to develop communication, collaboration, and learning horizontally in the organization (Newell et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

The transfer of knowledge and the problems of identity in a managed and online context

Hermanrud¹

2012

Nordic Journal of Social Research

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Section: Introductionmentioning

confidence: 99%

The transfer of knowledge and the problems of identity in a managed and online context

Hermanrud¹

2012

Nordic Journal of Social Research

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“…Brown and Duguid [13] argue convincingly that knowledge is more than just information because it ? usually entails a 'knower', ?…”

Section: A Model Of Organizational Learningmentioning

confidence: 99%

An Intellectual Genealogy Graph Affording a Fine Prospect of Organizational Learning

Hayashi

Tsumoto

Ikeda

et al. 2002

Intelligent Tutoring Systems

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Abstract. The word of "learning", in a wide sense, is used as a part of the social system of education and it has been attracting researchers' interest in our research area of educational systems. The goal of this research is to support creation and inheritance of organizational intellect, that is, "learning" in an organization. In this paper, we will propose an "Intellectual Genealogy Graph," which is a model representing chronological correlation among persons, activities, and intellect in an organization. The intellectual genealogy graph is a basis of intelligent functions which is useful for surveying current learning conditions and clarifying the intellectual role of individuals, organizations, and documents in the organization. INTORODUCTIONWe continue to learn during our lifetimes. As researchers, for example, we learn basic knowledge through 'book learning', acquire up-to-date knowledge from the literature, develop original knowledge for ourselves, and then disseminate it to society. In this sense, we can share the idea that "life is a continuous process of learning." Usage of the word "learning" here has a rather wide sense; it is subtly different from the customary sense in which we use it to refer to the learning process established as a part of the social system of education."Learning" in a wide sense includes various forms of learning: for example, workplace learning, life-long learning, organizational learning, and so on. Viewing learning as an i mplicit, daily, long-term, practical activity is an important trend in many research areas related to the area of computers in education. As examples, the concepts of social constructionism in psychology[1], organizational learning [2] or knowledge creating companies [3] in management, and knowledge management sy stems in information technology [4][5] have been closely related to our research areas. In our area of intelligent educational systems, needless to say, "learning" in a wide sense has been attracting researchers' interest. Fisher's series of works on life-long learning[6] and integration of collaborative learning and knowledge management [7][8] [9] are typical approaches in the same vein.Along a similar line of thought, this research aims to develop a model of learning in a wide sense. Needless to say, we are all vaguely conscious of a similar model in our own minds which we apply to increase awareness of social relations among organization members; however, that model is implicit and not systemic in most cases. We propose a model called a "dual loop model", which shows how intellect is formed in individual life in organizations and works as a fundamental component of a learning support platform. The dual loop model indicates an ideal relation between individual activity and organizational activity and clarifies roles of individuals, activities, and documents as a vehicle for intellectual communication in organizational learning.In this research project, we have been developing an IT platform, Kfarm[10][11], to develop users' pro-found social inte...

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“…Scottish policy had diverged considerably from that of England since devolution in 1999 and with a Nationalist Government (SNP) in power that wished to have any divergences from English policy regarded positively (see Mooney and Scott, 2012) there was an expectation that this policy would be vindicated by the 'objective assessment' provided by IALS. Moreover, the wider international context represented by the OECD had provided an important reference point for Scotland as a means of challenging UK policy developments (Brown, McCrone and Paterson, 1998;Grek and Ozga, 2010).…”

Section: The Impact Of the Findingsmentioning

confidence: 99%

Comparative performance measures, globalising strategies and literacy policy in Scotland

Tett

2013

Globalisation, Societies and Education

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This paper explores one example of an international comparison -the OECD's International Adult Literacy Survey (IALS) -in order to investigate the power of numbers in both the shaping and the legitimization of adult literacy policy using Scotland as a case study. It is argued that policy implementation is framed by a common assumption that the production of knowledge will increase global competitiveness leading to the prioritisation of economic objectives in education. However, despite these globalising strategies, examples are provided of how the economic discourse can be resisted, to some extent, through prioritising more social objectives at both the local and state levels.

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The social life of information - Acknowledgments

Cited by 205 publications

References 0 publications

The transfer of knowledge and the problems of identity in a managed and online context

The transfer of knowledge and the problems of identity in a managed and online context

An Intellectual Genealogy Graph Affording a Fine Prospect of Organizational Learning

Comparative performance measures, globalising strategies and literacy policy in Scotland

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