Theme 1: Knowledge building for a Knowledge Society
Organizational Structure, Strictures, and Knowledge Building
Interactive
knowledge creation: Balancing internalisation and externalisation
Peter C. van den Dool, Fontys University, The Netherlands
Peter C. van den Dool, Fontys University, The Netherlands
In the Fontys knowledge circle on educative functions of ICT we are experimenting with forms of interactive knowledge creation in which we bring together scientific, conceptual approaches with practical, experiential approaches. On the basis of the work of Nonaka, Tacheuki and Von Krogh (1995 and 2000) we elaborated the model of interactive knowledge creation in the following way.
| To From |
Formal knowledge | Experiential knowledge |
| Formal knowledge | Combination
Synthesize research, analysing concepts, formal meetings, formal networks |
Internalisation
Experimenting with concepts, learning by doing, through transfer to contexts |
| Experiential knowledge | Externalisation
Codification of practices, report on practice and experiences, document. |
Socialisation
Exchange experiences through observations, imitation, modelling, communities of learning practice |
Essential are the processes happening on the externalisation versus internalisation dimension. On this basis we designed a major research program for the Dutch government on ICT and system innovation in education in which we defined criteria for the internalisation and externalisation projects. We also use he externalisation approach in the analytical part of our national evaluation of the Dutch Grassroots program on ICT integration in the Netherlands and the internalisation strategy in the formative part of it. Expertise development in the area of the educative functions of ICT and the pathwayís to shift from using ICT as a production tool towards using ICT as a mind tool are focus points in the Fontys work program. Approaches, attitudes, assignments and aspirations for breaking the barriers between the several worlds of knowledge creation are essential to facilitate education to become ìa modern professionî (Bereiter2002) that fits into the knowledge society.
This poster is proposed for theme 1 of the Summer Institute: Knowledge Building for a Knowledge Society.
References:
Dool, P.C. van den & Kirschner, P. ìIntegrating the educative functions of ICT in ëthe teachers and learners toolboxesí: A reflection on pedagogical benchmarks for ICT in teacher educationî, Technology, Pedagogy and Practice in Education, vol. 12 nr 01 2003.