Designing integrative knowledge management systems: Theoretical considerations and practical applications

Advances in Developing Human Resources

Volumn 11, Issue 3, 2009, Pages 307-319

  Ardichvili, Alexandre ^a   Yoon, Seung Won ^b  

^a UNIVERSITY OF MINNESOTA   (United States)

^b NORTHERN ILLINOIS UNIVERSITY   (United States)

Author keywords

Activity theory; Knowledge management; Situated learning

Indexed keywords

EID: 70149084765     PISSN: 15234223     EISSN: 15523055     Source Type: Journal    
DOI: 10.1177/1523422309337593     Document Type: Article

References (34)

1. Antonacopoulou, E., & Chiva, R. (2007). The social complexity of organizational learning: The dynamics of learning and organizing. Management Learning, 38(3), 277-295.
2. Ardichvili, A. (2002). Knowledge management, HRD, and the Internet technology. Advances in Developing Human Resources, 4(4), 451-463.
3. Austin, J.R. (2003). Transactive memory in organizational groups: The effects of content, consensus, specialization, and accuracy on group performance. Journal of Applied Psychology, 88, 866-878.
4. Barab, S., Schatz, S., & Scheckler, R. (2004). Using activity theory to conceptualize online community and using online community to conceptualize activity theory. Mind, Culture, and Activity, 11(10), 25-47.
5. Brown, J.S., & Duguid, P. (1991). Organizational learning and communities of practice. Organization Science, 2(1), 40-47.
6. Bruner, J.S. (1997). Celebrating divergence: Piaget and Vygotsky. Human Development, 40, 63-73.
7. Cole, M., & Engeström, Y. (1993). A cultural-historical approach to distributed cognition. In G. Solomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 1-46). Cambridge, UK: Cambridge University Press.
8. Collison, C., & Parcell, G. (2005). Learning to fly: Practical knowledge management from leading and learning organizations. New York: Capstone.
9. Cook, S., & Brown, J.S. (1999). Bridging epistemologies: The generative dance between organizational knowledge and organizational knowing. Organization Science, 10(4), 381-400.
10. Dick, W., Carey, L.M., & Carey, J.O. (2005). The systematic design of instruction (6th ed.). New York: Allyn & Bacon.
11. Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engestrom, R. Miettinen, & R. Punamaki (Eds.), Perspectives on activity theory (pp. 19-38). New York: Cambridge University Press.
12. Engeström, Y. (2007). Enriching the theory of expansive learning: Lessons from journeys toward co-configuration. Mind, Culture, and Activity, 14(1/2), 23-39.
13. Garrison, J. (2001). An introduction to Dewey's theory of functional "trans-action": An alternative paradigm for activity theory. Mind, Culture, and Activity, 8(4), 275-296.
14. Gherardi, S. (2001). From organizational learning to practice-based knowing. Human Relations, 54(1), 131-139.
15. Gourlay, S. (2001). Knowledge management and HRD. Human Resource Development International, 4(1), 27-46.
16. Horton, W.K. (2006). E-learning by design. San Francisco: Pfeiffer.
17. Ilgen, D.R., Hollenbeck, J.R., Johnson, M., & Jundt, D. (2005). Teams in organizations: From input-process-output models to IMOI models. Annual Review of Psychology, 56, 517-543.
18. Johannessen, J.-A., Olaisen, J., & Olsen, B. (2001). Mismanagement of tacit knowledge: The importance of tacit knowledge, the danger of information technology, and what to do about it. International Journal of Information Management, 21, 3-20.
19. Jonassen, D.H. (2006). On the role of concepts in learning and instructional design. Educational Technology Research & Development, 54(2), 177-196.
20. Jonassen, D., & Rohrer-Murphy, L. (1999). Activity theory as a framework for designing constructivist learning environments. Education Technology Research and Development, 47(1), 61-79.
21. Kaptelinin, V., & Nardi, B. (2005). Acting with technology: Activity theory and interaction design. Cambridge, MA: MIT Press.
22. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
23. Leont'ev, A.N. (1974). The problem of activity in psychology. Soviet Psychology, 13(2), 4-33.
24. McKay, J., & Wager, W. (2007). Electronic performance support systems: Visions and viewpoints. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (pp. 147-155). Upper Saddle River, NJ: Merrill/ Prentice Hall.
25. Monge, P.R., & Contractor, N.S. (2003). Theories of communication networks. New York: Oxford University Press.
26. Nicolini, D., Gherardi, S., & Yanow, D. (2003). Knowing in organizations. Armonk, NY: M. E. Sharpe.
27. Rosenberg, M. (2006). Beyond e-learning: Approaches and technologies to enhance organizational knowledge, learning, and performance. New York: Pfeiffer.
28. Tsoukas, H., & Mylonopoulos, N. (2004). Introduction: Knowledge construction and creation in organizations. British Journal of Management, 15, S1-S8.
29. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
30. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press.
31. Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating communities of practice: A Guide to managing knowledge. Boston: Harvard Business School Press.
32. Yamagata-Lynch, L. (2004). Confronting analytical dilemmas for understanding complex human interactions in design-based research from a cultural-historical activity theory (CHAT) framework. Journal of the Learning Sciences, 16(4), 451-484.
33. Yanow, D. (2004). Translating local knowledge at organizational peripheries. British Journal of Management, 15, S9-S25.
34. Yoon, S.W., & Lim, D.H. (2007). Strategic blending: A conceptual framework to improve learning and performance. International Journal of E-Learning, 6(3), 475-489.