Analyzing technology-enhanced Knowledge Practices in an engineering course

Computer Supported Collaborative Learning Practices, CSCL 2009 Community Events Proceedings - 9th International Conference

Volumn 2, Issue , 2009, Pages 141-143

  Jalonen, Satu ^a   Kosonen, Kari ^a   Lakkala, Minna ^a  

^a UNIVERSITY OF HELSINKI   (Finland)

Author keywords

[No Author keywords available]

Indexed keywords

KNOWLEDGE MANAGEMENT;

ENGINEERING COURSE; MULTIMEDIA PRODUCTS; PROJECT DOCUMENTATION; TEAM MEMBERS; UNIVERSITY OF APPLIED SCIENCE;

E-LEARNING;

EID: 84858377513     PISSN: None     EISSN: None     Source Type: Conference Proceeding    
DOI: 10.3115/1599503.1599551     Document Type: Conference Paper

References (7)

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2. Knorr Cetina, K. (2001). Objectual Practice. In Schatzki T.R., Knorr Cetina, K & von Savigny E. (eds.). The Practice Turn in Contemporary Theory (pp.175-188). London and NY: Routledge.
3. Lyle, J. (2003) Stimulated Recall: a report on its use in naturalistic research. British Educational Research Journal, 29(6), 861-878. (Pubitemid 38085527)
4. Markkanen, H., Holi, M., Benmergui, L., Bauters, M., & Richter, C. (2008). The Knowledge Practices Environment: a Virtual Environment for Collaborative Knowledge Creation and Work around Shared Artefacts. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 5035-5040). Chesapeake, VA: AACE.
5. Muukkonen, H., Lakkala, M., & Paavola, S. (in print). Promoting knowledge creation and object-oriented inquiry in university courses. In S. Ludvigsen, A. Lund, & R. Säljö, R (Eds.) Learning in social practices. ICT and new artifacts - transformation of social and cultural practices. EARLI series: Advances in Learning. Pergamon.
6. Paavola, S. & Hakkarainen, K. (2005). The Knowledge Creation Metaphor - An Emergent Epistemological Approach to Learning, Science & Education, 14(6), 535-557. (Pubitemid 41650503)
7. Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. Journal of the Learning Sciences, 3(3), 265-283.