IT in Education: Sociological Perspective

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IT in EducationSociological Perspective

• Lecture 7 12
• The Development of IT
• Its Impacts on Knowledge and Education
• From Digital Epistemology to Digital Learning

Wing-kwong Tsang Sino Bldg. Room 707B Ext.
3943-6922 wktsang_at_cuhk.edu.hk
www.fed.cuhk.edu.hk/wktsang
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From Information to Knowledge

• Recapitulation Conceptual hierarchy of
  information and knowledge
• Data Representations of matters and energies
  existing in external reality
• Signals Data attended by sense organs of life
  systems
• Information Messages codified and abstracted by
  life systems
• Ideas and Knowledge Information systemized by
  living cognitive systems, e.g. human brain
• Master ideas and wisdom

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From Information to Knowledge

• The impacts of IT on knowledge
• The conceptualization of information space
• IT impact on knowledge production Knowledge of
  performativity
• IT impact on knowledge storage Knowledge network
  
• IT impact on knowledge representation and
  communication Multi-medium knowledge

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Information as Space Max Boisots Conception of
Information Space

• Max H. Boisots conception of Information Space

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Information as Space Max Boisots Conception of
Information Space

• Information processing and the Epistemological
  Space (E-Space)
• Process of coding it is the perceiving process
  of reducing the number of attributes that have
  to be attended to in sense data. This is the
  function of coding it economizes on the quantity
  of data to be process. (p.57)
• Process of abstraction it is the conceiving
  process of reducing the number of categories
  that will be used to filter sense data. This is
  the function of abstraction by the creation of
  suitable concepts it economizes on the number of
  categories through which data will have to be
  process. (p. 57)
• E-space as property plain between these two
  dimensions

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Information as Space Max Boisots Conception of
Information Space

• Information processing and the Epistemological
  Space (E-Space)
• E-Space and Karl Poppers conception of three
  worlds
• World 1 (W1) is the epistemological world of
  concrete objects, i.e. external reality
• World 2 (W2) is the epistemological world of
  human consciousness, i.e. human effort of
  knowing, researching, and information process and
  communicating
• World 3 (W3) is the epistemological world of
  abstract objects, i.e. scientific knowledge

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Information as Space Max Boisots Conception of
Information Space

• Information processing and the Epistemological
  Space (E-Space)
• Applications of E-Space
• David Kolbs learning typology

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Information as Space Max Boisots Conception of
Information Space

• Information processing and the Epistemological
  Space (E-Space)
• Application of E-Space
• David Kolbs learning typology
• Economists conception of market price and
  commodification

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Information as Space Max Boisots Conception of
Information Space

• Information diffusion (communication), and the
  U-Space and C-Space
• Problems of information communication
• Level A problems How accurately can a given
  message be transmitted? (the technical problem)
• Level B problems How precisely does the message
  convey the desired meaning? (The semantic
  problem)
• Level C problems How effectively does the
  received meaning affect the conduct in the
  desired way? (The effectiveness problem)

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Information as Space Max Boisots Conception of
Information Space

• Information diffusion (communication), and the
  U-Space and C-Space
• Utility-Space (U-Space) as property plain between
  dimensions of abstraction and diffusion of
  information
• Cultural-Space (C-Space)as property plain between
  dimensions of codification and diffusion of
  information

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U-Space
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C-Space
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Information as Space Max Boisots Conception of
Information Space

• Information-Space It is the three-dimension
  property square among E, U, and C-Spaces

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Information as Space Max Boisots Conception of
Information Space

• Process of Social Learning Cycle SLC
• Phase One the creation of value
• S-Scanning (Stock taking, status-quo analysis)
• P-Problem solving
• At-Abstraction
• Phase Two the exploitation of value
• D-Diffusion
• Ar-Absorption
• I-Impacting

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Information as Space Max Boisots Conception of
Information Space

• Institutions of information transaction
• Markets, in which transactionally relevant
  information is well codified, abstract, and
  widely diffused
• Bureaucracy, in which transactionally relevant
  information is well codified and abstract, but
  whose diffusion is under strict central control
• Clans, in which transactionally relevant
  information is uncodified, concrete, and only
  diffused to small group
• Fiefs, in which transactionally relevant
  information is uncodified, concrete, and undiffued

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Information as Space Max Boisots Conception of
Information Space

• Culture in I-space perspective
• Definition of culture in terms of C-space
  Culture can be defined as a system of shared
  codes diffused among an aggregate of human beings
• Culture convergence in the I-Space

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IT Impacts on Knowledge Production Knowledge of
Performativity

• The consequences of Information-Technologicalizati
  on on knowledge
• Jean-François Lyotards thesis of linguistic and
  informational turn of knowledge generation

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(1979)
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IT Impacts on Knowledge Production Knowledge of
Performativity

• The consequences of Information-Technologicalizati
  on on knowledge
• Jean-François Lyotards thesis of linguistic and
  informational turn of knowledge generation
• For the last forty years the leading
  sciences and technologies have had to do with
  language phonology and theories of linguistics,
  problems of communication and cybernetics, modern
  theories of algebra and informatics, computers
  and their languages, problems of translation and
  the search for areas of compatibility among
  computer languages, problems of information
  storage and data banks, telematics and the
  perfection of intelligent terminals,
  paradoxology. The facts speak for themselves (and
  this list is not exhaustive). (1979, p. 4)

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IT Impacts on Knowledge Production Knowledge of
Performativity

• The consequences of Information-Technologicalizati
  on on knowledge
• Impacts of information technologies on production
  and transmission of knowledge (i.e. research and
  education)
• Genetics provides an example that is accessible
  to the layman it owes its theoretical paradigm
  to cybernetics. (Lyotard, 1979, p.4)
• Miniaturization and commercialization of
  intelligent machines
• The nature of knowledge cannot survive in the
  information age until it is translatable into
  quantities of information, computer language, and
  informational commodity
• These processes of mercantilization of
  knowledge is vital of nation-states in global
  competition in the information age.

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IT Impacts on Knowledge Production Knowledge of
Performativity

• The consequences of Information-Technologicalizati
  on on knowledge
• From the world of atoms and bits The ontological
  change
• Atoms and the world of atoms Atoms belong to
  the physical worldand to the world which can be
  captured in analogue forms. (Lankshear
  Knobel, 2003, p. 51)
• Bits and the digital world Bits belong to the
  digital world. They are state of being like on
  or off, true or false, up or down, in or out,
  back or white which can be represented in binary
  code of 0s and 1s in a colourless, sizeless,
  weightless form that can be moved at the speed
  of light. (Lankshear Knobel, 2003, p. 51)

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IT Impacts on Knowledge Production Knowledge of
Performativity

• The consequences of Information-Technologicalizati
  on on knowledge
• From the ivory tower of university to the market
  of global patent
• In modern age, knowledge generation and creation
  are endowed dominantly to universities and their
  departments and laboratories
• In knowledge economy, the competitiveness of
  firms and states depend on their capacities of
  applying technologies on knowledge. As a result,
  knowledge generation and transmission are on
  longer confined to the purviews of the
  higher-education institutes and have become the
  primary concerns and endeavors of firms and
  governments. (Lyotard, 1979 Guile, 2006) As a
  result, knowledge for truth has given way to
  knowledge for performativity. (Lyotard, 1979)

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IT Impacts on Knowledge Production Knowledge of
Performativity

• The modernist epistemology
• Modernist conception of epistemology

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IT Impacts on Knowledge Production Knowledge of
Performativity
Known
Knower
Self conscious use of method
Knowing
Knowledge
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IT Impacts on Knowledge Production Knowledge of
Performativity

• The modernist epistemology
• Modernist conception of epistemology
• The known A proposition of the world is
  existentially real in natural or cultural sense
• The knowner An inquiring agent is endowed with
  sensual and mental capacities to inquire truth
  embedded in the proposition of the world
• The process of coming to know A methodical
  process of verifying or justifying the truth
  embedded in a proposition
• The knowledge A system of justified and true
  propositions of the world

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IT Impacts on Knowledge Production Knowledge of
Performativity

• The modernist epistemology
• The modernist institution of knowledge
• Institution of knowledge production
  Universities, laboratories and research
  institutes
• Institution of knowledge dissemination
  Institutions of authorship, publication and
  readership
• Institution of knowledge transmission
  Institution of schooling (including curriculum,
  pedagogy and evaluation) and textbook publication

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IT Impacts on Knowledge Production Knowledge of
Performativity

• The digital epistemology
• Conception of digital epistemology
• Changes in the known
• From physical space to cyberspace from atoms to
  bits from the world of analogues to the world of
  binary or digital states of being
• From physical reality to virtual reality
• Changes in the knower
• Collaborative knowers
• Temporally and spatially compressed or even
  evaporated footings of knowners
• Virtual knowers Knowers with freely chosen
  avatars (frame of reference)

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IT Impacts on Knowledge Production Knowledge of
Performativity

• The digital epistemology
• Conception of digital epistemology
• Changes in the process of come to know
• Research for truth has been replaced by research
  for fund and/or power
• Delegitimation of modernist project of coming to
  know
• Relegitimation of the process of coming to know
  by performativity
• Education for humanity and emancipation has been
  replaced by education for employability and
  governability

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IT Impacts on Knowledge Production Knowledge of
Performativity

• The digital epistemology
• Conception of digital epistemology
• Changes in knowledge
• Knowledge of performativity age
• The translatability into computer languages
• Accountable to the performativity of economic and
  administrative system
• Regression of knowledge to data and/or
  information
• Degradation of theory of signification and theory
  of knowledge with intrinsic value to theory of
  knowledge with extrinsic value of performativity

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IT Impacts on Knowledge Production Knowledge of
Performativity

• The digital epistemology
• The digital institution of knowledge
• Institution of knowledge production RD
  departments of multinational corporations, and
  government commissioned projects have become the
  major driving force of knowledge generating
  machines.
• Institution of knowledge dissemination
  Hypertexts and hyperlinks have replaced
  institutions of authorship, publication and
  readership.
• Institution of knowledge transmission
  Face-to-face and hierarchical schooling systems
  have been losing ground to learning network of
  hyperlinks and hypertexts in compressed space and
  time.

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IT Impacts on Knowledge Storage Knowledge Network

• From old library culture to hyperlinked culture
  The advent of IT has transform the old
  classification and hierarchization of information
  and knowledge into hyperlinked-network of
  knowledge ad a result, Hubert L. Dreyfus has
  characterized the transformation as a cultural
  change from old-library culture to hyperlink
  culture

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IT Impacts on Knowledge Storage Knowledge Network

• The differences between old library culture and
  hyperlinked culture

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IT Impacts on Knowledge Storage Knowledge Network

• The cultural implications
• The cultural implications of the hierarchized
  classification of information and knowledge
  Since Aristotle, we have been accustomed to
  organize information in a hierarchy of broader
  and boarder classes, each including the narrow
  ones beneath it. When information is organized
  in such a hierarchical database , the user can
  follow out the meaningful links, but the user is
  forced to commit to a certain class of
  information before he can view more specific data
  that fall under that class. (Dreyfus, 2001, P.
  10)

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IT Impacts on Knowledge Storage Knowledge Network

• The cultural implications
• The cultural implications of the hierarchized
  classification of information and knowledge
• ..Under such a knowledge system, we have to
  follow the preexisting hierarchy and system, have
  to respect the tradition, and have to comply to
  the authority in order to acquire the
  information and knowledge we need.

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IT Impacts on Knowledge Storage Knowledge Network

• The cultural implications
• The cultural implications of the hyperlinked
  culture When information is organized by
  hyperlinks, however, as it is on the Web, instead
  of the relation between a class and its members,
  the organizing principle is simply the
  interconnectedness of all elements. There are no
  hierarchies everything is linked to everything
  else on a single level. .With a hyperlinked
  database, the user is encouraged to traverse a
  vast network of information, all of which is
  equally accessible and none of which is
  privileged. (Dreyfus, 2001, P.10)

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IT Impacts on Knowledge Storage Knowledge Network

• The cultural implications
• This approach appeals especially to those who
  like the idea of rejecting hierarchy and
  authority. The internet is profoundly
  disrespectful of tradition, established order and
  hierarchy. (Dreyfus, 2001, P.12)

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IT Impacts on Knowledge Storage Knowledge Network

• Differences between document retrieval and data
  retrieval Changes in the storage of information
  and knowledge have not only transformed the
  structures of knowledge but also the way
  information and knowledge are retrieved. Dreyfus
  makes reference to David Blairs distinction
  between data retrieval and document retrieval

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IT Impacts on Knowledge Storage Knowledge Network

• Differences between document retrieval and data
  retrieval

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IT Impacts on Knowledge Storage Knowledge Network

• Epistemological implications
• As information and knowledge or stored in
  hyperlinked network and retrieved in database
  formats, the relationship between the knowers and
  the known has undergone significant changes,
  which Hubert Dreyfus underlines as follows

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IT Impacts on Knowledge Storage Knowledge Network

• Epistemological implications
• Disembodiment of knowers In traditional
  library-storage and document-retrieval knowledge,
  knowers acts of acquisition of knowledge in both
  producing and retrieving processes are taken
  place in within specific bodies and minds, which
  are in turns located in particular contexts. That
  is it is an embodied as well as embedded
  relationship. However, as knowledge is stored in
  network and retrieved via databases, embodied
  knowers are practically replaced by computers and
  more specifically search engineers.

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IT Impacts on Knowledge Storage Knowledge Network

• Epistemological implications
• Reification of knowledge Knowledge acquired by
  embodied knowers in embedded context is heavily
  endowed with meanings, relevance, and
  significances. However, in hyperlinked and
  data-based knowledge network, knowledge has been
  reified into heaps of information based on
  syntactic connectivities.

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IT Impacts on Knowledge Storage Knowledge Network

• Epistemological implications
• In Dreyfus own words, In cyberspace, then,
  without our embodied ability to grasp meaning,
  relevance slips through our non-existent fingers
  (i.e. browsers). .Net users who leave their
  bodies behind and become dependent on syntactic
  Web crawlers and search engines will have to be
  resigned to picking through heaps of junk in the
  hope sometimes finding then information their
  desire. (Dreyfus, 2001, P. 26)

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IT Impacts on Representation and Communication of
Knowledge Multimedia Knowledge

• From books to screen Gunther Kress underlines
  right at the beginning page of his book Literacy
  in the New Media Age that

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IT Impacts on Representation and Communication of
Knowledge Multimedia Knowledge

• After a long period of the dominance of the book
  as the central medium of communication, the
  screen has now taken that place. This is leading
  more than a mere displacement of writing. It is
  leading to an inversion in semiotic power. The
  book and the page were the site of writing. The
  screen is the site of the image. The book and
  page were ordered by the logic of writing the
  screen is ordered by the logic of image. A new
  constellation of communicational resources is
  taking shape. The former constellation of medium
  of book and mode of writing is giving way, and in
  many domains has ready given way, to the new
  constellation of medium of screen and mode of
  image. (Kress, 2003, P. 9)

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Platos School of Athens
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Plato and Aristotle
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IT Impacts on Representation and Communication of
Knowledge Multimedia Knowledge

• From linguistic literacy to multimedia literacy
• Concept of linguistic literacy Literacyis
  about the capacity of accessing, managing,
  integrating, evaluating and creating information
  to develop ones knowledge and potential, and to
  participate in, and contribute to, society.
  (Schleicher, 2003, p.3)

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IT Impacts on Representation and Communication of
Knowledge Multimedia Knowledge

• From linguistic literacy to multimedia literacy
• Reading and writing literacy
• At the centre of literacy is reading literacy,
  defined...as the ability to use, interpret and
  reflect on written material. (Schleicher, 2003,
  p.3)
• Writing literacy It is an capacity of encoding
  the world into literal information, i.e. words,
  language, and discourse (speech act).
• Reading literacy is a capacity of decoding
  literal information and retrieving it back to the
  world it intended to represent.

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IT Impacts on Representation and Communication of
Knowledge Multimedia Knowledge

• From linguistic literacy to multimedia literacy
• James Paul Greens three-dimensional model of
  literacy
• Operational literacy It refers to the mastery of
  the technical dimensions of a language. This may
  include
• Lexicology ???
• Phonology ???
• Semantics ???
• Grammar ??
• Syntax study ??????
• Pragmatics ??????

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IT Impacts on Representation and Communication of
Knowledge Multimedia Knowledge

• From linguistic literacy to multimedia literacy
• James Paul Greens literacy
• Cultural literacy It involves competence with
  meaning system of a social practice, knowing how
  to make and grasp meanings appropriately within
  the practice - in short, of understanding texts
  in relation to contexts. (Lankshear and Knobel,
  2003, P. 11)
• Hirsch Jr. (1987) Cultural Literacy What Every
  American Needs to Know.

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IT Impacts on Representation and Communication of
Knowledge Multimedia Knowledge

• From linguistic literacy to multimedia literacy
• James Paul Greens literacy
• Critical literacy It involves awareness that
  all social practices, and thus all literacies,
  are socially constructed and selective. If
  individuals are socialized into a social practice
  without realizing that it is socially constructed
  and selective, and that it can be acted on and
  transformed, they cannot play an active role in
  changing it. (Lankshear and Knobel, 2003, P. 11)
• Paulo Freire (1972) Pedagogy of the Oppressed
  From writing the word to writing the world.

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IT Impacts on Representation and Communication of
Knowledge Multimedia Knowledge

• Comparison between linguistic literacy and
  multimedia literacy

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IT Impacts on Representation and Communication of
Knowledge Multimedia Knowledge

• Reconceptualization of communication
• Typological communication The Gutenberg Galaxy
  (McLuhan, 1962)
• Mass communication and broadcasting The advent
  of the cool media TV
• Computer-mediated communication The Internet
  Galaxy (Castells, 2002)
• Mobil communication and narrow-casting

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Enter the IT The Impacts of IT on Education

• Alfred Bok (1993) has periodized the development
  of IT in education into three stages
• Beginning stages
• Lets get lots of hardware
• Lets teach computer languages
• Lets teach computer literacy The myth of
  computer literacy
• Lets train the teachers What and how?

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Enter the IT The Impacts of IT on Education

• Alfred Bok (1993) three stages
• Next stages
• Lets use advanced hardware
• Let teachers develop small programs for use in
  standard courses
• Let teachers use authoring systems
• Lets use the packaged programs
• Lets teach students about tools
• Conventional and business tools
• Curriculum context of tools e.g. wording
  processing tools in teaching writing.
• Lets go to the Internet

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Enter the IT The Impacts of IT on Education

• Alfred Bok (1993) three stages
• Prospective stage
• Restructuring or re-engineering the future
  education system
• Redesigning completely new curricula for
  traditional courses
• Redesigning new courses, e.g. computer literacy,
  informatics, etc.
• Restructuring and redesigning teacher education
  programs

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Impacts on Curriculum Curricular Changes for the
Future

• In his book Curriculum of the Future, Michael
  Young (1998) makes a distinction between
  curricula of divisive specialization and
  connective specialization in analyzing the
  changes in curricular structure of the
  post-compulsory and A-level education in England
  and Wales

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Impacts on Curriculum Curricular Changes for the
Future

• Curriculum of divisive specialization
• It refers to curriculum in post- compulsory
  education which corresponds with the mode of
  production of Fordism, which bears the following
  features
• Rigid insulation between manual and non-manual
  labor
• Rigid sectional form of divisive specialization
  among occupational and professional groups
• Complex division of labor into mechanical,
  repetitive and observable motions
• Separation between conception and execution of
  work
• Strict Hierarchical structure of delegation of
  authority and line of commands

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Impacts on Curriculum Curricular Changes for the
Future

• Curriculum of divisive specialization
• In connection to the mode of production of
  Fordism, the curriculum of in post-compulsory and
  A-level education is organized in the form of
  what Young called "divisive specialization"
• Sharpe separation between academic study and
  vocational training
• Sharpe division among curricular streams, such as
  science, humanities and social study
• Selective and exclusive rather than participating
  and inclusive education system
• Inflexible in movement and transferring between
  divisions and streams
• Exaggerate differences between high low
  prestigious institutions and programs

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Impacts on Curriculum Curricular Changes for the
Future

• Curriculum in connective specialization
• It refers to curriculum, which Young advocates
  would be advantageous to the labor formation of
  the economy of the 21st century, which bears the
  following structural attributes
• Flexible specialization of production and greatly
  decrease the division between manual and
  non-manual labor both in scale and scope
• Sectional specialization was replaced by
  corporate specialization, which encouraging
  vertical integration among different occupational
  and professional groups within corporations.

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Impacts on Curriculum Curricular Changes for the
Future

• Curriculum in connective specialization
• the economy of the 21st century
• New information-based technology replacing
  mechanical and repetitive motions of human labor
• Human-centred organization and flatter management
  structure
• Interactively integration between conception and
  execution of work in models such as quality
  circles, quality terms, learning community

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Impacts on Curriculum Curricular Changes for the
Future

• Curriculum in connective specialization
• In relation to the mode of production of
  post-Fordism, Young suggests that school
  curriculum for the 21st century should be in the
  form of connective specialization
• Connective specialization as a curriculum
  concept it points to the interdependence of the
  concept, processes, and organization of
  curriculum. As definition of educational purposes
  it seeks to transcend the traditional dichotomy
  of the educated person (academic and
  non-manual) and the competent employee
  (vocational and manual) which define the purposes
  of the two tracks of a divided curriculum.
  (Young, 1998, p. 78)

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Impacts on Curriculum Curricular Changes for the
Future

• Curriculum in connective specialization
• the form of connective specialization
• It therefore "provides the basis a very different
  curriculum for the future" which he terms
  "connective specialization". "Such a curriculum
  would need to build on and give specificity to
  the principles of
• breadth and flexibility
• connections between both core and specialist
  studies and general (academic) and applied
  (vocational) studies
• opportunities for progression and credit transfer
• a clear sense of the purpose of the curriculum as
  a whole." (Young, 1998, p. 79)

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Impacts on Curriculum Curricular Changes for the
Future

• The relative features between Traditional
  Curriculum and the Curriculum of the Future

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Impact on Learning From Knowledge Acquisition to
Knowledge Creation

• Learning by Computer Assisted Instruction Hubert
  Dreyfus (2001) has classified learning through
  CMI into six stages
• Novice and advance beginner CMI can serve as
  drillmaster in practicing motor or intellectual
  skills. For advanced beginner these practices can
  be simulated in difference situations.
• Competence Competent performers seek rules and
  reasoning procedures to decide which plan or
  perspective to adopt. (p. 36)

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Impact on Learning From Knowledge Acquisition to
Knowledge Creation

• learning through CMI into six stages
• Proficiency The proficient performer immersed
  in the world of his skillful activities, see what
  needs to be done, but has to decide how to do
  it. (p. 41)
• Expertise The expert not only see what needs to
  be achieved, thanks to his vast repertoire of
  situational discriminations, he also sees
  immediately how to achieve his goal. (p. 41)
• Mastery Mastery refers to performers who have
  developed their own style in performances.

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Impact on Learning From Knowledge Acquisition to
Knowledge Creation

• learning through CMI into six stages
• Practical wisdom Not only do people have to
  acquire skills by imitating the style of experts
  in specific domains they have to acquire the
  style of their culture in order to gain what
  Aristotle calls practice wisdom. Like embodied
  commonsense understanding, cultural style is too
  embodied to captured in a theory, and passed on
  by body.

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Impact on Learning From Knowledge Acquisition to
Knowledge Creation

• Come to know the world Learning through
  embodied-presence or tele-presence
• Sense of reality In embodied-presence, such as
  face to face instruction or participant
  observation, one can have concrete grips of sense
  of distance, understanding of the context, and
  sense of risk and uncertainty. While in
  tele-presence, such as video-tape instruction or
  videoconferencing, all these grips and senses
  would be lost.

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Impact on Learning From Knowledge Acquisition to
Knowledge Creation

• Come to know the world
• Sense of interaction In embodied-presence
  participants, such as teachers and students can
  have direct contact and touch, uncertain and
  risky maneuvering and/or exchanges, and most of
  all look each other right into the eyes
• Sense of trust In embodied-presence participant
  can build up trustful relationship with the
  environments and each other. This in turn will
  constitute sense of belonging to the space of
  place and the presence of group..

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Impact on Learning From Knowledge Acquisition to
Knowledge Creation

• Come to invest in the present age Commitment to
  modern pilgrimage or nihilism and anonymity in
  the information highway.
• Anonymity in situation of tele-presence vs.
  embodied presence of recognition, name and
  identity
• Risk-free and non-consequence-bearing situations
  in the Net vs. situations of responsibility-bearin
  g and commitment
• Existence of nihilism vs. existence of pilgrimage

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Impact on Learning From Knowledge Acquisition to
Knowledge Creation

• Ikujiro Nonakas Knowledge-Creation Organization
• Two dimensions of knowledge creation
• Epistemological
• Ontological

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Impact on Learning From Knowledge Acquisition to
Knowledge Creation

• Ikujiro Nonakas Knowledge-Creation Organization
• Two dimensions of knowledge creation
• Epistemological
• Ontological
• Two types of knowledge
• Tacit knowledge
• Explicit knowledge

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Impact on Learning From Knowledge Acquisition to
Knowledge Creation

• Ikujiro Nonakas Knowledge-Creation Organization
• Four models of knowledge conversion
• Socialization Sharing and creating tacit
  knowledge through direct experience individual
  to individual
• Externalization Articulating tacit knowledge
  through dialogue and reflection individual to
  group
• Combination Systemizing and applying explicit
  knowledge and information group to organization
• Internalization Learning and acquiring new tacit
  knowledge in practice organization to individual

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Impact on Learning From Knowledge Acquisition to
Knowledge Creation

• Ikujiro Nonakas Knowledge-Creation Organization
• Knowledge spiral
• Field building
• Dialogue
• Linking explicit knowledge/networking
• Learning by doing

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Impact on Learning From Knowledge Acquisition to
Knowledge Creation

• Ikujiro Nonakas Knowledge-Creation Organization
• Knowledge spiral
• Field building
• Dialogue
• Linking explicit knowledge/networking
• Learning by doing
• Spiral of organizational knowledge creation

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Mind and Education in the Knowledge Age

• Carl Bereiter in his book entitled Mind and
  Education in the Knowledge Age (2002) suggests
  that there are two conceptions of the mind

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Mind and Education in the Knowledge Age

• Carl Bereiter .two conceptions of the mind
• Mind a container The traditional conception of
  the mind is metaphorically pictured as a
  container or a file cabinet, which store all the
  information and knowledge a person received from
  her environment.
• Mind of connectivity Bereiter asserts that it is
  evidenced in cognitive studies that human mind
  does not simply receive and store information and
  knowledge. It will make intelligent and
  understanding connection about them.

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Mind and Education in the Knowledge Age

• Berieter asserts that the connectivist conception
  of the mind is essential to the education in the
  knowledge age. IT is because
• In knowledge age, information and knowledge
  increase so rapidly in both quality and quantity
  that it is unrealistic to expect a human mind to
  store this ever growing volume of knowledge.

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Mind and Education in the Knowledge Age

• Berieter asserts It is because
• In knowledge society and attention economy, the
  most productive work has been attributed to the
  knowledge work, which in essence means exactly
  the capacity to make creative, intelligent and
  relevant connectivity about seemingly diversified
  information and knowledge.

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Mind and Education in the Knowledge Age

• Berieter asserts It is because
• Berieter also suggests that in cognitive studies
  of deep understanding and mastery of sophisticate
  skill, it is found that the mechanism working
  behind these high-level sense making is the
  capacity to make intelligent and relevant
  connectivity about the seemingly complicated
  situation.

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Mind and Education in the Knowledge Age

• Conception of knowledgeability
• Karl Poppers conception of World 3 Berieter
  makes reference with Karl Popers conception of
  three world of knowledge
• World 1 It refers to knowledge about the
  physical world, which could be created by all
  animals whose nervous systems have some requisite
  degree of complexity.
• World 2 It refers to knowledge about the
  subjective and mental world, which could mind
  mainly be created by human species.
• World 3 It refers to knowledge about ideas and
  what Berieter call conceptual artefacts.

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Mind and Education in the Knowledge Age

• Conception of knowledgeability
• Carl Bereiter depict his conception of conceptual
  artifact as follow.
• Such as conceptual artifact is the kitchen
  recipe. Recipes have a life outside the minds of
  people who know them and outside the embodiments
  in printed form. We speak of recipes being handed
  down from generation to generation, undergoing
  modification, splitting into various versions.
  (Berieter, 2002, P.3)

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Mind and Education in the Knowledge Age

• Conception of knowledgeability
• Carl Berieters concept of knowledgeablity With
  reference to Berieters conectivist concept of
  mind and conceptaul artifact (i.e. Poppers
  concept of World 3) Berieter coins the concept of
  knowledgeability. It refer to the capacity of the
  human mind in making intelligent and creative
  connections with knowledge and in making use of
  conceptual artefacts in handling ideas,
  propositions, hypotheses, and various forms of
  abstract thinking about the World 3.

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Mind and Education in the Knowledge Age

• Conception of knowledgeability
• Accordingly, Berieter suggests that education for
  the knowledge age is the effort to enculturation
  human mind into world 3 and the community of
  knowledge workers, who are working skillfully
  with conceptual artifacts in a respective field
  and/or discipline, and can creatively and
  intelligently make connectivity about
  informations, ideas, concepts, theories,
  perspectives, or any other kinds of conceptual
  artifacts.

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Mind and Education in the Knowledge Age

• Conception of knowledgeability
• Berieter summarize his approach of education in
  juxtaposition with traditional approach of
  education as follow

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Topic 2The Development of IT and the Rise of
Network Society A Historical Account

• The End