Please use this identifier to cite or link to this item: https://dl.eusset.eu/handle/20.500.12015/2760
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dc.contributor.authorChristensen, Lars Rune
dc.date.accessioned2017-04-15T12:09:46Z-
dc.date.available2017-04-15T12:09:46Z-
dc.date.issued2012
dc.description.abstractIt is a feature central to cooperative work that practitioners develop and maintain their collective competences and skills, and one will in many settings find elaborate didactic practices that reflect this state of affairs. The concept of ‘knowledge transfer’ that plays a key role in the knowledge management research area offers an obvious framework to the study of mutual learning. However, the notion of ‘knowledge transfer’ is a semantic pathology despite its widespread use in academia and everyday language, or more precisely, it is a conduit metaphor that mystify the very concept of didactic practice. The argument is that we need to abandon the conduit metaphor all together and present a viable alternative. In this paper we suggest that talking about ‘didactic practice’ is one such alternative and substantiate this assertion by presenting an ethnographic study of didactic practice in the building process.
dc.language.isoen
dc.language.isoen
dc.relation.ispartofCOOP 2012: 10th International Conference on the Design of Cooperative Systems
dc.relation.ispartofseriesC&T
dc.titleThe Trouble with ‘Knowledge Transfer’: On Conduit Metaphors and Semantic Pathologies in Our Understanding of Didactic Practice
dc.typeText
mci.conference.date2012-05-30
mci.conference.locationMarseille, France
mci.conference.sessiontitleFull Papers
Appears in Collections:COOP 2012: Proceedings of the 10th International Conference on the Design of Cooperative Systems

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