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Knowledge Is Something We Do: Knowing and Learning in Globally Networked Communities.

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Title: Knowledge Is Something We Do: Knowing and Learning in Globally Networked Communities.
Language: English
Authors: Farell, Lesley, Holkner, Bernard
Availability: For full text: http://www.aare.edu.au/02pap/far02362.htm.
Peer Reviewed: N
Page Count: 9
Publication Date: 2002
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Business Communication, Change Strategies, Communications, Computer Oriented Programs, Cybernetics, Diffusion (Communication), Discourse Communities, Educational Technology, Epistemology, Experiential Learning, Group Dynamics, Informal Education, Information Networks, Information Technology, Information Transfer, Information Utilization, Organizational Culture, Role of Education, Teleworking, Work Environment
Geographic Terms: Australia
Abstract: Workspaces are sites of contention over what is knowledge and who can say so; work-related education has never been a neutral arbiter. In a context in which workspaces routinely bring together physical place and cyber place in communication networks, traditional struggles over knowledge and knowing are affected by communications technologies (CT) in powerful but unobtrusive ways. CT play a part in construction of knowledge, community, and identity between and within workspaces. Formal, informal, and nonformal education mediates CT and helps shape local and global economic activities, working communities, and working lives. Communications networks operate to construct contemporary hybrid workspaces, but are also adopted by local working communities. Knowledge at work in hybrid workspaces has a social and textual character. Technology plays a part in shaping communication and knowledge production in workspaces. Organizations try to join up geographically and temporally dispersed workspaces by introducing software that mimics a physically integrated workspace. Two perspectives for education are the following: (1) educators may adopt the position that trainees, children, or colleagues should be informed of ways in which technology mediated knowledge construction and technologically facilitated collaborative environments can work to their advantage in contrast to the view that the role of education is to provide skills that will make future workers flexible and adaptable to the needs of the organization, and (2) educators can use those aspects of group communication and knowledge construction that benefit learning. (Contains 20 references) (YLB)
Entry Date: 2003
Accession Number: ED475465
Database: ERIC
FullText Text:
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  Data: Knowledge Is Something We Do: Knowing and Learning in Globally Networked Communities.
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  Data: For full text: http://www.aare.edu.au/02pap/far02362.htm.
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  Data: 2002
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  Data: Reports - Research<br />Speeches/Meeting Papers
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  Data: <searchLink fieldCode="DE" term="%22Business+Communication%22">Business Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Change+Strategies%22">Change Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Communications%22">Communications</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Oriented+Programs%22">Computer Oriented Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Cybernetics%22">Cybernetics</searchLink><br /><searchLink fieldCode="DE" term="%22Diffusion+%28Communication%29%22">Diffusion (Communication)</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+Communities%22">Discourse Communities</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Epistemology%22">Epistemology</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Dynamics%22">Group Dynamics</searchLink><br /><searchLink fieldCode="DE" term="%22Informal+Education%22">Informal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Networks%22">Information Networks</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Technology%22">Information Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Transfer%22">Information Transfer</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Utilization%22">Information Utilization</searchLink><br /><searchLink fieldCode="DE" term="%22Organizational+Culture%22">Organizational Culture</searchLink><br /><searchLink fieldCode="DE" term="%22Role+of+Education%22">Role of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teleworking%22">Teleworking</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Environment%22">Work Environment</searchLink>
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  Data: Workspaces are sites of contention over what is knowledge and who can say so; work-related education has never been a neutral arbiter. In a context in which workspaces routinely bring together physical place and cyber place in communication networks, traditional struggles over knowledge and knowing are affected by communications technologies (CT) in powerful but unobtrusive ways. CT play a part in construction of knowledge, community, and identity between and within workspaces. Formal, informal, and nonformal education mediates CT and helps shape local and global economic activities, working communities, and working lives. Communications networks operate to construct contemporary hybrid workspaces, but are also adopted by local working communities. Knowledge at work in hybrid workspaces has a social and textual character. Technology plays a part in shaping communication and knowledge production in workspaces. Organizations try to join up geographically and temporally dispersed workspaces by introducing software that mimics a physically integrated workspace. Two perspectives for education are the following: (1) educators may adopt the position that trainees, children, or colleagues should be informed of ways in which technology mediated knowledge construction and technologically facilitated collaborative environments can work to their advantage in contrast to the view that the role of education is to provide skills that will make future workers flexible and adaptable to the needs of the organization, and (2) educators can use those aspects of group communication and knowledge construction that benefit learning. (Contains 20 references) (YLB)
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
    Subjects:
      – SubjectFull: Business Communication
        Type: general
      – SubjectFull: Change Strategies
        Type: general
      – SubjectFull: Communications
        Type: general
      – SubjectFull: Computer Oriented Programs
        Type: general
      – SubjectFull: Cybernetics
        Type: general
      – SubjectFull: Diffusion (Communication)
        Type: general
      – SubjectFull: Discourse Communities
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Epistemology
        Type: general
      – SubjectFull: Experiential Learning
        Type: general
      – SubjectFull: Group Dynamics
        Type: general
      – SubjectFull: Informal Education
        Type: general
      – SubjectFull: Information Networks
        Type: general
      – SubjectFull: Information Technology
        Type: general
      – SubjectFull: Information Transfer
        Type: general
      – SubjectFull: Information Utilization
        Type: general
      – SubjectFull: Organizational Culture
        Type: general
      – SubjectFull: Role of Education
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      – SubjectFull: Teleworking
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      – SubjectFull: Work Environment
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      – SubjectFull: Australia
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    Titles:
      – TitleFull: Knowledge Is Something We Do: Knowing and Learning in Globally Networked Communities.
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            NameFull: Farell, Lesley
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              M: 12
              Type: published
              Y: 2002
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