This essay explores the application of recent insights on learning into the format of research conferences. The quality of research can not only be measured through objective scientific standards. The impact on the practices of people, organizations and communities, is as relevant a criterion. Knowledge finds its justification in application. This criterion requires a widening of the focus of researchers, from the production of scientific results towards the transfer of knowledge towards practitioners.
Knowledge transfer can be understood as a learning process. Constructivist theories on learning show that learners actually focus on the possible meaning of knowledge more than on its truth. The applicability as framed by individuals and by their organizations appears to be the decisive factor for the reception of the findings. Research should find a way to relate to the individuals¿ and organizations¿ frameworks.
This essay explores the possible meaning of this insight for the design of conference sessions. The essay uses literature from the fields of situated learning, knowledge management, and organizational learning. Conference sessions can be used as a model of the large system in which knowledge is produced and applied. Conference sessions can be a scaffold for the participants to study research outcomes and to explore the translation of these outcomes to available practices. Making this process a co-production of all participants creates a strong lever for learning.
The essay explores the theoretical and practical foundation for such sessions.
Keywords: knowledge management, situated learning, experiential learning, conference quality.
|Publisher||International Institute of Informatics and Systemics|
|Conference||10th World Multi-Conference on Systemics, Cybernetics and Informatics; Orlando, Florida|
|Period||16/07/06 → 19/07/06|
- Civiele techniek
- conference contrib. refereed
- Conf.proc. > 3 pag