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Development Curriculum for Knowledge-Based Organizations: Lessons from a Learning Network

Development Curriculum for Knowledge-Based Organizations: Lessons from a Learning Network

Hanna Toiviainen, Hannele Kerosuo
Copyright: © 2013 |Volume: 3 |Issue: 3 |Pages: 18
ISSN: 2155-6393|EISSN: 2155-6407|EISBN13: 9781466634596|DOI: 10.4018/ijkbo.2013070101
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MLA

Toiviainen, Hanna, and Hannele Kerosuo. "Development Curriculum for Knowledge-Based Organizations: Lessons from a Learning Network." IJKBO vol.3, no.3 2013: pp.1-18. http://doi.org/10.4018/ijkbo.2013070101

APA

Toiviainen, H. & Kerosuo, H. (2013). Development Curriculum for Knowledge-Based Organizations: Lessons from a Learning Network. International Journal of Knowledge-Based Organizations (IJKBO), 3(3), 1-18. http://doi.org/10.4018/ijkbo.2013070101

Chicago

Toiviainen, Hanna, and Hannele Kerosuo. "Development Curriculum for Knowledge-Based Organizations: Lessons from a Learning Network," International Journal of Knowledge-Based Organizations (IJKBO) 3, no.3: 1-18. http://doi.org/10.4018/ijkbo.2013070101

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Abstract

This article presents arguments for designing tutoring models for learning networks of knowledge-based organizations, whose tasks increasingly involve the development of expertise and knowing. The potential is examined of a curriculum, when the object of learning, in-house development, is deeply situated in the knowledge practices of organizations, is cross-disciplinary and is beyond formal education. A sociocultural understanding of a curriculum is used to analyze a model that the authors developed in collaboration with the learning network of the South Savo region in Finland. The model in question applies the theory of expansive learning and developmental work research (Engeström, 1987) by specifying it in a learning network setting. The cultural-historical activity theory approach is used to elaborate on the notion of multi-mediation as the main challenge for the pedagogical modeling of a learning network. The outcome of the analysis is summarized in terms of four tension-laden dimensions of learning to be mediated by a development curriculum.

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