3 Comments

  1. Thank you for the session.
    I’ve been intrigued by the concept of ‘working knowledge’ since it popped up in the ‘Guidelines for effective networked learning in HE’ (2001) and my ears pricked up when you attributed it to Robert Yinger (e.g. http://dx.doi.org/10.1016/1041-6080(93)90012-H )…
    The talk was full of useful stuff though – ‘liked’ the ref to the ‘Analysis of Complex Learning Environments’ chapter which I’d not seen, and the way you then linked with research that was taking a similar perspective.
    ‘We suggest that providing better ways of thinking about analysis, evaluation and design can help dislodge unhelpful habits of thought – especially those that try to isolate intrinsic merits of particular tools, media or pedagogies. We also argue that such analysis sharpens perception of the boundary between what can be designed, and what must emerge at learntime.’ p51

    1. Thanks Mike. The ‘working knowledge’ term comes from the Yinger & Hendricks-Lee chapter below. From memory, they attribute it to Douglas Harper’s lovely little book on blacksmith’s work. We picked up ‘working knowledge’ in the SHARP project – a follow on from JITOL.

      Harper, D. (1987). Working knowledge: skill and community in a small shop. Berkeley: University of California Press.

      Yinger, R., & Hendricks-Lee, M. (1993). Working knowledge in teaching. In C. Day, J. Calderhead, & P. Denicolo (Eds.), Research on teacher thinking: understanding professional development (pp. 100-123). London: Falmer.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s