How can knowledge developed in one context be put to use in other contexts? How can students learn to do so? How can educators design for learning this? These are fundamental challenges to many forms of education. The challenges are amplified in contemporary society where people traverse many different contexts and where contexts themselves are continuously changing.

Designing for Situated Knowledge Transformation provides a structured answer to these questions, through an investigation of the theoretical, empirical, methodological and pedagogical design aspects which they involve. Raising profound questions about the nature of knowledge, of situativity, and of transfer, transformation and resituation, it calls for and provides extended empirical studies of the forms of transformation that knowledge undergoes when people find themselves in new contexts while relying on existing knowledge.

Considering many avenues of practical application and insight, Designing for Situated Knowledge Transformation develops a coherent framework for developing learning designs for knowledge transformation that is crucial in today’s educational settings.

chapter 1|20 pages


Designing for situated knowledge transformation
ByNina Bonderup Dohn, Stig Børsen Hansen, Jens Jørgen Hansen

part 1|1 pages

Situated knowledge transformation

chapter 2|16 pages

Situativity of different forms of knowledge

ByNina Bonderup Dohn, Søren Harnow Klausen

chapter 3|20 pages

Conceptions of transfer, transformation and resituation

ByNina Bonderup Dohn, Lina Markauskaite

chapter 4|16 pages

Context framework for analysing situated knowledge transformation

ByNina Bonderup Dohn, Stig Børsen Hansen

part 2|1 pages

Situated knowledge transformation

chapter 8|18 pages

Knowledge forms in students’ collaborative work

PBL as a design for transfer
ByThomas Ryberg, Jacob Davidsen, Jonte Bernhard

part 3|1 pages

Developing pragmatically useful design principles

chapter 10|20 pages

Basic design principles for learning designs to support knowledge transformation

ByNina Bonderup Dohn, Jens Jørgen Hansen, Peter Goodyear

chapter 11|15 pages

Designing for technology supportive of learning designs

The methodology of learner-centred value-sensitive design
ByStig Børsen Hansen

chapter 12|18 pages

Design for the transfer of computational literacy skills

ByJesper Jensen

chapter 13|16 pages

The transfer and transformation of academic literacy

ByJens Jørgen Hansen

part 4|1 pages

Case studies of designing for learning to transform knowledge

chapter 16|17 pages

Designing for mediational transition and learning through simulation

A task analysis of knowledge transformation
ByJens Jørgen Hansen, Nina Bonderup Dohn