Cross-boundary collaboration and knowledge creation in an online higher education course     

Henriikka Vartiainen  Hanna Vuojärvi  Kaija Saramäki  Miikka Eriksson  Ilkka Ratinen  Piritta Torssonen  Petteri Vanninen  Sinikka Pöllänen 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(5):1304-1320

This study investigated an international, inter-university and multidisciplinary online course with the aim of helping higher education students develop competencies for solving complex problems in collaboration with their peers and stakeholders. The course design was informed by the knowledge creation framework and ideas about cross-boundary collaboration. We attempted to enrich perspectives on knowledge creation by investigating how higher education students (N = 42) from different fields of study and from 17 different nationalities perceived, built and regulated cross-boundary collaboration in the pursuit of real-life problems presented by companies or non-governmental organisations. Drawing on data from 11 in-depth group interviews and team reports of students who had completed this course, we showed the kinds of activities the students considered relevant for cross-boundary collaboration and knowledge creation online. Given this extended context for knowledge creation, the study contributes to the pedagogical development of online learning in higher education.  相似文献   

Personal Social Networks and the Cultivation of Expertise in Magic: An Interview Study     

Olli Rissanen  Tuire Palonen  Petteri Pitkänen  Gustav Kuhn  Kai Hakkarainen 《Vocations and Learning》2013,6(3):347-365

The purpose of the present study was to examine expertise in magic by interviewing 16 prominent Finnish magicians who were identified earlier through a social network analysis of 120 Finnish magicians. A semi-structured interview was administered that addressed the participants’ histories; their relationship to magic, the nature of their expertise, the networked development of expertise, their engagement with magical expertise and their motivation for cultivating such expertise. The results indicated that expertise in magic is cultivated, to a great extent, by informal networks of expertise without formal training. The participants had become excited about magic as children and started to pursue an expertise in the field from a relatively early age (4 to 14 years). In accordance with other domains of expertise, it had taken about 10 years of cultivating skills and competencies before becoming professional in the field, with a few exceptions. Ego-centric network analyses revealed that there were three or four magicians who had significantly shaped the Finnish field of magic and affected most of the participants’ development and career. Most of the participants were clustered, forming a core of Finnish magicians, and those magicians working abroad and collaborating with international magicians were located at the periphery of the Finnish network or formed an isolated network of clusters within it.  相似文献