Situated Learning and Activity Theory-Based Approach to Designing Integrated Knowledge and Learning Management Systems

Situated Learning and Activity Theory-Based Approach to Designing Integrated Knowledge and Learning Management Systems

Seung Won Yoon (Western Illinois University, USA) and Alexandre Ardichvili (University of Minnesota, USA)
DOI: 10.4018/978-1-4666-0035-5.ch015
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Abstract

Current Knowledge Management (KM) design approaches recognize the importance of integrating codification, personalization, and collaboration strategies. Incorporating various database systems, search functions, managerial support, performance appraisal, personalized widgets, and case summaries into seamless functions are exemplary efforts. However, KM is rarely integrated with organizational learning and development systems. In this article, the authors use concepts from the situated learning literature, Vygotskian cultural-historical theory of cognition, and a holistic learning and performance architecture to signify the integration of KM and organizational learning systems.
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Understanding Organizational Knowledge And Learning: Two Theoretical Perspectives

In an analysis of theoretical and applied models of organizational learning and knowledge creation, Antonacopoulou and Chiva (2007) argued that all existing models are based on either the individual or the social view of learning and knowledge. As illustrated in the tradition of behaviorism, information processing theory, and nativisitic developmental perspectives, the individual view considers learning as an internal process of obtaining knowledge, and knowledge is viewed as objective realities to be mastered. On the other hand, the social view sees learning as a mediated process and knowledge is always continually defined as justified truth by members of the society (Nonaka, 1994).

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