knowledge management 2009 (3)

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Knowledge Management 2009

Course 3

Tim Hoogenboom & Bolke de Bruin

http://www.timhoogenboom.nl



Contents of Today

• Recapitulating last week

• What is design

• Traditional Design

• Design for participative learning

• The nuts and bolds of the Design framework

• Assignment



Wrapping it up



Social Learning Theory

• Four presmises– We humans are social beings; – Knowing is a participating in pursuing an enterprise; – Knowledge then is a matter of competence accomplished in

pursuing these enterprises; and – Meaning is what learning is to produce.

• Social Learning TheoryLearning in a fundamental social phenomenon, rooted in doing, by being active participants in practices while constructing identities.



Components of (social) learning

Learning is an individual process – no, it’s social tooLearning has a beginning and an end – no, it’s continuous and life-longLearning is best done in separate environments – no, in social practicesLearning is the result of teaching – no, learning is part of everyday life



Design Thinking



Engineering Method

• Linear approach

• Two distinct phases: problem definition and problem solution.– Problem definition: analytic sequence determining elements of

problem, while specifying the requirements of successful design– Problem solution: synthetic sequence combining and balancing

various elements into production-ready plan.

• Critiques:– Reality, and thus social learning, is indeterminate– Design Method, instead of Design Theory which way to go?



Traditional Organizational Design

• Value Chain Management – Porter• Organizational Configuration – Mintzberg• Enterprise Architecture – Zachmann• Balanced Scorecard – Kaplan and Norton• Core Competencies – Pralahad and Hamel• Scientific Management – Taylor• 7S Model – Peters and Waterman

Structuralists and determinists

are radiating joy now!



Design in a nutshell

• Design organizations as architectures for learning

• We have four design interventions (areas of influence) we need to balance:– Meaning, Time, Space, Power

• As to learning, organizations consist of 3 infrastructures– Engagement, Imagination, Alignment

• Infrastructures are specific interventions



Defining Design

• Design is the conception and planning of the artificial (Buchanan, 1992, p.14)

• Design is to initiate change in man-made things (Jones, 1992, p.4)

• Design a purposeful activity to transform human thinking and behavior (MIW, 2009)

• Design is about “producing affordances for the negotiation of meaning, but not the meaning itself” (Wenger, 1998, p.228)



Difficulties Design

• Design as a craft (ask any artisan)

• Design by drawing (ask any engineer)

• Design as a process (ask program manager)

• Design without a product (who should we ask… You?)

Hindsight: If we had known at the start what we know now we’d never designed it like this (p.xxv)



Design Interventions



Duality?

A single conceptual unit that is formed by

two inseparable and mutually constitutive elements whose

inherent tension and complimentarity give

the concept richness and dynamism



Designing for Participation

Learning can’t be designed – it can only be frustrated or facilitated



A Design Framework

ENGAGEMENT IMAGINATION ALIGNMENT

PARTICIPATION/

REIFICATION

Combining them meaningfully in actions, interactions and creation of shared histories

Stories, playing with forms, recombinations, assumptions

Styles and discourses

DESIGNED/

EMERGENT

Situated improvisation within a regime of mutual accountability

Scenarios, possible worlds, simulations, perceiving new broad patterns

Communication, feedback, coordination, renegotiation, realignment

LOCAL/

GLOBAL

Multi-membership, brokering, peripherality, conversations

Models, maps, representations, visits, tours

Standards, shared infrastructures, centers of authority

IDENTIFICATION/

NEGOTIABILITY

Mutuality through shared action, situated negotiation, marginalization

New trajectories, empathy, stereotypes, explanations

Inspirations, fields of influence, reciprocity of power relations



Social Software

• From bonobo monkeys to posthumanistic monkeys

• In order for social sofware to trigger sociality:

Objects:

– should be question generating– offer relational opportunities – have a structure of lacks

• Social software is thus all about object-centered sociality



Assignment

knowledge management 2009 (3)

Education