Knowledge Construction in a Connected Age:
How is knowledge constructed?
“Knowledge is not a lean-back process; it’s a lean-forward activity” (Popova, 2011)
Knowledge development, as well as knowledge management, is a social and connective activity that is no longer easy for organisations to control. In this digitally connected world, anyone can gather content, curate it according to their own needs and share it with others regardless of where people live or work. Company (or school) control over information is almost impossible to achieve, even if it is still seen to be desirable.
Source: McInerney & Koenig. p. 10
For most schools the situation varies from classroom to classroom, teacher to teacher and subject to subject. Traditional learning/teaching models fall very strongly into the top left-hand space, and the continuing dependence on textbooks, and focus on content, ensures that this will continue for many colleagues and their classrooms.
Giving students the power to find and evaluate information results in a much richer learning environment, in which the teacher becomes a co-learner, both modelling information that is considered reliable and ethical, questioning what makes such sources valuable; and additionally, it allows for the vibrancy of serendipitous encounters.
McInerney, C. R., & Koenig, M. E. (2011). Knowledge management (KM) processes in organizations theoretical foundations and practice. San Rafael, Calif. (1537 Fourth Street, San Rafael, CA 94901 USA): Morgan & Claypool. Retrieved from: http://reader.eblib.com.ezproxy.csu.edu.au/(S(gviqgukar2zhosdvwh11anqt))/Reader.aspx?p=881112&o=476&u=75%2bPOA257%2f1ZaNWG7TLUwA%3d%3d&t=1395028466&h= ABCC76461B2C7E39317217DE63C2FE194451C0E9&s=21866167&ut=1443&pg=1&r=img&c=-1&pat=n#