Monika Hattinger, doktorand inom informatik med inriktning mot AIL, håller sitt slutseminarium inför disputation.
Tomas Lindroth, Institutionen för ekonomi och IT, Högskolan Väst
Biträdande professor Anna Ståhlbröst, Institutionen för system- och rymdteknik, Luleå Tekniska Högskola
- Competence Development in Work-Integrated e-Learning between Manufacturing Industry and Academy
This thesis explores how co-construction of expert knowledge in production technology develops within a collaborative and work-integrated e-learning design process of formalized courses. The studies are performed in a longitudinal and joint collaborative competence development initiative between industry and academy. The studies departure from the challenging problem of exploring and designing inter-organizational co-production of knowledge to strengthen engineering competences integrated in work in a way that enables manufacturing companies to remain effective and to be prepared for future industrial transformation.
The research interest is on the boundary of work and education interrelated with design of technology as tool-mediated activities. This is studied in an e-learning design practice, in which engineering practitioners, industry managers and research teachers represent an engineering practice. The mutual goal-oriented actions taken in the project and the stakeholders' collective object of activities are the main study focus throughout the research studies. The overall aim is two-folded; 1) to explore co-construction of expert knowledge in joint industry and academy collaborations, and 2) to explore and contribute to design of e-learning courses targeting industry expert knowledge needs.
Through an action design research approach, ADR, multiple stakeholders were part of designing and evaluating new forms of blended and work-integrated e-learning targeting industry knowledge needs. The design studies and the four interrelated interview studies were focusing the stakeholders' shared building, intervention and evaluation activities in design cycles. The theoretical approach and analysis were guided by cultural-historical activity theory, CHAT. With this approach, manifested contradictions and shared motives explicated in which skills and expert knowledge expanded in a process of collective object-oriented activity, towards expansive transformation. While earlier research discussed the problems of crossing boundaries between industry and academy, results show that engineering practitioners and research teachers are crossing boundaries through knowledge expansion when they co-construct knowledge together in mutual e-learning situations.
The main contribution is the proposed concept of co-constructing expertise, which can serve as an explanatory concept for guidance of exploring interdisciplinary joint collaboration across organizational boundaries. This concept entail three levels of activities among stakeholders; to have insight into the purposes and practices of others, the capacity to transform the problems of practice including material artifact and thereby build common knowledge, and furthermore, to have capacity to negotiate shared solutions, acted upon in practice, reaching for expansive transformation in the workplace.
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