At the nexus of learning and innovation
July 31, 2:00 pm

Tuesday 31 July 2018 from 2:00pm - 3:00 pm in Room 612, Education Building A35, University of Sydney


Tuesday 31 July 2018 from 2:00pm - 3:00 pm in Room 612, Education Building A35, University of Sydney

In her talk, Nina will focus on the question of transfer, that is how knowledge, learned in one context, can be put to use in other contexts. Research within situated learning has shown transfer to be problematic, because of the situativity of knowledge: it takes on form and content from the situation in which it is enacted. This means that knowledge may need to be transformed and resituated as part of the process of transfer.

Nina will start by distinguishing between five different forms of knowledge and pointing out the degree to which they each display situativity. She will then look at five different conceptualizations of knowledge transfer inherent in, respectively, the behaviorist, the cognitive, the situated cognition, the participationist, and the developmental practices approaches. She will discuss which knowledge forms each of the five conceptualizations primarily focuses on and to which extent it takes the situativity of knowledge into account.

In the last part of her talk, Nina will focus on how transfer from educational to non-educational settings may be facilitated with information and communication technology (ICT). She will identify four strategies: coupling of contexts; separate context of training; simulation; and introduction of an educational context within a non-educational setting. For each of the five approaches to transfer, she will discuss their preferred strategies and illustrate with examples of learning designs.

The talk reports results from a sub-project which Nina is currently working on together with Lina Markauskaite. The sub-project is part of a larger project Designing for situated knowledge in a world of change, led by Nina, and funded by Independent Research Fund Denmark.

Nina profile picture

Bio: Nina Bonderup Dohn is Professor of Learning and ICT at the Department of Design and Communication, University of Southern Denmark. She holds a dr.phil. (Habilitation) in educational philosophy with the thesis Epistemological concerns – querying the learning field from a philosophical point of view from University of Southern Denmark; a PhD in learning theory from Aalborg University and an MA in philosophy and physics from Aarhus University. She is head of the research program Learning, Design and Digitalization and Associate Chair at Danish Institute of Advanced Study.

Nina has visited Centre of Research in Learning and Innovation several times; in 2013 as a Visiting Scholar for 6 months. Before that, she has twice been a Visiting Scholar for 7 months at the Department of Philosophy, University of California, Berkeley, in 2000-2001 and again in 2009-2010. She is a member of the Committee for the Networked Learning Conference.

Her main research areas integrate epistemology, learning sciences, web communication and technology-mediated learning with a focus on the role of tacit knowledge. Currently, she is taken up with questions concerning the situatedness of knowledge in practice, how knowledge transforms across contexts to be resituated in new ones, and how researchers and educators in collaboration can design for such knowledge transformation and resituation.


Recent publications include:

Dohn, N. B. (2016). Explaining the Significance of Participationist Approaches for Understanding Students' Knowledge Acquisition. Educational Psychologist, 51(2), 188-209;

Dohn, N. B. (Ed.) (2018). Designing for Learning in a Networked World. Oxon: Routledge;

Dohn, N. B., Cranmer, S., Sime, J.-A., Ryberg, T., & De Laat, M. (Eds.). (2018). Networked Learning: Reflections and Challenges. Cham: Springer.

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