Helle Mathiasen

Time to Rethink the Concepts of Knowledge Dissemination and Transfer in the Educational System? A Systems Theoretical Perspective

This paper is intended as an invitation to continue reflecting on and discussing the concepts of learning and teaching, including the concept of educational environment and the conditions for knowledge construction in that environment. The key concept is communication, which I link to different environments, including face-to-face (f2f) environments, net-mediated environments and various mixtures of these types of communication environments. Furthermore, I implicate learning resources in the concept of the educational environment. Thus, the main purpose of this paper is to contribute to developing our approach to the nexus between teaching and learning, including the concept of environment and the conditions for knowledge construction. I present a case study, which I analyse using a systems theoretical analytical framework, in order to discuss the relation between learning and the environment, including the idea of the possibility of knowledge transfer and knowledge dissemination. The specific focus is on learning resources in specific programs-on-demand (podcasts) and video-on-demand (vodcasts, from now just podcast) – and the students’ approaches to these learning resources and the environment offered. My point of departure is to contribute to scholarly discussion of learning resources and, in particular, of the use of podcasts and students’ approaches to these learning resources in concrete educational contexts. Finally, I suggest that we take the opportunity to reflect on the challenging task: how can we organize teaching and environments for learning, including the choice of learning resources, in order to provide each student with the possibility of developing the concrete educational qualifications that are required?

New Technologies, Learning Systems and Communication: Reducing Complexity in the Educational System

Today education offers new possibilities for communication, collaboration, interaction, and student-centered authentic learning. Examining the potential impact of the new educational environment has become an important aspect of educational researchers’ efforts. Much of this research and literature about information and communication technology (ICT) and learning has been conducted through the lens of sociocultural theories (e.g., Lave & Wenger, 1991), and theories about dialogism (e.g., Bakhtin, 1986). In this chapter we introduce a systems theoretical approach especially inspired by the German sociologist N. Luhmann, and examine the empirical and theoretical research on ICT through this lens. The chapter concludes with a proposal of a research agenda to understanding learning and knowledge in this new environment. Based on Luhmanns’ concepts of learning and teaching, which considers systems, communication, and learning, the chapter explores the ways in which new technologies have expanded classroom communication but also changed the nature of what learners and teachers may experience. Luhmann introduces the idea of complexity and contingency, and states, “Complexity means being forced to select; being forced to select means contingency; and contingency means risk” (Luhmann, Social Systems, 1995, p. 25). The interaction requires new ways of communicating and also challenges students’ abilities to deal with their own ways of knowing. The concept of teaching is defined as a specific form of communication which intends to give students the opportunity to learn and construct knowledge; however, this presents new challenges for both learners and teachers. It represents inherent complexity, partly in the system and partly in the environment of the system. Thus, educators must learn to handle complexity as well as contingency. The chapter will, through recent literature, offer results and implications of the ways complexity and contingency may impact teaching and learning. In particular, we call for ongoing research in communication and the conditions for learning in concrete educational settings, including development of learning resources and research projects focusing on new knowledge media and their learning potential.