Discussion, Collaborative Knowledge Work and Epistemic Fluency

British Journal of Educational Studies 55 (4):351-368 (2007)
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Abstract

This paper argues for an action-oriented conception of learning in higher education: one which marries higher order learning with apprenticeship in knowledge work. It introduces epistemic tasks, forms and fluency as constructs that are useful in giving a more precise meaning to ideas about collaboration in knowledge construction. Discussion is seen as central to collaborative knowledge work and we examine the role of discussion in supporting weaker and stronger interpretations of collaborative knowledge construction.

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References found in this work

Objective knowledge: an evolutionary approach.Karl Raimund Popper - 1972 - New York: Oxford University Press.
Realizing the university in an age of supercomplexity.Ronald Barnett - 2000 - Philadelphia, PA: Society for Research into Higher Education & Open University Press.
For a Radical Higher Education: After Postmodernism.Richard Taylor, Jean Barr & Tom Steele - 2004 - British Journal of Educational Studies 52 (2):210-213.
Conceptual Learning: The Priority for Higher Education.Effie Maclellan - 2005 - British Journal of Educational Studies 53 (2):129 - 147.

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