Knowledge Cultures and the Shaping of Work-based Learning: The Case of Computer Engineering |
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Authors: | Monika Nerland |
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Institution: | (1) Institute for Educational Research, University of Oslo, P.O. Box 1092, Blindern, Oslo, 0317, Norway |
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Abstract: | This paper examines how the knowledge culture of computer engineering – that is, the ways in which knowledge is produced,
distributed, accumulated and collectively approached within this profession – serve to construct work-based learning in specific
ways. Typically, the epistemic infrastructures take the form of information structures with a global outreach that both hinge
on and generate standardization and codification. At the same time, computer engineering implies extensive engagements with
technological objects that are open-ended and in constant transformation, such as systems, programs and codes. The professional
domain is thus characterised by a richness of what may be termed ‘epistemic objects’, that is, objects marked by their unfolding
and question-generating qualities. The paper reveals how these features involve engineers in multiple and coexisting dynamics
of objectual practice that provide and constitute opportunities for learning. The paper concludes by discussing some implications
of this knowledge culture for individuals and communities alike.
Monika Nerland
is currently Postdoctoral Research Fellow at the Institute for Educational Research, University of Oslo, Norway, working on
the research project ‘Professional learning in a changing society’. Her research interests relate to institutional practices
in professional education and work, with a particular interest in the relationship of knowledge to learning and identity formation.
She can be contacted at monika.nerland@ped.uio.no. |
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Keywords: | Knowledge cultures Work-based learning Computer engineering Epistemic objects Objectual practice |
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