CONFERENCE THEMES

We invite all scholars and practitioners to join a reflective conversation, which will focus primarily, but not exclusively, within the following themes:

1. The social creation and destruction of knowledge
Who are the subjects of learning and knowing?
How is learning and knowing to be conceptualized?
What is the role of language, discourse and symbols in the creation and destruction of knowledge?
What are the practices of learning and knowing?
How is knowing circulated? How is learning fostered?
Is there a cultural dimension to the learning process?

2. Knowledge management: passion or possession?
What is the current status and practices of KM?
Is the passion for KM a passing fade or is it here to stay?
What are the interest and passions that trigger the search and belief in the possession of knowledge?
Are there particular organizational arrangements and processes that can support and foster the passion for knowledge?

3. The multivoicedness of learning, development and knowing
What are the different voices about learning, development and knowing in organizations?
How do they work together/against each other?
How are different ways of learning and knowing worked together?
How are boundaries created, sustained or overcome in the process?
What are the organizational processes that can sustain or hamper the working together of different ways of learning and different knowledges, both locally and on a more global scale?

4. Artifacts of knowing
What are the artifacts of knowing?
How do artifacts participate in the knowing and learning process?
How do they sustain the passion for knowing?

5. The passion for measuring and measuring the passion
How do you know about learning and knowing?
Can knowledge and learning be measured?
Where does the passion for measuring stems from? Where is it leading us?

6. The tacit and aesthetic nature of knowing
Is the concept of tacit knowledge still useful?
Are there new vocabularies to describe the situated and sensuous nature of knowing?

7. The role of feelings and emotions in face-to-face and distant teaching and learning
How are knowing and learning affected by the introduction of distance, both in space and time?
What are ways of recreating the passion at a distance?
What have we learned on the relationship between emotions, learning and ICTs?
We invite all scholars and practitioners to join a reflective conversation, which will focus primarily, but not exclusively, within the following themes:

1. The social creation and destruction of knowledge
Who are the subjects of learning and knowing?
How is learning and knowing to be conceptualized?
What is the role of language, discourse and symbols in the creation and destruction of knowledge?
What are the practices of learning and knowing?
How is knowing circulated? How is learning fostered?
Is there a cultural dimension to the learning process?

2. Knowledge management: passion or possession?
What is the current status and practices of KM?
Is the passion for KM a passing fade or is it here to stay?
What are the interest and passions that trigger the search and belief in the possession of knowledge?
Are there particular organizational arrangements and processes that can support and foster the passion for knowledge?

3. The multivoicedness of learning, development and knowing
What are the different voices about learning, development and knowing in organizations?
How do they work together/against each other?
How are different ways of learning and knowing worked together?
How are boundaries created, sustained or overcome in the process?
What are the organizational processes that can sustain or hamper the working together of different ways of learning and different knowledges, both locally and on a more global scale?

4. Artifacts of knowing
What are the artifacts of knowing?
How do artifacts participate in the knowing and learning process?
How do they sustain the passion for knowing?

5. The passion for measuring and measuring the passion
How do you know about learning and knowing?
Can knowledge and learning be measured?
Where does the passion for measuring stems from? Where is it leading us?

6. The tacit and aesthetic nature of knowing
Is the concept of tacit knowledge still useful?
Are there new vocabularies to describe the situated and sensuous nature of knowing?

7. The role of feelings and emotions in face-to-face and distant teaching and learning
How are knowing and learning affected by the introduction of distance, both in space and time?
What are ways of recreating the passion at a distance?
What have we learned on the relationship between emotions, learning and ICTs?