From Tacit Knowledge to Explicit – Taken for Granted Pedagogical Practices Made Visible

Abstract

Learning by Developing (LbD), is a pedagogical strategy of Laurea University of Applied Sciences for almost 15 years. It is based on authentic co-operation between teachers, students and working life partners. In practice, LbD means that Laurea students are studying in working life projects.

Theoretical framework in the article is based on LbD, Tacit Knowledge and the SECI-model. Long use of the LbD model has resulted in documented research as well as numerous unwritten practices. Those teachers that have specialized in LbD pedagogy have formed informal knowledge community. They share experiences, practical ways of implementing the model and furthermore develop the theoretical model as well.
In the spring 2020, our team was preparing the online course of LbD for university teachers globally about how to implement LbD in practise. The article tells a story of what we discovered when we formalized and made visible tacit knowledge of LbD and many practices associated with the LbD pedagogy.

We noted that the basic steps of the LbD model are easy to communicate and make visible. When we dived deeper into LbD practices and details it became harder even for seasoned expert to express things clearly. Tacit knowledge was unearthed through dialogue. Dialogue-like working required an atmosphere of trust, lack of hierarchies, lack of defensiveness on part of the expert and persons with mixed level of expertise so that there was both dumb questions and room to ask them.



Author Information
Tero Uusitalo, Laurea University of Applied Sciences, Finland
Jari Kyrö, Laurea University of Applied Sciences, Finland

Paper Information
Conference: IICEHawaii2021
Stream: Teaching Experiences

This paper is part of the IICEHawaii2021 Conference Proceedings (View)
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Posted by amp21