Situated Knowledge and Learning in Dispersed Teams
Situated Knowledge and Learning in Dispersed Teams
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DOI：
10.1111/1467-8551.13.s2.3
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发表时间：
2002-09
影响因子：
5.6
通讯作者：
Deborah Sole;A. Edmondson
中科院分区：
文献类型：
--
作者：
Deborah Sole;A. Edmondson
这种定性的实地研究探讨了地理上分散的团队如何通过利用位于他们跨越的多个物理位置的知识来学习和完成具有挑战性的工作。我们提出了建设的情况下的知识作为重要的理解分散的团队的学习过程。七个发展项目，每个跨越多个站点收集的数据显示，位于知识是在同一时间的宝贵资源和分散的团队沟通困难的来源。我们发现，因为他们的成员理解和参与特定于地区的做法，分散的团队可以很容易地访问和使用独特的特定于地区的知识资源，以解决出现在这些相同的地区的问题。然而，当分散的团队需要的知识，位于一个网站以外的问题发生时，他们必须首先认识到，并调整为本地特定的做法，其中知识是嵌入式的，然后才能使用it.The文件的分析报告44个学习情节，涉及识别和参与的知识，并从这些数据，以确定研究和实践的影响。
This qualitative field study explores how geographically dispersed teams learn and accomplish challenging work by drawing on knowledge situated in the multiple physical locales they span. We propose the construct of situated knowledge as important for understanding the learning process in dispersed teams. Data collected on seven development projects, each spanning multiple sites, reveal that situated knowledge is at the same time a valuable resource and a source of communication difficulty for dispersed teams. We find that, because their members understand and participate in locale-specific practices, dispersed teams can easily access and use unique locale-specific knowledge resources to resolve problems that arise in those same locales. However, when dispersed teams need knowledge situated at a site other than where the problem occurred, they must first recognize and adjust for locale-specific practices within which that knowledge is embedded before they can use it. The paper reports on analyses of 44 learning episodes that involved identifying and engaging situated knowledge, and draws from these data to identify implications for research and practice.