Titlebook: Constructing Knowledge Art; An Experiential Pers Al Selvin,Simon Buckingham Shum Book 2015 The Editor(s) (if applicable) and The Author(s),

chance

Effects of Pedagogical Interventionribed types of situations. Sch?n insisted that there is artistry in professional practice, which although difficult to describe, nonetheless informs and shapes what practitioners actually do (1983: 49):..

描述

Book 2015collaborative diagrams, especially in the context of Participatory Design (PD). At its best, such representations can reach a very high level of expressiveness and usefulness, an ideal we refer to as Knowledge Art. Achieving that level requires effective engagement, often aided by facilitators or ot

教義

Participatory Design and Representational Practice,ioner should do (like “draw an arrow from that box to the other one!”), or even jump up and grab the marker (or mouse) and do it themselves. When a session is really humming, there is often such close engagement with the representation (see Figure 2.1).

傷心

Case Studies,ourage each other. Similarly, chess players study each move of famous games to discover how champions react to unexpected challenges, and how they employ style, technique, and attitude to adjust their play to the demands of a specific game.

GULF

PUT

Effects of Pedagogical Interventionpts of expert practice. He critiqued the idea that “professionalism” consists of the ability to choose and apply techniques learned in school to prescribed types of situations. Sch?n insisted that there is artistry in professional practice, which although difficult to describe, nonetheless informs a

幻想

https://doi.org/10.1007/978-3-319-92716-9moves that end up making the difference in a game, so that they can point out to their players how to spot opportunities. They look not only for “direct” observables like talent, athleticism, and skills, but also more intangible factors like character, interactional styles, and the way teammates enc

NOVA

https://doi.org/10.1007/978-3-319-92943-9ile giving many examples of how practitioners as diverse as architects, musicians, and urban planners explored and develop their expertise in their chosen fields, Sch?n also felt he was just scratching the surface:. (1983: 271-2)

厚顏

Repetitions