Plans and situated actions: the problem of human-machine communication
Plans and situated actions: the problem of human-machine communication
Graph theoretical dimensions of informal organizations
Computational organization theory
Knowledge and Organization: A Social-Practice Perspective
Organization Science
Knowing in Organizations
A Relational View of Information Seeking and Learning in Social Networks
Management Science
Information Systems Research
Resources in Emerging Structures and Processes of Change
Organization Science
More Than an Answer: Information Relationships for Actionable Knowledge
Organization Science
Organizing Ecologies of Complex Innovation
Organization Science
The role of place in affording different kinds of student engagement and learning
Proceedings of the ninth annual international ACM conference on International computing education research
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Although organizational theorists have long argued that environments shape organizational structures, they have paid little attention to the processes by which the shaping occurs. This paper examines these processes by showing how environments shape teaching and learning activities, which in turn shape structure. Observational field data from structural engineering groups in three firms and hardware engineering groups in three firms revealed that the two occupations exhibited different patterns of learning episodes and different distributions of actors across those episodes, or what, following the work of Roger Barker, we call two distinct teaching-learning ecologies. After detailing the differences in the two ecologies, we show how these differences emerged from patterns of behavior that were influenced by unique sets of environmental and technological constraints. By demonstrating how actions transform environmental constraints into organizational structure, this paper indicates how research on individual learning in organizations can speak to larger concerns in organizational theory. Moreover, by adopting a synthetic and pragmatic approach to individual learning as a social activity, the paper highlights the role of teachers in workplace learning and casts doubts on the existence of a universal model of how individuals learn at work.