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- Vol 3 RE: Chapters 1, 2, 3, 8, 11, 15, App D
- Vol 6 RE: Chapters 2, 10, 13, App C
acquisition metaphorparticipation metaphorknowledge-creation metaphorknowledge-building communitiesexpansive learningshared knowledge objectsboundary crossingcollaborative knowledge creationJournal article Evidence summaryAt a glance
Paavola, Lipponen, and Hakkarainen distinguish three broad metaphors of learning.
Key ideas
The acquisition metaphor treats learning as gaining knowledge or skills within an individual; the participation metaphor emphasises becoming a member of a community and adopting its practices; the knowledge-creation metaphor focuses on collaboratively developing shared objects, ideas, and practices. The authors compare three influential models of innovative knowledge communities: Nonaka and Takeuchi’s organisational knowledge creation, Engeström’s expansive learning, and Bereiter’s knowledge building. Despite different traditions, the models emphasise sustained work with shared objects, interaction between individual and collective activity, use of multiple representations, movement across boundaries, and transformation rather than mere transmission. The metaphors are complementary analytical lenses, not mutually exclusive teaching methods.
Why it matters
For educators, knowledge creation requires more than discussion or group membership: learners need consequential questions, improvable shared artefacts, tools for recording and revising ideas, access to expertise, and a community commitment to advancing understanding over time.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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