Information technology as boundary object for transformational learning

Forgues, D; Koskela, LJ; Lejeune, A

Abstract

Collaborative work is considered as a way to improve productivity and value generation in construction. However, recent research demonstrates that socio-cognitive factors related to fragmentation of specialized knowledge may hinder team performance. New methods based on theories of practice are emerging in Computer Supported Collaborative Work and organisational learning to break these knowledge boundaries, facilitating knowledge sharing and the generation of new knowledge through transformational learning. According to these theories, objects used in professional practice play a key role in mediating interactions. Rules and methods related to these practices are also embedded in these objects. Therefore changing collaborative patterns demand reconfiguring objects that are at the boundary between specialized practices, namely boundary objects. This research is unique in presenting an IT strategy in which technology is used as a boundary object to facilitate transformational learning in collaborative design work.

Citation

Forgues, D., Koskela, L., & Lejeune, A. (2009). Information technology as boundary object for transformational learning. Journal of Information Technology in Construction, 14, 48-58

• Journal Article Type: Article
• Publication Date: Mar 1, 2009
• Deposit Date: Jun 10, 2010
• Publicly Available Date: Apr 5, 2016
• Journal: Journal of Information Technology in Construction
• Peer Reviewed: Peer Reviewed
• Volume: 14
• Pages: 48-58
• Keywords: information technology, integrated design, boundary objects, innovation, social learning
• Publisher URL: http://www.itcon.org/2009/06
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