Abstracts - Earli

joint activity also generates emotion. Research must confront the realities that orchestratedcollaborative learning is not always adequately motivated in this sense and, moreover, its conductmay not always generate the affect that makes it attractive to learners. In particular, I illustrate herehow it is possible to mobilise technology so as to coordinate for learners a stronger and pervasivesense of progressive knowledge building. At the moment, higher education rarely does this.However, the direction of movement illustrated is one that admits and respects the complementaryattractions of solitary thinking - while seeking ways to creatively blend such reflective occasionswith group work. In short, universities need to evolve a better understanding of the collaborativeexperience of learning and thereby exploit the affect that successful social coordination caninspire.Cultivating collective expertise within Innovative Knowledge Networks (IKPNs)Kai Hakkarainen, University of Helsinki, FinlandJiri Lallimo, University of Helsinki, FinlandSeppo Toikka, University of Helsinki, FinlandThe purpose of the present article is to examine the role of collective knowledge networks ininnovation and knowledge creation. It is argued that human expertise is a socially distributed andself-organized process coevolving with heterogeneous networks of artifacts and human actors. Justas the intelligence of a networked computer cannot be located inside of its processing unit, creativehuman expertise cannot be found from inside of the human head; human expertise is collective innature being distributed across a network of cultural-historically developed tools and otherartifacts, closely collaborating communities, and heterogeneous networks of people and artifacts.We argue that innovation and knowledge creation within advanced knowledge society takes placein Innovative Knowledge-Practice Networks (IKPNs) that are deliberate created for eliciting thedevelopment of collective expertise, deal with increasingly complex and indeterminate objects,cope with dynamically growing requirements of task environments, and inter-link expertise andcollective efforts across blurring organizational and institutional boundaries. We examine the roleof (socio-culturally-mediated) personal cognitive adaptation and the growth of agency taking placein IKPNs that has, thus far, not been sufficiently addressed or elaborated. Three case studies forexamining IKPNs will be provided; the first addresses hybrid expertise within atelecommunication company, the second examines the role of artifacts and documentation in adistributed product development process, and the third cultivation of publication culture within ascientific research community. In the final section challenges and constraints of collectiveexpertise and IKPN are discussed from various perspectives.Multiplicity and intersecting trajectories of participation; temporality and learningSten Ludvigsen, InterMedia, University of Oslo, NorwayIngvill Rasmussen, InterMedia, University of Oslo, NorwayIngeborg Krange, InterMedia, University of Oslo, NorwayAnne Moen, InterMedia, University of Oslo, NorwayDavid Middleton, Loughborough University, United KingdomTime and temporal-spatial relations are key issues in learning. When communicating pastexperiences and in planning future events, we create events where learning can occur. Theserelations are also central in tool use and our organisation of activities according to time and space.However, such relations are often overlooked and not theorised adequately within learningresearch. Our aim is to examine how time is used and what aspects of time are made relevant whenparticipants constitute the objects of learning. In any setting there are meeting points, or zones,– 392 –