1. Transferring Technical Knowledge and Innovating in Europe,   c.1200 – c.1800

Epstein, Stephan

doi:10.1163/9789004251571_003

Cited by 17 publications

(6 citation statements)

References 50 publications

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“…This knowledge traditionally lay in the hands of master craftsmen who passed it to their apprentices through practical work (Epstein 2004). However, as the construction of traditional timber-framed buildings was supplanted by modern materials and techniques, the associated skills are in danger of being lost.…”

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confidence: 99%

‘Plumb line scribe’: Using multimedia to preserve traditional craft skills

Lassen

Wood

2013

Craft Research

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The skills required in craft practice involve a high degree of tacit knowledge which is frequently difficult for the craft expert to articulate. N. Wood, a multimedia designer, has undertaken extensive research over the last ten years seeking to understand the knowledge of skilled craftsmen and find methods of capturing and passing it on. She has developed an elicitation strategy that employs an expert learner to uncover the skilled knowledge of master craftsmen, and a transmission strategy based on the concept of bridges to assist the design of learning resources for novices. U. H. Lassen has used the techniques developed by Wood to record and transmit the skilled knowledge needed to make timber-framed buildings, knowledge that today is in danger of being lost. The focus of the study has been the procedure for scribing timbers, which is a central part of the building process. The aim of the research was to investigate the possibility of combining the two roles defined in Wood's research as an expert learner and designer. Being a skilled carpenter, Lassen has acted as an expert learner, learning the skills of scribing through a combination of researching existing documentation, working with master craftsmen and his own experimentation. At the same time, he developed and tested a multimedia learning resource to provide 'bridges' for new learners to this knowledge.The outcome of the application of Wood's elicitation and transmission strategy to plumb context. This is important because it reveals the potential for other craft practitioners to apply Wood's methods to their own learning and teaching, and produce learning resources to provide bridges to their craft knowledge and preserve their unique skills.

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confidence: 99%

‘Plumb line scribe’: Using multimedia to preserve traditional craft skills

Lassen

Wood

2013

Craft Research

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“…5 Third, territories are subject to spillover effects between their neighbours. Since trade was concentrated locally (Epstein 2013), trade routes between neighbours increased information exchange, and religious practices could easily spillover from one territory to another. In contrast to power-relations, spillovers are a geographic property and not necessarily related to power.…”

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confidence: 99%

Geographical Research in the Digital Humanities

2024

Digital Humanities Research

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The richness of social and cultural theory in the humanities offers countless opportunities for using theory-informed concepts in data-based analysis workflows. The contributors to this volume thus encourage further research utilizing out-of-the-box models and approaches to space and place in the field of Digital Humanities. The collection follows the two complementary goals of providing promising conceptualisations of space and place for a broad audience from Digital Humanities, and of presenting current work in Digital Humanities using different conceptualisations of space and place or offering innovative methods for their analysis.

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“…Throughout human history and across cultures, adults' learning in and through their working lives has progressed largely and necessarily through their own constructive efforts and guidance from those with whom they work closely (Barbieri-Low, 2007;Gimpel, 1961;Menon & Varma, 2010;Turnbull, 1993). When required to generate responses to occupational challenges, similar processes were enacted (Epstein, 2005). In recent times, the interest of government and supra-government agencies in continuing employability has increased and has shifted the focus to promote further development of adults' occupational capacities through educational programs and practice settings (Frost et al, 2010).…”

Section: Securing Learning Across Working Lifementioning

confidence: 99%

Worklife Transitions: An Australian Investigation

Billett

Filliettaz

2023

Professional and Practice-Based Learning

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Across working life, there are daily and continual challenges for workers to learn to adapt to the changes required in their work. This comprises much of what constitutes learning across their working lives. However, across those lives most adults are confronted with significant transitions that they have to negotiate as their occupations change fundamentally or are rendered redundant, their personal and family circumstances change, either voluntarily or involuntary they have to do change their location. The learning associated with these transitions can extend to needing to learn new languages, but also ways of working and engaging in work settings. So, beyond of the everyday and incremental learning that arises through work, is the need to negotiate these challenges, which can comprise significant challenges for their learning and development. This chapter sets out to illustrate and elaborate how those transitions have impacted and been negotiated by working age Australians, of different kinds (i.e., cultural background, gender and age). Drawing upon the data from the survey of over 600 respondents, the chapter identifies the kind of changes in these respondents' working life that generated or necessitated these transitions, the impacts and set out the requirements for the kinds of learning they require to negotiate those transitions. In many ways, these set out the goals for what is often referred to as lifelong learning or learning across working life and advances the kinds of policy and practice consideration needed for individuals to achieve the kinds of outcomes that governments, workplaces and working age adults themselves want to achieve. So, this chapter provides a basis for coming to understand what the goals for policy and practice interventions might be to assist realising these outcomes.

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1. Transferring Technical Knowledge and Innovating in Europe,   c.1200 – c.1800

Cited by 17 publications

References 50 publications

‘Plumb line scribe’: Using multimedia to preserve traditional craft skills

‘Plumb line scribe’: Using multimedia to preserve traditional craft skills

Geographical Research in the Digital Humanities

Worklife Transitions: An Australian Investigation

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1. Transferring Technical Knowledge and Innovating in Europe, c.1200 – c.1800

Cited by 17 publications

References 50 publications

‘Plumb line scribe’: Using multimedia to preserve traditional craft skills

‘Plumb line scribe’: Using multimedia to preserve traditional craft skills

Geographical Research in the Digital Humanities

Worklife Transitions: An Australian Investigation

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Product

Resources

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1. Transferring Technical Knowledge and Innovating in Europe,   c.1200 – c.1800