12 Knowledge Management for Sustainability: The Spatial Dimension …
241
As a result, universities may enable the portfolio-based networking of learners,
brought together on the basis of suitable portfolios, also when working on interdisciplinary topics, known as “knowledge dating” (ibid.), which leave geographical
limitations behind.
12.5 Discussion and Summary Remarks
12.5.1 A Solution? Multifaceted, Networked Digital
Knowledge Construction as an Opportunity for Equal
Spatial Development
What options are available for the geographic design of educational spaces? We
note tendencies to dissociate the offerings of place and time dependencies, and note
tremendous technological advances, which always seem to be one step ahead of
the previously proven teaching/learning scenarios. However, if one seeks a creative
futurist approach not just in the educational meaning, but also in the spatial planning
sense, then we need a new interpretation of geographical/physical space.
In this sense, spatial planning will shift more from functional place-making
towards the creation of a virtual network of knowledge co-creators and adopters.
This may be easy to imagine using the example of “grassland becomes a land for
building maintenance” but, of course, it is harder for us to shift from physical reality
to a digital, mediated reality of digital products and environments. As a result, at least
two perspectives of knowledge cooperation and digitalisation in the higher education
sector for spatial governance can be identified:
1. So far, the integration of different knowledge bases in educational processes
has been characterised by information systems and the physical participation of
actors (lecturers, students, and to a lesser extent, administrative staff). This is the
currently widespread approach of e-learning or online education. However, the
practice of education, especially in the higher education sector, is still strongly
related to the physical location; regional virtualisation is hardly practiced, if at
all. Virtual university cooperation is also neglected. For Saxony, this is evident
in the goal of a joint project, initiated only in 2019/2020, focusing on “virtual teaching cooperation” to pilot cross-university teaching networking, taking
into account the didactics of collaborative teaching and learning, ideally in a
specialist domain and possibly between different types of university. Surprisingly, the newly published coalition agreement of December 2019 states: “Digital forms of teaching and learning as well as open learning materials should find
their way into all subjects. We create incentives for this through an innovation
fund and drive the digital networking of study programmes. In the long run, the
241
As a result, universities may enable the portfolio-based networking of learners,
brought together on the basis of suitable portfolios, also when working on interdisciplinary topics, known as “knowledge dating” (ibid.), which leave geographical
limitations behind.
12.5 Discussion and Summary Remarks
12.5.1 A Solution? Multifaceted, Networked Digital
Knowledge Construction as an Opportunity for Equal
Spatial Development
What options are available for the geographic design of educational spaces? We
note tendencies to dissociate the offerings of place and time dependencies, and note
tremendous technological advances, which always seem to be one step ahead of
the previously proven teaching/learning scenarios. However, if one seeks a creative
futurist approach not just in the educational meaning, but also in the spatial planning
sense, then we need a new interpretation of geographical/physical space.
In this sense, spatial planning will shift more from functional place-making
towards the creation of a virtual network of knowledge co-creators and adopters.
This may be easy to imagine using the example of “grassland becomes a land for
building maintenance” but, of course, it is harder for us to shift from physical reality
to a digital, mediated reality of digital products and environments. As a result, at least
two perspectives of knowledge cooperation and digitalisation in the higher education
sector for spatial governance can be identified:
1. So far, the integration of different knowledge bases in educational processes
has been characterised by information systems and the physical participation of
actors (lecturers, students, and to a lesser extent, administrative staff). This is the
currently widespread approach of e-learning or online education. However, the
practice of education, especially in the higher education sector, is still strongly
related to the physical location; regional virtualisation is hardly practiced, if at
all. Virtual university cooperation is also neglected. For Saxony, this is evident
in the goal of a joint project, initiated only in 2019/2020, focusing on “virtual teaching cooperation” to pilot cross-university teaching networking, taking
into account the didactics of collaborative teaching and learning, ideally in a
specialist domain and possibly between different types of university. Surprisingly, the newly published coalition agreement of December 2019 states: “Digital forms of teaching and learning as well as open learning materials should find
their way into all subjects. We create incentives for this through an innovation
fund and drive the digital networking of study programmes. In the long run, the