ABSTRACT
Changing practices of work, especially those relating to knowledge work, have initiated novel research questions on what kinds of competencies higher education should provide for students. University teaching is claimed to have a special task to support students in adopting ways of thinking and producing new knowledge anchored in scientific inquiry practices (Geisler, 1994; Gellin, 2003; Resnick, 1987). What have been examined as cognitive (individualistic) or social (participatory) forms of expertise and learning (Sfard, 1998), are now complemented with knowledge-creating or networked dimensions of expertise and learning (Paavola, Lipponen & Hakkarainen, 2004; Hakkarainen, Palonen, Paavola, & Lehtinen, 2004).
