ABSTRACT
The so-called Meno paradox (or the learning paradox) is a classic way of formulating the quandary of newness; that is, how can we make inquiries into something which does not yet exist (Bereiter, 1985)? How can we learn things which are more complex than our existing knowledge and extend beyond knowledge we have previously encountered? The knowledge creation metaphor refers to those theories and approaches to learning where learning is understood as the process of developing new knowledge together (Paavola, Lipponen, & Hakkarainen, 2004). This metaphor extends across a range of diverse theories and conceptions of learning. However, the basic concept is not as challenging as it might seem at first glance, if we view learning as being based on practices and processes of inquiry and work. Unlike formal learning, these practices and processes do not require any special creativity, but are focused around real-world problems and solutions. These object-oriented and artefact-centred activities provide examples of reusing online resources.
