ABSTRACT
This chapter introduces a knowledge-creating learning framework that provides the theoretical foundation of invention pedagogy. Invention projects involve the deliberate pursuit of open-ended invention challenges through complex, iterative, and emergent processes. Because the envisioned epistemic objects, specific process stages, relevant knowledge, and final productions are not known at the beginning but are gradually determined through self-organized personal and collaborative efforts, the invention process tends to be nonlinear in nature. Pedagogic guidance, scaffolding, and orchestration of invention pedagogy require that both students and teachers learn to cope productively with uncertainty, improvise to solve open-ended problems, develop novel skills and competencies, and end up with objects and artifacts that may not have been foreseen—or even foreseeable—in the beginning. Teachers and their teams must learn to design and orchestrate invention processes, guide nonlinear pedagogic processes, and cultivate associated professional practices. The chapter examines theoretical background, epistemic objects, epistemic practices, and orchestration processes involved in invention processes.
