Optimize Knowledge Sharing, Team Effectiveness, and Individual Learning within the Flipped Team-Based Classroom

ERIC Educational Resources Information Center

Huang, Chung-Kai; Lin, Chun-Yu; Lin, Zih-Cin; Wang, Cui; Lin, Chia-Jung

2017-01-01

Due to the competitive and fast-changing nature of external business environments, university students should acquire knowledge of how to cooperate, share knowledge, and enhance team effectiveness and individual learning in the future workplace. Consequently, the redesign of business courses in higher education merits more discussion. Based on the…

Knowledge Sharing among Academics in Institutions of Higher Learning: A Research Agenda

ERIC Educational Resources Information Center

Ramayah, T.; Ignatius, Joshua; Leen, Jasmine Yeap Ai

2009-01-01

This paper presents a research agenda for a funded research project on knowledge sharing among academics in Malaysia. One of the main objectives is to develop validate and measure of knowledge sharing which is suitable for academicians. Previous studies on knowledge sharing have used standard measurement items which do not cater for the multiple…

Building organizational supports for knowledge sharing in county human service organizations: a cross-case analysis of works-in-progress.

PubMed

Lee, Chris; Austin, Michael J

2012-01-01

Building on the literature related to evidence-based practice, knowledge management, and learning organizations, this cross-case analysis presents twelve works-in-progress in ten local public human service organizations seeking to develop their own knowledge sharing systems. The data for this cross-case analysis can be found in the various contributions to this Special Issue. The findings feature the developmental aspects of building a learning organization that include knowledge sharing systems featuring transparency, self-assessment, and dissemination and utilization. Implications for practice focus on the structure and processes involved in building knowledge sharing teams inside public human service organizations. Copyright © Taylor & Francis Group, LLC

Team Learning: Building Shared Mental Models

ERIC Educational Resources Information Center

Van den Bossche, Piet; Gijselaers, Wim; Segers, Mien; Woltjer, Geert; Kirschner, Paul

2011-01-01

To gain insight in the social processes that underlie knowledge sharing in teams, this article questions which team learning behaviors lead to the construction of a shared mental model. Additionally, it explores how the development of shared mental models mediates the relation between team learning behaviors and team effectiveness. Analyses were…

Epistemological Beliefs and Knowledge Sharing in Work Teams: A New Model and Research Questions

ERIC Educational Resources Information Center

Weinberg, Frankie J.

2015-01-01

Purpose: The purpose of this paper is to present a knowledge-sharing model that explains individual members' motivation to share knowledge (knowledge donation and knowledge collection). Design/methodology/approach: The model is based on social-constructivist theories of epistemological beliefs, learning and distributed cognition, and is organized…

An Empirical Inquiry on Knowledge Sharing among Academicians in Higher Learning Institutions

ERIC Educational Resources Information Center

Ramayah, T.; Yeap, Jasmine A. L.; Ignatius, Joshua

2013-01-01

Universities are expected to be places where knowledge is shared freely among academicians. However, the reality shows that knowledge sharing is barely present within universities these days. As Malaysia shifts towards building a knowledge-based society, academic institutions, particularly the public universities, now face ever-growing faculty…

Ubiquitous Mobile Knowledge Construction in Collaborative Learning Environments

PubMed Central

Baloian, Nelson; Zurita, Gustavo

2012-01-01

Knowledge management is a critical activity for any organization. It has been said to be a differentiating factor and an important source of competitiveness if this knowledge is constructed and shared among its members, thus creating a learning organization. Knowledge construction is critical for any collaborative organizational learning environment. Nowadays workers must perform knowledge creation tasks while in motion, not just in static physical locations; therefore it is also required that knowledge construction activities be performed in ubiquitous scenarios, and supported by mobile and pervasive computational systems. These knowledge creation systems should help people in or outside organizations convert their tacit knowledge into explicit knowledge, thus supporting the knowledge construction process. Therefore in our understanding, we consider highly relevant that undergraduate university students learn about the knowledge construction process supported by mobile and ubiquitous computing. This has been a little explored issue in this field. This paper presents the design, implementation, and an evaluation of a system called MCKC for Mobile Collaborative Knowledge Construction, supporting collaborative face-to-face tacit knowledge construction and sharing in ubiquitous scenarios. The MCKC system can be used by undergraduate students to learn how to construct knowledge, allowing them anytime and anywhere to create, make explicit and share their knowledge with their co-learners, using visual metaphors, gestures and sketches to implement the human-computer interface of mobile devices (PDAs). PMID:22969333

Ubiquitous mobile knowledge construction in collaborative learning environments.

PubMed

Baloian, Nelson; Zurita, Gustavo

2012-01-01

Knowledge management is a critical activity for any organization. It has been said to be a differentiating factor and an important source of competitiveness if this knowledge is constructed and shared among its members, thus creating a learning organization. Knowledge construction is critical for any collaborative organizational learning environment. Nowadays workers must perform knowledge creation tasks while in motion, not just in static physical locations; therefore it is also required that knowledge construction activities be performed in ubiquitous scenarios, and supported by mobile and pervasive computational systems. These knowledge creation systems should help people in or outside organizations convert their tacit knowledge into explicit knowledge, thus supporting the knowledge construction process. Therefore in our understanding, we consider highly relevant that undergraduate university students learn about the knowledge construction process supported by mobile and ubiquitous computing. This has been a little explored issue in this field. This paper presents the design, implementation, and an evaluation of a system called MCKC for Mobile Collaborative Knowledge Construction, supporting collaborative face-to-face tacit knowledge construction and sharing in ubiquitous scenarios. The MCKC system can be used by undergraduate students to learn how to construct knowledge, allowing them anytime and anywhere to create, make explicit and share their knowledge with their co-learners, using visual metaphors, gestures and sketches to implement the human-computer interface of mobile devices (PDAs).

Can Universities Encourage Students' Continued Motivation for Knowledge Sharing and How Can This Help Organizations?

ERIC Educational Resources Information Center

Shoemaker, Nikki

2014-01-01

Both practitioners and researchers recognize the increasing importance of knowledge sharing in organizations (Bock, Zmud, Kim, & Lee, 2005; Vera-Muñoz, Ho, & Chow, 2006). Knowledge sharing influences a firm's knowledge creation, organizational learning, performance achievement, growth, and competitive advantage (Bartol &…

On the different "worlds" of intra-organizational knowledge management: Understanding idiosyncratic variation in MNC cross-site knowledge-sharing practices.

PubMed

Kasper, Helmut; Lehrer, Mark; Mühlbacher, Jürgen; Müller, Barbara

2013-02-01

This qualitative field study investigated cross-site knowledge sharing in a small sample of multinational corporations in three different MNC business contexts (global, multidomestic, transnational). The results disclose heterogeneous "worlds" of MNC knowledge sharing, ultimately raising the question as to whether the whole concept of MNC knowledge sharing covers a sufficiently unitary phenomenon to be meaningful. We derive a non-exhaustive typology of MNC knowledge-sharing practices: self-organizing knowledge sharing, technocratic knowledge sharing, and best practice knowledge sharing. Despite its limitations, this typology helps to elucidate a number of issues, including the latent conflict between two disparate theories of MNC knowledge sharing, namely "sender-receiver" and "social learning" theories (Noorderhaven & Harzing, 2009). More generally, we develop the term "knowledge contextualization" to highlight the way that firm-specific organizational features pre-define which knowledge is considered to be of special relevance for intra-organizational sharing.

Collaborating to Learn Computer Technology: A Challenge for Teachers and Leaders

ERIC Educational Resources Information Center

Collinson, Vivienne; Cook, Tanya Fedoruk

2004-01-01

Although teacher learning and collaboration are repeatedly linked to school improvement, surprisingly little is known about the facet of collaboration involving the dissemination or sharing of teacher knowledge; that is, what teachers share, why and with whom they share it, or how and when they share what they have learned. This article describes…

Does technology help doctors to access, use and share knowledge?

PubMed

Bullock, Alison

2014-01-01

Given the power and pervasiveness of technology, this paper considers whether it can help doctors to access, use and share knowledge and thus contribute to their ability to uphold the part of the Hippocratic Oath concerned with respecting 'the hard-won scientific gains of those physicians in whose steps I walk' and sharing 'such knowledge as is mine with those who are to follow'. How technology supports connections between doctors and knowledge is considered by focusing on the use of mobile technology in the workplace and Web 2.0 tools. Sfard's 'acquisition' and 'participation' models are employed to help develop an understanding of what these uses of technology mean for learning and knowledge sharing. The employment of technology is not neutral in its effects. Issues relate to knowledge ownership, information overload, quality control and interpretations attached to the use of mobile devices in the workplace. These issues raise deeper questions about the nature of knowledge and social theory and socio-material research questions about the effect of technology on workplace learning. Although the empirical and theoretical evidence presented shows how technology has clear potential to contribute both to accessing evidence and sharing knowledge, there is need for further research that applies theoretical frameworks to the analysis of the impact of technology on workplace learning. © 2013 John Wiley & Sons Ltd.

Intergenerational Sharing of Knowledge as Means of Deepening the Organisational Learning Culture in Schools

ERIC Educational Resources Information Center

Klein, Joseph; Shapira-Lishchinsky, Orly

2016-01-01

Learning organisations promote the transfer of insights to new personnel (vertical dimension) and the development of shared team knowledge (horizontal dimension). Educational research focuses mainly on the horizontal dimension. This study examined a theoretical framework combining both dimensions and its contribution to teachers' work. Three…

Effects of Information Technologies, Department Characteristics and Individual Roles on Improving Knowledge Sharing Visibility: A Qualitative Case Study

ERIC Educational Resources Information Center

Zhang, Xi; Vogel, Douglas R.; Zhou, Zhongyun

2012-01-01

Knowledge sharing visibility (KSV) is a critical environmental factor which can reduce social loafing in knowledge sharing (KS). This is especially true in ICT [information and communication technology]-based KS in learning organisations. As such, it is imperative that we better understand how to design technology enabled knowledge management…

The Role of Social Media Tools: Accessible Tourism for Disabled Citizens

ERIC Educational Resources Information Center

Altinay, Zehra; Saner, Tulen; Bahçelerli, Nesrin M.; Altinay, Fahriye

2016-01-01

Knowledge sharing becomes important to accomplish digital citizenship. Social media tools become popular to share and diffuse the knowledge in the digitalization. This social media learning and knowledge sharing platforms provides accessibility to the services within societies especially for disabled citizens. This research study aims to evaluate…

Use of knowledge-sharing web-based portal in gross and microscopic anatomy.

PubMed

Durosaro, Olayemi; Lachman, Nirusha; Pawlina, Wojciech

2008-12-01

Changes in worldwide healthcare delivery require review of current medical school curricula structure to develop learning outcomes that ensures mastery of knowledge and clinical competency. In the last 3 years, Mayo Medical School implemented outcomes-based curriculum to encompass new graduate outcomes. Standard courses were replaced by 6-week clinically-integrated didactic blocks separated by student-self selected academic enrichment activities. Gross and microscopic anatomy was integrated with radiology and genetics respectively. Laboratory components include virtual microscopy and anatomical dissection. Students assigned to teams utilise computer portals to share learning experiences. High-resolution computed tomographic (CT) scans of cadavers prior to dissection were made available for correlative learning between the cadaveric material and radiologic images. Students work in teams on assigned presentations that include histology, cell and molecular biology, genetics and genomic using the Nexus Portal, based on DrupalEd, to share their observations, reflections and dissection findings. New generation of medical students are clearly comfortable utilising web-based programmes that maximise their learning potential of conceptually difficult and labor intensive courses. Team-based learning approach emphasising the use of knowledge-sharing computer portals maximises opportunities for students to master their knowledge and improve cognitive skills to ensure clinical competency.

The Impact of Affective and Cognitive Trust on Knowledge Sharing and Organizational Learning

ERIC Educational Resources Information Center

Swift, Peter E.; Hwang, Alvin

2013-01-01

Purpose: This paper seeks to add to the research on the role of cognitive and affective trust in promoting knowledge sharing between executives and consequently establishing an organizational learning environment. Design/methodology/approach: This paper examines the influence of one conceptualization of trust, one that has two…

User observations on information sharing (corporate knowledge and lessons learned)

NASA Technical Reports Server (NTRS)

Montague, Ronald A.; Gregg, Lawrence A.; Martin, Shirley A.; Underwood, Leroy H.; Mcgee, John M.

1993-01-01

The sharing of 'corporate knowledge' and lessons learned in the NASA aerospace community has been identified by Johnson Space Center survey participants as a desirable tool. The concept of the program is based on creating a user friendly information system that will allow engineers, scientists, and managers at all working levels to share their information and experiences with other users irrespective of location or organization. The survey addresses potential end uses for such a system and offers some guidance on the development of subsequent processes to ensure the integrity of the information shared. This system concept will promote sharing of information between NASA centers, between NASA and its contractors, between NASA and other government agencies, and perhaps between NASA and institutions of higher learning.

Adaptive Knowledge Management of Project-Based Learning

ERIC Educational Resources Information Center

Tilchin, Oleg; Kittany, Mohamed

2016-01-01

The goal of an approach to Adaptive Knowledge Management (AKM) of project-based learning (PBL) is to intensify subject study through guiding, inducing, and facilitating development knowledge, accountability skills, and collaborative skills of students. Knowledge development is attained by knowledge acquisition, knowledge sharing, and knowledge…

Construction of Shared Knowledge in Face-to-Face and Computer-Mediated Cooperation.

ERIC Educational Resources Information Center

Fischer, Frank; Mandl, Heinz

This study examined how learners constructed and used shared knowledge in computer-mediated and face-to-face cooperative learning, investigating how to facilitate the construction and use of shared knowledge through dynamic visualization. Forty-eight college students were separated into dyads and assigned to one of four experimental conditions…

Examining Factors that Affect Knowledge Sharing and Students' Attitude toward Their Learning Experience within Virtual Teams

ERIC Educational Resources Information Center

He, Jinxia

2009-01-01

This study examined factors that might impact student knowledge sharing within virtual teams through online discussion boards. These factors included: trust, mutual influence, conflict, leadership, and cohesion. A path model was developed to determine whether relationships exist among knowledge sharing from asynchronous group discussion and the…

Technical College Teachers Sharing Their Knowledge: Does Leadership, Institutional Factors or Barriers Predict Their Practices?

ERIC Educational Resources Information Center

Tahir, Lokman Mohd; Musah, Muhamad Berhanddin; Abdullah, Abdul Halim; Musta'amal, Aede Hatib; Abdullah, Mohd Hazim Asran

2016-01-01

This study determines the preferable leadership practised by colleges' directors, institutional factors and challenges encountered in knowledge sharing in Malaysian technical higher learning institutions (HLIs). Using a pragmatic mixed-method strand, we obtained 212 teachers and instructors' viewpoints on knowledge sharing factors and barriers.…

Collaborating to Compete: Achieving Effective Knowledge Sharing in Organizations

ERIC Educational Resources Information Center

Laycock, Martyn

2005-01-01

Purpose: This paper aims to present a practitioner overview of the challenges and growing strategic importance of knowledge and knowledge sharing in organizations, considering roles of learning, and in particular networks, together with collaboration in the development of sustainable competitive edge through knowledge, knowledge management and the…

Knowledge brokerage - potential for increased capacities and shared power in impact assessment

DOE Office of Scientific and Technical Information (OSTI.GOV)

Rosario Partidario, Maria, E-mail: mrp@civil.ist.utl.pt; Sheate, William R., E-mail: w.sheate@imperial.ac.uk; Collingwood Environmental Planning Ltd, London, 1E, The Chandlery, 50 Westminster Bridge Road, London SE1 7QY

2013-02-15

Constructive and collaborative planning theory has exposed the perceived limitations of public participation in impact assessment. At strategic levels of assessment the established norm can be misleading and practice is illusive. For example, debates on SEA effectiveness recognize insufficiencies, but are often based on questionable premises. The authors of this paper argue that public participation in strategic assessment requires new forms of information and engagement, consistent with the complexity of the issues at these levels and that strategic assessments can act as knowledge brokerage instruments with the potential to generate more participative environments and attitudes. The paper explores barriers andmore » limitations, as well as the role of knowledge brokerage in stimulating the engagement of the public, through learning-oriented processes and responsibility sharing in more participative models of governance. The paper concludes with a discussion on building and inter-change of knowledge, towards creative solutions to identified problems, stimulating learning processes, largely beyond simple information transfer mechanisms through consultative processes. The paper argues fundamentally for the need to conceive strategic assessments as learning platforms and design knowledge brokerage opportunities explicitly as a means to enhance learning processes and power sharing in IA. - Highlights: Black-Right-Pointing-Pointer Debates on SEA recognize insufficiencies on public participation Black-Right-Pointing-Pointer We propose new forms of engagement consistent with complex situations at strategic levels of decision-making Black-Right-Pointing-Pointer Constructive and collaborative planning theories help explain how different actors acquire knowledge and the value of knowledge exchange Black-Right-Pointing-Pointer Strategic assessments can act as knowledge brokerage instruments Black-Right-Pointing-Pointer The paper argues for strategic assessments as learning platforms as a means to enhance learning processes and power sharing in IA.« less

Collaborative Knowledge and Intellectual Property: An Action Learning Conundrum

ERIC Educational Resources Information Center

Elliott, Tish; Pedler, Mike

2018-01-01

If everyone is contributing, if action learning involves collective learning, then new knowledge is created through a collaborative process. This is not expert knowledge and no 'one truth' is produced, this is a collective knowledge arising from a common purpose and a shared quest. Such knowledge continues to evolve without the intention to fix or…

A "Knowledge Trading Game" for Collaborative Design Learning in an Architectural Design Studio

ERIC Educational Resources Information Center

Wang, Wan-Ling; Shih, Shen-Guan; Chien, Sheng-Fen

2010-01-01

Knowledge-sharing and resource exchange are the key to the success of collaborative design learning. In an architectural design studio, design knowledge entails learning efforts that need to accumulate and recombine dispersed and complementary pieces of knowledge. In this research, firstly, "Knowledge Trading Game" is proposed to be a way for…

A strategic systems perspective of organizational learning theory: models for a case study at the Jet Propulsion Laboratory

NASA Technical Reports Server (NTRS)

Neece, O.

2000-01-01

Organizational learning is an umbrella term that covers a variety of topics including; learning curves, productivity, organizational memory, organizational forgetting, knowledge transfer, knowledge sharing and knowledge creation. This treatise will review some of these theories in concert with a model of how organizations learn.

Circles and Communities, Sharing Practices and Learning: Looking at New Extension Education Approaches

ERIC Educational Resources Information Center

Cristovao, A.; Ferrao, P.; Madeira, R.; Tiberio, M. L.; Rainho, M. J.; Teixeira, M. S.

2009-01-01

We live today in a "knowledge society", but "knowledge transfer" is no longer the dominant extension education paradigm. The principle of "learning to learn" and the concepts of self-directed, collaborative and action learning are more crucial today then ever. The key principles are to stimulate knowledge discovery…

Impacts of Organizational Knowledge Sharing Practices on Employees' Job Satisfaction: Mediating Roles of Learning Commitment and Interpersonal Adaptability

ERIC Educational Resources Information Center

Malik, Muhammad Shaukat; Kanwal, Maria

2018-01-01

Purpose: The purpose of this paper is to investigate empirically impacts of organizational knowledge-sharing practices (KSP) on employees' job satisfaction (JS), interpersonal adaptability (IA) and learning commitment (LC). Indirect effects of KSP on JS are also confirmed through mediating factors (LC and IA). Design/methodology/approach:…

Putting It All Together: Learning for Work and Learning About Work in the Horticulture Industry.

ERIC Educational Resources Information Center

Trenerry, Ruth

Literacy is a social practice central to sharing of knowledge and skills in the workplace. Workplaces increasingly demand workers who take on multiple roles and share and manage knowledge in new ways, so high levels of worker literacy and worker collaboration are increasingly important. Workplace training must facilitate development of active and…

Trust-based Access Control in Virtual Learning Community

NASA Astrophysics Data System (ADS)

Wang, Shujuan; Liu, Qingtang

The virtual learning community is an important application pattern of E-Learning. It emphasizes the cooperation of the members in the community, the members would like to share their learning resources, to exchange their experience and complete the study task together. This instructional mode has already been proved as an effective way to improve the quality and efficiency of instruction. At the present time, the virtual learning communities are mostly designed using static access control policy by which the access permission rights are authorized by the super administrator, the super administrator assigns different rights to different roles, but the virtual and social characteristics of virtual learning community make information sharing and collaboration a complex problem, the community realizes its instructional goal only if the members in it believe that others will offer the knowledge they owned and believe the knowledge others offered is well-meaning and worthy. This paper tries to constitute an effective trust mechanism, which could promise favorable interaction and lasting knowledge sharing.

Knowledge Exchange in the Shrines of Knowledge: The ''How's'' and ''Where's'' of Knowledge Sharing Processes

ERIC Educational Resources Information Center

Reychav, Iris; Te'eni, Dov

2009-01-01

Academic conferences are places of situated learning dedicated to the exchange of knowledge. Knowledge is exchanged between colleagues who are looking to enhance their future research by taking part in several formal and informal settings (lectures, discussions and social events). We studied the processes of knowledge sharing and the influence of…

Design, Analysis and User Acceptance of Architectural Design Education in Learning System Based on Knowledge Management Theory

ERIC Educational Resources Information Center

Wu, Yun-Wu; Lin, Yu-An; Wen, Ming-Hui; Perng, Yeng-Hong; Hsu, I-Ting

2016-01-01

The major purpose of this study is to develop an architectural design knowledge management learning system with corresponding learning activities to help the students have meaningful learning and improve their design capability in their learning process. Firstly, the system can help the students to obtain and share useful knowledge. Secondly,…

Social E-Learning in Topolor: A Case Study

ERIC Educational Resources Information Center

Shi, Lei; Al Qudah, Dana; Cristea, Alexandra I.

2013-01-01

Social e-learning is a process through which learners achieve their learning goals via social interactions with each other by sharing knowledge, skills, abilities and educational materials. Adaptive e-learning enables adaptation and personalization of the learning process, based on learner needs, knowledge, preferences and other characteristics.…

Knowledge Sharing in a Learning Resource Centre by Way of a Metro Map Metaphor.

ERIC Educational Resources Information Center

Bang, Tove

This paper presents a Knowledge Sharing project at the Aarhus School of Business (Denmark). As a result of a close cooperation between the Faculty of Modern Languages and the Library of the Aarhus School of Business, a Learning Resource Centre (LRC) is being established. The LRC serves as an exploratorium for the development and testing of new…

A Foundation for Understanding Knowledge Sharing: Organizational Culture, Informal Workplace Learning, Performance Support, and Knowledge Management

ERIC Educational Resources Information Center

Caruso, Shirley J.

2017-01-01

This paper serves as an exploration into some of the ways in which organizations can promote, capture, share, and manage the valuable knowledge of their employees. The problem is that employees typically do not share valuable information, skills, or expertise with other employees or with the entire organization. The author uses research as well as…

Top Training Strategies: New Twists on Familiar Ideas.

ERIC Educational Resources Information Center

Ellis, Kristine

2003-01-01

Provides examples of how companies are using the following strategies in innovative ways: knowledge sharing using knowledge-management portals, informal learning, real-time learning, competency-based learning linked to business strategies, calculation of the return on investment in learning, and academic-corporate partnerships. (SK)

Utilizing Learners' Negative Ratings in Semantic Content-Based Recommender System for e-Learning Forum

ERIC Educational Resources Information Center

Albatayneh, Naji Ahmad; Ghauth, Khairil Imran; Chua, Fang-Fang

2018-01-01

Nowadays, most of e-learning systems embody online discussion forums as a medium for collaborative learning that supports knowledge sharing and information exchanging between learners. The exponential growth of the available shared information in e-learning online discussion forums has caused a difficulty for learners in discovering interesting…

Incentives for knowledge sharing: impact of organisational culture and information technology

NASA Astrophysics Data System (ADS)

Lyu, Hongbo; Zhang, Zuopeng Justin

2017-10-01

This research presents and examines an analytical model of knowledge management in which organisational culture dynamically improves with knowledge-sharing and learning activities within organisations. We investigate the effects of organisational incentives and the level of information technology on the motivation of knowledge sharing. We derive a linear incentive reward structure for knowledge sharing under both homogeneous and heterogeneous conditions. In addition, we show how the organisational culture and the optimum linear sharing reward change with several crucial factors, and summarise three sets of methods (strong IT support, congruent organisational culture, and effective employee assessment) to complement the best linear incentive. Our research provides valuable insights for practitioners in terms of implementing knowledge-management initiatives.

eGender-from e-Learning to e-Research: a web-based interactive knowledge-sharing platform for sex- and gender-specific medical education.

PubMed

Seeland, Ute; Nauman, Ahmad T; Cornelis, Alissa; Ludwig, Sabine; Dunkel, Mathias; Kararigas, Georgios; Regitz-Zagrosek, Vera

2016-01-01

Sex and Gender Medicine is a novel discipline that provides equitable medical care for society and improves outcomes for both male and female patients. The integration of sex- and gender-specific knowledge into medical curricula is limited due to adequate learning material, systematic teacher training and an innovative communication strategy. We aimed at initiating an e-learning and knowledge-sharing platform for Sex and Gender Medicine, the eGender platform (http://egender.charite.de), to ensure that future doctors and health professionals will have adequate knowledge and communication skills on sex and gender differences in order to make informed decisions for their patients. The web-based eGender knowledge-sharing platform was designed to support the blended learning pedagogical teaching concept and follows the didactic concept of constructivism. Learning materials developed by Sex and Gender Medicine experts of seven universities have been used as the basis for the new learning tools . The content of these tools is patient-centered and provides add-on information on gender-sensitive aspects of diseases. The structural part of eGender was designed and developed using the open source e-learning platform Moodle. The eGender platform comprises an English and a German version of e-learning modules: one focusing on basic knowledge and seven on specific medical disciplines. Each module consists of several courses corresponding to a disease or symptom complex. Self-organized learning has to be managed by using different learning tools, e.g., texts and audiovisual material, tools for online communication and collaborative work. More than 90 users from Europe registered for the eGender Medicine learning modules. The most frequently accessed module was "Gender Medicine-Basics" and the users favored discussion forums. These e-learning modules fulfill the quality criteria for higher education and are used within the elective Master Module "Gender Medicine-Basics" implemented into the accredited Master of Public Health at Charité-Berlin. The eGender platform is a flexible and user-friendly electronical knowledge-sharing platform providing evidence-based high-quality learning material used by a growing number of registered users. The eGender Medicine learning modules could be key in the reform of medical curricula to integrate Sex and Gender Medicine into the education of health professionals.

An Integrative Model of Organizational Learning and Social Capital on Effective Knowledge Transfer and Perceived Organizational Performance

ERIC Educational Resources Information Center

Rhodes, Jo; Lok, Peter; Hung, Richard Yu-Yuan; Fang, Shih-Chieh

2008-01-01

Purpose: The purpose of this paper is to set out to examine the relationships of organizational learning, social capital and the effectiveness of knowledge transfer and perceived organisational performance. Integrating organizational learning capability with social capital networks to shape a holistic knowledge sharing and management enterprise…

Indigenous Knowledge in Post-Secondary Educators' Practices: Nourishing the Learning Spirit

ERIC Educational Resources Information Center

Anuik, Jonathan; Gillies, Carmen L.

2012-01-01

From 2006 to 2009, Indigenous Elders and scholars shared their insights in the Comprehending and Nourishing the Learning Spirit Animation Theme Bundle of the Aboriginal Learning Knowledge Centre (ABLKC). The ABLKC was an applied research, knowledge exchange, and monitoring program with a mandate to advance Aboriginal education in Canada. One of…

Establishment of a Digital Knowledge Conversion Architecture Design Learning with High User Acceptance

ERIC Educational Resources Information Center

Wu, Yun-Wu; Weng, Apollo; Weng, Kuo-Hua

2017-01-01

The purpose of this study is to design a knowledge conversion and management digital learning system for architecture design learning, helping students to share, extract, use and create their design knowledge through web-based interactive activities based on socialization, internalization, combination and externalization process in addition to…

Theme II Joint Work Plan -2017 Collaboration and Knowledge Sharing on Large-scale Demonstration Projects

DOE Office of Scientific and Technical Information (OSTI.GOV)

Zhang, Xiaoliang; Stauffer, Philip H.

This effort is designed to expedite learnings from existing and planned large demonstration projects and their associated research through effective knowledge sharing among participants in the US and China.

Formative Value of an Active Learning Strategy: Technology Based Think-Pair-Share in an EFL Writing Classroom

ERIC Educational Resources Information Center

Demirci, Cavide; Düzenli, Halil

2017-01-01

Think-Pair-Share (TPS) activities in classrooms provide an opportunity for students to revise, practice and reproduce previously learned knowledge. Teachers also benefit from this active learning strategy by exploiting new learning materials, saving time by minimizing presentations and using it as a formative assessment tool. This article explores…

Lessons Learned for Improving Spacecraft Ground Operations

NASA Technical Reports Server (NTRS)

Bell, Michael; Henderson, Gena; Stambolian, Damon

2013-01-01

NASA policy requires each Program or Project to develop a plan for how they will address Lessons Learned. Projects have the flexibility to determine how best to promote and implement lessons learned. A large project might budget for a lessons learned position to coordinate elicitation, documentation and archival of the project lessons. The lessons learned process crosses all NASA Centers and includes the contactor community. o The Office of The Chief Engineer at NASA Headquarters in Washington D.C., is the overall process owner, and field locations manage the local implementation. One tool used to transfer knowledge between program and projects is the Lessons Learned Information System (LLIS). Most lessons come from NASA in partnership with support contractors. A search for lessons that might impact a new design is often performed by a contractor team member. Knowledge is not found with only one person, one project team, or one organization. Sometimes, another project team, or person, knows something that can help your project or your task. Knowledge sharing is an everyday activity at the Kennedy Space Center through storytelling, Kennedy Engineering Academy presentations and through searching the Lessons Learned Information system. o Project teams search the lessons repository to ensure the best possible results are delivered. o The ideas from the past are not always directly applicable but usually spark new ideas and innovations. Teams have a great responsibility to collect and disseminate these lessons so that they are shared with future generations of space systems designers. o Leaders should set a goal for themselves to host a set numbers of lesson learned events each year and do more to promote multiple methods of lessons learned activities. o High performing employees are expected to share their lessons, however formal knowledge sharing presentation are not the norm for many employees.

Understanding Health Professionals' Informal Learning in Online Social Networks: A Cross-Sectional Survey.

PubMed

Li, Xin; Verspoor, Karin; Gray, Kathleen; Barnett, Stephen

2017-01-01

Online social networks (OSNs) enable health professionals to learn informally, for example by sharing medical knowledge, or discussing practice management challenges and clinical issues. Understanding how learning occurs in OSNs is necessary to better support this type of learning. Through a cross-sectional survey, this study found that learning interaction in OSNs is low in general, with a small number of active users. Some health professionals actively used OSNs to support their practice, including sharing practical and experiential knowledge, benchmarking themselves, and to keep up-to-date on policy, advanced information and news in the field. These health professionals had an overall positive learning experience in OSNs.

How to Trigger Emergence and Self-Organisation in Learning Networks

NASA Astrophysics Data System (ADS)

Brouns, Francis; Fetter, Sibren; van Rosmalen, Peter

The previous chapters of this section discussed why the social structure of Learning Networks is important and present guidelines on how to maintain and allow the emergence of communities in Learning Networks. Chapter 2 explains how Learning Networks rely on social interaction and active participations of the participants. Chapter 3 then continues by presenting guidelines and policies that should be incorporated into Learning Network Services in order to maintain existing communities by creating conditions that promote social interaction and knowledge sharing. Chapter 4 discusses the necessary conditions required for knowledge sharing to occur and to trigger communities to self-organise and emerge. As pointed out in Chap. 4, ad-hoc transient communities facilitate the emergence of social interaction in Learning Networks, self-organising them into communities, taking into account personal characteristics, community characteristics and general guidelines. As explained in Chap. 4 community members would benefit from a service that brings suitable people together for a specific purpose, because it will allow the participant to focus on the knowledge sharing process by reducing the effort or costs. In the current chapter, we describe an example of a peer support Learning Network Service based on the mechanism of peer tutoring in ad-hoc transient communities.

Learning without Onboarding: How Assessing and Evaluating Learning Benefits New Information Technology Hires

ERIC Educational Resources Information Center

Morris, Dory L.

2013-01-01

Onboarding ensures learning success through sharing and acquiring knowledge to remain competitive. However, little is known about new Information Technology (IT) hires' learning needs in the absence of onboarding; therefore, the purpose of this case study was to examine, increase, and retain their technical knowledge at the Unified Communications…

Collaborative Design of Technology-Enhanced Learning: What Can We Learn from Teacher Talk?

ERIC Educational Resources Information Center

McKenney, Susan; Boschman, Ferry; Pieters, Jules; Voogt, Joke

2016-01-01

The collaborative design of technology-enhanced learning is seen as a practical and effective professional development strategy, especially because teachers learn from each other as they share and apply knowledge. But how teacher design team participants draw on and develop their knowledge has not yet been investigated. This qualitative…

LDA merging and splitting with applications to multiagent cooperative learning and system alteration.

PubMed

Pang, Shaoning; Ban, Tao; Kadobayashi, Youki; Kasabov, Nikola K

2012-04-01

To adapt linear discriminant analysis (LDA) to real-world applications, there is a pressing need to equip it with an incremental learning ability to integrate knowledge presented by one-pass data streams, a functionality to join multiple LDA models to make the knowledge sharing between independent learning agents more efficient, and a forgetting functionality to avoid reconstruction of the overall discriminant eigenspace caused by some irregular changes. To this end, we introduce two adaptive LDA learning methods: LDA merging and LDA splitting. These provide the benefits of ability of online learning with one-pass data streams, retained class separability identical to the batch learning method, high efficiency for knowledge sharing due to condensed knowledge representation by the eigenspace model, and more preferable time and storage costs than traditional approaches under common application conditions. These properties are validated by experiments on a benchmark face image data set. By a case study on the application of the proposed method to multiagent cooperative learning and system alternation of a face recognition system, we further clarified the adaptability of the proposed methods to complex dynamic learning tasks.

The reality of virtual learning for nurses in the largest integrated health care system in the nation.

PubMed

Rick, Cathy; Kearns, Martha A; Thompson, Nancy A

2003-01-01

The health care network and hospital system within the Department of Veterans Affairs (VA), the Veterans Health Administration (VHA), provides employment to more than 56,000 nursing personnel and serves as clinical education site to countless other nursing and health professional students. Nurse administrators and educators are posed with the challenge of providing an environment in which each nurse is able to gain needed knowledge, learn new skills, and share and communicate this knowledge with other colleagues. The education of nurses improves the health status of veterans while also realizing individual professional enhancement. Regional and cultural diversity of the system present challenges to education, in both delivery and content. VHA's learning organizations, the Employee Education System and the Office of Special Projects, have maximized new technologies and information systems to provide innovative, virtual education opportunities, capitalizing on the benefits of informal and formal learning, thus moving VHA to the forefront in knowledge sharing and dissemination. The Virtual Learning Center, VA Knowledge Network, Learning Catalog, and VA Learning Online provide VHA's nurses with interactive, desktop virtual learning opportunities.

Workplace Learning: The Roles of Knowledge Accessibility and Management

ERIC Educational Resources Information Center

Li, Jessica; Brake, Gary; Champion, Angeline; Fuller, Tony; Gabel, Sandy; Hatcher-Busch, Lori

2009-01-01

Purpose: The purpose of this paper is to examine how knowledge management systems have been used by the studied organizations to improve knowledge accessibility and knowledge sharing in order to increase workplace learning. Design/methodology/approach: The study relies on a qualitative multisite case study method. Data were obtained from five…

Towards Networked Knowledge: The Learning Registry, an Infrastructure for Sharing Online Learning Resources

ERIC Educational Resources Information Center

Lee, Ashley; Hobson, Joe; Bienkowski, Marie; Midgley, Steve; Currier, Sarah; Campbell, Lorna M.; Novoselova, Tatiana

2012-01-01

In this article, the authors describe an open-source, open-data digital infrastructure for sharing information about open educational resources (OERs) across disparate systems and platforms. The Learning Registry, which began as a project funded by the U.S. Departments of Education and Defense, currently has an active international community…

A Collaborative Multimedia Annotation Tool for Enhancing Knowledge Sharing in CSCL

ERIC Educational Resources Information Center

Yang, Stephen J. H.; Zhang, Jia; Su, Addison Y. S.; Tsai, Jeffrey J. P.

2011-01-01

Knowledge sharing in computer supported collaborative learning (CSCL) requires intensive social interactions among participants, typically in the form of annotations. An annotation refers to an explicit expression of knowledge that is attached to a document to reveal the conceptual meanings of an annotator's implicit thoughts. In this research, we…

Supporting Awareness for Augmenting Participation in Collaborative Learning.

ERIC Educational Resources Information Center

Ogata, Hiroaki; Yano, Yoneo

This paper describes Coconuts (Concurrent Collaborative Learning Environment Supported by Awareness), a proposed module of Sharlok (Sharing, Linking and Looking-for Knowledge), an open-ended and collaborative learning environment that integrates a knowledge building tool with a collaborative interface tool. Coconuts was developed in order to…

Knowledge Organization through Multiple Representations in a Computer-Supported Collaborative Learning Environment

ERIC Educational Resources Information Center

Namdar, Bahadir; Shen, Ji

2018-01-01

Computer-supported collaborative learning (CSCL) environments provide learners with multiple representational tools for storing, sharing, and constructing knowledge. However, little is known about how learners organize knowledge through multiple representations about complex socioscientific issues. Therefore, the purpose of this study was to…

Linking Shared Organisational Context and Relational Capital through Unlearning: An Initial Empirical Investigation in SMEs

ERIC Educational Resources Information Center

Cegarra-Navarro, Juan G.; Dewhurst, Frank W.

2006-01-01

Purpose: The environment provided by an organisation to facilitate learning and create knowledge has been defined as the shared organisational context. The value to an organisation of knowledge created by the shared organisational context is called intellectual capital, of which one key component is relational capital. The purpose of this paper is…

Kaiser Permanente's performance improvement system, Part 4: Creating a learning organization.

PubMed

Schilling, Lisa; Dearing, James W; Staley, Paul; Harvey, Patti; Fahey, Linda; Kuruppu, Francesca

2011-12-01

In 2006, recognizing variations in performance in quality, safety, service, and efficiency, Kaiser Permanente leaders initiated the development of a performance improvement (PI) system. Kaiser Permanente has implemented a strategy for creating the systemic capacity for continuous improvement that characterizes a learning organization. Six "building blocks" were identified to enable Kaiser Permanente to make the transition to becoming a learning organization: real-time sharing of meaningful performance data; formal training in problem-solving methodology; workforce engagement and informal knowledge sharing; leadership structures, beliefs, and behaviors; internal and external benchmarking; and technical knowledge sharing. Putting each building block into place required multiple complex strategies combining top-down and bottom-up approaches. Although the strategies have largely been successful, challenges remain. The demand for real-time meaningful performance data can conflict with prioritized changes to health information systems. It is an ongoing challenge to teach PI, change management, innovation, and project management to all managers and staff without consuming too much training time. Challenges with workforce engagement include low initial use of tools intended to disseminate information through virtual social networking. Uptake of knowledge-sharing technologies is still primarily by innovators and early adopters. Leaders adopt new behaviors at varying speeds and have a range of abilities to foster an environment that is psychologically safe and stimulates inquiry. A learning organization has the capability to improve, and it develops structures and processes that facilitate the acquisition and sharing of knowledge.

Globalization of Knowledge Discovery and Information Retrieval in Teaching and Learning

ERIC Educational Resources Information Center

Zaidel, Mark; Guerrero, Osiris

2008-01-01

Developments in communication and information technologies in the last decade have had a significant impact on instructional and learning activities. For many students and educators, the Internet became the significant medium for sharing instruction, learning and communication. Access to knowledge beyond boundaries and cultures has an impact on…

An Ontology for Learning Services on the Shop Floor

ERIC Educational Resources Information Center

Ullrich, Carsten

2016-01-01

An ontology expresses a common understanding of a domain that serves as a basis of communication between people or systems, and enables knowledge sharing, reuse of domain knowledge, reasoning and thus problem solving. In Technology-Enhanced Learning, especially in Intelligent Tutoring Systems and Adaptive Learning Environments, ontologies serve as…

Teachers' Professional Learning: The Role of Knowledge Management Practices

ERIC Educational Resources Information Center

Niehoff, Karissa

2010-01-01

This qualitative study explored the degree to which knowledge management strategies addressed teacher professional learning at the high school level. In the setting of a Connecticut public high school, interviews were conducted which explored teacher perceptions of knowledge sharing practices in the school and how those practices influenced their…

Enhancing Professional Learning Communities through Knowledge Artefacts in Mainland China

ERIC Educational Resources Information Center

Qiao, Xuefeng; Yu, Shulin

2016-01-01

This qualitative case study examines the perspectives and experiences of seven Chinese primary teachers on the integration of shared knowledge artefacts into teaching in professional learning communities. The analysis of the semi-structured interviews and observation data revealed that using knowledge artefacts, such as preview sheets, flowing…

A Technology Enhanced Learning Model for Quality Education

NASA Astrophysics Data System (ADS)

Sherly, Elizabeth; Uddin, Md. Meraj

Technology Enhanced Learning and Teaching (TELT) Model provides learning through collaborations and interactions with a framework for content development and collaborative knowledge sharing system as a supplementary for learning to improve the quality of education system. TELT deals with a unique pedagogy model for Technology Enhanced Learning System which includes course management system, digital library, multimedia enriched contents and video lectures, open content management system and collaboration and knowledge sharing systems. Open sources like Moodle and Wiki for content development, video on demand solution with a low cost mid range system, an exhaustive digital library are provided in a portal system. The paper depicts a case study of e-learning initiatives with TELT model at IIITM-K and how effectively implemented.

The structural approach to shared knowledge: an application to engineering design teams.

PubMed

Avnet, Mark S; Weigel, Annalisa L

2013-06-01

We propose a methodology for analyzing shared knowledge in engineering design teams. Whereas prior work has focused on shared knowledge in small teams at a specific point in time, the model presented here is both scalable and dynamic. By quantifying team members' common views of design drivers, we build a network of shared mental models to reveal the structure of shared knowledge at a snapshot in time. Based on a structural comparison of networks at different points in time, a metric of change in shared knowledge is computed. Analysis of survey data from 12 conceptual space mission design sessions reveals a correlation between change in shared knowledge and each of several system attributes, including system development time, system mass, and technological maturity. From these results, we conclude that an early period of learning and consensus building could be beneficial to the design of engineered systems. Although we do not examine team performance directly, we demonstrate that shared knowledge is related to the technical design and thus provide a foundation for improving design products by incorporating the knowledge and thoughts of the engineering design team into the process.

Exploring Students' Knowledge Construction Strategies in Computer-Supported Collaborative Learning Discussions Using Sequential Analysis

ERIC Educational Resources Information Center

Shukor, Nurbiha A.; Tasir, Zaidatun; Van der Meijden, Henny; Harun, Jamalludin

2014-01-01

Online collaborative learning allows discussion to occur at greater depth where knowledge can be constructed remotely. However students were found to construct knowledge at low-level where they discussed by sharing and comparing opinions; those are inadequate for new knowledge creation. As such, this research attempted to investigate the students'…

Know How? Show How: Experienced Teachers Share Best Practices through Ontario Program

ERIC Educational Resources Information Center

Amato, Lindy; Anthony, Paul; Strachan, Jim

2014-01-01

Launched in 2007, the Teacher Learning and Leadership Program, out of Ontario, Canada, operates on the belief that classroom teachers know their learning needs and the needs of their students best. Additionally, the program assumes teachers have the greatest knowledge of how to build and foster multiple learning networks in order to share their…

A Knowledge Acquisition Approach to Developing Mindtools for Organizing and Sharing Differentiating Knowledge in a Ubiquitous Learning Environment

ERIC Educational Resources Information Center

Hwang, Gwo-Jen; Chu, Hui-Chun; Lin, Yu-Shih; Tsai, Chin-Chung

2011-01-01

Previous studies have reported the importance and benefits of situating students in a real-world learning environment with access to digital-world resources. At the same time, researchers have indicated the need to develop learning guidance mechanisms or tools for assisting students to learn in such a complex learning scenario. In this study, a…

Relationships between core factors of knowledge management in hospital nursing organisations and outcomes of nursing performance.

PubMed

Lee, Eun Ju; Kim, Hong Soon; Kim, Hye Young

2014-12-01

The study was conducted to investigate the levels of implementation of knowledge management and outcomes of nursing performance, to examine the relationships between core knowledge management factors and nursing performance outcomes and to identify core knowledge management factors affecting these outcomes. Effective knowledge management is very important to achieve strong organisational performance. The success or failure of knowledge management depends on how effectively an organisation's members share and use their knowledge. Because knowledge management plays a key role in enhancing nursing performance, identifying the core factors and investigating the level of knowledge management in a given hospital are priorities to ensure a high quality of nursing for patients. The study employed a descriptive research procedure. The study sample consisted of 192 nurses registered in three large healthcare organisations in South Korea. The variables demographic characteristics, implementation of core knowledge management factors and outcomes of nursing performance were examined and analysed in this study. The relationships between the core knowledge management factors and outcomes of nursing performance as well as the factors affecting the performance outcomes were investigated. A knowledge-sharing culture and organisational learning were found to be core factors affecting nursing performance. The study results provide basic data that can be used to formulate effective knowledge management strategies for enhancing nursing performance in hospital nursing organisations. In particular, prioritising the adoption of a knowledge-sharing culture and organisational learning in knowledge management systems might be one method for organisations to more effectively manage their knowledge resources and thus to enhance the outcomes of nursing performance and achieve greater business competitiveness. The study results can contribute to the development of effective and efficient knowledge management systems and strategies for enhancing knowledge-sharing culture and organisational learning that can improve both the productivity and competitiveness of healthcare organisations. © 2014 John Wiley & Sons Ltd.

DIY Activists: Communities of Practice, Cultural Dialogism, and Radical Knowledge Sharing

ERIC Educational Resources Information Center

Hemphill, David; Leskowitz, Shari

2013-01-01

This study explored innovative alternative processes of living, learning, and knowledge sharing of a loosely knit community of anarchist, anticapitalist "Do-It-Yourself" (DIY) activists. Generated through participant observation and interviews, findings reinforced adult education theories--that adults can diagnose their own learning…

Learning Study: Helping Teachers to Use Theory, Develop Professionally, and Produce New Knowledge to Be Shared

ERIC Educational Resources Information Center

Pang, Ming Fai; Ling, Lo Mun

2012-01-01

The lesson study approach is a systematic process for producing professional knowledge about teaching by teachers, and has spread rapidly and extensively in the United States. The learning study approach is essentially a kind of lesson study with an explicit learning theory--the variation theory of learning. In this paper, we argue that having an…

Uncovering Procedural Knowledge in Craft, Design, and Technology Education: A Case of Hands-On Activities in Electronics

ERIC Educational Resources Information Center

Pirttimaa, Matti; Husu, Jukka; Metsärinne, Mika

2017-01-01

Different knowledge types have their own specific features and tasks in the learning process. Procedural knowledge is used in craft and technology education when students solve problems individually and share their working knowledge with others. This study presents a detailed analysis of a one student's learning process in technology education and…

Achieving Quality in e-Learning through Relational Coordination

ERIC Educational Resources Information Center

Margalina, Vasilica Maria; De-Pablos-Heredero, Carmen; Montes-Botella, Jose Luis

2017-01-01

In this research, the relational coordination model has been applied to prove learners' and instructors' high levels of satisfaction in e-learning. According to the model, organizations can obtain better results in terms of satisfaction by providing shared knowledge, shared goals and mutual respect mechanisms, supported by a frequent, timely and…

Knowledge Sharing at NASA: Extending Social Constructivism to Space Exploration

ERIC Educational Resources Information Center

Chindgren, Tina M.

2008-01-01

Social constructivism provides the framework for exploring communities of practice and storytelling at the National Aeronautics and Space Administration (NASA) in this applied theory paper. A brief overview of traditional learning and development efforts as well as the current knowledge sharing initiative is offered. In addition, a conceptual plan…

Collaborative Learning Utilizing a Domain-Based Shared Data Repository to Enhance Learning Outcomes

ERIC Educational Resources Information Center

Lubliner, David; Widmeyer, George; Deek, Fadi P.

2009-01-01

The objective of this study was to determine whether there was a quantifiable improvement in learning outcomes by integrating course materials in a 4-year baccalaureate program, utilizing a knowledge repository with a conceptual map that spans a discipline. Two new models were developed to provide the framework for this knowledge repository. A…

A systematic review of factors influencing knowledge management and the nurse leaders' role.

PubMed

Lunden, Anne; Teräs, Marianne; Kvist, Tarja; Häggman-Laitila, Arja

2017-09-01

To describe factors facilitating or inhibiting the development of registered nurses' competency and nurse leader's role in knowledge management. Nurses' competency directly influences patient safety and the quality and effectiveness of patient care. Challenges of nurse leaders in knowledge management include acquiring, assessing and utilising current knowledge and assessing and enhancing competency. A systematic search was conducted in PubMed, CINAHL, SCOPUS and ERIC databases in April 2015. The search identified 18 relevant research articles published between 2009 and 2015. The quality of the studies was appraised in accordance with study designs. Knowledge management is facilitated by an organisation culture that supports learning, sharing of information and learning together. Leader commitment and competency were factors related to leadership facilitating knowledge management. Nurse leaders need evidence-based interventions to support shared learning and to create infrastructures that facilitate competence development. Future research is especially needed to evaluate connections between knowledge management and patient outcomes. The results of this review can be utilised in enhancing factors to facilitate knowledge management in clinical practice and identifying nurse leaders' role in strengthening nurses' competency. © 2017 John Wiley & Sons Ltd.

Concept maps: A tool for knowledge management and synthesis in web-based conversational learning.

PubMed

Joshi, Ankur; Singh, Satendra; Jaswal, Shivani; Badyal, Dinesh Kumar; Singh, Tejinder

2016-01-01

Web-based conversational learning provides an opportunity for shared knowledge base creation through collaboration and collective wisdom extraction. Usually, the amount of generated information in such forums is very huge, multidimensional (in alignment with the desirable preconditions for constructivist knowledge creation), and sometimes, the nature of expected new information may not be anticipated in advance. Thus, concept maps (crafted from constructed data) as "process summary" tools may be a solution to improve critical thinking and learning by making connections between the facts or knowledge shared by the participants during online discussion This exploratory paper begins with the description of this innovation tried on a web-based interacting platform (email list management software), FAIMER-Listserv, and generated qualitative evidence through peer-feedback. This process description is further supported by a theoretical construct which shows how social constructivism (inclusive of autonomy and complexity) affects the conversational learning. The paper rationalizes the use of concept map as mid-summary tool for extracting information and further sense making out of this apparent intricacy.

AgShare Open Knowledge: Improving Rural Communities through University Student Action Research

ERIC Educational Resources Information Center

Geith, Christine; Vignare, Karen

2013-01-01

The aim of AgShare is to create a scalable and sustainable collaboration of existing organizations for African publishing, localizing, and sharing of science-based teaching and learning materials that fill critical resource gaps in African MSc agriculture curriculum. Shared innovative practices are emerging through the AgShare projects, not only…

Social capital and knowledge sharing: effects on patient safety.

PubMed

Chang, Chia-Wen; Huang, Heng-Chiang; Chiang, Chi-Yun; Hsu, Chiu-Ping; Chang, Chia-Chen

2012-08-01

This article is a report on a study that empirically examines the influence of social capital on knowledge sharing and the impact of knowledge sharing on patient safety. Knowledge sharing is linked to many desirable managerial outcomes, including learning and problem-solving, which are essential for patient safety. Rather than studying the tangible effects of rewards, this study examines whether social capital (including social interaction, trust and shared vision) directly supports individual knowledge sharing in an organization. This cross-sectional study analysed data collected through a questionnaire survey of nurses from a major medical centre in northern Taiwan. The data were collected over a 9-month period from 2008 to 2009. The data analysis was conducted using the Partial Least Squares Graph v3.0 program to evaluate the measurement properties and the structural relationships specified in the research model. Based on a large-scale survey, empirical results indicate that Registered Nurses' perceptions of trust and shared vision have statistically significant and direct effects on knowledge sharing. In addition, knowledge sharing is significantly and positively associated with patient safety. The findings suggest that hospital administrators should foster group trust and initiate a common vision among Registered Nurses. In addition, administrators and chief knowledge officers of hospitals should encourage positive intentions towards knowledge sharing. © 2011 The Authors. Journal of Advanced Nursing © 2011 Blackwell Publishing Ltd.

Let's Lunch and Learn: Professional Knowledge Sharing in Teachers' Lounges and Other Congregational Spaces

ERIC Educational Resources Information Center

Mawhinney, Lynnette

2010-01-01

Teachers' lounges are often thought as places that breed negativity. This two-year ethnography conducted in the United States explored teachers' interactions within teachers' lounges and congregational spaces. This article discusses that an important occurrence in these spaces, professional knowledge sharing, took place instead of perpetual…

Explaining Electrical Circuits

ERIC Educational Resources Information Center

Hodgson-Drysdale, Tracy; Ballard, Edward

2011-01-01

Science is more than learning a collection of facts. In the classroom, it is about creating a deeper level of understanding of the world and providing students with the tools to share that knowledge. One can share knowledge orally or in writing, in a variety of genres such as reports, arguments, and explanations. This article describes a unit…

Nonword Repetition and Vocabulary Knowledge as Predictors of Children's Phonological and Semantic Word Learning

ERIC Educational Resources Information Center

Adlof, Suzanne M.; Patten, Hannah

2017-01-01

Purpose: This study examined the unique and shared variance that nonword repetition and vocabulary knowledge contribute to children's ability to learn new words. Multiple measures of word learning were used to assess recall and recognition of phonological and semantic information. Method: Fifty children, with a mean age of 8 years (range 5-12…

Construction of a Digital Learning Environment Based on Cloud Computing

ERIC Educational Resources Information Center

Ding, Jihong; Xiong, Caiping; Liu, Huazhong

2015-01-01

Constructing the digital learning environment for ubiquitous learning and asynchronous distributed learning has opened up immense amounts of concrete research. However, current digital learning environments do not fully fulfill the expectations on supporting interactive group learning, shared understanding and social construction of knowledge.…

KM in Disguise: Lessons from a Decade of Supporting Emergent Knowledge Processes

NASA Technical Reports Server (NTRS)

Cooper, Lynne P.; Phan, Tu-Anh; Cheung, Cara

2007-01-01

The contents include: 1) Experience Base; 2) Emergent Knowledge Processes; and 3) Lessons and Insights including flexibility and adaptability, embeddedness, measures of success, knowledge obsolescence, willingness to share and learning.

Internet Access, Use and Sharing Levels among Students during the Teaching-Learning Process

ERIC Educational Resources Information Center

Tutkun, Omer F.

2011-01-01

The purpose of this study was to determine the awareness among students and levels regarding student access, use, and knowledge sharing during the teaching-learning process. The triangulation method was utilized in this study. The population of the research universe was 21,747. The student sample population was 1,292. Two different data collection…

Asynchronous Knowledge Sharing and Conversation Interaction Impact on Grade in an Online Business Course

ERIC Educational Resources Information Center

Strang, Kenneth David

2011-01-01

Student knowledge sharing and conversation theory interactions were coded from asynchronous discussion forums to measure the effect of learning-oriented utterances on academic performance. The sample was 3 terms of an online business course (in an accredited MBA program) at a U.S.-based university. Correlation, stepwise regression, and multiple…

Exploring the Supervisor Role as a Facilitator of Knowledge Sharing in Teams

ERIC Educational Resources Information Center

MacNeil, Christina Mary

2004-01-01

This paper explores the themes and implications, concerning the role of the supervisor as a facilitator of knowledge sharing in teams. After describing the strategic context for devolving human resource responsibilities to line managers, the paper defines and discusses the line manager/supervisor role. The barriers to learning in the workplace are…

Quantifiable outcomes from corporate and higher education learning collaborations

NASA Astrophysics Data System (ADS)

Devine, Thomas G.

The study investigated the existence of measurable learning outcomes that emerged out of the shared strengths of collaborating sponsors. The study identified quantifiable learning outcomes that confirm corporate, academic and learner participation in learning collaborations. Each of the three hypotheses and the synergy indicator quantitatively and qualitatively confirmed learning outcomes benefiting participants. The academic-indicator quantitatively confirmed that learning outcomes attract learners to the institution. The corporate-indicator confirmed that learning outcomes include knowledge exchange and enhanced workforce talents for careers in the energy-utility industry. The learner-indicator confirmed that learning outcomes provide professional development opportunities for employment. The synergy-indicator confirmed that best learning practices in learning collaborations emanate out of the sponsors' shared strengths, and that partnerships can be elevated to strategic alliances, going beyond response to the desires of sponsors to create learner-centered cultures. The synergy-indicator confirmed the value of organizational processes that elevate sponsors' interactions to sharing strength, to create a learner-centered culture. The study's series of qualitative questions confirmed prior success factors, while verifying the hypothesis results and providing insight not available from quantitative data. The direct benefactors of the study are the energy-utility learning-collaboration participants of the study, and corporation, academic institutions, and learners of the collaboration. The indirect benefactors are the stakeholders of future learning collaborations, through improved knowledge of the existence or absence of quantifiable learning outcomes.

Preschoolers acquire general knowledge by sharing in pretense.

PubMed

Sutherland, Shelbie L; Friedman, Ori

2012-01-01

Children acquire general knowledge about many kinds of things, but there are few known means by which this knowledge is acquired. In this article, it is proposed that children acquire generic knowledge by sharing in pretend play. In Experiment 1, twenty-two 3- to 4-year-olds watched pretense in which a puppet represented a "nerp" (an unfamiliar kind of animal). For instance, in one scenario, the nerp ate and disliked a carrot. When subsequently asked generic questions about real nerps, children's responses suggested that they had learned general facts (e.g., nerps dislike carrots). In Experiment 2, thirty-two 4- to 5-year-olds learned from scenarios lacking pretend speech or sound effects. The findings reveal a long overlooked means by which children can acquire generic knowledge. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

Radical Conversations: Part One Social-Constructivist Methods in the ABE Classroom

ERIC Educational Resources Information Center

Muth, Bill

2008-01-01

For the past 40 years adult learning theory has stressed the need for adults to share in the planning of their own learning and socially construct new knowledge by building on their background knowledge and life experiences. Despite growing acceptance of social-constructivist pedagogies in community-based literacy programs and even corporate…

Japan's Learning Communities in Hewlett-Packard Consulting and Integration: Challenging One-Size Fits All Solutions

ERIC Educational Resources Information Center

Kohlbacher, Florian; Mukai, Kazuo

2007-01-01

Purpose: This paper aims to explain and analyze community-based corporate knowledge sharing and organizational learning, the actual use of communities in Hewlett Packard (HP) Consulting and Integration (CI) and their role in leveraging and exploiting existing and creating new knowledge. Design/methodology/approach: The paper presents an…

Views of the Teachers of Social Studies and Administrators Relating Impediments of Organizational Learning

ERIC Educational Resources Information Center

Oztaskin, Ozlem Bektas; Kucukali, Ridvan

2011-01-01

Schools are the significant places where new information and skills are obtained and practised. There are some problems in the social and educational development of organizational activities learned at schools. Change, share and distribution of knowledge, transfer of knowledge to students, fruitful and effective use of organizational aims,…

Role of E-Learning in Capacity Building: An Alumni View

ERIC Educational Resources Information Center

Zaheer, Muhammad; Jabeen, Sadia; Qadri, Mubasher Majeed

2015-01-01

The concept of knowledge sharing has now expanded because of sophisticated communication tools. A common consensus has been generated for spreading knowledge beyond boundaries and making collective efforts for the development of individuals as well as nations. E-learning has proven its authenticity in this regard. In developing countries, access…

Enhancing Knowledge Integration: An Information System Capstone Project

ERIC Educational Resources Information Center

Steiger, David M.

2009-01-01

This database project focuses on learning through knowledge integration; i.e., sharing and applying specialized (database) knowledge within a group, and combining it with other business knowledge to create new knowledge. Specifically, the Tiny Tots, Inc. project described below requires students to design, build, and instantiate a database system…

Shared Learning and Clinical Teamwork: New Directions in Education for Multiprofessional Practice. Researching Professional Education Research Report Series.

ERIC Educational Resources Information Center

Miller, Carolyn; Ross, Nick; Freeman, Marnie

The role of collaborative/shared learning in nursing, midwifery, and visiting nurse education in the United Kingdom was explored to identify the qualities and skills needed by practitioners to work effectively in multiprofessional contexts and establish the fit between the knowledge and skills needed in multiprofessional practice and the teaching…

Effects of Three Comprehensive Models of Vocabulary Instruction during Shared Storybook Read Alouds on Kindergartener's Tier Two Target Word Knowledge

ERIC Educational Resources Information Center

Steuber, Julie Ann

2013-01-01

The purpose of this study was to determine the effectiveness of three researcher-designed experimental models of vocabulary instruction during shared storybook read alouds on kindergarten children's Tier Two target word learning and maintenance of word knowledge. The Integrated Model consisted of two readings of the same storybook, direct…

Kees: a Practical Ict Solution for Rural Areas

NASA Astrophysics Data System (ADS)

Dai, Xiaoye; Tabirca, Sabin; Lenihan, Eamon

This paper introduces a practical e-learning system, identified as Knowledge Exchange E-learning System (abbr. KEES), for knowledge distribution in rural areas. Particularly, this paper is about providing a virtual teaching and learning environment for small holders in agriculture in those rural areas. E-learning is increasingly influencing the agricultural education (information and knowledge learning) in all forms and the current e-learning in agricultural education appears in informal and formal methods in many developed countries and some developing areas such as Asian Pacific regions. KEES is a solution to provide education services including other services of information distribution and knowledge sharing to local farmers, local institutes or local collection of farmers. The design of KEES is made to meet the needs of knowledge capacity building, experience sharing, skill upgrading, and information exchanging in agriculture for different conditions in rural areas. The system allows the online lecture/training materials to be distributed simultaneously with all multimedia resources through different file formats across different platforms. The teaching/training content can be contextless and broad, allowing for greater participation by more small holders, commercial farmers, extension workers, agriculturists, educators, and other agriculture-related experts. The relative inconsistency in content gives farmers more localised and useful knowledge. The framework of KEES has been designed to be a three-tier architecture logic workflow, which can configure the progressive approach for KEES to pass on and respond to different requests/communications between the client side and the server.

A Collaborative Problem-solving Process Through Environmental Field Studies

NASA Astrophysics Data System (ADS)

Kim, Mijung; Teck Tan, Hoe

2013-02-01

This study explored and documented students' responses to opportunities for collective knowledge building and collaboration in a problem-solving process within complex environmental challenges and pressing issues with various dimensions of knowledge and skills. Middle-school students (n = 16; age 14) and high-school students (n = 16; age 17) from two Singapore public institutions participated in an environmental science field study to experience knowledge integration and a decision-making process. Students worked on six research topics to understand the characteristics of an organic farm and plan for building an ecological village. Students collected and analysed data from the field and shared their findings. Their field work and discussions were video-recorded, and their reflective notes and final reports were collected for data coding and interpretation. The results revealed that throughout the study, students experienced the needs and development of integrated knowledge, encountered the challenges of knowledge sharing and communication during their collaboration, and learned how to cope with the difficulties. Based on research findings, this study further discusses students' learning through a collaborative problem-solving process, including the interdependence of knowledge and the development of mutual relationships such as respect and care for others' knowledge and learning.

The Implementation of Integrated Natural Science Textbook of Junior High School be Charged on Character-based Shared Models to Improve the Competence of Learners' Knowledge

NASA Astrophysics Data System (ADS)

Rahmiwati, S.; Ratnawulan; Yohandri

2018-04-01

The process of science learning can take place if there is an attempt to create an active learning atmosphere and can improve the knowledge competence of learners. One of the efforts made is to use learning resources. Textbooks are a learning resource used by learners. This study aims to describe the increase of knowledge’s competence of learners with integrated Natural Science (IPA) textbook of Junior High School (SMP) be charged on character-based shared model. The method used pre-test, post-test design with one group using the class as a research subject. Pre-test was given before treatment to measure student’s initial understanding of the problem, while the post-test was given to measure student’s final understanding.The subject of this research is students of class VII SMP N 13 Padang. Result of gain score is 0,73. The result showed competence student’s knowledge increased significantly and high categorized.

An interactive integrative approach to translating knowledge and building a "learning organization" in health services management.

PubMed Central

Chunharas, Somsak

2006-01-01

This paper proposes a basic approach to ensuring that knowledge from research studies is translated for use in health services management with a view towards building a "learning organization". (A learning organization is one in which the environment is structured in such a way as to facilitate learning as well as the sharing of knowledge among members or employees.) This paper highlights various dimensions that determine the complexity of knowledge translation, using the problem-solving cycle as the backbone for gaining a better understanding of how different types of knowledge interact in health services management. It is essential to use an integrated and interactive approach to ensure that knowledge from research is translated in a way that allows a learning organization to be built and that knowledge is not used merely to influence a single decision in isolation from the overall services and management of an organization. PMID:16917653

Evaluation of a discussion forum for knowledge sharing among emergency practitioners: a social network approach.

PubMed

Curran, Janet; Abidi, Syed Sibte Raza

2006-01-01

Peer to peer knowledge sharing is recognized as a key contributor to the development of expert practice for health care professionals. Emergency departments with access to extensive expertise, such as in urban hospital settings, present greater potential for rich collaborative learning opportunities as compared with rural settings where expertise is at times scarce. Collaborative technologies such as electronic discussion boards may assist in leveling the "knowledge" playing field and increase opportunities for the growth of a strong social network for emergency clinicians. A social network perspective is used to explore the effectiveness of a discussion forum to support knowledge sharing among emergency practitioners in rural and urban emergency departments in Nova Scotia.

Linking departmental priorities to knowledge management: the experiences of Santa Cruz County's Human Services Department.

PubMed

Lindberg, Arley

2012-01-01

Federal welfare reform, local service collaborations, and the evolution of statewide information systems inspired agency interest in evidence-informed practice and knowledge sharing systems. Four agency leaders, including the Director, Deputy Director, Director of Planning and Evaluation, and Staff Development Program Manager championed the development of a learning organization based on knowledge management throughout the agency. Internal department restructuring helped to strengthen the Planning and Evaluation, Staff Development, and Personnel units, which have become central to supporting knowledge sharing activities. The Four Pillars of Knowledge framework was designed to capture agency directions in relationship to future knowledge management goals. Featuring People, Practice, Technology and Budget, the framework links the agency's services, mission and goals to the process of becoming a learning organization. Built through an iterative process, the framework was created by observing existing activities in each department rather than being designed from the top down. Knowledge management can help the department to fulfill its mission despite reduced resources. Copyright © Taylor & Francis Group, LLC

Offshore Energy Knowledge Exchange Workshop Report

DOE Office of Scientific and Technical Information (OSTI.GOV)

none,

2012-04-12

A report detailing the presentations and topics discussed at the Offshore Energy Knowledge Exchange Workshop, an event designed to bring together offshore energy industry representatives to share information, best practices, and lessons learned.

"Learning to Assess" and "Assessing to Learn": The Construction of Knowledge about Assistive Technology

ERIC Educational Resources Information Center

Folkes, Clare; Carmichael, Patrick

2006-01-01

A key role in the development and deployment of Assistive Technology solutions is that of the "assessor-consultant". Assessor-consultants for the UK-based charity Abilitynet work with clients to develop customized computer-based assistive technology systems and draw on a range of shared knowledge from the assessor-consultant community.…

A Comparison of Saudi and Canadian Children's Knowledge of the Causes of Learning Difficulties

ERIC Educational Resources Information Center

Felimban, Huda; Nowicki, Elizabeth A.; Dare, Lynn; Brown, Jason

2016-01-01

In this comparative study, students from inclusive schools in Canada and Saudi Arabia shared their beliefs about factors associated with learning difficulties. Qualitative data were collected through interviews with 36 Canadian and 62 Saudi elementary students in Grades 5 and 6. Thematic analysis uncovered six themes: lack of knowledge,…

The Collaboratory Notebook: A Networked Knowledge-Building Environment for Project Learning.

ERIC Educational Resources Information Center

O'Neill, D. Kevin; Gomez, Louis M.

The Collaboratory Notebook, developed as part of the Learning Through Collaborative Visualization Project (CoVis), is a networked, multimedia knowledge-building environment which has been designed to help students, teachers and scientists share inquiry over the boundaries of time and space. CoVis is an attempt to change the way that science is…

Records of Practice and the Development of Collective Professional Knowledge

ERIC Educational Resources Information Center

Ball, Deborah Loewenberg; Ben-Peretz, Miriam; Cohen, Rhonda B.

2014-01-01

Although recent years have seen an increase in professional learning communities, use of video and lesson study groups, most teachers still work and learn in isolation. What they know is personal and remains private; little opportunity exists for most teachers to develop shared knowledge or language. The scale of the teaching force, and the rapid…

Virtual Learning Ecosystems: A Proposed Framework for Integrating Educational Games, E-Learning Methods, and Virtual Community Platforms

ERIC Educational Resources Information Center

Washington, Christopher

2015-01-01

Digitally delivered learning shows the promise of enhancing learner motivation and engagement, advancing critical thinking skills, encouraging reflection and knowledge sharing, and improving professional self-efficacy. Digital learning objects take many forms including interactive media, apps and games, video and other e-learning activities and…

Analyzing Online Behaviors, Roles, and Learning Communities via Online Discussions

ERIC Educational Resources Information Center

Yeh, Yu-Chu

2010-01-01

Online learning communities are an important means of sharing and creating knowledge. Online behaviors and online roles can reveal how online learning communities function. However, no study has elucidated the relationships among online behaviors, online roles, and online learning communities. In this study, 32 preservice teachers participated in…

Understanding Online Knowledge Sharing: An Interpersonal Relationship Perspective

ERIC Educational Resources Information Center

Ma, Will W. K.; Yuen, Allan H. K.

2011-01-01

The unique features and capabilities of online learning are built on the ability to connect to a wider range of learning resources and peer learners that benefit individual learners, such as through discussion forums, collaborative learning, and community building. The success of online learning thus depends on the participation, engagement, and…

Development of Learning Resources to Promote Knowledge Sharing in Problem Based Learning

ERIC Educational Resources Information Center

Uden, Lorna; Page, Tom

2008-01-01

Problem Based Learning offers many benefits to students' learning, however, the design and implementation of effective problem based learning (PBL) is not trivial. Central to effective implementation of PBL are the problem design and group working of the students. Design of good problems requires that the learning outcomes of the subject are…

Professionals' and Parents' Shared Learning in Blended Learning Networks Related to Communication and Augmentative and Alternative Communication for People with Severe Disabilities

ERIC Educational Resources Information Center

Wilder, Jenny; Magnusson, Lennart; Hanson, Elizabeth

2015-01-01

People with severe disabilities (SD) communicate in complex ways, and their teachers, parents and other involved professionals find it difficult to gain knowledge and share their experiences regarding the person with SD's communication methods. The purpose of this study is to contribute to our understanding of how parents and professionals share…

e-Learning Content Design for Corrective Maintenance of Toshiba BMC 80.5 based on Knowledge Conversion using SECI Method: A Case Study in Aerospace Company

NASA Astrophysics Data System (ADS)

Permata Shabrina, Ayu; Pramuditya Soesanto, Rayinda; Kurniawati, Amelia; Teguh Kurniawan, Mochamad; Andrawina, Luciana

2018-03-01

Knowledge is a combination of experience, value, and information that is based on the intuition that allows an organization to evaluate and combine new information. In an organization, knowledge is not only attached to document but also in routine value creating activities, therefore knowledge is an important asset for the organization. X Corp is a company that focused on manufacturing aerospace components. In carrying out the production process, the company is supported by various machines, one of the machines is Toshiba BMC 80.5. The machine is used occasionally and therefore maintenance activity is needed, especially corrective maintenance. Corrective maintenance is done to make a breakdown machine back to work. Corrective maintenance is done by maintenance operator whose retirement year is close. The long term experience of the maintenance operator needs to be captured by the organization and shared across maintenance division. E-learning is one type of media that can support and assist knowledge sharing. This research purpose is to create the e-learning content for best practice of corrective maintenance activity for Toshiba BMC 80.5 by extracting the knowledge and experience from the operator based on knowledge conversion using SECI method. The knowledge source in this research is a maintenance supervisor and a senior maintenance engineer. From the evaluation of the e-learning content, it is known that the average test score of the respondents who use the e-learning increases from 77.5 to 87.5.

The Power of Story: Dressing Up the Naked Truth

NASA Technical Reports Server (NTRS)

Simmons, Annette

2004-01-01

ASK Magazine is not alone when it comes to using storytelling to capture lessons learned and share knowledge. Several other practitioners have successfully introduced this approach to knowledge management within organizations. This article by Annette Simmons marks the first in a series ty authors whose work on storytelling has been widely recognized. We hope these features illuminate why ASK contributors use the story form to share their knowledge, and how you can do the same. Annette Simmons spoke at the February 2002 APPL Masters Forum.

A Neural Network Model to Learn Multiple Tasks under Dynamic Environments

NASA Astrophysics Data System (ADS)

Tsumori, Kenji; Ozawa, Seiichi

When environments are dynamically changed for agents, the knowledge acquired in an environment might be useless in future. In such dynamic environments, agents should be able to not only acquire new knowledge but also modify old knowledge in learning. However, modifying all knowledge acquired before is not efficient because the knowledge once acquired may be useful again when similar environment reappears and some knowledge can be shared among different environments. To learn efficiently in such environments, we propose a neural network model that consists of the following modules: resource allocating network, long-term & short-term memory, and environment change detector. We evaluate the model under a class of dynamic environments where multiple function approximation tasks are sequentially given. The experimental results demonstrate that the proposed model possesses stable incremental learning, accurate environmental change detection, proper association and recall of old knowledge, and efficient knowledge transfer.

Unleashing the Power of Learning. An Interview with British Petroleum's John Browne.

ERIC Educational Resources Information Center

Prokesch, Steven E.

1997-01-01

British Petroleum's chief executive officer explains how the organization was redesigned to foster learning. Key topics include clear purpose, shared knowledge, distinctive relationships, breakthrough thinking, and peer team structure. (SK)

Allowing the Voices of Parents To Help Shape Teaching and Learning.

ERIC Educational Resources Information Center

Nicholson, Karen; Evans, Judith F.; Tellier-Robinson, Dora; Aviles, Leticia

2001-01-01

Three teachers describe how parents of deaf, severely disabled, and bilingual children participated in their children's learning. Qualitative research methods were used to help parents share their knowledge with teachers. (SK)

Men's Sheds--Sharing Knowledge and Learning in the Company of Men

ERIC Educational Resources Information Center

Carragher, Lucia; Golding, Barry

2016-01-01

Despite evidence of the benefits of learning for well-being across diverse groups, little is known about older men's experiences of learning, the factors that influence whether they choose to engage in learning activities and what role learning plays in their lives as they grow older. The present study examines the attitudes and learning…

Exploring the Function of Online Narratives to Develop Critical Thinking and Localisation of Knowledge in an International Science Program

ERIC Educational Resources Information Center

Hicks, Marianne; Tham, Melissa; Brookes, Rowan

2017-01-01

e-learning practitioners have long recognised the benefits of using online training to achieve knowledge transfer, less is understood about facilitating the sharing of values, attitudes, critical thinking, and localisation using online platforms. In this article an online learning platform in the context of an international scientific program was…

A Hundred Ways of Learning: Sharing Traditional Knowledge at Tohono O'odham Community College

ERIC Educational Resources Information Center

Lee, Martha

2014-01-01

This article describes a learning program of the Tohono O'odham or "desert people" of the Southwestern United States and Mexico. Their culture and knowledge on both sides of the border is for them a special way of life known as "himdag," where science is built into everyday life of gathering, hunting, farming, artistry, and…

Knowledge, Nutrition and Coaching Pedagogy: A Perspective from Female Brazilian Olympic Gymnasts

ERIC Educational Resources Information Center

Stewart, Carly; Schiavon, Laurita Marconi; Bellotto, Maria Luisa

2017-01-01

It is acknowledged that knowledge and knowledge bases are an important part of coach and athlete learning and that the coach-athlete relationship is crucial to knowledge created, shared and used. This said knowledge about nutrition as constructed by elite gymnasts would seem particularly important in a culture long associated with weight control…

A FAQ-Based e-Learning Environment to Support Japanese Language Learning

ERIC Educational Resources Information Center

Liu, Yuqin; Yin, Chengjiu; Ogata, Hiroaki; Qiao, Guojun; Yano, Yoneo

2011-01-01

In traditional classes, having many questions from learners is important because these questions indicate difficult points for learners and for teachers. This paper proposes a FAQ-based e-Learning environment to support Japanese language learning that focuses on learner questions. This knowledge sharing system enables learners to interact and…

Collective Machine Learning: Team Learning and Classification in Multi-Agent Systems

ERIC Educational Resources Information Center

Gifford, Christopher M.

2009-01-01

This dissertation focuses on the collaboration of multiple heterogeneous, intelligent agents (hardware or software) which collaborate to learn a task and are capable of sharing knowledge. The concept of collaborative learning in multi-agent and multi-robot systems is largely under studied, and represents an area where further research is needed to…

Exploring Metaskills of Knowledge-Creating Inquiry in Higher Education

ERIC Educational Resources Information Center

Muukkonen, Hanni; Lakkala, Minna

2009-01-01

The skills of knowledge-creating inquiry are explored as a challenge for higher education. The knowledge-creation approach to learning provides a theoretical tool for addressing them: In addition to the individual and social aspects in regulation of inquiry, the knowledge-creation approach focuses on aspects related to advancing shared objects of…

Critically Reflective Dialogues in Learning Communities of Professionals

ERIC Educational Resources Information Center

de Groot, Esther; Endedijk, Maaike D.; Jaarsma, A. Debbie C.; Simons, P. Robert-Jan; van Beukelen, Peter

2014-01-01

Communities in which professionals share and create knowledge potentially support their continued learning. To realise this potential more fully, members are required to reflect critically. For learning at work such behaviour has been described as critically reflective work behaviour, consisting of six aspects: challenging groupthink, critical…

Constructing Learning: Adversarial and Collaborative Working in the British Construction Industry

ERIC Educational Resources Information Center

Bishop, Dan; Felstead, Alan; Fuller, Alison; Jewson, Nick; Unwin, Lorna; Kakavelakis, Konstantinos

2009-01-01

This paper examines two competing systems of work organisation in the British construction industry and their consequences for learning. Under the traditional "adversarial" system, conflict, hostility and litigation between contractors are commonplace. Such a climate actively militates against collective learning and knowledge sharing between…

Building Trust and Shared Knowledge in Communities of E-Learning Practice: Collaborative Leadership in the JISC eLISA and CAMEL Lifelong Learning Projects

ERIC Educational Resources Information Center

Jameson, Jill; Ferrell, Gill; Kelly, Jacquie; Walker, Simon; Ryan, Malcolm

2006-01-01

Trust and collective learning are useful features that are enabled by effective collaborative leadership of e-learning projects across higher and further education (HE/FE) institutions promoting lifelong learning. These features contribute effectively to the development of design for learning in communities of e-learning practice. For this,…

What's Learned Together Stays Together: Speakers' Choice of Referring Expression Reflects Shared Experience

ERIC Educational Resources Information Center

Gorman, Kristen S.; Gegg-Harrison, Whitney; Marsh, Chelsea R.; Tanenhaus, Michael K.

2013-01-01

When referring to named objects, speakers can choose either a name ("mbira") or a description ("that gourd-like instrument with metal strips"); whether the name provides useful information depends on whether the speaker's knowledge of the name is shared with the addressee. But, how do speakers determine what is shared? In 2…

Sensitivity to Shared Information in Social Learning

ERIC Educational Resources Information Center

Whalen, Andrew; Griffiths, Thomas L.; Buchsbaum, Daphna

2018-01-01

Social learning has been shown to be an evolutionarily adaptive strategy, but it can be implemented via many different cognitive mechanisms. The adaptive advantage of social learning depends crucially on the ability of each learner to obtain relevant and accurate information from informants. The source of informants' knowledge is a particularly…

Technology Supported Facilitation and Assessment of Small Group Collaborative Inquiry Learning in Large First-Year Classes

ERIC Educational Resources Information Center

Lawrie, Gwendolyn A.; Gahan, Lawrence R.; Matthews, Kelly E.; Weaver, Gabriela C.; Bailey, Chantal; Adams, Peter; Kavanagh, Lydia J.; Long, Phillip D.; Taylor, Matthew

2014-01-01

Collaborative learning activities offer the potential to support mutual knowledge construction and shared understanding amongst students. Introducing collaborative tasks into large first-year undergraduate science classes to create learning environments that foster student engagement and enhance communication skills is appealing. However,…

Adaptive Social Learning Based on Crowdsourcing

ERIC Educational Resources Information Center

Karataev, Evgeny; Zadorozhny, Vladimir

2017-01-01

Many techniques have been developed to enhance learning experience with computer technology. A particularly great influence of technology on learning came with the emergence of the web and adaptive educational hypermedia systems. While the web enables users to interact and collaborate with each other to create, organize, and share knowledge via…

Understanding the Problems of Learning Mathematics.

ERIC Educational Resources Information Center

Semilla-Dube, Lilia

1983-01-01

A model is being developed to categorize problems in teaching and learning mathematics. Categories include problems due to language difficulties, lack of prerequisite knowledge, and those related to the affective domain. This paper calls on individuals to share teaching and learning episodes; those submitted will then be compiled and categorized.…

Online Social Media Applications for Constructivism and Observational Learning

ERIC Educational Resources Information Center

Mbati, Lydia

2013-01-01

Web 2.0 technologies have a range of possibilities for fostering constructivist learning and observational learning. This is due to the available applications which allow for synchronous and asynchronous interaction and the sharing of knowledge between users. Web 2.0 tools include online social media applications which have potential pedagogical…

Team Learning in SMES: Learning the Lessons

ERIC Educational Resources Information Center

McKeown, Ian

2012-01-01

This research identifies and explores the factors that influence team learning in the context of an SME management team. It examines the difficulties the team members face in attempting to share and combine their experiences to co-construct knowledge and understanding of their environment and future opportunities. The paper reveals a connection…

Extending the ARIADNE Web-Based Learning Environment.

ERIC Educational Resources Information Center

Van Durm, Rafael; Duval, Erik; Verhoeven, Bart; Cardinaels, Kris; Olivie, Henk

One of the central notions of the ARIADNE learning platform is a share-and-reuse approach toward the development of digital course material. The ARIADNE infrastructure includes a distributed database called the Knowledge Pool System (KPS), which acts as a repository of pedagogical material, described with standardized IEEE LTSC Learning Object…

Network Analysis of a Virtual Community of Learning of Economics Educators

ERIC Educational Resources Information Center

Fontainha, Elsa; Martins, Jorge Tiago; Vasconcelos, Ana Cristina

2015-01-01

Introduction: This paper aims at understanding virtual communities of learning in terms of dynamics, types of knowledge shared by participants, and network characteristics such as size, relationships, density, and centrality of participants. It looks at the relationships between these aspects and the evolution of communities of learning. It…

The Study Circle--For Learning and Democracy

ERIC Educational Resources Information Center

Bjerkaker, Sturla

2006-01-01

The study circle is described as a democratic and emancipatory method for learning that can be summarized in three words: learning by sharing. This method offers opportunities and possibilities for all participants to contribute their previous knowledge and experiences through open and democratic dialogue. As a method for "liberal adult…

Knowledge sharing and organizational learning in the context of hospital infection prevention.

PubMed

Rangachari, Pavani

2010-01-01

Recently, hospitals that have been successful in preventing infections have labeled their improvement approaches as either the Toyota Production System (TPS) approach or the Positive Deviance (PD) approach. PD has been distinguished from TPS as being a bottom-up approach to improvement, as against top-down. Facilities that have employed both approaches have suggested that PD may be more effective than TPS for infection prevention. This article integrates organizational learning, institutional, and knowledge network theories to develop a theoretical framework for understanding the structure and evolution of effective knowledge-sharing networks in health care organizations, that is, networks most conducive to learning and improvement. Contrary to arguments put forth by hospital success stories, the framework suggests that networks rich in brokerage and hierarchy (ie, top-down, "TPS-like" structures) may be more effective for learning and improvement in health care organizations, compared with a networks rich in density (ie, bottom-up, "PD-like" structures). The theoretical framework and ensuing analysis help identify several gaps in the literature related to organization learning and improvement in the infection prevention context. This, in turn, helps put forth recommendations for health management research and practice.

The Involvement of Occipital and Inferior Frontal Cortex in the Phonological Learning of Chinese Characters

PubMed Central

Deng, Yuan; Chou, Tai-li; Ding, Guo-sheng; Peng, Dan-ling; Booth, James R.

2016-01-01

Neural changes related to the learning of the pronunciation of Chinese characters in English speakers were examined using fMRI. We examined the item-specific learning effects for trained characters and the generalization of phonetic knowledge to novel transfer characters that shared a phonetic radical (part of a character that gives a clue to the whole character’s pronunciation) with trained characters. Behavioral results showed that shared phonetic information improved performance for transfer characters. Neuroimaging results for trained characters over learning found increased activation in the right lingual gyrus, and greater activation enhancement in the left inferior frontal gyrus (Brodmann’s area 44) was correlated with higher accuracy improvement. Moreover, greater activation for transfer characters in these two regions at the late stage of training was correlated with better knowledge of the phonetic radical in a delayed recall test. The current study suggests that the right lingual gyrus and the left inferior frontal gyrus are crucial for the learning of Chinese characters and the generalization of that knowledge to novel characters. Left inferior frontal gyrus is likely involved in phonological segmentation, whereas right lingual gyrus may subserve processing visual–orthographic information. PMID:20807053

Safety and Mission Assurance Knowledge Management Retention: Managing Knowledge for Successful Mission Operations

NASA Technical Reports Server (NTRS)

Johnson, Teresa A.

2006-01-01

Knowledge Management is a proactive pursuit for the future success of any large organization faced with the imminent possibility that their senior managers/engineers with gained experiences and lessons learned plan to retire in the near term. Safety and Mission Assurance (S&MA) is proactively pursuing unique mechanism to ensure knowledge learned is retained and lessons learned captured and documented. Knowledge Capture Event/Activities/Management helps to provide a gateway between future retirees and our next generation of managers/engineers. S&MA hosted two Knowledge Capture Events during 2005 featuring three of its retiring fellows (Axel Larsen, Dave Whittle and Gary Johnson). The first Knowledge Capture Event February 24, 2005 focused on two Safety and Mission Assurance Safety Panels (Space Shuttle System Safety Review Panel (SSRP); Payload Safety Review Panel (PSRP) and the latter event December 15, 2005 featured lessons learned during Apollo, Skylab, and Space Shuttle which could be applicable in the newly created Crew Exploration Vehicle (CEV)/Constellation development program. Gemini, Apollo, Skylab and the Space Shuttle promised and delivered exciting human advances in space and benefits of space in people s everyday lives on earth. Johnson Space Center's Safety & Mission Assurance team work over the last 20 years has been mostly focused on operations we are now beginning the Exploration development program. S&MA will promote an atmosphere of knowledge sharing in its formal and informal cultures and work processes, and reward the open dissemination and sharing of information; we are asking "Why embrace relearning the "lessons learned" in the past?" On the Exploration program the focus will be on Design, Development, Test, & Evaluation (DDT&E); therefore, it is critical to understand the lessons from these past programs during the DDT&E phase.

Knowledge Sharing and Organizational Change in Higher Education

ERIC Educational Resources Information Center

Dee, Jay; Leisyte, Liudvika

2017-01-01

Purpose: Organizational learning in higher education institutions depends upon the ability of managers and academics to maintain a flow of knowledge across the structural boundaries of the university. This paper aims to understand the boundary conditions that foster or impede the flow of knowledge during organizational change at a large public…

PERKAM: Personalized Knowledge Awareness Map for Computer Supported Ubiquitous Learning

ERIC Educational Resources Information Center

El-Bishouty, Moushir M.; Ogata, Hiroaki; Yano, Yoneo

2007-01-01

This paper introduces a ubiquitous computing environment in order to support the learners while doing tasks; this environment is called PERKAM (PERsonalized Knowledge Awareness Map). PERKAM allows the learners to share knowledge, interact, collaborate, and exchange individual experiences. It utilizes the RFID ubiquities technology to detect the…

Knowledge Contribution in a Non-Formal Virtual Setting through a Social Constructionist Approach: A Case Study of an Online Learning Community

ERIC Educational Resources Information Center

Moses, Myra Gail

2012-01-01

This study explored an online learning community in a non-formal educational setting and the process participants used in order to share, create, and construct knowledge through their interactions in the online community. Participants in the study were college interns who were part of a grant that focused on providing professional development for…

E-Learning

ERIC Educational Resources Information Center

Buzzi, Marina, Ed.

2010-01-01

E-Learning is a vast and complex research topic that poses many challenges in every aspect: educational and pedagogical strategies and techniques and the tools for achieving them; usability, accessibility and user interface design; knowledge sharing and collaborative environments; technologies, architectures, and protocols; user activity…

Nonword Repetition and Vocabulary Knowledge as Predictors of Children's Phonological and Semantic Word Learning.

PubMed

Adlof, Suzanne M; Patten, Hannah

2017-03-01

This study examined the unique and shared variance that nonword repetition and vocabulary knowledge contribute to children's ability to learn new words. Multiple measures of word learning were used to assess recall and recognition of phonological and semantic information. Fifty children, with a mean age of 8 years (range 5-12 years), completed experimental assessments of word learning and norm-referenced assessments of receptive and expressive vocabulary knowledge and nonword repetition skills. Hierarchical multiple regression analyses examined the variance in word learning that was explained by vocabulary knowledge and nonword repetition after controlling for chronological age. Together with chronological age, nonword repetition and vocabulary knowledge explained up to 44% of the variance in children's word learning. Nonword repetition was the stronger predictor of phonological recall, phonological recognition, and semantic recognition, whereas vocabulary knowledge was the stronger predictor of verbal semantic recall. These findings extend the results of past studies indicating that both nonword repetition skill and existing vocabulary knowledge are important for new word learning, but the relative influence of each predictor depends on the way word learning is measured. Suggestions for further research involving typically developing children and children with language or reading impairments are discussed.

Developing Understanding of Image Formation by Lenses through Collaborative Learning Mediated by Multimedia Computer-Assisted Learning Programs

ERIC Educational Resources Information Center

Tao, Ping-Kee

2004-01-01

This article reports the use of a computer-based collaborative learning instruction designed to help students develop understanding of image formation by lenses. The study aims to investigate how students, working in dyads and mediated by multimedia computer-assisted learning (CAL) programs, construct shared knowledge and understanding. The…

A Seamless Learning Design for Mobile Assisted Language Learning: An Iranian Context

ERIC Educational Resources Information Center

Foomani, Elham Mohammadi; Hedayati, Mohsen

2016-01-01

Recent developments in information communication technology (ICT) have resulted in a paradigm shift in e-Learning and there is a growing interest in developing design-based research (DBR) focusing on learners and their involvement in knowledge sharing in a contextualized mode. The present study reports a mobile-assisted language learning (MALL)…

Fostering a Web 2.0 Ethos in a Traditional e-Learning Environment

ERIC Educational Resources Information Center

Martin, Marie; Noakes, Michaela

2012-01-01

As technology continues to flatten the world and as Web 2.0 changes the way knowledge is created and shared, tertiary education institutions are turning increasingly to e-learning to extend access to students globally as well as to improve the quality of their learning experience. Learning Management Systems (LMS) currently dominate the delivery…

Flipping Business Education: Transformative Use of Team-Based Learning in Human Resource Management Classrooms

ERIC Educational Resources Information Center

Huang, Chung-Kai; Lin, Chun-Yu

2017-01-01

With the globalization of macro-economic environments, it is important to think about how to use instructional design and web-based digital technologies to enhance students' self-paced learning, stir up learning motivation and enjoyment, build up knowledge-sharing channels, and enhance individual learning. This study experimented with the flipped…

Communities of Practice in an Arabic Culture: Wenger's Model and the United Arab Emirates Implications for Online Learning

ERIC Educational Resources Information Center

Lamontagne, Mark

2005-01-01

With the advent of globalization and the proliferation of online learning, the creation of culturally sensitive online learning environments takes on increasing importance. Online education provides new opportunities for learners from different cultural backgrounds to come together, learn, expand their knowledge, share ideas, and develop passion…

Does Comparing Solution Methods Facilitate Conceptual and Procedural Knowledge? An Experimental Study on Learning to Solve Equations

ERIC Educational Resources Information Center

Rittle-Johnson, Bethany; Star, Jon R.

2007-01-01

Encouraging students to share and compare solution methods is a key component of reform efforts in mathematics, and comparison is emerging as a fundamental learning mechanism. To experimentally evaluate the effects of comparison for mathematics learning, the authors randomly assigned 70 seventh-grade students to learn about algebra equation…

Troublesome Knowledge, Troubling Experience: An Inquiry into Faculty Learning in Service-Learning

ERIC Educational Resources Information Center

Harrison, Barbara; Clayton, Patti H.; Tilley-Lubbs, Gresilda A.

2014-01-01

In this article we share the theoretical framework of threshold concepts--concepts on which deep understanding of a field of practice and inquiry hinges and which, once understood and internalized, open a doorway to otherwise inaccessible ways of thinking--and explore its relevance to learning how to teach, learn, serve, partner, and generate…

A Knowledge Management Tool for Collaborative Learning: A Case Study Using a Wiki

ERIC Educational Resources Information Center

Fallad Chavez, Jalil

2011-01-01

Technology and knowledge seem to be at hand for everyone, but evidences show that both still are eluding us. University of Guadalajara (UDG) as well as other Higher Education Institutions creates knowledge from research in a daily basis. Nevertheless, in UDG there is not system that promotes creation, preservation and, sharing of knowledge created…

Revitalization of the shared commons: education for sustainability and marginalized cultures

NASA Astrophysics Data System (ADS)

Glasson, George E.

2010-06-01

Education for sustainability provides a vision for revitalizing the environmental commons while preserving cultural traditions and human rights. What happens if the environmental commons is shared by two politically disparate and conflicting cultures? As in many shared common lands, what happens if one culture is dominant and represents a more affluent society with more resources and educational opportunities? In the case of the Tal and Alkaher study (Cult Stud Sci Edu, 2009), asymmetric power differences between the dominant Israeli society and the minority Arab population yielded different environmental narratives and perceptions of students involved in learning about a mediated conflict in national park land. Similarly, marginalized indigenous cultures in Malawi, Africa share common lands with the dominant European landowners but have distinctly different environmental narratives. Although indigenous ways of living with nature contribute to the sustainability of the environment and culture, African funds of knowledge are conspicuously absent from the Eurocentric school science curriculum. In contrast, examples of experiential learning and recent curriculum development efforts in sustainability science in Malawi are inclusive of indigenous knowledge and practices and are essential for revitalizing the shared commons.

Exploring a social network for sharing information about pain.

PubMed

Alvarez, Ana Graziela; Dal Sasso, Grace T Marcon

2012-01-01

The purpose of study was to evaluate the opinion of users about the experience of sharing information about pain in a social network. An electronic survey study was conducted from September to November/2009. Nine participants assessed the social network through of an electronic questionnaire. positive aspects (easy access, organized information, interactivity, encourages the sharing of information, learning opportunity). The sharing of information contributes to the development of a collective intelligence based on exchanging experiences and knowledge sharing.

Biomedical Big Data Training Collaborative (BBDTC): An effort to bridge the talent gap in biomedical science and research.

PubMed

Purawat, Shweta; Cowart, Charles; Amaro, Rommie E; Altintas, Ilkay

2017-05-01

The BBDTC (https://biobigdata.ucsd.edu) is a community-oriented platform to encourage high-quality knowledge dissemination with the aim of growing a well-informed biomedical big data community through collaborative efforts on training and education. The BBDTC is an e-learning platform that empowers the biomedical community to develop, launch and share open training materials. It deploys hands-on software training toolboxes through virtualization technologies such as Amazon EC2 and Virtualbox. The BBDTC facilitates migration of courses across other course management platforms. The framework encourages knowledge sharing and content personalization through the playlist functionality that enables unique learning experiences and accelerates information dissemination to a wider community.

English Orthographic Learning in Chinese-L1 Young EFL Beginners.

PubMed

Cheng, Yu-Lin

2017-12-01

English orthographic learning, among Chinese-L1 children who were beginning to learn English as a foreign language, was documented when: (1) only visual memory was at their disposal, (2) visual memory and either some letter-sound knowledge or some semantic information was available, and (3) visual memory, some letter-sound knowledge and some semantic information were all available. When only visual memory was available, orthographic learning (measured via an orthographic choice test) was meagre. Orthographic learning was significant when either semantic information or letter-sound knowledge supplemented visual memory, with letter-sound knowledge generating greater significance. Although the results suggest that letter-sound knowledge plays a more important role than semantic information, letter-sound knowledge alone does not suffice to achieve perfect orthographic learning, as orthographic learning was greatest when letter-sound knowledge and semantic information were both available. The present findings are congruent with a view that the orthography of a foreign language drives its orthographic learning more than L1 orthographic learning experience, thus extending Share's (Cognition 55:151-218, 1995) self-teaching hypothesis to include non-alphabetic L1 children's orthographic learning of an alphabetic foreign language. The little letter-sound knowledge development observed in the experiment-I control group indicates that very little letter-sound knowledge develops in the absence of dedicated letter-sound training. Given the important role of letter-sound knowledge in English orthographic learning, dedicated letter-sound instruction is highly recommended.

He Asked Me What!?--Using Shared Online Accounts as Training Tools for Distance Learning Librarians

ERIC Educational Resources Information Center

Robinson, Kelly; Casey, Anne Marie; Citro, Kathleen

2017-01-01

This study explores the idea of creating a knowledge base from shared online accounts to use in training librarians who perform distance reference services. Through a survey, follow-up interviews and a case study, the investigators explored current and potential use of shared online accounts as training tools. This study revealed that the…

Knowledge management through the e-learning approach - a case study of online engineering courses

NASA Astrophysics Data System (ADS)

Aichouni, Mohamed; Benchicou, Soraya; Nehari, Dris

2013-06-01

Though it is universally accepted that the face-to-face approach is the best way for education and training, however, with the advent of the information and communication technologies (mainly the World Wide Web) it became possible to enhance further the methods we are using to teach our students and to share the teaching material within a broaden engineering, technical and business communities. This paper is dedicated to making a review of the basic concepts of knowledge management and e-learning and to show how these two modern concepts can be integrated into engineering education to produce knowledge, disseminate it and share it within virtual interest groups and networks of engineering students, academic teachers and industrial engineers and technicians and business managers. A practical case study will be presented and discussed.

Work-based learning: a leadership development example from an action research study of shared governance implementation.

PubMed

Williamson, Tracey

2005-11-01

An empowering action research study was undertaken to evaluate and strengthen the implementation of shared governance. One aim was to identify factors that acted as aids or barriers to effective decision-making by clinical leaders. As a work-based learning approach, action research was expected to lead to integration of learning into practice by researcher and participants alike. Shared governance replaces traditional hierarchies and requires and develops clinical leaders. Strategies are needed to maximize learning from introduction of such initiatives at the individual, group and organizational level. Participant-observations and interviews were undertaken with shared governance council members from one model in north-west England. Leadership skills and knowledge and shared governance practices were significantly enhanced. Preparation for council roles was considered inadequate. Increased structured time for reflection and action planning was indicated. Implementation of shared governance has succeeded in developing leadership capacity. Evaluation findings have led to improvements in the overall shared governance model. Action research has been found to have great utility at optimizing work-based learning. Nurse Managers need to develop their coaching and facilitating skills and recognize there is no "quick fix" for developing clinical leaders. Implications include the need to support learners in identifying and implementing changes arising from work-based learning activities, the significant resource implications and the need to optimize the organizational climate if work-based learning approaches to leadership and management development are to succeed.

Improving the basic skills of teaching mathematics through learning with search-solve-create-share strategy

NASA Astrophysics Data System (ADS)

Rahayu, D. V.; Kusumah, Y. S.; Darhim

2018-05-01

This study examined to see the improvement of prospective teachers’ basic skills of teaching mathematics through search-solve-create-share learning strategy based on overall and Mathematical Prior Knowledge (MPK) and interaction of both. Quasi experiments with the design of this experimental-non-equivalent control group design involved 67 students at the mathematics program of STKIP Garut. The instrument used in this study included pre-test and post-test. The result of this study showed that: (1) The improvement and achievement of the basic skills of teaching mathematics of the prospective teachers who get the learning of search-solve-create-share strategy is better than the improvement and achievement of the prospective teachers who get the conventional learning as a whole and based on MPK; (2) There is no interaction between the learning used and MPK on improving and achieving basic skills of teaching mathematics.

Learning as "Knowing": Towards Retaining and Visualizing Use in Virtual Settings

ERIC Educational Resources Information Center

Akoumianakis, Demosthenes

2011-01-01

The paper elaborates on the assumption that in modern organisations collaborative learning is an enacted capability that is more about "acting" and co-engaging in shared practices. In such settings, virtual learning can be conceived as an emergent knowledge process with no pre-determined outcomes that occupies multiple online and offline…

Professing to Learn: Creating Tenured Lives and Careers in the American Research University

ERIC Educational Resources Information Center

Neumann, Anna

2009-01-01

Research, teaching, service, and public outreach--all are aspects of being a tenured professor. But this list of responsibilities is missing a central component: actual scholarly learning--disciplinary knowledge that faculty teach, explore in research, and share with the academic community. How do professors pursue such learning when they must…

Scaffolding Teachers Integrate Social Media into a Problem-Based Learning Approach?

ERIC Educational Resources Information Center

Buus, Lillian

2012-01-01

At Aalborg University (AAU) we are known to work with problem-based learning (PBL) in a particular way designated "The Aalborg PBL model." In PBL the focus is on participant control, knowledge sharing, collaboration among participants, which makes it interesting to consider the integration of social media in the learning that takes…

Designing E-Learning Environments for Flexible Activity and Instruction

ERIC Educational Resources Information Center

Wilson, Brent G.

2004-01-01

The contributions to this issue share a focus on design of e-learning environments. Instructional designers stand at very early stages of knowledge in this area, but with great potential for growth and progress. This commentary offers an activity-based perspective on e-learning environments, resulting in a flexible stance toward instructional…

Preparing Graduates for Work in the Creative Industries: A Collaborative Learning Approach for Design Students

ERIC Educational Resources Information Center

Turnbull, Morag; Littlejohn, Allison; Allan, Malcolm

2012-01-01

Interest in the use of collaborative learning strategies in higher education is growing as educators seek better ways to prepare students for the workplace. In design education, teamwork and creativity are particularly valued; successful collaborative learning depends on knowledge sharing between students, and there is increasing recognition that…

Taking Teacher Learning to Scale: Sharing Knowledge and Spreading Ideas across Geographies

ERIC Educational Resources Information Center

Klein, Emily J.; Jaffe-Walter, Reva; Riordan, Megan

2016-01-01

This research reports data from case studies of three intermediary organizations facing the challenge of scaling up teacher learning. The turn of the century launched scaling-up efforts of all three intermediaries, growing from intimate groups, where founding teachers and staff were key supports for teacher learning, to large multistate…

Item-Specific and Generalization Effects on Brain Activation when Learning Chinese Characters

ERIC Educational Resources Information Center

Deng, Yuan; Booth, James R.; Chou, Tai-Li; Ding, Guo-Sheng; Peng, Dan-Ling

2008-01-01

Neural changes related to learning of the meaning of Chinese characters in English speakers were examined using functional magnetic resonance imaging (fMRI). We examined item specific learning effects for trained characters, but also the generalization of semantic knowledge to novel transfer characters that shared a semantic radical (part of a…

Supporting Interaction among Participants of Online Learning Using the Knowledge Sharing Concept

ERIC Educational Resources Information Center

Chao, Chih-Yang; Hwu, Shiow-Lin; Chang, Chi-Cheng

2011-01-01

In education business, proper interaction is a crucial factor for learning effectiveness. However, it is difficult to successfully guide the participants to achieve the appropriate interaction in an online learning environment. That is, the interaction as well as internal dialogue should be systemically performed under a valid control. In this…

Knowledge Management: A Conceptual Platform for the Sharing of Ideas.

ERIC Educational Resources Information Center

Mahdjoubi, Darius; Harmon, Glynn

2001-01-01

The concept of the learning organization and intellectual capital were instrumental in the beginning stage of knowledge management, about 1995. From the spontaneous combination of these two fields, the modern concept of knowledge management as a conceptual platform emerged. The seven main fields that are so far most intimately connected to…

Design of Ontology-Based Sharing Mechanism for Web Services Recommendation Learning Environment

NASA Astrophysics Data System (ADS)

Chen, Hong-Ren

The number of digital learning websites is growing as a result of advances in computer technology and new techniques in web page creation. These sites contain a wide variety of information but may be a source of confusion to learners who fail to find the information they are seeking. This has led to the concept of recommendation services to help learners acquire information and learning resources that suit their requirements. Learning content like this cannot be reused by other digital learning websites. A successful recommendation service that satisfies a certain learner must cooperate with many other digital learning objects so that it can achieve the required relevance. The study proposes using the theory of knowledge construction in ontology to make the sharing and reuse of digital learning resources possible. The learning recommendation system is accompanied by the recommendation of appropriate teaching materials to help learners enhance their learning abilities. A variety of diverse learning components scattered across the Internet can be organized through an ontological process so that learners can use information by storing, sharing, and reusing it.

The Important Elements of LMS Design That Affect User Engagement with E-Learning Tools within LMSs in the Higher Education Sector

ERIC Educational Resources Information Center

Zanjani, Nastaran; Edwards, Sylvia L.; Nykvist, Shaun; Geva, Shlomo

2017-01-01

In recent years, universities have been under increased pressure to adopt e-learning practices for teaching and learning. In particular, the emphasis has been on learning management systems (LMSs) and associated collaboration tools to provide opportunities for sharing knowledge, building a community of learners, and supporting higher order…

Facilitators of Organizational Learning in Design

ERIC Educational Resources Information Center

Pham, Ngoc Thuy; Swierczek, Fredric William

2006-01-01

Purpose: The purpose of this paper is to determine the influence of organizational factors such as leadership commitment, incentives and interaction on learning outcomes defined as performance improvement and organizational climate. Design/methodology/approach: Different aspects of knowledge acquisition, sharing and utilization were examined,…

Building a Shared Virtual Learning Culture: An International Classroom Partnership

ERIC Educational Resources Information Center

Starke-Meyerring, Doreen; Andrews, Deborah

2006-01-01

Business professionals increasingly use digital tools to collaborate across multiple cultures, locations, and time zones. Success in this complex environment depends on a shared culture that facilitates the making of knowledge and the best contributions of all team members. To prepare managers for such communication, the authors designed and…

Co-op students' access to shared knowledge in science-rich workplaces

NASA Astrophysics Data System (ADS)

Munby, Hugh; Taylor, Jennifer; Chin, Peter; Hutchinson, Nancy L.

2007-01-01

Wenger's (1998) concepts community of practice, brokering, and transfer explain the challenges co-operative (co-op) education students face in relating the knowledge learned in school with what they learn while participating as members of a workplace. The research for this paper is set within the contexts of the knowledge economy and increased collaboration in the workplace. The paper draws on several qualitative studies of work-based education to examine the similarities and differences between learning in the workplace and learning in school, with a focus on science education and science-rich workplaces. Barriers to connecting school knowledge and workplace knowledge include the nature of science (its purpose, accountability, and substance), the structure of knowledge in each setting, the form content knowledge takes, the sequence that the curriculum is presented in, and the gatekeeping that occurs when knowledge is accessed. The paper addresses implications for interventions in school and the workplace, with attention to the transition from school to work, and concludes by pointing to profound obstacles to connecting school knowledge with workplace knowledge.

Nonword Repetition and Vocabulary Knowledge as Predictors of Children's Phonological and Semantic Word Learning

PubMed Central

Patten, Hannah

2017-01-01

Purpose This study examined the unique and shared variance that nonword repetition and vocabulary knowledge contribute to children's ability to learn new words. Multiple measures of word learning were used to assess recall and recognition of phonological and semantic information. Method Fifty children, with a mean age of 8 years (range 5–12 years), completed experimental assessments of word learning and norm-referenced assessments of receptive and expressive vocabulary knowledge and nonword repetition skills. Hierarchical multiple regression analyses examined the variance in word learning that was explained by vocabulary knowledge and nonword repetition after controlling for chronological age. Results Together with chronological age, nonword repetition and vocabulary knowledge explained up to 44% of the variance in children's word learning. Nonword repetition was the stronger predictor of phonological recall, phonological recognition, and semantic recognition, whereas vocabulary knowledge was the stronger predictor of verbal semantic recall. Conclusions These findings extend the results of past studies indicating that both nonword repetition skill and existing vocabulary knowledge are important for new word learning, but the relative influence of each predictor depends on the way word learning is measured. Suggestions for further research involving typically developing children and children with language or reading impairments are discussed. PMID:28241284

Hospital-based nurses' perceptions of the adoption of Web 2.0 tools for knowledge sharing, learning, social interaction and the production of collective intelligence.

PubMed

Lau, Adela S M

2011-11-11

Web 2.0 provides a platform or a set of tools such as blogs, wikis, really simple syndication (RSS), podcasts, tags, social bookmarks, and social networking software for knowledge sharing, learning, social interaction, and the production of collective intelligence in a virtual environment. Web 2.0 is also becoming increasingly popular in e-learning and e-social communities. The objectives were to investigate how Web 2.0 tools can be applied for knowledge sharing, learning, social interaction, and the production of collective intelligence in the nursing domain and to investigate what behavioral perceptions are involved in the adoption of Web 2.0 tools by nurses. The decomposed technology acceptance model was applied to construct the research model on which the hypotheses were based. A questionnaire was developed based on the model and data from nurses (n = 388) were collected from late January 2009 until April 30, 2009. Pearson's correlation analysis and t tests were used for data analysis. Intention toward using Web 2.0 tools was positively correlated with usage behavior (r = .60, P < .05). Behavioral intention was positively correlated with attitude (r = .72, P < .05), perceived behavioral control (r = .58, P < .05), and subjective norm (r = .45, P < .05). In their decomposed constructs, perceived usefulness (r = .7, P < .05), relative advantage (r = .64, P < .05), and compatibility (r = .60,P < .05) were positively correlated with attitude, but perceived ease of use was not significantly correlated (r = .004, P < .05) with it. Peer (r = .47, P < .05), senior management (r = .24,P < .05), and hospital (r = .45, P < .05) influences had positive correlations with subjective norm. Resource (r = .41,P < .05) and technological (r = .69,P < .05) conditions were positively correlated with perceived behavioral control. The identified behavioral perceptions may further health policy makers' understanding of nurses' concerns regarding and barriers to the adoption of Web 2.0 tools and enable them to better plan the strategy of implementation of Web 2.0 tools for knowledge sharing, learning, social interaction, and the production of collective intelligence.

Hospital-Based Nurses’ Perceptions of the Adoption of Web 2.0 Tools for Knowledge Sharing, Learning, Social Interaction and the Production of Collective Intelligence

PubMed Central

2011-01-01

Background Web 2.0 provides a platform or a set of tools such as blogs, wikis, really simple syndication (RSS), podcasts, tags, social bookmarks, and social networking software for knowledge sharing, learning, social interaction, and the production of collective intelligence in a virtual environment. Web 2.0 is also becoming increasingly popular in e-learning and e-social communities. Objectives The objectives were to investigate how Web 2.0 tools can be applied for knowledge sharing, learning, social interaction, and the production of collective intelligence in the nursing domain and to investigate what behavioral perceptions are involved in the adoption of Web 2.0 tools by nurses. Methods The decomposed technology acceptance model was applied to construct the research model on which the hypotheses were based. A questionnaire was developed based on the model and data from nurses (n = 388) were collected from late January 2009 until April 30, 2009. Pearson’s correlation analysis and t tests were used for data analysis. Results Intention toward using Web 2.0 tools was positively correlated with usage behavior (r = .60, P < .05). Behavioral intention was positively correlated with attitude (r = .72, P < .05), perceived behavioral control (r = .58, P < .05), and subjective norm (r = .45, P < .05). In their decomposed constructs, perceived usefulness (r = .7, P < .05), relative advantage (r = .64, P < .05), and compatibility (r = .60, P < .05) were positively correlated with attitude, but perceived ease of use was not significantly correlated (r = .004, P < .05) with it. Peer (r = .47, P < .05), senior management (r = .24, P < .05), and hospital (r = .45, P < .05) influences had positive correlations with subjective norm. Resource (r = .41, P < .05) and technological (r = .69, P < .05) conditions were positively correlated with perceived behavioral control. Conclusions The identified behavioral perceptions may further health policy makers’ understanding of nurses’ concerns regarding and barriers to the adoption of Web 2.0 tools and enable them to better plan the strategy of implementation of Web 2.0 tools for knowledge sharing, learning, social interaction, and the production of collective intelligence. PMID:22079851

Thinking together: What makes Communities of Practice work?

PubMed Central

Pyrko, Igor; Dörfler, Viktor; Eden, Colin

2016-01-01

In this article, we develop the founding elements of the concept of Communities of Practice by elaborating on the learning processes happening at the heart of such communities. In particular, we provide a consistent perspective on the notions of knowledge, knowing and knowledge sharing that is compatible with the essence of this concept – that learning entails an investment of identity and a social formation of a person. We do so by drawing richly from the work of Michael Polanyi and his conception of personal knowledge, and thereby we clarify the scope of Communities of Practice and offer a number of new insights into how to make such social structures perform well in professional settings. The conceptual discussion is substantiated by findings of a qualitative empirical study in the UK National Health Service. As a result, the process of ‘thinking together’ is conceptualized as a key part of meaningful Communities of Practice where people mutually guide each other through their understandings of the same problems in their area of mutual interest, and this way indirectly share tacit knowledge. The collaborative learning process of ‘thinking together’, we argue, is what essentially brings Communities of Practice to life and not the other way round. PMID:28232754

From Wisdom to Innocence: Passing on the Knowledge of the Night Sky

NASA Technical Reports Server (NTRS)

Shope, R.

1996-01-01

Memorable learning can happen when the whole family shares the thrill of discovery together. The fascination of the night sky presents a perfect opportunity for gifted parents and children to experience the tradition of passing on knowledge from generation to generation.

Leading organisational learning in health care.

PubMed

Carroll, J S; Edmondson, A C

2002-03-01

As healthcare organisations seek to enhance safety and quality in a changing environment, organisational learning practices can help to improve existing skills and knowledge and provide opportunities to discover better ways of working together. Leadership at executive, middle management, and local levels is needed to create a sense of shared purpose. This shared vision should help to build effective relationships, facilitate connections between action and reflection, and strengthen the desirable elements of the healthcare culture while modifying outdated assumptions, procedures, and structures.

Turning to Case Studies as a Mechanism for Learning in Action Learning

ERIC Educational Resources Information Center

O'Leary, Denise; Coughlan, Paul; Rigg, Clare; Coghlan, David

2017-01-01

Case studies are a useful means of capturing and sharing experiential knowledge by allowing researchers to explore the social, organisational and political contexts of a specific case. Although accounts of action learning are often reported using a case study approach, it is not common to see individual case studies being used as a learning…

Knowledge Sharing: Exploring Institutional Policy and Educator Practice through ePortfolios in Music and Writing

ERIC Educational Resources Information Center

Blom, Diana; Rowley, Jennifer; Bennett, Dawn; Hitchcock, Matthew; Dunbar-Hall, Peter

2014-01-01

Many higher education institutions have embraced e-Learning and urge, or make compulsory, engagement by academics. Despite this, it is often the educators themselves who take the initiative to engage with innovative e-learning approaches. These approaches, in turn, can influence both peer-and institution-wide thinking about e-Learning. This paper…

Determining E-Learning Competencies: Using Centra[TM] to Collect Focus Group Data

ERIC Educational Resources Information Center

Murphrey, Theresa Pesl; Dooley, Kim E.

2006-01-01

This article shares the results of a needs assessment conducted to guide the development of an e-learning certificate program for implementation at Texas A&M University. Participants were asked to provide input regarding the knowledge, skills, and abilities necessary to work as an e-learning specialist. The qualitative data was collected using…

A Theoretical Synthesis of Knowledge Sharing and Educational Leadership for Sustaining Learning Communities

ERIC Educational Resources Information Center

Rungrojngarmcharoen, Kanog on

2013-01-01

Knowledge is one of the crucial and dominant economic resources in order to obtain sustainable advantages in any community. The world is now shifting faster thanks to the advanced development of digital connectivity and increasing access to knowledge. Leaders of a community, society, or country must contemplate what factors concerned in the…

Deep Smarts: How to Tap Teachers' Tacit Knowledge

ERIC Educational Resources Information Center

Burbach, Harold J.; Duke, Daniel L.

2007-01-01

Principals can tap the tacit knowledge, or "deep smarts," of their teachers in a variety of ways, many of which are based on the notion that tacit knowledge is best sought indirectly. Coming right out and asking people to share what they have learned over the years can be intimidating and disconcerting, especially if trust has not yet been…

Community-Based Individual Knowledge Construction in the Classroom: A Process-Oriented Account

ERIC Educational Resources Information Center

Looi, C.-K.; Chen, W.

2010-01-01

This paper explores the process of knowledge convergence and knowledge sharing in the context of classroom collaboration in which students do a group learning activity mediated by a generic representation tool. In analysing the transcript of the interactions of a group, we adapt the group cognition method of Stahl and the uptake analysis…

Who Exactly Is the Moderator? A Consideration of Online Knowledge Management Network Moderation in Educational Organisations

ERIC Educational Resources Information Center

Gairin-Sallan, Joaquin; Rodriguez-Gomez, David; Armengol-Asparo, Carme

2010-01-01

In the knowledge society, the appearance and development of new networked working and learning environments is increasingly common. In the "Accelera" project, which is the basis for this paper, we have developed an online community of practice which enables experiences and knowledge to be shared between various educational agents, and…

Project Leader's Dual Socialization and Its Impact on Team Learning and Performance: A Diagnostic Study

ERIC Educational Resources Information Center

Gautam, Tanvi

2009-01-01

One of the important challenges for leadership in project teams is the ability to manage the knowledge, communication and coordination related activities of team. In cross-team collaboration, different boundaries contribute to the situated nature of knowledge and hamper the flow of knowledge and prevent shared understanding with those on the other…

Handbook of Research on Innovative Technology Integration in Higher Education

ERIC Educational Resources Information Center

Nafukho, Fredrick Muyia, Ed.; Irby, Beverly J., Ed.

2015-01-01

Our increasingly globalized world is driven by shared knowledge, and nowhere is that knowledge more important than in education. Now more than ever, there is a demand for technology that will assist in the spread of knowledge through customized, self-paced, and on-demand learning. The Handbook of Research on Innovative Technology Integration in…

School Teachers' Continuous Professional Development in an Online Learning Community: Lessons from a Case Study of an eTwinning Learning Event

ERIC Educational Resources Information Center

Holmes, Brian

2013-01-01

A social revolution is occurring in the way information is shared, knowledge is generated and innovation takes place over the Internet and there is renewed interest in the social concept of "community" to support online learning. This article describes action research conducted in the context of an eTwinning Learning Event (LE) that…

Online Scholarly Conversations in General Education Astronomy Courses

NASA Astrophysics Data System (ADS)

Cai, Qijie; Wong, Ka-Wah

2018-01-01

In general education astronomy courses, many students are struggling with understanding the foundational concepts and theories in astronomy. One of the possible reasons is that, due the large class size, many of the courses are taught using a lecture mode, where human interactions and active learning are limited (Freeman et al., 2014). To address this challenge, we have applied the knowledge building framework (Scardamalia & Bereiter, 2006) to design an online collaborative learning component, called Scholarly Conversations, to be integrated into a general education astronomy course at a public, comprehensive university.During Scholarly Conversations, students are treated as scholars to advance knowledge frontiers (Scardamalia & Bereiter, 2006). The whole process involves the creation of new ideas and requires discourse and collective work for the advancement and creation of artifacts, such as theories and models (van Aalst, 2009). Based on the knowledge building principles (Scardamalia, 2002; Zhang, Scardamalia, Reeve, & Messina, 2009), several features have been built into Scholarly Conversations so that students are guided to deepen understanding of the astronomy concepts through three phases: knowledge sharing, knowledge construction and knowledge building, and reflections on learning growth (van Aalst, 2009; Cai, 2017). The online Scholarly Conversation is an extension of the lecture component of the general education astronomy course. It promotes student interactions and collaborative learning, and provides scaffolds for students to construct meanings of the essential concepts in astronomy through social learning and online technology. In this presentation, we will explain the specific design principles of the online Scholarly Conversation, and share the artifacts created to facilitate the online conversations in an general education astronomy course.Note: This project has been supported by the College of Education Research Grant Program at Minnesota State University, Mankato.

Cultural Transmission: A View from Chimpanzees and Human Infants.

ERIC Educational Resources Information Center

Tomasello, Michael

2001-01-01

Characterizes primate and human forms of sociality and cultural transmission, describing the ontogeny of human cultural learning (joint attention, imitative learning, and cognitive representation). Humans share most cognitive skills and knowledge with other primates, but they also possess a species-unique social cognitive adaptation that enables…

Constructing Virtual Worlds: Tracing the Historical Development of Learner Practices.

ERIC Educational Resources Information Center

Barab, Sasha A.; Hay, Kenneth E.; Barnett, Michael; Squire, Kurt

2001-01-01

Explored learning and instruction within a technology-rich, collaborative, participatory learning environment by tracking the emergence of shared understanding and products through student and teacher practices. Found that becoming knowledgeably skillful with respect to a particular practice or concept is a multigenerational process, evolving in…

Networked Professional Learning: Relating the Formal and the Informal

ERIC Educational Resources Information Center

Vaessen, Matthieu; van den Beemt, Antoine; de Laat, Maarten

2014-01-01

The increasing complexity of the workplace environment requires teachers and professionals in general to tap into their social networks, inside and outside circles of direct colleagues and collaborators, for finding appropriate knowledge and expertise. This collective process of sharing and constructing knowledge can be considered "networked…

Childhood chronic-kidney-disease: a longitudinal-qualitative study of families learning to share management early in the trajectory.

PubMed

Swallow, Veronica; Lambert, Heather; Clarke, Charlotte; Campbell, Steve; Jacoby, Ann

2008-11-01

To explore the ways families learn to share management during the early stages of childhood chronic-kidney-disease. This longitudinal, descriptive study based on the tenets of grounded theory, aimed to derive meaning about family-professional interactions during shared management. Data were obtained from six newly referred families, four renal nurses, four paediatric nephrologists and one dietician through: 36 semi-structured interviews, 21 case-note reviews and four child/parent learning diaries. Three learning stages were identified: dependent (families' understanding was superficial, they lacked underlying knowledge and were totally reliant on professional guidance); co-dependent (families engaged competently in management but still required extensive guidance); independent (families communicated effectively with staff and competently adjusted management within professionally defined parameters). Five families actively shared management from early in the trajectory and progressed to independent learning when, by mutual agreement, professional input to management gradually decreased. The remaining family adopted a passive approach to management, did not progress to independent learning and remained reliant on professional input. Families in this study demonstrated three learning stages in becoming competent at management. Future research is needed to investigate the ways professionals promote family competence early in the trajectory and the factors that can facilitate or hinder families' progression to independent learning.

Collaborations between Multicultural Educators and Archivists: Engaging Students with Multicultural History through Archival Research Projects

ERIC Educational Resources Information Center

Fernández, Natalia

2016-01-01

When multicultural educators and archivists collaborate to design projects that engage students with multicultural history through archival research, students can learn in-depth research skills with primary source documents, creatively share their knowledge, and, on a broader level, engage with their local community history. The projects shared in…

Online Concept Maps: Enhancing Collaborative Learning by Using Technology with Concept Maps.

ERIC Educational Resources Information Center

Canas, Alberto J.; Ford, Kenneth M.; Novak, Joseph D.; Hayes, Patrick; Reichherzer, Thomas R.; Suri, Niranjan

2001-01-01

Describes a collaborative software system that allows students from distant schools to share claims derived from their concept maps. Sharing takes place by accessing The Knowledge Soup, a repository of propositions submitted by students and stored on a computer server. Students can use propositions from other students to enhance their concept…

Improving learning about familial risks using a multicomponent approach: the GRACE program

PubMed Central

Arar, Nedal; Delgado, Elizabeth; Lee, Shuko; Abboud, Hanna E

2013-01-01

Aim To enhance learning (knowledge, attitudes and practices) about the importance of family health history (FHH) information and familial risks. Methods A pre–post design with one group was employed in this study. Five learning sessions were conducted with a community-based sample (n = 75) recruited from five counties in Texas, USA. Each learning session included: a short online video; enactive instructions on how to use the online Surgeon General FHH tool; and a presentation on how to assess familial risks. Participants completed the pre–post knowledge, attitudes and practices questionnaires and the study's satisfaction survey, and participated in a short focus group interview. Results Participants’ average age was 48.1 ± 13.3 years. Over half of the participants (79%) were female, and 55% described themselves as non-Hispanic White. Our findings showed significant changes (p < 0.05) in participants’ specific knowledge about factors that affect their familial risks. Similarly, significant changes (p < 0.05) in participants’ attitudes toward familial risks assessment for common disease complications and confidence in controlling these risks have been documented. Participants’ reported a high level of satisfaction in using online FHH tools, yet no significant change (p > 0.05) was detected in their reported practices regarding sharing FHH information with their providers or relatives. Focus group interviews revealed that participants were uncertain about providers’ or relatives’ reactions to sharing FHH information. Conclusion Using different learning styles may have a significant impact on improving knowledge and attitudes about familial risks. PMID:23682294

Social Regulation of Learning During Collaborative Inquiry Learning in Science: How does it emerge and what are its functions?

NASA Astrophysics Data System (ADS)

Ucan, Serkan; Webb, Mary

2015-10-01

Students' ability to regulate their learning is considered important for the quality of collaborative inquiry learning. However, there is still limited understanding about how students engage in social forms of regulation processes and what roles these regulatory processes may play during collaborative learning. The purpose of this study was to identify when and how co- and shared regulation of metacognitive, emotional and motivational processes emerge and function during collaborative inquiry learning in science. Two groups of three students (aged 12) from a private primary school in Turkey were videotaped during collaborative inquiry activities in a naturalistic classroom setting over a seven-week period, and the transcripts were analysed in order to identify their use of regulation processes. Moreover, this was combined with the analysis of stimulated-recall interviews with the student groups. Results indicated that co- and shared regulation processes were often initiated by particular events and played a crucial role in the success of students' collaborative inquiry learning. Co-regulation of metacognitive processes had the function of stimulating students to reflect upon and clarify their thinking, as well as facilitating the construction of new scientific understanding. Shared regulation of metacognitive processes helped students to build a shared understanding of the task, clarify and justify their shared perspective, and sustain the ongoing knowledge co-construction. Moreover, the use of shared emotional and motivational regulation was identified as important for sustaining reciprocal interactions and creating a positive socio-emotional atmosphere within the groups. In addition, the findings revealed links between the positive quality of group interactions and the emergence of co- and shared regulation of metacognitive processes. This study highlights the importance of fostering students' acquisition and use of regulation processes during collaborative inquiry learning.

The Costs of Knowledge

NASA Technical Reports Server (NTRS)

Prusak, Laurence

2008-01-01

Acquiring knowledge-genuinely learning something new-requires the consent and commitment of the person you're trying to learn from. In contrast to information, which can usually be effectively transmitted in a document or diagram, knowledge comes from explaining, clarifying, questioning, and sometimes actually working together. Getting this kind of attention and commitment often involves some form of negotiation, since even the most generous person's time and energy are limited. Few experts sit around waiting to share their knowledge with strangers or casual acquaintances. In reasonably collaborative enterprises- I think NASA is one-this sort of negotiation isn't too onerous. People want to help each other and share what they know, so the "cost" of acquiring knowledge is relatively low. In many organizations (and many communities and countries), however, there are considerable costs associated with this activity, and many situations in which negotiations fail. The greatest knowledge cost is in and adopting knowledge to one's own use. Sometimes this means formally organizing what one learns in writing. Sometimes it means just taking time to reflect on someone else's thoughts and experiences-thinking about knowledge that is not exactly what you need but can lead you to develop ideas that will be useful. A long, discursive conversation, with all the back-and-forth that defines conversation, can be a mechanism of knowledge exchange. I have seen many participants at NASA APPEL Masters Forums talking, reflecting, and thinking-adapting what they are hearing to their own needs. Knowledge transfer is not a simple proposition. An enormous amount of information flows through the world every day, but knowledge is local, contextual, and "stickyn-that is, it takes real effort to move it from one place to another. There is no way around this. To really learn a subject, you have to work at it, you have to pay your "knowledge dues." So while, thanks to advances in technology, almost infinite amounts of information are instantly available, it still takes the same amount of time and work to learn French as it did in the year 1800-or to master physics or philosophy.

Harnessing the Talents of a "Loose and Baggy Monster."

ERIC Educational Resources Information Center

Myers, Jan; Sacks, Ruth

2001-01-01

Voluntary agencies' responses to change are moving toward use of business tools and techniques. However, these must be considered within the context of the nonprofit sector. Volunteer management could benefit from reciprocal learning--sharing its unique knowledge with the for-profit sector while learning from it. (Contains 38 references.) (SK)

Designing Learning Object Repositories as Systems for Managing Educational Communities Knowledge

ERIC Educational Resources Information Center

Sampson, Demetrios G.; Zervas, Panagiotis

2013-01-01

Over the past years, a number of international initiatives that recognize the importance of sharing and reusing digital educational resources among educational communities through the use of Learning Object Repositories (LORs) have emerged. Typically, these initiatives focus on collecting digital educational resources that are offered by their…

The Use of Classroom Discussion at a Law Enforcement Training Academy

ERIC Educational Resources Information Center

Lewis, Cynthia L.

2014-01-01

The ability to solve problems, think critically, and communicate effectively are necessary traits in law enforcement officers (LEOs). Individuals responsible for instructing LEOs must employ adult learning strategies to provide LEOs the opportunity to share ideas, experiences, beliefs, and knowledge. Discussion is one learning strategy that…

Where's the Fire?

ERIC Educational Resources Information Center

Needham, Dorothy

1977-01-01

National Fire Protection Week is a perfect time for launching a fire safety learning center. The activities described here are intended to help children recognize fire hazards in their homes, play areas and public buildings; learn how to act intelligently in fire emergencies; be able to share their knowledge of fire safety with others and…

Culture, Leadership, and Activism: Translating Fink's Taxonomy of Significant Learning into Pedagogical Practice

ERIC Educational Resources Information Center

Jenkins, Toby S.

2016-01-01

Through the article, I share the theoretical foundations, structure, knowledge acquisition, and outcomes of a cultural leadership course. The process for course development integrates several theories and research methods into practice: L. Dee Fink's Taxonomy of Significant Learning, Feminist Theory, Critical Race Theory, and…

Evolution of co-management: role of knowledge generation, bridging organizations and social learning.

PubMed

Berkes, Fikret

2009-04-01

Over a period of some 20 years, different aspects of co-management (the sharing of power and responsibility between the government and local resource users) have come to the forefront. The paper focuses on a selection of these: knowledge generation, bridging organizations, social learning, and the emergence of adaptive co-management. Co-management can be considered a knowledge partnership. Different levels of organization, from local to international, have comparative advantages in the generation and mobilization of knowledge acquired at different scales. Bridging organizations provide a forum for the interaction of these different kinds of knowledge, and the coordination of other tasks that enable co-operation: accessing resources, bringing together different actors, building trust, resolving conflict, and networking. Social learning is one of these tasks, essential both for the co-operation of partners and an outcome of the co-operation of partners. It occurs most efficiently through joint problem solving and reflection within learning networks. Through successive rounds of learning and problem solving, learning networks can incorporate new knowledge to deal with problems at increasingly larger scales, with the result that maturing co-management arrangements become adaptive co-management in time.

Teaching and Learning Sport Education: A Self-Study Exploring the Experiences of a Teacher Educator and Pre-Service Teachers

ERIC Educational Resources Information Center

Hordvik, Mats M.; MacPhail, Ann; Ronglan, Lars T.

2017-01-01

Purpose: In this study, we articulate and share our knowledge and understanding of teaching and learning Sport Education in physical education teacher education (PETE): (a) How did the PETE faculty member experience teaching about teaching Sport Education? and (b) How did the PSTs experience learning about teaching Sport Education? Method: One…

Assessment for Learning in International Contexts: Exploring Shared and Divergent Dimensions in Teacher Values and Practices

ERIC Educational Resources Information Center

Warwick, Paul; Shaw, Stuart; Johnson, Martin

2015-01-01

The Assessment for Learning in International Contexts (ALIC) project sought to extend knowledge around teachers' understandings of Assessment for Learning (AfL). Using a modified version of a survey item devised by James and Pedder for use with teachers in England, evidence was gathered about the assessment practices that were highly valued by…

The Involvement of Occipital and Inferior Frontal Cortex in the Phonological Learning of Chinese Characters

ERIC Educational Resources Information Center

Deng, Yuan; Chou, Tai-li; Ding, Guo-sheng; Peng, Dan-ling; Booth, James R.

2011-01-01

Neural changes related to the learning of the pronunciation of Chinese characters in English speakers were examined using fMRI. We examined the item-specific learning effects for trained characters and the generalization of phonetic knowledge to novel transfer characters that shared a phonetic radical (part of a character that gives a clue to the…

Beginning literacy: links among teacher knowledge, teacher practice, and student learning.

PubMed

McCutchen, Deborah; Abbott, Robert D; Green, Laura B; Beretvas, S Natasha; Cox, Susanne; Potter, Nina S; Quiroga, Teresa; Gray, Audra L

2002-01-01

Although the importance of phonological awareness has been discussed widely in the research literature, the concept is not well understood by many classroom teachers. In the study described here, we worked with groups of kindergarten and first-grade teachers (the experimental group) during a 2-week summer institute and throughout the school year. We shared with them research about learning disabilities and effective instruction, stressing the importance of explicit instruction in phonological and orthographic awareness. We followed the experimental group and a control group into their classrooms for a year, assessing teachers' classroom practices and their students' (n = 779) learning. The study yielded three major findings: We can deepen teachers' own knowledge of the role of phonological and orthographic information in literacy instruction; teachers can use that knowledge to change classroom practice; and changes in teacher knowledge and classroom practice can improve student learning.

Indigenous Knowledge Centers (IKC): Strong Medicine on Higher Education Campuses

ERIC Educational Resources Information Center

Delikat, Melissa

2017-01-01

Indigenous Knowledge Centers (IKC) on higher education campuses are unexplored in educational research, but they may be one of the most critical advancements in equality and decolonization efforts. This dissertation presents findings to descriptively introduce IKCs through a shared learning journey that is both culturally safe and relevant. Using…

Building customer capital through knowledge management processes in the health care context.

PubMed

Liu, Sandra S; Lin, Carol Yuh-Yun

2007-01-01

Customer capital is a value generated and an asset developed from customer relationships. Successfully managing these relationships is enhanced by knowledge management (KM) infrastructure that captures and transfers customer-related knowledge. The execution of such a system relies on the vision and determination of the top management team (TMT). The health care industry in today's knowledge economy encounters similar challenges of consumerism as its business sector. Developing customer capital is critical for hospitals to remain competitive in the market. This study aims to provide taxonomy for cultivating market-based organizational learning that leads to building of customer capital and attaining desirable financial performance in health care. With the advancement of technology, the KM system plays an important moderating role in the entire process. The customer capital issue has not been fully explored either in the business or the health care industry. The exploratory nature of such a pursuit calls for a qualitative approach. This study examines the proposed taxonomy with the case hospital. The lessons learned also are reflected with three US-based health networks. The TMT incorporated the knowledge process of conceptualization and transformation in their organizational mission. The market-oriented learning approach promoted by TMT helps with the accumulation and sharing of knowledge that prepares the hospital for the dynamics in the marketplace. Their key knowledge advancement relies on both the professional arena and the feedback of customers. The institutionalization of the KM system and organizational culture expands the hospital's customer capital. The implication is twofold: (1) the TMT is imperative for the success of building customer capital through KM process; and (2) the team effort should be enhanced with a learning culture and sharing spirit, in particular, active nurse participation in decision making and frontline staff's role in providing a delightfully surprising patient experience.

Can Learning Collaboratives Support Implementation by Rewiring Professional Networks?

PubMed

Bunger, Alicia C; Hanson, Rochelle F; Doogan, Nathan J; Powell, Byron J; Cao, Yiwen; Dunn, Jerry

2016-01-01

This study examined how a learning collaborative focusing on trauma-focused CBT (TF-CBT) impacted advice-seeking patterns between clinicians and three key learning sources: (1) training experts who share technical knowledge about TF-CBT, (2) peers from other participating organizations who share their implementation experiences, and (3) colleagues from their own agency who provide social and professional support. Based on surveys administered to 132 clinicians from 32 agencies, participants' professional networks changed slightly over time by forming new advice-seeking relationships with training experts. While small, these changes at the clinician-level yielded substantial changes in the structure of the regional advice network.

Can Learning Collaboratives Support Implementation By Rewiring Professional Networks?

PubMed Central

Hanson, Rochelle F.; Doogan, Nathan J.; Powell, Byron J.; Cao, Yiwen; Dunn, Jerry

2015-01-01

This study examined how a learning collaborative focusing on Trauma-Focused CBT (TF-CBT) impacted advice-seeking patterns between clinicians and three key learning sources: (1) training experts who share technical knowledge about TF-CBT, (2) peers from other participating organizations who share their implementation experiences, and (3) colleagues from their own agency who provide social and professional support. Based on surveys administered to 132 clinicians from 32 agencies, participants’ professional networks changed slightly over time by forming new advice-seeking relationships with training experts. While small, these changes at the clinician-level yielded substantial changes in the structure of the regional advice network. PMID:25542237

Perspectives of an Interdisciplinaryg Research Team to Engage Practice: Lessons from a Knowledge Exchange Trainee Experience

PubMed Central

Urquhart, Robin L.; Johnston, Grace M.; McVorran, Shauna M.; Burge, Fred I.

2010-01-01

End-of-life (EOL) care is an area of health services that will ultimately affect us all. To share the knowledge emerging from EOL research and to address inequities in the quality of EOL care in Nova Scotia, a knowledge exchange (KE) trainee was hired to translate research and surveillance into a Surveillance Report. The purpose of this paper is to reflect upon this initiative and share the research team's perspectives on their KE experiences. We describe four key competencies of the KE trainee selected, and discuss lessons learned from this KE trainee experience, to expand our understanding of KE. PMID:21532769

Effectiveness of case-based learning instruction on pre-service teachers' chemistry motivation and attitudes toward chemistry

NASA Astrophysics Data System (ADS)

Çam, Aylin; Geban, Ömer

2017-01-01

Background: The development of primary pre-service teachers' chemistry motivation and attitudes toward chemistry were examined in order to develop their science literacy using case-based learning. Students' ideas were emphasized, real-life situations were discussed, and students could share their ideas and knowledge with peers; as a result, students were active in the learning process.

Interdisciplinary research and education in the Vienna Doctoral Programme on Water Resource Systems: a framework for evaluation

NASA Astrophysics Data System (ADS)

Bloeschl, G.; Carr, G.; Loucks, D. P.

2017-12-01

Greater understanding of how interdisciplinary research and education evolves is critical for identifying and implementing appropriate programme management strategies. We propose a program evaluation framework that is based on social learning processes (individual learning, interdisciplinary research practices, and interaction between researchers with different backgrounds); social capital outcomes (ability to interact, interpersonal connectivity, and shared understanding); and knowledge and human capital outcomes (new knowledge that integrates multiple research fields). The framework is tested on established case study doctoral program: the Vienna Doctoral Program on Water Resource Systems. Data are collected via mixed qualitative/quantitative methods that include semi-structured interviews, publication co-author analysis, analysis of research proposals, categorisation of the interdisciplinarity of publications and graduate analysis. Through the evaluation and analysis, several interesting findings about how interdisciplinary research evolves and can be supported are identified. Firstly, different aspects of individual learning seem to contribute to a researcher's ability to interact with researchers from other research fields and work collaboratively. These include learning new material from different research fields, learning how to learn new material and learning how to integrate different material. Secondly, shared interdisciplinary research practices can be identified that may be common to other programs and support interaction and shared understanding between different researchers. They include clarification and questioning, harnessing differences and setting defensible research boundaries. Thirdly, intensive interaction between researchers from different backgrounds support connectivity between the researchers, further enabling cross-disciplinary collaborative work. The case study data suggest that social learning processes and social capital outcomes precede new interdisciplinary research findings and are therefore a critical aspect to consider in interdisciplinary program management.

Interoperable Data Sharing for Diverse Scientific Disciplines

NASA Astrophysics Data System (ADS)

Hughes, John S.; Crichton, Daniel; Martinez, Santa; Law, Emily; Hardman, Sean

2016-04-01

For diverse scientific disciplines to interoperate they must be able to exchange information based on a shared understanding. To capture this shared understanding, we have developed a knowledge representation framework using ontologies and ISO level archive and metadata registry reference models. This framework provides multi-level governance, evolves independent of implementation technologies, and promotes agile development, namely adaptive planning, evolutionary development, early delivery, continuous improvement, and rapid and flexible response to change. The knowledge representation framework is populated through knowledge acquisition from discipline experts. It is also extended to meet specific discipline requirements. The result is a formalized and rigorous knowledge base that addresses data representation, integrity, provenance, context, quantity, and their relationships within the community. The contents of the knowledge base is translated and written to files in appropriate formats to configure system software and services, provide user documentation, validate ingested data, and support data analytics. This presentation will provide an overview of the framework, present the Planetary Data System's PDS4 as a use case that has been adopted by the international planetary science community, describe how the framework is being applied to other disciplines, and share some important lessons learned.

MSL Lessons Learned and Knowledge Capture

NASA Technical Reports Server (NTRS)

Buxbaum, Karen L.

2012-01-01

The Mars Program has recently been informed of the Planetary Protection Subcommittee (PPS) recommendation, which was endorsed by the NAC, concerning Mars Science Lab (MSL) lessons learned and knowledge capture. The Mars Program has not had an opportunity to consider any decisions specific to the PPS recommendation. Some of the activities recommended by the PPS would involve members of the MSL flight team who are focused on cruise, entry descent & landing, and early surface operations; those activities would have to wait. Members of the MSL planetary protection team at JPL are still available to support MSL lessons learned and knowledge capture; some of the specifically recommended activities have already begun. The Mars Program shares the PPS/NAC concerns about loss of potential information & expertise in planetary protection practice.

Learning and Emotion: Perspectives for Theory and Research

ERIC Educational Resources Information Center

Hascher, Tina

2010-01-01

There is growing interest in and knowledge about the interplay of learning and emotion. However, the different approaches and empirical studies correspond to each other only to a low extent. To prevent this research field from increasing fragmentation, a shared basis of theory and research is needed. The presentation aims at giving an overview of…

Podcasting as Complement to Graduate Teaching: Does It Accommodate Adult Learning Theories?

ERIC Educational Resources Information Center

Luna, Gaye; Cullen, Deborah

2011-01-01

Technology in higher education has exploded within the last decade, as educators become more knowledgeable about its uses and students become more demanding of access and convenience to teaching and learning. This article shares results of an exploratory study that determined graduate students' perceptions of podcasting access and utility in…

Exploring the Relationship between Self-Regulated Vocabulary Learning and Web-Based Collaboration

ERIC Educational Resources Information Center

Liu, Sarah Hsueh-Jui; Lan, Yu-Ju; Ho, Cloudia Ya-Yu

2014-01-01

Collaborative learning has placed an emphasis on co-constructing knowledge by sharing and negotiating meaning for problem-solving activities, and this cannot be accomplished without governing the self-regulatory processes of students. This study employed a Web-based tool, Google Docs, to determine the effects of Web-based collaboration on…

The Changing Role of Instructors in Distance Education: Impact on Tool Support.

ERIC Educational Resources Information Center

Biedebach, Anke; Bomsdorf, Birgit; Schlageter, Gunter

At the university of Hagen a lot of experience exists in performing Web-based teaching and in implementing tools supporting e-learning. To share this knowledge, (inexperienced) instructors more and more ask for tool-based assistance in designing and administrating e-learning courses. Considering experience from other universities, it becomes…

Discovering, Supporting, and Promoting Young Children's Passions and Interests: One Teacher's Reflections.

ERIC Educational Resources Information Center

Ferguson, Christine

2001-01-01

Describes the journey of one kindergarten teacher as she discovered, supported, and promoted the passions and interests of an at-risk kindergarten student, and shared in his joys of learning. Details an inquiry project about snakes, initiated by the student's knowledge about snakes, involving field trips, class discussion, learning centers, and…

Practicum Learnings for Counseling and Art Therapy Students: The Shared and the Particular

ERIC Educational Resources Information Center

Van Lith, Theresa; Voronin, Lorelei

2016-01-01

Practicum experience in counseling and therapy training can be an anxiety-inducing time as students begin to apply their acquired theoretical knowledge. On-site supervisors closely monitor students' development by making use of example-based involvements to provide valuable insights and learning opportunities. This paper examines the findings from…

Shared Musical Knowledge in 11-Month-Old Infants

ERIC Educational Resources Information Center

Mehr, Samuel A.; Spelke, Elizabeth S.

2018-01-01

Five-month-old infants selectively attend to novel people who sing melodies originally learned from a parent, but not melodies learned from a musical toy or from an unfamiliar singing adult, suggesting that music conveys social information to infant listeners. Here, we test this interpretation further in older infants with a more direct measure of…

Practice Stories in Natural Resource Management Continuing Professional Education: Springboards for Learning

ERIC Educational Resources Information Center

Stummann, Cathy Brown

2014-01-01

The use of stories from professional experience in continuing professional education has been on the rise in many fields, often aimed at bolstering capacity through sharing professional knowledge and/or supporting reflective practice. Practice stories are also suggested to be beneficial in supporting professional learning of new concepts. These…

Understanding Knowledge-Sharing Breakdowns: A Meeting of the Quantitative and Qualitative Minds

ERIC Educational Resources Information Center

Soller, Amy

2004-01-01

The rapid advance of distance learning and networking technology has enabled universities and corporations to reach out and educate students across time and space barriers. Although this technology enables structured collaborative learning activities, online groups often do not enjoy the same benefits as face-to-face learners, and their…

A Qualitative Study on the Impact of Professional Learning Communities in an Elementary School

ERIC Educational Resources Information Center

Evans, Portia LaShan

2012-01-01

Educators are continuously confronted with initiatives to increase student achievement; however, teacher isolation may hinder advancements to improve student learning. Teacher isolation may be a problem at many schools in which student achievement is not progressing, and teachers are not sharing pedagogical knowledge or instructional practices.…

Making the Most of "External" Group Members in Blended and Online Environments

ERIC Educational Resources Information Center

Hernández-Nanclares, Núria; García-Muñiz, Ana S.; Rienties, Bart

2017-01-01

Although the importance of boundary spanning in blended and online learning is widely acknowledged, most educational research has ignored whether and how students learn from others outside their assigned group. One potential approach for understanding cross-boundary knowledge sharing is Social Network Analysis (SNA). In this article, we apply four…

Engaging Students in Learning Science through Promoting Creative Reasoning

ERIC Educational Resources Information Center

Waldrip, Bruce; Prain, Vaughan

2017-01-01

Student engagement in learning science is both a desirable goal and a long-standing teacher challenge. Moving beyond engagement understood as transient topic interest, we argue that cognitive engagement entails sustained interaction in the processes of how knowledge claims are generated, judged, and shared in this subject. In this paper, we…

On the Roles of External Knowledge Representations in Assessment Design

ERIC Educational Resources Information Center

Mislevy, Robert J.; Behrens, John T.; Bennett, Randy E.; Demark, Sarah F.; Frezzo, Dennis C.; Levy, Roy; Robinson, Daniel H.; Rutstein, Daisy Wise; Shute, Valerie J.; Stanley, Ken; Winters, Fielding I.

2010-01-01

People use external knowledge representations (KRs) to identify, depict, transform, store, share, and archive information. Learning how to work with KRs is central to be-coming proficient in virtually every discipline. As such, KRs play central roles in curriculum, instruction, and assessment. We describe five key roles of KRs in assessment: (1)…

On the Roles of External Knowledge Representations in Assessment Design. CSE Report 722

ERIC Educational Resources Information Center

Mislevy, Robert J.; Behrens, John T.; Bennett, Randy E.; Demark, Sarah F.; Frezzo, Dennis C.; Levy, Roy; Robinson, Daniel H.; Rutstein, Daisy Wise; Shute, Valerie J.; Stanley, Ken; Winters, Fielding I.

2007-01-01

People use external knowledge representations (EKRs) to identify, depict, transform, store, share, and archive information. Learning how to work with EKRs is central to becoming proficient in virtually every discipline. As such, EKRs play central roles in curriculum, instruction, and assessment. Five key roles of EKRs in educational assessment are…

The Knowledge and Perceptions of Prospective Teachers and Speech Language Therapists in Collaborative Language and Literacy Instruction

ERIC Educational Resources Information Center

Wilson, Leanne; McNeill, Brigid; Gillon, Gail T.

2015-01-01

Successful collaboration among speech and language therapists (SLTs) and teachers fosters the creation of communication friendly classrooms that maximize children's spoken and written language learning. However, these groups of professionals may have insufficient opportunity in their professional study to develop the shared knowledge, perceptions…

Games for Learning: Which Template Generates Social Construction of Knowledge?

ERIC Educational Resources Information Center

Garcia, Francisco A.

2015-01-01

The purpose of this study was to discover how three person teams use game templates (trivia, role-play, or scavenger hunt) to socially construct knowledge. The researcher designed an experimental Internet-based database to facilitate teams creating each game. Teams consisted of teachers, students, hobbyist, and business owners who shared similar…

"A Fantasy of Untouchable Fullness": Melancholia and Resistance to Educational Transformation

ERIC Educational Resources Information Center

Stillwaggon, James

2017-01-01

The progressive language of growth and development that informs our shared ideal of the educated subject also informs the curricular structure of schooling, in which new learning builds upon established knowledge and students' development depends upon their desire to take on those identities associated with various achievements of knowledge. Each…

Using Funds of Knowledge to Build Trust between a Teacher and Parents of Language-Delayed Preschoolers

ERIC Educational Resources Information Center

Gonzalez, Alissa Zoraida

2014-01-01

Preschool children with language delays often struggle to learn new concepts. Proven strategies such as modeling, prompting, reinforcing responses, direct teaching, and hands-on experience matter to young children with language delays. Also important are social interactions and shared experiences with more knowledgeable persons. Within a cultural…

Translating Knowledge: The role of Shared Learning in Bridging the Science-Application Divide

NASA Astrophysics Data System (ADS)

Moench, M.

2014-12-01

As the organizers of this session state: "Understanding and managing our future relation with the Earth requires research and knowledge spanning diverse fields, and integrated, societally-relevant science that is geared toward solutions." In most cases, however, integration is weak and scientific outputs do not match decision maker requirements. As a result, while scientific results may be highly relevant to society that relevance is operationally far from clear. This paper explores the use of shared learning processes to bridge the gap between the evolving body of scientific information on climate change and its relevance for resilience planning in cities across Asia. Examples related to understanding uncertainty, the evolution of scientific knowledge from different sources, and data extraction and presentation are given using experiences generated over five years of work as part of the Rockefeller Foundation supported Asian Cities Climate Change Resilience Network and other programs. Results suggest that processes supporting effective translation of knowledge between different sources and different applications are essential for the identification of solutions that respond to the dynamics and uncertainties inherent in global change processes.

Conceptualizing impact assessment as a learning process

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sánchez, Luis E., E-mail: lsanchez@usp.br; Mitchell, Ross, E-mail: ross.mitchell@ualberta.net

This paper explores how project developers and their consultants, government regulators and stakeholders can learn from the impact assessment (IA) process, thus potentially improving its effectiveness and enhancing project sustainability. Despite the benefits that learning can bring to an organization, failure to learn appears commonplace both within the IA process and, once approved, subsequent industrial development. To nurture organizational learning through IA, enabling structures that foster information sharing and interpretation and enhance organizational memory are needed. In this paper learning outcomes are grouped into three categories: acquisition of knowledge and skills, developing new behaviors and developing sustainability-oriented norms and values.more » Means to achieve such outcomes include education and training, experiential learning, learning through public participation (social learning) and a ‘learning organization approach’. Societal expectations increasingly demand not only projects that ‘pass’ the review criteria of regulators, financiers and the community, but IA processes capable of delivering sustainable outcomes that include learning and sharing of knowledge. It is proposed that learning be treated as a purposeful – not as an accidental – outcome of IA, and facilitated by adopting a ‘learning organization approach’ coupled with best practice such as early stakeholder engagement. - Highlights: • Proponents are challenged to develop projects that deliver sustainable outcomes. • Passing the test of government approval may be insufficient to obtain a social license. • Learning by all stakeholders is vital to meet these challenges. • Learning outcomes have to go beyond instrumental learning to reach new behaviors, norms and values. • A “learning organization approach” can promote mutual learning and improve project design.« less

Reversible watermarking for knowledge digest embedding and reliability control in medical images.

PubMed

Coatrieux, Gouenou; Le Guillou, Clara; Cauvin, Jean-Michel; Roux, Christian

2009-03-01

To improve medical image sharing in applications such as e-learning or remote diagnosis aid, we propose to make the image more usable by watermarking it with a digest of its associated knowledge. The aim of such a knowledge digest (KD) is for it to be used for retrieving similar images with either the same findings or differential diagnoses. It summarizes the symbolic descriptions of the image, the symbolic descriptions of the findings semiology, and the similarity rules that contribute to balancing the importance of previous descriptors when comparing images. Instead of modifying the image file format by adding some extra header information, watermarking is used to embed the KD in the pixel gray-level values of the corresponding images. When shared through open networks, watermarking also helps to convey reliability proofs (integrity and authenticity) of an image and its KD. The interest of these new image functionalities is illustrated in the updating of the distributed users' databases within the framework of an e-learning application demonstrator of endoscopic semiology.

An online community of practice to support evidence-based physiotherapy practice in manual therapy.

PubMed

Evans, Cathy; Yeung, Euson; Markoulakis, Roula; Guilcher, Sara

2014-01-01

The purpose of this study was to explore how a community of practice promoted the creation and sharing of new knowledge in evidence-based manual therapy using Wenger's constructs of mutual engagement, joint enterprise, and shared repertoire as a theoretical framework. We used a qualitative approach to analyze the discussion board contributions of the 19 physiotherapists who participated in the 10-week online continuing education course in evidence-based practice (EBP) in manual therapy. The course was founded on community of practice, constructivism, social, and situated learning principles. The 1436 postings on 9 active discussion boards revealed that the community of practice was a social learning environment that supported strong participation and mutual engagement. Design features such as consistent facilitation, weekly guiding questions, and collaborative assignments promoted the creation and sharing of knowledge. Participants applied research evidence to the contexts in which they worked through reflective comparison of what they were reading to its applicability in their everyday practice. Participants' shared goals contributed to the common ground established in developing collective knowledge about different study designs, how to answer research questions, and the difficulties of conducting sound research. An online longitudinal community of practice utilized as a continuing education approach to deliver an online course based on constructivist and social learning principles allowed geographically dispersed physiotherapists to be mutually engaged in a joint enterprise in evidence-based manual therapy. Advantages included opportunity for reflection, modeling, and collaboration. Future studies should examine the impact of participation on clinical practice. © 2014 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

Ways of Knowing, Sharing, and Translating Agricultural Knowledge and Perspectives: Alternative Epistemologies across Non-Formal and Informal Settings

ERIC Educational Resources Information Center

Mars, Matthew M.; Ball, Anna L.

2016-01-01

The mainstream agricultural literacy movement has been mostly focused on school-based learning through formal curricula and standardized non-formal models (e.g., FFA, 4-H). The purpose of the current study is to qualitatively explore through a grounded theory approach, the development, sharing, and translation of diverse forms of agricultural…

Improving the redistribution of the security lessons in healthcare: An evaluation of the Generic Security Template.

PubMed

He, Ying; Johnson, Chris

2015-11-01

The recurrence of past security breaches in healthcare showed that lessons had not been effectively learned across different healthcare organisations. Recent studies have identified the need to improve learning from incidents and to share security knowledge to prevent future attacks. Generic Security Templates (GSTs) have been proposed to facilitate this knowledge transfer. The objective of this paper is to evaluate whether potential users in healthcare organisations can exploit the GST technique to share lessons learned from security incidents. We conducted a series of case studies to evaluate GSTs. In particular, we used a GST for a security incident in the US Veterans' Affairs Administration to explore whether security lessons could be applied in a very different Chinese healthcare organisation. The results showed that Chinese security professional accepted the use of GSTs and that cyber security lessons could be transferred to a Chinese healthcare organisation using this approach. The users also identified the weaknesses and strengths of GSTs, providing suggestions for future improvements. Generic Security Templates can be used to redistribute lessons learned from security incidents. Sharing cyber security lessons helps organisations consider their own practices and assess whether applicable security standards address concerns raised in previous breaches in other countries. The experience gained from this study provides the basis for future work in conducting similar studies in other healthcare organisations. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Learn about the EPA's Federal Technology Transfer Act Program

EPA Pesticide Factsheets

This act allows sharing Agency knowledge and expertise with outside partners through collaborative agreements and licensing. Potential partners can take advantage of opportunities to create or further develop solutions to environmental problems.

Understanding the Context of Learning in an Online Social Network for Health Professionals' Informal Learning.

PubMed

Li, Xin; Gray, Kathleen; Verspoor, Karin; Barnett, Stephen

2017-01-01

Online social networks (OSN) enable health professionals to learn informally, for example by sharing medical knowledge, or discussing practice management challenges and clinical issues. Understanding the learning context in OSN is necessary to get a complete picture of the learning process, in order to better support this type of learning. This study proposes critical contextual factors for understanding the learning context in OSN for health professionals, and demonstrates how these contextual factors can be used to analyse the learning context in a designated online learning environment for health professionals.

U.S. Spacesuit Knowledge Capture Accomplishments in Fiscal Year 2015

NASA Technical Reports Server (NTRS)

Chullen, Cinda; Oliva, Vladenka R.

2016-01-01

The NASA U.S. Spacesuit Knowledge Capture (SKC) Program continues to capture, share, and archive significant spacesuit-related knowledge with engineers and other technical staff and invested entities. Since its 2007 inception, the SKC Program has hosted and recorded more than 75 events. By the end of Fiscal Year (FY) 2015, 40 of these were processed and uploaded to a publically accessible NASA Web site where viewers can expand their knowledge about the spacesuit's evolution, known capabilities and limitations, and lessons learned. Sharing this knowledge with entities beyond NASA can increase not only more people's understanding of the technical effort and importance involved in designing a spacesuit, it can also expand the interest and support in this valuable program that ensures significant knowledge is retained and accessible. This paper discusses the FY 2015 SKC events, the release and accessibility of the approved events, and the program's future plans.

U.S. Spacesuit Knowledge Capture Accomplishments in Fiscal Year 2015

NASA Technical Reports Server (NTRS)

Chullen, Cinda; Oliva, Vladenka R.

2016-01-01

The NASA U.S. Spacesuit Knowledge Capture (SKC) Program continues to capture, share, and archive significant spacesuit-related knowledge with engineers and other technical staff and invested entities. Since its 2007 inception, the SKC Program has hosted and recorded more than 65 events. By the end of Fiscal Year (FY) 2015, 40 of these were processed and uploaded to a publically accessible NASA Web site where viewers can expand their knowledge about the spacesuit's evolution, known capability and limitations, and lessons learned. Sharing this knowledge with entities beyond NASA can increase not only more people's understanding of the technical effort and importance involved in designing a spacesuit, it can also expand the interest and support in this valuable program that ensures significant knowledge is retained and accessible. This paper discusses the FY 2015 SKC events, the release and accessibility of the approved events, and the program's future plans.

Professional Learning Communities Facilitator's Guide for the What Works Clearinghouse™ Practice Guide: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. REL 2015-105

ERIC Educational Resources Information Center

Dimino, Joseph A.; Taylor, Mary Jo; Morris, Joan

2015-01-01

This facilitator's guide is designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. Through this collaborative learning experience, educators will expand their knowledge base as they read, discuss, share,…

What can management theories offer evidence-based practice? A comparative analysis of measurement tools for organisational context.

PubMed

French, Beverley; Thomas, Lois H; Baker, Paula; Burton, Christopher R; Pennington, Lindsay; Roddam, Hazel

2009-05-19

Given the current emphasis on networks as vehicles for innovation and change in health service delivery, the ability to conceptualize and measure organisational enablers for the social construction of knowledge merits attention. This study aimed to develop a composite tool to measure the organisational context for evidence-based practice (EBP) in healthcare. A structured search of the major healthcare and management databases for measurement tools from four domains: research utilisation (RU), research activity (RA), knowledge management (KM), and organisational learning (OL). Included studies were reports of the development or use of measurement tools that included organisational factors. Tools were appraised for face and content validity, plus development and testing methods. Measurement tool items were extracted, merged across the four domains, and categorised within a constructed framework describing the absorptive and receptive capacities of organisations. Thirty measurement tools were identified and appraised. Eighteen tools from the four domains were selected for item extraction and analysis. The constructed framework consists of seven categories relating to three core organisational attributes of vision, leadership, and a learning culture, and four stages of knowledge need, acquisition of new knowledge, knowledge sharing, and knowledge use. Measurement tools from RA or RU domains had more items relating to the categories of leadership, and acquisition of new knowledge; while tools from KM or learning organisation domains had more items relating to vision, learning culture, knowledge need, and knowledge sharing. There was equal emphasis on knowledge use in the different domains. If the translation of evidence into knowledge is viewed as socially mediated, tools to measure the organisational context of EBP in healthcare could be enhanced by consideration of related concepts from the organisational and management sciences. Comparison of measurement tools across domains suggests that there is scope within EBP for supplementing the current emphasis on human and technical resources to support information uptake and use by individuals. Consideration of measurement tools from the fields of KM and OL shows more content related to social mechanisms to facilitate knowledge recognition, translation, and transfer between individuals and groups.

What can management theories offer evidence-based practice? A comparative analysis of measurement tools for organisational context

PubMed Central

French, Beverley; Thomas, Lois H; Baker, Paula; Burton, Christopher R; Pennington, Lindsay; Roddam, Hazel

2009-01-01

Background Given the current emphasis on networks as vehicles for innovation and change in health service delivery, the ability to conceptualise and measure organisational enablers for the social construction of knowledge merits attention. This study aimed to develop a composite tool to measure the organisational context for evidence-based practice (EBP) in healthcare. Methods A structured search of the major healthcare and management databases for measurement tools from four domains: research utilisation (RU), research activity (RA), knowledge management (KM), and organisational learning (OL). Included studies were reports of the development or use of measurement tools that included organisational factors. Tools were appraised for face and content validity, plus development and testing methods. Measurement tool items were extracted, merged across the four domains, and categorised within a constructed framework describing the absorptive and receptive capacities of organisations. Results Thirty measurement tools were identified and appraised. Eighteen tools from the four domains were selected for item extraction and analysis. The constructed framework consists of seven categories relating to three core organisational attributes of vision, leadership, and a learning culture, and four stages of knowledge need, acquisition of new knowledge, knowledge sharing, and knowledge use. Measurement tools from RA or RU domains had more items relating to the categories of leadership, and acquisition of new knowledge; while tools from KM or learning organisation domains had more items relating to vision, learning culture, knowledge need, and knowledge sharing. There was equal emphasis on knowledge use in the different domains. Conclusion If the translation of evidence into knowledge is viewed as socially mediated, tools to measure the organisational context of EBP in healthcare could be enhanced by consideration of related concepts from the organisational and management sciences. Comparison of measurement tools across domains suggests that there is scope within EBP for supplementing the current emphasis on human and technical resources to support information uptake and use by individuals. Consideration of measurement tools from the fields of KM and OL shows more content related to social mechanisms to facilitate knowledge recognition, translation, and transfer between individuals and groups. PMID:19454008

Emergent Social Software Platforms for the Sharing of and Collaboration on Criminal Information and Intelligence

DTIC Science & Technology

2012-09-01

7 Mark E. Nissen, Harnessing Knowledge Dynamics: Principled Organizational Knowing & Learning ( Hershey PA: IRM Press, 2006), 23. 4...Management ( Hershey , PA: Idea Group Pub., an imprint of Idea Group, 2004), 22. 9 the entire department; staff must first approve it. These restrictions...33, no. 3 ( 1996 ), 333–359.; Alavi and Leidner, Review: Knowledge Management and Knowledge Management Systems: Conceptual Foundations and Research

Semantic e-Learning: Next Generation of e-Learning?

NASA Astrophysics Data System (ADS)

Konstantinos, Markellos; Penelope, Markellou; Giannis, Koutsonikos; Aglaia, Liopa-Tsakalidi

Semantic e-learning aspires to be the next generation of e-learning, since the understanding of learning materials and knowledge semantics allows their advanced representation, manipulation, sharing, exchange and reuse and ultimately promote efficient online experiences for users. In this context, the paper firstly explores some fundamental Semantic Web technologies and then discusses current and potential applications of these technologies in e-learning domain, namely, Semantic portals, Semantic search, personalization, recommendation systems, social software and Web 2.0 tools. Finally, it highlights future research directions and open issues of the field.

Is It Personal? Teacher's Personality and the Principal's Role in Professional Learning Communities

ERIC Educational Resources Information Center

Benoliel, Pascale; Schechter, Chen

2017-01-01

Research results have provided evidence of the potential contribution that professional learning communities (PLCs) can make to enhance school outcomes. While numerous organizational and cultural aspects of schools have been recognized as key requirements for PLC success, researchers have noted that a teacher's ability to share knowledge in the…

Teaching Science to a Profoundly Deaf Child in a Mainstream Classroom

ERIC Educational Resources Information Center

Spicer, Sally

2016-01-01

From her experience of teaching a profoundly deaf child learning science with British Sign Language (BSL) as the child's first language, Sally Spicer learned methods that could be good practice for all learners. In this article, Sally Spicer shares how providing an opportunity for first-hand experience to develop knowledge and understanding of…

How Organizations Provide Learning Opportunities for Children and Families

ERIC Educational Resources Information Center

Caspe, Margaret; Lopez, M. Elena

2014-01-01

Today we know much more about how children learn than ever before, including the types of motivation and support they need to thrive, the ways that digital media and technology enhance their creativity, and the ways that families and educators, both within and outside of school settings, can share responsibility to facilitate new knowledge and…

Effectiveness of Case-Based Learning Instruction on Pre-Service Teachers' Chemistry Motivation and Attitudes toward Chemistry

ERIC Educational Resources Information Center

Çam, Aylin; Geban, Ömer

2017-01-01

Background: The development of primary pre-service teachers' chemistry motivation and attitudes toward chemistry were examined in order to develop their science literacy using case-based learning. Students' ideas were emphasized, real-life situations were discussed, and students could share their ideas and knowledge with peers; as a result,…

The Analysis of the Blogs Created in a Blended Course through the Reflective Thinking Perspective

ERIC Educational Resources Information Center

Dos, Bulent; Demir, Servet

2013-01-01

Blogs have evolved from simple online diaries to communication tools with the capacity to engage people in collaboration, knowledge sharing, reflection and debate. Blog archives can be a source of information about student learning, providing a basis for ongoing feedback and redesign of learning activities. Previous studies show that blogs can…

The Effects of Shared Reading and Independent Reading on Incidental Word Learning of New Vocabulary for Third Grade Proficient and Non-Proficient Readers

ERIC Educational Resources Information Center

Cirucci, Christina L.

2017-01-01

Research has shown a strong positive relationship between vocabulary knowledge and reading comprehension (Elleman, Lindo, Morphy, & Compton, 2009; Crosson & Lesaux, 2013; Lubliner & Smetana, 2005). Vocabulary acquisition is possible for all learners through explicit vocabulary instruction and incidental word learning (Cunningham,…

Ontology-Based Organizational Memory for e-Learning

ERIC Educational Resources Information Center

Abel, Marie-Helene; Benayache, Ahcene; Lenne, Dominique; Moulin, Claude; Barry, Catherine; Chaput, Brigitte

2004-01-01

E-learning leads to evolutions in the way of designing a course. Diffused through the web, the course content cannot be the direct transcription of a face to face course content. A course can be seen as an organization in which different actors are involved. These actors produce documents, information and knowledge that they often share. We…

From Seeing to Observing: How Parents and Children Learn to See Science in a Botanical Garden

ERIC Educational Resources Information Center

Eberbach, Catherine; Crowley, Kevin

2017-01-01

How do children begin to make the transition from seeing the natural world to scientifically observing the natural world? This study explored how differences in parent conversational strategies and disciplinary knowledge impact children's experience observing biological phenomena during shared informal learning. A total of 79 parent-child pairs…

What Do Students Do in a F2F CSCL Classroom? The Optimization of Multiple Communications Modes

ERIC Educational Resources Information Center

Chen, Wenli; Looi, Chee-Kit; Tan, Sini

2010-01-01

This exploratory study analyzes how students use different communication modes to share information, negotiate meaning and construct knowledge in the process of doing a group learning activity in a Primary Grade 5 blended learning environment in Singapore. Small groups of students interacted face-to-face over a computer-mediated communication…

Learning among Critical Friends in the Instrumental Setting

ERIC Educational Resources Information Center

Ferm Thorgersen, Cecilia

2014-01-01

The article is based on a phenomenological way of thinking about knowledge and learning and will treat the concepts of response and critical friends as ways of sharing experience in higher music education. The problem area I want to illuminate is how teachers, who educate musicians, can use and facilitate development of their students' skills…

Communicating shared knowledge in infancy.

PubMed

Egyed, Katalin; Király, Ildikó; Gergely, György

2013-07-01

Object-directed emotion expressions provide two types of information: They can convey the expressers' person-specific subjective disposition toward objects, or they can be used communicatively as referential symbolic devices to convey culturally shared valence-related knowledge about referents that can be generalized to other individuals. By presenting object-directed emotion expressions in communicative versus noncommunicative contexts, we demonstrated that 18-month-olds can flexibly assign either a person-centered interpretation or an object-centered interpretation to referential emotion displays. When addressed by ostensive signals of communication, infants generalized their object-centered interpretation of the emotion display to other individuals as well, whereas in the noncommunicative emotion-expression context, they attributed to the emoting agent a person-specific subjective dispositional attitude without generalizing this attribution as relevant to other individuals. The findings indicate that, as proposed by natural pedagogy theory, infants are prepared to learn shared cultural knowledge from nonverbal communicative demonstrations addressed to them at a remarkably early age.

Organizing Physics Teacher Professional Education around Productive Habit Development: A Way to Meet Reform Challenges

ERIC Educational Resources Information Center

Etkina, Eugenia; Gregorcic, Bor; Vokos, Stamatis

2017-01-01

Extant literature on teacher preparation suggests that preservice teachers learn best when they are immersed in a community that allows them to develop dispositions, knowledge, and practical skills and share with the community a strong vision of what good teaching entails. However, even if the requisite dispositions, knowledge, and skills in…

Minding the Knowledge Gap: The Importance of Content in Student Learning

ERIC Educational Resources Information Center

Christodoulou, Daisy

2013-01-01

In this article, author Daisy Christodoulou, a former teacher in the United Kingdom, debunks the myth that teaching facts prevents understanding, and she explains why teaching content knowledge is part of the primary mission of education. Throughout this article, she tries to stress that she shares the aims of many of the people whose methods she…

Factors Influencing Access to Integrated Soil Fertility Management Information and Knowledge and Its Uptake among Smallholder Farmers in Zimbabwe

ERIC Educational Resources Information Center

Gwandu, T.; Mtambanengwe, F.; Mapfumo, P.; Mashavave, T. C.; Chikowo, R.; Nezomba, H.

2014-01-01

Purpose: The study evaluated how farmer acquisition, sharing and use patterns of information and knowledge interact with different socioeconomic factors to influence integrated soil fertility management (ISFM) technology uptake. Design/methodology/approach: The study was conducted as part of an evaluation of field-based farmer learning approaches…

Factors Influencing the Internet Resource Users' Satisfaction: An Analytical Study on Omani Undergraduate Learners

ERIC Educational Resources Information Center

Sriram, B.

2016-01-01

The internet resources are one of the important knowledge sharing tools in day-to-day business processes. These internet resources have greater impact on education field too. The learning processes have become comparatively easy due to these electronic resources. The online resources help the students to acquire the required knowledge through…

The power of storytelling.

PubMed

Lindesmith, K A; McWeeny, M

1994-01-01

Storytelling is an intrinsic part of most cultures. For nurses, the telling of stories is a way of sharing nursing's history, tacit knowledge, critical thinking, and creativity. It provides the opportunity to learn from each other and to dialogue about the deeper issues surrounding professional practice. Using storytelling as a formal activity in education programs sanctions the sharing of stories as a meaningful experience that can be replicated in day-to-day practice. The value of connecting and sharing expertise through storytelling with colleagues becomes a powerful experience for nursing staff.

Do emergency medicine residents and faculty have similar learning styles when assessed with the Kolb learning style assessment tool?

PubMed

Fredette, Jenna; O'Brien, Corinne; Poole, Christy; Nomura, Jason

2015-04-01

Experiential learning theory and the Kolb Learning Style Inventory (Kolb LSI) have influenced educators worldwide for decades. Knowledge of learning styles can create efficient learning environments, increase information retention, and improve learner satisfaction. Learning styles have been examined in medicine previously, but not specifically with Emergency Medicine (EM) residents and attendings. Using the Kolb LSI, the learning styles of Emergency Medicine residents and attendings were assessed. The findings showed that the majority of EM residents and attendings shared the accommodating learning style. This result was different than prior studies that found the majority of medical professionals had a converging learning style and other studies that found attendings often have different learning styles than residents. The issue of learning styles among emergency medical residents and attendings is important because learning style knowledge may have an impact on how a residency program structures curriculum and how EM residents are successfully, efficiently, and creatively educated.

The National Public Health Leadership Institute: evaluation of a team-based approach to developing collaborative public health leaders.

PubMed

Umble, Karl; Steffen, David; Porter, Janet; Miller, Delesha; Hummer-McLaughlin, Kelley; Lowman, Amy; Zelt, Susan

2005-04-01

Recent public health literature contains calls for collaborative public health interventions and for leaders capable of guiding them. The National Public Health Leadership Institute aims to develop collaborative leaders and to strengthen networks of leaders who share knowledge and jointly address public health problems. Evaluation results show that completing the institute training increases collaborative leadership and builds knowledge-sharing and problem-solving networks. These practices and networks strengthen interorganizational relationships, coalitions, services, programs, and policies. Intensive team-and project-based learning are key to the program's impact.

The National Public Health Leadership Institute: Evaluation of a Team-Based Approach to Developing Collaborative Public Health Leaders

PubMed Central

Umble, Karl; Steffen, David; Porter, Janet; Miller, Delesha; Hummer-McLaughlin, Kelley; Lowman, Amy; Zelt, Susan

2005-01-01

Recent public health literature contains calls for collaborative public health interventions and for leaders capable of guiding them. The National Public Health Leadership Institute aims to develop collaborative leaders and to strengthen networks of leaders who share knowledge and jointly address public health problems. Evaluation results show that completing the institute training increases collaborative leadership and builds knowledge-sharing and problem-solving networks. These practices and networks strengthen interorganizational relationships, coalitions, services, programs, and policies. Intensive team-and project-based learning are key to the program’s impact. PMID:15798124

Conceptualisation of knowledge construction in community service-learning programmes in nursing education.

PubMed

Mthembu, Sindi Z; Mtshali, Fikile G

2013-01-01

Practices in higher education have been criticised for not developing and preparing students for the expertise required in real environments. Literature reports that educational programmes tend to favour knowledge conformation rather than knowledge construction; however, community service learning (CSL) is a powerful pedagogical strategy that encourages students to make meaningful connections between the content in the classroom and real-life experiences as manifested by the communities. Through CSL, learning is achieved by the active construction of knowledge supported by multiple perspectives within meaningful real contexts, and the social interactions amongst students are seen to play a critical role in the processes of learning and cognition. This article reflects facilitators’ perspective of the knowledge construction process as used with students doing community service learning in basic nursing programmes. The aim of this article was to conceptualise the phenomenon of knowledge construction and thereby provide educators with a shared meaning and common understanding, and to analyse the interaction strategies utilised by nurse educators in the process of knowledge construction in community service-learning programmes in basic nursing education. A qualitative research approach based on a grounded theory research design was used in this article. Two nursing education institutions were purposively selected. Structured interviews were conducted with 16 participants. The results revealed that the knowledge construction in community service-learning programmes is conceptualised as having specific determinants, including the use of authentic health-related problems, academic coaching through scaffolding, academic discourse-dialogue, interactive learning in communities of learners, active learning, continuous reflection as well as collaborative and inquiry-based learning. Upon completion of an experience, students create and test generated knowledge in different contextual health settings. It was concluded that knowledge is constructed by students as a result of their interaction with the communities in their socio-cultural context and is mediated by their prior concrete experiences. The implication of this is that students construct knowledge that can be applied in their future work places.

Teacher Knowledge for Active-Learning Instruction: Expert-Novice Comparison Reveals Differences.

PubMed

Auerbach, A J; Higgins, M; Brickman, P; Andrews, T C

2018-01-01

Active-learning strategies can improve science, technology, engineering, and mathematics (STEM) undergraduates' abilities to learn fundamental concepts and skills. However, the results instructors achieve vary substantially. One explanation for this is that instructors commonly implement active learning differently than intended. An important factor affecting how instructors implement active learning is knowledge of teaching and learning. We aimed to discover knowledge that is important to effective active learning in large undergraduate courses. We developed a lesson-analysis instrument to elicit teacher knowledge, drawing on the theoretical construct of teacher noticing. We compared the knowledge used by expert ( n = 14) and novice ( n = 29) active-learning instructors as they analyzed lessons. Experts and novices differed in what they noticed, with experts more commonly considering how instructors hold students accountable, topic-specific student difficulties, whether the instructor elicited and responded to student thinking, and opportunities students had to generate their own ideas and work. Experts were also better able to support their lesson analyses with reasoning. This work provides foundational knowledge for the future design of preparation and support for instructors adopting active learning. Improving teacher knowledge will improve the implementation of active learning, which will be necessary to widely realize the potential benefits of active learning in undergraduate STEM. © 2018 A. J. Auerbach et al. CBE—Life Sciences Education © 2018 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Learning from project experiences using a legacy-based approach

NASA Technical Reports Server (NTRS)

Cooper, Lynne P.; Majchrzak, Ann; Faraj, Samer

2005-01-01

As project teams become used more widely, the question of how to capitalize on the knowledge learned in project teams remains an open issue. Using previous research on shared cognition in groups, an approach to promoting post-project learning was developed. This Legacy Review concept was tested on four in tact project teams. The results from those test sessions were used to develop a model of team learning via group cognitive processes. The model and supporting propositions are presented.

Use of e-learning in clinical clerkships: effects on acquisition of dermatological knowledge and learning processes.

PubMed

Fransen, Frederike; Martens, Herm; Nagtzaam, Ivo; Heeneman, Sylvia

2018-01-17

To obtain a deeper understanding of how the e-learning program, Education in Dermatology (ED), affects the acquisition of dermatological knowledge and the underlying learning processes of medical students in their clinical phase. The study used a mixed method design with a convergent parallel collection of data. Medical students (n=62) from Maastricht University (The Netherlands) were randomized to either a conventional teaching group (control group n=30) or conventional teaching plus the e-learning program (application on smartphone) group (e-learning group n=32). Pre- and post-intervention knowledge test results were analysed using an independent t-test. Individual semi-structured interviews (n=9) were conducted and verbatim-transcribed recordings were analysed using King's template analysis. The e-learning program positively influenced students' level of knowledge and their process of learning. A significant difference was found in the post-test scores for the control group (M=51.4, SD=6.43) and the e-learning group (M=73.09, SD=5.12); t(60)=-14.75, p<0.000). Interview data showed that the e-learning program stimulated students' learning as the application promoted the identification and recognition of skin disorders, the use of references, creation of documents and sharing information with colleagues. This study demonstrated that use of the e-learning program led to a significant improvement in basic dermatological knowledge. The underlying learning processes indicated that e-learning programs in dermatology filled a vital gap in the understanding of clinical reasoning in dermatology. These results might be useful when developing (clinical) teaching formats with a special focus on visual disciplines.

Enhancing project-oriented learning by joining communities of practice and opening spaces for relatedness

NASA Astrophysics Data System (ADS)

Pascual, R.

2010-03-01

This article describes an extension to project-oriented learning to increase social construction of knowledge and learning. The focus is on: (a) maximising opportunities for students to share their knowledge with practitioners by joining communities of practice, and (b) increasing their intrinsic motivation by creating conditions for student's relatedness. The case study considers a last year capstone course in Mechanical Engineering. The work addresses innovative practices of active learning and beyond project-oriented learning through: (a) the development of a web-based decision support system, (b) meetings between the communities of students, maintenance engineers and academics, and (c) new off-campus group instances. The author hypothesises that this multi-modal approach increases deep learning and social impact of the educational process. Surveys to the actors support a successful achievement of the educational goals. The methodology can easily be extended to further improve the learning process.

Transformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods

PubMed Central

Slavich, George M.; Zimbardo, Philip G.

2012-01-01

Approaches to classroom instruction have evolved considerably over the past 50 years. This progress has been spurred by the development of several learning principles and methods of instruction, including active learning, student-centered learning, collaborative learning, experiential learning, and problem-based learning. In the present paper, we suggest that these seemingly different strategies share important underlying characteristics and can be viewed as complimentary components of a broader approach to classroom instruction called transformational teaching. Transformational teaching involves creating dynamic relationships between teachers, students, and a shared body of knowledge to promote student learning and personal growth. From this perspective, instructors are intellectual coaches who create teams of students who collaborate with each other and with their teacher to master bodies of information. Teachers assume the traditional role of facilitating students’ acquisition of key course concepts, but do so while enhancing students’ personal development and attitudes toward learning. They accomplish these goals by establishing a shared vision for a course, providing modeling and mastery experiences, challenging and encouraging students, personalizing attention and feedback, creating experiential lessons that transcend the boundaries of the classroom, and promoting ample opportunities for preflection and reflection. We propose that these methods are synergistically related and, when used together, maximize students’ potential for intellectual and personal growth. PMID:23162369

Knowledge 'Translation' as social learning: negotiating the uptake of research-based knowledge in practice.

PubMed

Salter, K L; Kothari, A

2016-02-29

Knowledge translation and evidence-based practice have relied on research derived from clinical trials, which are considered to be methodologically rigorous. The result is practice recommendations based on a narrow view of evidence. We discuss how, within a practice environment, in fact individuals adopt and apply new evidence derived from multiple sources through ongoing, iterative learning cycles. The discussion is presented in four sections. After elaborating on the multiple forms of evidence used in practice, in section 2 we argue that the practitioner derives contextualized knowledge through reflective practice. Then, in section 3, the focus shifts from the individual to the team with consideration of social learning and theories of practice. In section 4 we discuss the implications of integrative and negotiated knowledge exchange and generation within the practice environment. Namely, how can we promote the use of research within a team-based, contextualized knowledge environment? We suggest support for: 1) collaborative learning environments for active learning and reflection, 2) engaged scholarship approaches so that practice can inform research in a collaborative manner and 3) leveraging authoritative opinion leaders for their clinical expertise during the shared negotiation of knowledge and research. Our approach also points to implications for studying evidence-informed practice: the identification of practice change (as an outcome) ought to be supplemented with understandings of how and when social negotiation processes occur to achieve integrated knowledge. This article discusses practice knowledge as dependent on the practice context and on social learning processes, and suggests how research knowledge uptake might be supported from this vantage point.

Threading Together Patient Expertise

PubMed Central

Civan, Andrea; Pratt, Wanda

2007-01-01

Patients are valuable sources of expertise for other patients in similar situations, but little is understood about the nature of this expertise. To address this knowledge gap, we investigated informational support as a mechanism for peers to help one another learn to cope with the breast cancer experience. We analyzed the types of problems discussed and recommendations offered by correspondents in three online breast cancer communities. Informational support was prevalent and directed towards problems in which correspondents were planning for future events or coping with emergent situations. Peers shared a wealth of patient expertise, including action strategies, recommended knowledge, suggested approaches, and information resources for dealing with problems. Our results highlight how peers are helping one another to learn. These findings bring insight to new support we could provide to patients for developing and sharing patient expertise, such as problem-based information organization and functionality for collaborative problem solving. PMID:18693814

Intellectual property rights and research disclosure in the university environment: preserving the commercialization option and optimizing market interest.

PubMed

Patino, Robert

2009-03-01

Clinical and basic scientists at academic medical and biomedical research institutions often form ideas that could have both monetary and human health benefits if developed and applied to improvement of human wellbeing. However, such ideas lose much of their potential value in both regards if they are disclosed in traditional knowledge-sharing forums such as abstracts, posters, and oral presentations at research meetings. Learning the basics about intellectual property protection and obtaining professional guidance in the management of intellectual property from a knowledgeable technology management professional or intellectual property attorney can avoid such losses yet pose a minimal burden of confidentiality on the investigator. Knowing how to successfully navigate the early stages of intellectual property protection can greatly increase the likelihood that discoveries and knowledge will become available for the public good without diminishing the important mandate of disseminating knowledge through traditional knowledge-sharing forums.

Encouraging information sharing to boost the name-your-own-price auction

NASA Astrophysics Data System (ADS)

Chen, Yahong; Li, Jinlin; Huang, He; Ran, Lun; Hu, Yusheng

2017-08-01

During a name-your-own-price (NYOP) auction, buyers can learn a lot of knowledge from their socially connected peers. Such social learning process makes them become more active to attend the auction and also helps them make decisions on what price to submit. Combining an information diffusion model and a belief decision model, we explore three effects of bidders' information sharing on the buyers' behaviors and the seller profit. The results indicate that information sharing significantly increases the NYOP popularity and the seller profit. When enlarging the quality or quantity of information sharing, or increasing the spreading efficiency of the network topology, the number of attenders and the seller profit are increased significantly. However, the spread of information may make bidders be more likely to bid higher and consequently lose surplus. In addition, the different but interdependent influence of the successful information and failure information are discussed in this work.

Strengthening the evidence and action on multi-sectoral partnerships in public health: an action research initiative

PubMed Central

Willis, C. D.; Greene, J. K.; Abramowicz, A.; Riley, B. L.

2016-01-01

Abstract Introduction: The Public Health Agency of Canada’s Multi-sectoral Partnerships Initiative, administered by the Centre for Chronic Disease Prevention (CCDP), brings together diverse partners to design, implement and advance innovative approaches for improving population health. This article describes the development and initial priorities of an action research project (a learning and improvement strategy) that aims to facilitate continuous improvement of the CCDP’s partnership initiative and contribute to the evidence on multi-sectoral partnerships. Methods: The learning and improvement strategy for the CCDP’s multi-sectoral partnership initiative was informed by (1) consultations with CCDP staff and senior management, and (2) a review of conceptual frameworks to do with multi-sectoral partnerships. Consultations explored the development of the multi-sectoral initiative, barriers and facilitators to success, and markers of effectiveness. Published and grey literature was reviewed using a systematic search strategy with findings synthesized using a narrative approach. Results: Consultations and the review highlighted the importance of understanding partnership impacts, developing a shared vision, implementing a shared measurement system and creating opportunities for knowledge exchange. With that in mind, we propose a six-component learning and improvement strategy that involves (1) prioritizing learning needs, (2) mapping needs to evidence, (3) using relevant data-collection methods, (4) analyzing and synthesizing data, (5) feeding data back to CCDP staff and teams and (6) taking action. Initial learning needs include investigating partnership reach and the unanticipated effects of multi-sectoral partnerships for individuals, groups, organizations or communities. Conclusion: While the CCDP is the primary audience for the learning and improvement strategy, it may prove useful for a range of audiences, including other government departments and external organizations interested in capturing and sharing new knowledge generated from multi-sectoral partnerships. PMID:27284702

A Study of the Cognitive Diffusion Model: Facilitating Students' High Level Cognitive Processes with Authentic Support

ERIC Educational Resources Information Center

Huang, Yueh-Min; Shadiev, Rustam; Sun, Ai; Hwang, Wu-Yuin; Liu, Tzu-Yu

2017-01-01

For this study the researchers designed learning activities to enhance students' high level cognitive processes. Students learned new information in a classroom setting and then applied and analyzed their new knowledge in familiar authentic contexts by taking pictures of objects found there, describing them, and sharing their homework with peers.…

Exploring the Role of Physics Representations: An Illustrative Example from Students Sharing Knowledge about Refraction

ERIC Educational Resources Information Center

Fredlund, Tobias; Airey, John; Linder, Cedric

2012-01-01

Research has shown that interactive engagement enhances student learning outcomes. A growing body of research suggests that the representations we use in physics are important in such learning environments. In this paper we draw on a number of sources in the literature to explore the role of representations in interactive engagement in physics. In…

Correlation Research on the Application of E-Learning to Students' Self-Regulated Learning Ability, Motivational Beliefs, and Academic Performance

ERIC Educational Resources Information Center

Liu, Hsu Kuan

2016-01-01

Delivering knowledge and economic information through the Internet has been so popular that a lot of countries make major information technology construction plans to enhance competitiveness. In this case, sharing educational resources and narrowing the rural-urban education divide with computer networks have become a common trend globally.…

Technological Readiness of UiTM Students in Using Mobile Phones in the English Language Classroom

ERIC Educational Resources Information Center

Murugan, Agelyia; Sai, George Teoh Boon; Lin, Agnes Liau Wei

2017-01-01

Mobile Assisted Language Learning (MALL) by using devices such as mobile phones is an ideal learning platform for learners to acquire language and share knowledge beyond the confines of a fixed location. By utilizing the mobile applications available via smartphone, learners can engage in collaborative networks and find information in a variety of…

An e-learning platform for aerospace medicine.

PubMed

Bamidis, P D; Konstantinidis, S; Papadelis, C L; Perantoni, E; Styliadis, C; Kourtidou-Papadeli, C; Kourtidou-Papadeli, C; Pappas, C

2008-08-01

The appeal of online education and distance learning as an educational alternative is ever increasing. To support and accommodate the over-specialized knowledge available by different experts, information technology can be employed to develop virtual distributed pools of autonomous specialized educational modules and provide the mechanisms for retrieving and sharing them. New educational standards such as SCORM and Healthcare LOM enhance this process of sharing by offering qualities like interoperability, accessibility, and reusability, so that learning material remains credible, up-to-date and tracks changes and developments of medical techniques and standards through time. Given that only a few e-learning courses exist in aerospace medicine the material of which may be exchanged among teachers, the aim of this paper is to illustrate the procedure of creating a SCORM compliant course that incorporates notions of recent advances in social web technologies. The course is in accordance with main educational and technological details and is specific to pulmonary disorders in aerospace medicine. As new educational trends place much emphasis in continuing medical education, the expansion of a general practitioner's knowledge in topics such as aviation and aerospace pulmonary disorders for crew and passengers becomes a societal requirement.

An e-learning platform for Aerospace Medicine

PubMed Central

Bamidis, P D; Konstantinidis, S; Papadelis, C L; Perantoni, E; Styliadis, C; Kourtidou-Papadeli, C; Kourtidou-Papadeli, C; Pappas, C

2008-01-01

The appeal of online education and distance learning as an educational alternative is ever increasing. To support and accommodate the over-specialized knowledge available by different experts, information technology can be employed to develop virtual distributed pools of autonomous specialized educational modules and provide the mechanisms for retrieving and sharing them. New educational standards such as SCORM and Healthcare LOM enhance this process of sharing by offering qualities like interoperability, accessibility, and reusability, so that learning material remains credible, up-to-date and tracks changes and developments of medical techniques and standards through time. Given that only a few e-learning courses exist in aerospace medicine the material of which may be exchanged among teachers, the aim of this paper is to illustrate the procedure of creating a SCORM compliant course that incorporates notions of recent advances in social web technologies. The course is in accordance with main educational and technological details and is specific to pulmonary disorders in aerospace medicine. As new educational trends place much emphasis in continuing medical education, the expansion of a general practitioner's knowledge in topics such as aviation and aerospace pulmonary disorders for crew and passengers becomes a societal requirement. PMID:19048088

Creativity and Collaborative Learning and Teaching Strategies in the Design Disciplines

ERIC Educational Resources Information Center

Turnbull, Morag; Littlejohn, Allison; Allan, Malcolm

2010-01-01

Creativity can be described as the ability to generate new ideas and combine existing ideas in new ways to find novel solutions to problems. Creativity is enhanced by a free flow of knowledge and through social contact. On this basis, the authors argue that knowledge sharing is central to creativity in design and present preliminary evidence to…

If we only knew what we know: principles for knowledge sharing across people, practices, and platforms.

PubMed

Dearing, James W; Greene, Sarah M; Stewart, Walter F; Williams, Andrew E

2011-03-01

The improvement of health outcomes for both individual patients and entire populations requires improvement in the array of structures that support decisions and activities by healthcare practitioners. Yet, many gaps remain in how even sophisticated healthcare organizations manage knowledge. Here we describe the value of a trans-institutional network for identifying and capturing how-to knowledge that contributes to improved outcomes. Organizing and sharing on-the-job experience would concentrate and organize the activities of individual practitioners and subject their rapid cycle improvement testing and refinement to a form of collective intelligence for subsequent diffusion back through the network. We use the existing Cancer Research Network as an example of how a loosely structured consortium of healthcare delivery organizations could create and grow an implementation registry to foster innovation and implementation success by communicating what works, how, and which practitioners are using each innovation. We focus on the principles and parameters that could be used as a basis for infrastructure design. As experiential knowledge from across institutions builds within such a system, the system could ultimately motivate rapid learning and adoption of best practices. Implications for research about healthcare IT, invention, and organizational learning are discussed.

Compositional clustering in task structure learning

PubMed Central

Frank, Michael J.

2018-01-01

Humans are remarkably adept at generalizing knowledge between experiences in a way that can be difficult for computers. Often, this entails generalizing constituent pieces of experiences that do not fully overlap, but nonetheless share useful similarities with, previously acquired knowledge. However, it is often unclear how knowledge gained in one context should generalize to another. Previous computational models and data suggest that rather than learning about each individual context, humans build latent abstract structures and learn to link these structures to arbitrary contexts, facilitating generalization. In these models, task structures that are more popular across contexts are more likely to be revisited in new contexts. However, these models can only re-use policies as a whole and are unable to transfer knowledge about the transition structure of the environment even if only the goal has changed (or vice-versa). This contrasts with ecological settings, where some aspects of task structure, such as the transition function, will be shared between context separately from other aspects, such as the reward function. Here, we develop a novel non-parametric Bayesian agent that forms independent latent clusters for transition and reward functions, affording separable transfer of their constituent parts across contexts. We show that the relative performance of this agent compared to an agent that jointly clusters reward and transition functions depends environmental task statistics: the mutual information between transition and reward functions and the stochasticity of the observations. We formalize our analysis through an information theoretic account of the priors, and propose a meta learning agent that dynamically arbitrates between strategies across task domains to optimize a statistical tradeoff. PMID:29672581

Innovation in engineering education through computer assisted learning and virtual university model

NASA Astrophysics Data System (ADS)

Raicu, A.; Raicu, G.

2015-11-01

The paper presents the most important aspects of innovation in Engineering Education using Computer Assisted Learning. The authors propose to increase the quality of Engineering Education programs of study at European standards. The use of computer assisted learning methodologies in all studies is becoming an important resource in Higher Education. We intend to improve the concept of e-Learning using virtual terminals, online support and assisting special training through live seminars and interactive labs to develop a virtual university model. We intend to encourage computer assisted learning and innovation as sources of competitive advantage, to permit vision and learning analysis, identifies new sources of technology and ideas. Our work is based on our university datasets collected during last fifteen years using several e-Learning systems. In Constanta Maritime University (CMU), using eLearning and Knowledge Management Services (KMS) is very important and we apply it effectively to achieve strategic objectives, such as collaboration, sharing and good practice. We have experience in this field since 2000 year using Moodle as KMS in our university. The term KMS can be associated to Open Source Software, Open Standards, Open Protocols and Open Knowledge licenses, initiatives and policies. In CMU Virtual Campus we have today over 12500 active users. Another experience of the authors is the implementation of MariTrainer Wiki educational platform based on Dokeos and DekiWiki under MARICOMP and MEP Leonardo da Vinci Project. We'll also present in this paper a case study under EU funded project POSDRU, where the authors implemented other educational platform in Technological High Schools from Romania used over 1000 teachers. Based on large datasets the study tries to improve the concept of e-Learning teaching using the revolutionary technologies. The new concept present in this paper is that the teaching and learning will be interactive and live. The new and modern techniques are the flexible learning courses, the production of learning demonstrators and testing. All the information from the virtual educational platform remain open space, communication between participants and continued after graduation, so we can talk about creating and maintaining a community of graduates, a partnership with them. Every European University must have a department which aims to provide computer assisted learning using knowledge creation through learning, capture and explication, sharing and collaborative communication, access, use and reuse and knowledge archiving.

Context transfer in reinforcement learning using action-value functions.

PubMed

Mousavi, Amin; Nadjar Araabi, Babak; Nili Ahmadabadi, Majid

2014-01-01

This paper discusses the notion of context transfer in reinforcement learning tasks. Context transfer, as defined in this paper, implies knowledge transfer between source and target tasks that share the same environment dynamics and reward function but have different states or action spaces. In other words, the agents learn the same task while using different sensors and actuators. This requires the existence of an underlying common Markov decision process (MDP) to which all the agents' MDPs can be mapped. This is formulated in terms of the notion of MDP homomorphism. The learning framework is Q-learning. To transfer the knowledge between these tasks, the feature space is used as a translator and is expressed as a partial mapping between the state-action spaces of different tasks. The Q-values learned during the learning process of the source tasks are mapped to the sets of Q-values for the target task. These transferred Q-values are merged together and used to initialize the learning process of the target task. An interval-based approach is used to represent and merge the knowledge of the source tasks. Empirical results show that the transferred initialization can be beneficial to the learning process of the target task.

Context Transfer in Reinforcement Learning Using Action-Value Functions

PubMed Central

Mousavi, Amin; Nadjar Araabi, Babak; Nili Ahmadabadi, Majid

2014-01-01

This paper discusses the notion of context transfer in reinforcement learning tasks. Context transfer, as defined in this paper, implies knowledge transfer between source and target tasks that share the same environment dynamics and reward function but have different states or action spaces. In other words, the agents learn the same task while using different sensors and actuators. This requires the existence of an underlying common Markov decision process (MDP) to which all the agents' MDPs can be mapped. This is formulated in terms of the notion of MDP homomorphism. The learning framework is Q-learning. To transfer the knowledge between these tasks, the feature space is used as a translator and is expressed as a partial mapping between the state-action spaces of different tasks. The Q-values learned during the learning process of the source tasks are mapped to the sets of Q-values for the target task. These transferred Q-values are merged together and used to initialize the learning process of the target task. An interval-based approach is used to represent and merge the knowledge of the source tasks. Empirical results show that the transferred initialization can be beneficial to the learning process of the target task. PMID:25610457

The promise of new ideas and new technology for improving teaching and learning.

PubMed

Novak, Joseph D

2003-01-01

There have been enormous advances in our understanding of human learning in the past three decades. There have also been important advances in our understanding of the nature of knowledge and new knowledge creation. These advances, when combined with the explosive development of the Internet and other technologies, permit advances in educational practices at least as important as the invention of the printing press in 1460. We have built on the cognitive learning theory of David Ausubel and various sources of new ideas on epistemology. Our research program has focused on understanding meaningful learning and on developing better methods to achieve such learning and to assess progress in meaningful learning. The concept map tool developed in our program has proved to be highly effective both in promoting meaningful learning and in assessing learning outcomes. Concept mapping strategies are also proving powerful for eliciting, capturing, and archiving knowledge of experts and organizations. New technology for creating concept maps developed at the University of West Florida permits easier and better concept map construction, thus facilitating learning, knowledge capture, and local or distance creation and sharing of structured knowledge, especially when utilized with the Internet. A huge gap exists between what we now know to improve learning and use of knowledge and the practices currently in place in most schools and corporations. There are promising projects in progress that may help to achieve accelerated advances. These include projects in schools at all educational levels, including projects in Colombia, Costa Rica, Italy, Spain, and the United States, and collaborative projects with corporate organizations and distance learning projects. Results to date have been encouraging and suggest that we may be moving from the lag phase of educational innovation to a phase of exponential growth.

The Promise of New Ideas and New Technology for Improving Teaching and Learning

PubMed Central

Novak, Joseph D.

2003-01-01

There have been enormous advances in our understanding of human learning in the past three decades. There have also been important advances in our understanding of the nature of knowledge and new knowledge creation. These advances, when combined with the explosive development of the Internet and other technologies, permit advances in educational practices at least as important as the invention of the printing press in 1460. We have built on the cognitive learning theory of David Ausubel and various sources of new ideas on epistemology. Our research program has focused on understanding meaningful learning and on developing better methods to achieve such learning and to assess progress in meaningful learning. The concept map tool developed in our program has proved to be highly effective both in promoting meaningful learning and in assessing learning outcomes. Concept mapping strategies are also proving powerful for eliciting, capturing, and archiving knowledge of experts and organizations. New technology for creating concept maps developed at the University of West Florida permits easier and better concept map construction, thus facilitating learning, knowledge capture, and local or distance creation and sharing of structured knowledge, especially when utilized with the Internet. A huge gap exists between what we now know to improve learning and use of knowledge and the practices currently in place in most schools and corporations. There are promising projects in progress that may help to achieve accelerated advances. These include projects in schools at all educational levels, including projects in Colombia, Costa Rica, Italy, Spain, and the United States, and collaborative projects with corporate organizations and distance learning projects. Results to date have been encouraging and suggest that we may be moving from the lag phase of educational innovation to a phase of exponential growth. PMID:12888848

The importance of knowledge-based technology.

PubMed

Cipriano, Pamela F

2012-01-01

Nurse executives are responsible for a workforce that can provide safer and more efficient care in a complex sociotechnical environment. National quality priorities rely on technologies to provide data collection, share information, and leverage analytic capabilities to interpret findings and inform approaches to care that will achieve better outcomes. As a key steward for quality, the nurse executive exercises leadership to provide the infrastructure to build and manage nursing knowledge and instill accountability for following evidence-based practices. These actions contribute to a learning health system where new knowledge is captured as a by-product of care delivery enabled by knowledge-based electronic systems. The learning health system also relies on rigorous scientific evidence embedded into practice at the point of care. The nurse executive optimizes use of knowledge-based technologies, integrated throughout the organization, that have the capacity to help transform health care.

Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences.

PubMed

Al Otaiba, Stephanie; Lake, Vickie E; Greulich, Luana; Folsom, Jessica S; Guidry, Lisa

2012-01-01

This randomized-control trial examined the learning of preservice teachers taking an initial Early Literacy course in an early childhood education program and of the kindergarten or first grade students they tutored in their field experience. Preservice teachers were randomly assigned to one of two tutoring programs: Book Buddies and Tutor Assisted Intensive Learning Strategies (TAILS), which provided identical meaning-focused instruction (shared book reading), but differed in the presentation of code-focused skills. TAILS used explicit, scripted lessons, and the Book Buddies required that code-focused instruction take place during shared book reading. Our research goal was to understand which tutoring program would be most effective in improving knowledge about reading, lead to broad and deep language and preparedness of the novice preservice teachers, and yield the most successful student reading outcomes. Findings indicate that all pre-service teachers demonstrated similar gains in knowledge, but preservice teachers in the TAILS program demonstrated broader and deeper application of knowledge and higher self-ratings of preparedness to teach reading. Students in both conditions made similar comprehension gains, but students tutored with TAILS showed significantly stronger decoding gains.

Informal teacher communities enhancing the professional development of medical teachers: a qualitative study.

PubMed

van Lankveld, Thea; Schoonenboom, Judith; Kusurkar, Rashmi; Beishuizen, Jos; Croiset, Gerda; Volman, Monique

2016-04-14

Informal peer learning is a particularly powerful form of learning for medical teachers, although it does not always occur automatically in the departments of medical schools. In this article, the authors explore the role of teacher communities in enhancing informal peer learning among undergraduate medical teachers. Teacher communities are groups of teachers who voluntarily gather on a regular basis to develop and share knowledge. Outside of medical education, these informal teacher communities have proved to be an effective means of enhancing peer learning of academic teachers. The processes underlying this outcome are, however, not known. This study therefore aims to explore the processes that make informal teacher communities effective in supporting peer learning of teachers. A qualitative study was performed at a Dutch medical school, where a student-centred undergraduate curriculum had recently been introduced. As part of this curriculum, tutors are segregated into separate specialty areas and thus have only limited opportunities for informal learning with other tutors. The authors followed two informal teacher communities aimed at supporting these tutors. They observed the interactions within the teacher communities and held semi-structured interviews with ten of the participants. The observation notes and interview data were analysed using thematic analysis. The informal teacher communities allowed the tutors to engage in a dialogue with colleagues and share questions, solutions, and interpretations. The teacher communities also provided opportunities to explicate tacit expertise, which helped the tutors to develop an idea of their role and form a frame of reference for their own experiences. Furthermore, the communities enhanced the tutors' sense of belonging. The tutors felt more secure in their role and they felt valued by the organisation due to the teacher communities. This study shows that informal teacher communities not only support the professional development of tutors, but also validate and strengthen their identity as teachers. They seem to provide a dialogical space where informal intercollegiate learning is stimulated, stories are shared, tacit knowledge is made explicit, concerns are shared, and teacher identity is nurtured.

Use of e-learning in clinical clerkships: effects on acquisition of dermatological knowledge and learning processes

PubMed Central

Martens, Herm; Nagtzaam, Ivo; Heeneman, Sylvia

2018-01-01

Objectives To obtain a deeper understanding of how the e-learning program, Education in Dermatology (ED), affects the acquisition of dermatological knowledge and the underlying learning processes of medical students in their clinical phase. Methods The study used a mixed method design with a convergent parallel collection of data. Medical students (n=62) from Maastricht University (The Netherlands) were randomized to either a conventional teaching group (control group n=30) or conventional teaching plus the e-learning program (application on smartphone) group (e-learning group n=32). Pre- and post-intervention knowledge test results were analysed using an independent t-test. Individual semi-structured interviews (n=9) were conducted and verbatim-transcribed recordings were analysed using King’s template analysis. Results The e-learning program positively influenced students’ level of knowledge and their process of learning. A significant difference was found in the post-test scores for the control group (M=51.4, SD=6.43) and the e-learning group (M=73.09, SD=5.12); t(60)=-14.75, p<0.000). Interview data showed that the e-learning program stimulated students’ learning as the application promoted the identification and recognition of skin disorders, the use of references, creation of documents and sharing information with colleagues. Conclusions This study demonstrated that use of the e-learning program led to a significant improvement in basic dermatological knowledge. The underlying learning processes indicated that e-learning programs in dermatology filled a vital gap in the understanding of clinical reasoning in dermatology. These results might be useful when developing (clinical) teaching formats with a special focus on visual disciplines.  PMID:29352748

Knowledge into action - supporting the implementation of evidence into practice in Scotland.

PubMed

Davies, Sandra; Herbert, Paul; Wales, Ann; Ritchie, Karen; Wilson, Suzanne; Dobie, Laura; Thain, Annette

2017-03-01

The knowledge into action model for NHS Scotland provides a framework for librarians and health care staff to support getting evidence into practice. Central to this model is the development of a network of knowledge brokers to facilitate identification, use, creation and sharing of knowledge. To translate the concepts described in the model into tangible activities with the intention of supporting better use of evidence in health care and subsequently improving patient outcomes. Four areas of activity were addressed by small working groups comprising knowledge services staff in local and national boards. The areas of activity were as follows: defining existing and required capabilities and developing learning opportunities for the knowledge broker network; establishing national search and summarising services; developing actionable knowledge tools; and supporting person-to-person knowledge sharing. This work presents the development of practical tools and support to translate a conceptual model for getting knowledge into action into a series of activities and outputs to support better use of evidence in health care and subsequently improved patient outcomes. © 2017 Health Libraries Group.

The e-MapScholar project—an example of interoperability in GIScience education

NASA Astrophysics Data System (ADS)

Purves, R. S.; Medyckyj-Scott, D. J.; Mackaness, W. A.

2005-03-01

The proliferation of the use of digital spatial data in learning and teaching provides a set of opportunities and challenges for the development of e-learning materials suitable for use by a broad spectrum of disciplines in Higher Education. Effective e-learning materials must both provide engaging materials with which the learner can interact and be relevant to the learners' disciplinary and background knowledge. Interoperability aims to allow sharing of data and materials through the use of common agreements and specifications. Shared learning materials can take advantage of interoperable components to provide customisable components, and must consider issues in sharing data across institutional borders. The e-MapScholar project delivers teaching materials related to spatial data, which are customisable with respect to both context and location. Issues in the provision of such interoperable materials are discussed, including suitable levels of granularity of materials, the provision of tools to facilitate customisation and mechanisms to deliver multiple data sets and the metadata issues related to such materials. The examples shown make extensive use of the OpenGIS consortium specifications in the delivery of spatial data.

Using smart mobile devices in social-network-based health education practice: a learning behavior analysis.

PubMed

Wu, Ting-Ting

2014-06-01

Virtual communities provide numerous resources, immediate feedback, and information sharing, enabling people to rapidly acquire information and knowledge and supporting diverse applications that facilitate interpersonal interactions, communication, and sharing. Moreover, incorporating highly mobile and convenient devices into practice-based courses can be advantageous in learning situations. Therefore, in this study, a tablet PC and Google+ were introduced to a health education practice course to elucidate satisfaction of learning module and conditions and analyze the sequence and frequency of learning behaviors during the social-network-based learning process. According to the analytical results, social networks can improve interaction among peers and between educators and students, particularly when these networks are used to search for data, post articles, engage in discussions, and communicate. In addition, most nursing students and nursing educators expressed a positive attitude and satisfaction toward these innovative teaching methods, and looked forward to continuing the use of this learning approach. Copyright © 2014 Elsevier Ltd. All rights reserved.

Accelerated Schools as Learning Organizations: Cases from the University of New Orleans Accelerated School Network.

ERIC Educational Resources Information Center

Brunner, Ilse; And Others

Organizations are the product of the ideas and interactions of those who work in them. The challenge for learning in organizations is to have a shared purpose and vision of the organization, to develop new ideas arising out of the vision and purpose, to test the ideas in the organizational reality, and to communicate that knowledge to other…

Exploring arts-based knowledge translation: sharing research findings through performing the patterns, rehearsing the results, staging the synthesis.

PubMed

Rieger, Kendra; Schultz, Annette S H

2014-04-01

Cultivation of knowledge translation (KT) strategies that actively engage health professionals in critical reflection of their practice and research-based evidence are imperative to address the research-practice gap. While research-based evidence is exponentially growing, our ability to facilitate uptake by nurses and other health professionals has not kept pace. Innovative approaches that extend epistemological bias beyond a singular standpoint of postpositivism, such as the utilization of arts-based methods, expand the possibility to address the complexities of context, engage audience members, promote dissemination within communities of practice, and foster new audiences interested in research findings. In this paper, we address the importance of adopting a social constructivist epistemological stance to facilitate knowledge translation to diverse audiences, explore various arts-based knowledge translation (ABKT) strategies, and open a dialogue concerning evaluative tenets of ABKT. ABKT utilizes various art forms to disseminate research knowledge to diverse audiences and promote evidence-informed practice. ABKT initiatives translate knowledge not based upon a linear model, which views knowledge as an objective entity, but rather operate from the premise that knowledge is socially situated, which demands acknowledging and engaging the learner within their context. Theatre, dance, photography, and poetry are art forms that are commonly used to communicate research findings to diverse audiences. Given the emerging interest and importance of utilizing this KT strategy situated within a social constructivist epistemology, potential challenges and plausible evaluative criteria specific to ABKT are presented. ABKT is an emerging KT strategy that is grounded in social constructivist epistemological tenets, and holds potential for meaningfully sharing new research knowledge with diverse audiences. ABKT is an innovative and synergistic approach to traditional dissemination strategies. This creative KT approach is emerging as potent transformational learning tools that are congruent with the relational nature of nursing practice. ABKT facilitates learning about new research findings in an engaging and critical reflective manner that promotes learning within communities of practice. © 2014 Sigma Theta Tau International.

A Working Framework for Enabling International Science Data System Interoperability

NASA Astrophysics Data System (ADS)

Hughes, J. Steven; Hardman, Sean; Crichton, Daniel J.; Martinez, Santa; Law, Emily; Gordon, Mitchell K.

2016-07-01

For diverse scientific disciplines to interoperate they must be able to exchange information based on a shared understanding. To capture this shared understanding, we have developed a knowledge representation framework that leverages ISO level reference models for metadata registries and digital archives. This framework provides multi-level governance, evolves independent of the implementation technologies, and promotes agile development, namely adaptive planning, evolutionary development, early delivery, continuous improvement, and rapid and flexible response to change. The knowledge representation is captured in an ontology through a process of knowledge acquisition. Discipline experts in the role of stewards at the common, discipline, and project levels work to design and populate the ontology model. The result is a formal and consistent knowledge base that provides requirements for data representation, integrity, provenance, context, identification, and relationship. The contents of the knowledge base are translated and written to files in suitable formats to configure system software and services, provide user documentation, validate input, and support data analytics. This presentation will provide an overview of the framework, present a use case that has been adopted by an entire science discipline at the international level, and share some important lessons learned.

Consultant-Client Relationship and Knowledge Transfer in Small- and Medium-Sized Enterprises Change Processes.

PubMed

Martinez, Luis F; Ferreira, Aristides I; Can, Amina B

2016-04-01

Based on Szulanski's knowledge transfer model, this study examined how the communicational, motivational, and sharing of understanding variables influenced knowledge transfer and change processes in small- and medium-sized enterprises, particularly under projects developed by funded programs. The sample comprised 144 entrepreneurs, mostly male (65.3%) and mostly ages 35 to 45 years (40.3%), who filled an online questionnaire measuring the variables of "sharing of understanding," "motivation," "communication encoding competencies," "source credibility," "knowledge transfer," and "organizational change." Data were collected between 2011 and 2012 and measured the relationship between clients and consultants working in a Portuguese small- and medium-sized enterprise-oriented action learning program. To test the hypotheses, structural equation modeling was conducted to identify the antecedents of sharing of understanding, motivational, and communicational variables, which were positively correlated with the knowledge transfer between consultants and clients. This transfer was also positively correlated with organizational change. Overall, the study provides important considerations for practitioners and academicians and establishes new avenues for future studies concerning the issues of consultant-client relationship and the efficacy of Government-funded programs designed to improve performance of small- and medium-sized enterprises. © The Author(s) 2016.

Thai primary students' understanding of nature of science (NOS) in learning about force and motion for explicit NOS through STS approach

NASA Astrophysics Data System (ADS)

Jimakorn, Narakorn; Yuenyong, Chokchai

2018-01-01

This paper aimed to study of primary school students' understanding of nature of science in learning about force and motion for Explicit Nature of Science through science technology and society (STS) approach. Participants were 11 Grade 5 students who study in Baan Khongtaphet, Bothong, Chonburi, Thailand. This research regarded interpretive paradigm. The intervention of STS physics provided 4 weeks of teaching about force and motion through Yuenyong (2006) science technology and society (STS) approach. The issues of making skate board was brought into the class in order to enhance students learning about force and motion and applying knowledge for designing skate board. The intervention was also designed to allow students explicitly mentioning their ideas about nature of science related to learning activities of STS force and motion. Students' understanding of nature of science was interpreted through students' worksheets, participant observation, students' journal writing and informal interview. The findings revealed that majority of students could reflect their ideas related to many aspects of nature of science. This included Science demands and relies on empirical evidence; knowledge production in science shares many common factors and shared habits of mind, norms, logical thinking and methods; tentative of scientific knowledge; historical, cultural and social influences on science; historical, cultural and social influences on science; science and its methods cannot answer all questions. The study has implications for NOS teaching in Thailand primary school.

U.S. Spacesuit Knowledge Capture Status and Initiatives in Fiscal Year 2014

NASA Technical Reports Server (NTRS)

Chullen, Cinda; Oliva, Vladenka R.

2015-01-01

Since its 2008 inception, the NASA U.S. Spacesuit Knowledge Capture (KC) program has shared historical spacesuit information with engineers and other technical team members to expand their understanding of the spacesuit's evolution, known capability and limitations, and future desires and needs for its use. As part of the U.S. Spacesuit KC program, subject-matter experts have delivered presentations, held workshops, and participated in interviews to share valuable spacesuit lessons learned to ensure this vital information will survive for existing and future generations to use. These events have included spacesuit knowledge from the inception of NASA's first spacesuit to current spacesuit design. To ensure that this information is shared with the entire NASA community and other interested or invested entities, these KC events were digitally recorded and transcribed to be uploaded onto several applicable NASA Web sites. This paper discusses the various Web sites that the KC events are uploaded to and possible future sites that will channel this information.

U.S. Spacesuit Knowledge Capture Accomplishments in Fiscal Year 2014

NASA Technical Reports Server (NTRS)

Chullen, Cinda; Oliva, Vladenka R.

2015-01-01

Since its 2008 inception, the NASA U.S. Spacesuit Knowledge Capture (KC) program has shared historical spacesuit information with engineers and other technical team members to expand their understanding of the spacesuit's evolution, known capability and limitations, and future desires and needs for its use. As part of the U.S. Spacesuit KC program, subject-matter experts have delivered presentations, held workshops, and participated in interviews to share valuable spacesuit lessons learned to ensure this vital information will survive for existing and future generations to use. These events have included spacesuit knowledge from the inception of NASA's first spacesuit to current spacesuit design. To ensure that this information is shared with the entire NASA community and other interested or invested entities, these KC events were digitally recorded and transcribed to be uploaded onto several applicable NASA Web sites. This paper discusses the various Web sites that the KC events are uploaded to and possible future sites that will channel this information.

Knowledge portal for Six Sigma DMAIC process

NASA Astrophysics Data System (ADS)

ThanhDat, N.; Claudiu, K. V.; Zobia, R.; Lobont, Lucian

2016-08-01

Knowledge plays a crucial role in success of DMAIC (Define, Measure, Analysis, Improve, and Control) execution. It is therefore necessary to share and renew the knowledge. Yet, one problem arising is how to create a place where knowledge are collected and shared effectively. We believe that Knowledge Portal (KP) is an important solution for the problem. In this article, the works concerning with requirements and functionalities for KP are first reviewed. Afterwards, a procedure with necessary tools to develop and implement a KP for DMAIC (KPD) is proposed. Particularly, KPD is built on the basis of free and open-source content and learning management systems, and Ontology Engineering. In order to structure and store knowledge, tools such as Protégé, OWL, as well as OWL-RDF Parsers are used. A Knowledge Reasoner module is developed in PHP language, ARC2, MySQL and SPARQL endpoint for the purpose of querying and inferring knowledge available from Ontologies. In order to validate the availability of the procedure, a KPD is built with the proposed functionalities and tools. The authors find that the KPD benefits an organization in constructing Web sites by itself with simple steps of implementation and low initial costs. It creates a space of knowledge exchange and supports effectively collecting DMAIC reports as well as sharing knowledge created. The authors’ evaluation result shows that DMAIC knowledge is found exactly with a high success rate and a good level of response time of queries.

A new intrusion prevention model using planning knowledge graph

NASA Astrophysics Data System (ADS)

Cai, Zengyu; Feng, Yuan; Liu, Shuru; Gan, Yong

2013-03-01

Intelligent plan is a very important research in artificial intelligence, which has applied in network security. This paper proposes a new intrusion prevention model base on planning knowledge graph and discuses the system architecture and characteristics of this model. The Intrusion Prevention based on plan knowledge graph is completed by plan recognition based on planning knowledge graph, and the Intrusion response strategies and actions are completed by the hierarchical task network (HTN) planner in this paper. Intrusion prevention system has the advantages of intelligent planning, which has the advantage of the knowledge-sharing, the response focused, learning autonomy and protective ability.

Reflective education for professional practice: discovering knowledge from experience.

PubMed

Lyons, J

1999-01-01

To continually develop as a discipline, a profession needs to generate a knowledge base that can evolve from education and practice. Midwifery reflective practitioners have the potential to develop clinical expertise directed towards achieving desirable, safe and effective practice. Midwives are 'with woman', providing the family with supportive and helpful relationships as they share the deep and profound experiences of childbirth. To become skilled helpers students need to develop reflective skills and valid midwifery knowledge grounded in their personal experiences and practice. Midwife educators and practitioners can assist students and enhance their learning by expanding the scope of practice, encouraging self-assessment and the development of reflective and professional skills. This paper explores journal writing as a learning strategy for the development of reflective skills within midwifery and explores its value for midwifery education. It also examines, through the use of critical social theory and adult learning principles, how midwives can assist and thus enhance students learning through the development of professional and reflective skills for midwifery practice.

Group learning capacity: the roles of open-mindedness and shared vision

PubMed Central

Lord, Mimi

2015-01-01

Open-mindedness (OPM) is a construct that is considered a key foundational aspect of learning in individuals, groups and organizations. Also known as critical inquiry or reflection, OPM is believed to increase learning through examination of prior beliefs, decisions and mistakes, and also through openness to new ideas. Renowned theorists including Dewey and Argyris have emphasized the relationship between OPM and learning, yet little quantitative research has tested it or examined moderators of the linkage. The setting for the current study is that of endowment investment committees at U.S. universities and colleges who need to make knowledgeable and well-reasoned decisions about the composition of investment portfolios. Findings indicate that OPM has a positive, significant effect on group learning capacity (LCAP) and also that shared vision, which represents the group's collective purpose and direction, moderates that relationship. The literature review and discussion offer insights about how OPM is related to the research on group conflict, and how shared vision (SHV) differs from concepts such as interpersonal cohesiveness and conformity that have been associated with groupthink. A review of relevant research from the fields of organizational learning, group dynamics, and absorptive capacity provides context for the development of the hypotheses and the discussion of findings. PMID:25774141

A Social-Learning Approach to Hazard-Related Knowledge Exchange: Boundary Workers at the Geoscience-Humanitarian Interface

NASA Astrophysics Data System (ADS)

Quinn, Keira; Hope, Max; McCloskey, John

2014-05-01

A Social-Learning Approach to Hazard-Related Knowledge Exchange: Boundary Workers at the Geoscience-Humanitarian Interface Keira Quinn (1), Dr Max Hope (1), Professor John McCloskey (1). (1)University of Ulster Peer-reviewed science has the potential to guide policy-makers and practitioners in developing robust responses to social problems and issues. Despite advances in hazard-related science, it can often be a challenge to translate findings into useful social applications. With natural hazards affecting 2.9 billion people between 2000 and 2012 the need for hazard science to be effectively communicated is undeniable. This is particularly so in humanitarian contexts as non-governmental organisations (NGOs) play a key role in the poorer nations most affected by natural disasters. Past methods of 'knowledge transfer' have tended to lead to misinterpretations and misrepresentations of science to the extent that it is often used incorrectly or not at all. 'Knowledge exchange' is currently heralded as a more effective means of bringing about successful communication and understanding, and is characterised by the presence of shared learning. Central to a knowledge exchange approach is an understanding of the social and organisational contexts within which learning takes place. Here we use Etienne Wenger's social-learning approach to analyse selected aspects of the social context influencing knowledge exchange across the geoscience-humanitarian interface. For Wenger (2000) Communities of Practice (CoP) are bounded organisational and social groups united by their own distinct values, goals and ways of working. The boundaries surrounding CoPs can act as barriers to knowledge exchange but can also create opportunities for new shared learning by challenging existing perspectives and practice. Drawing on the findings of ongoing qualitative research into communication and learning between earthquake scientists and humanitarian NGOs in UK/Ireland, this paper outlines a number of key features of geoscience and humanitarian Communities of Practice. It focuses on the barriers to and enablers of learning on the boundaries between CoPs and explores the important role played by boundary workers/brokers at this interface. Wenger's (2000) typology of knowledge brokers is used to analyse the different forms this role can take and identify the challenges that hinder it. For example, boundary workers often find themselves in a 'no man's land' between CoP, where their efforts are not recognised or rewarded by either community of practice. We conclude by drawing out wider conclusions on the potential for boundary workers to bridge the science-policy-practice interface particularly ways of developing appropriate boundary infrastructure (for example, recognised career paths, funding mechanisms and organisational support structures).

Implementation and Evaluation of Two Educational Strategies to Improve Screening for Eating Disorders in Pediatric Primary Care.

PubMed

Gooding, Holly C; Cheever, Elizabeth; Forman, Sara F; Hatoun, Jonathan; Jooma, Farah; Touloumtzis, Currie; Vernacchio, Louis

2017-05-01

Routine screening for disordered eating or body image concerns is recommended by the American Academy of Pediatrics. We evaluated the ability of two educational interventions to increase screening for eating disorders in pediatric primary care practice, predicting that the "active-learning" group would have an increase in documented screening after intervention. We studied 303 practitioners in a large independent practice association located in the northeastern United States. We used a quasi-experimental design to test the effect of printed educational materials ("print-learning" group, n = 280 participants) compared with in-person shared learning followed by on-line spaced education ("active-learning" group, n = 23 participants) on documented screening of adolescents for eating disorder symptoms during preventive care visits. A subset of 88 participants completed additional surveys regarding knowledge of eating disorders, comfort screening for, diagnosing, and treating eating disorders, and satisfaction with their training regarding eating disorders. During the preintervention period, 4.5% of patients seen by practitioners in both the print-learning and active-learning groups had chart documentation of screening for eating disorder symptoms or body image concerns. This increased to 22% in the active-learning group and 5.7% in the print-learning group in the postintervention period, a statistically significant result. Compared with print-learning participants, active-learning group participants had greater eating disorder knowledge scores, increases in comfort diagnosing eating disorders, and satisfaction with their training in this area. In-person shared learning followed by on-line spaced education is more effective than print educational materials for increasing provider documentation of screening for eating disorders in primary care. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Evolving Best Practice in Learning About Air Quality and Climate Change Science in ACCENT

NASA Astrophysics Data System (ADS)

Schuepbach, E.

2008-12-01

Learning about air quality and climate change science has developed into a transdisciplinary impact generator, moulded by academic-stakeholder partnerships, where complementary skills and competences lead to a culture of dialogue, mutual learning and decision-making. These sweeping changes are mirrored in the evolving best practice within the European Network of Excellence on Atmospheric Composition Change (ACCENT). The Training and Education Programme in ACCENT pursues an integrated approach and innovative avenues to sharing knowledge and communicating air quality and climate change science to various end-user groups, including teachers, policy makers, stakeholders, and the general public. Early career scientists are involved in the process, and are trained to acquire new knowledge in a variety of learning communities and environments. Here, examples of both the open system of teaching within ACCENT training workshops for early career scientists, and the engagement of non-academic audiences in the joint learning process are presented.

Health Professional Workforce Education in the Asia Pacific

PubMed Central

Lees, Jessica; Webb, Gillian; Coulston, Frances; Smart, Aidan; Remedios, Louisa

2016-01-01

Objective To design and implement an international and interprofessional Global Learning Partnership Model, which involves shared learning between academics and students from Universitas 21 network with other universities with United Nations Millennium Development Goal needs. Design Two literature reviews were conducted to inform ethical aspects and curriculum design of the GLP model. Feedback from conference presentations and consultation with experts in education and public health has been incorporated to inform the current iteration of the GLP model. Intervention The pilot group of 25 students from U21 universities and Kathmandu University, representing six health disciplines will meet in Nepal in April 2016 for a shared learning experience, including a one week university based workshop and three week community based experience. Outcome measures A multi-phase, mixed method design was selected for the evaluation of the GLP model, utilising a combination of focus groups and questionnaires to evaluate the efficacy of the placement through student experience and learning outcomes in cultural competency, UN SDG knowledge, community engagement and health promotion skills. Results The literature review demonstrated that cultural awareness and cultural knowledge were improved through participation in cultural immersion programs that incorporated preparatory workshops and clinical experiences. Data will be gathered in April 2006 and the results of the evaluation will be published in the future. Conclusions The GLP model proposes a project around the fundamental concept of engagement and sharing between students and academics across universities and cultural contexts to build capacity through education, while capitalising on strengths of existing global health placements. Further the inclusion of host-country students and academics in this learning exchange will promote the establishment of an international and interprofessional network for ongoing health promotion. Significance for public health The Global Learning Partnership model aims to contribute to the capacity building of a health workforce that is capable of working effectively in cross cultural and interprofessional health care teams. A shared public health focused global placement has the potential to catalyse collaborative relationships between educational institutions in the Asia Pacific region. PMID:27190976

Use of after action reports (AARs) to promote organizational and systems learning in emergency preparedness.

PubMed

Savoia, Elena; Agboola, Foluso; Biddinger, Paul D

2012-08-01

Many public health and healthcare organizations use formal knowledge management practices to identify and disseminate the experiences gained over time. The "lessons-learned" approach is one such example of knowledge management practice applied to the wider concept of organizational learning. In the field of emergency preparedness, the lessons-learned approach stands on the assumption that learning from experience improves practice and minimizes avoidable deaths and negative economic and social consequences of disasters. In this project, we performed a structured review of AARs to analyze how lessons learned from the response to real-incidents may be used to maximize knowledge management and quality improvement practices such as the design of public health emergency preparedness (PHEP) exercises. We chose as a source of data the "Lessons Learned Information Sharing (LLIS.gov)" system, a joined program of the U.S. Department of Homeland Security DHS and FEMA that serves as the national, online repository of lessons learned, best practices, and innovative ideas. We identified recurring challenges reported by various states and local public health agencies in the response to different types of incidents. We also strove to identify the limitations of systematic learning that can be achieved due to existing weaknesses in the way AARs are developed.

Interoperability-oriented Integration of Failure Knowledge into Functional Knowledge and Knowledge Transformation based on Concepts Mapping

NASA Astrophysics Data System (ADS)

Koji, Yusuke; Kitamura, Yoshinobu; Kato, Yoshikiyo; Tsutsui, Yoshio; Mizoguchi, Riichiro

In conceptual design, it is important to develop functional structures which reflect the rich experience in the knowledge from previous design failures. Especially, if a designer learns possible abnormal behaviors from a previous design failure, he or she can add an additional function which prevents such abnormal behaviors and faults. To do this, it is a crucial issue to share such knowledge about possible faulty phenomena and how to cope with them. In fact, a part of such knowledge is described in FMEA (Failure Mode and Effect Analysis) sheets, function structure models for systematic design and fault trees for FTA (Fault Tree Analysis).

Putting more ‘modern’ in modern physics education: a Knowledge Building approach using student questions and ideas about the universe

NASA Astrophysics Data System (ADS)

Wagner, Glenn

2017-03-01

Student-generated questions and ideas about our universe are the start of a rich and highly motivating learning environment. Using their curiosity-driven questions and ideas, students form Knowledge Building groups or ‘communities’ where they plan, set goals, design questions for research, and assess the progress of their work, tasks that were once under the control of the teacher. With the understanding that all knowledge and ideas are treated as improvable, students work collaboratively at their level of competency to share their knowledge, ideas and understandings gained from authoritative sources and laboratory activities. Over time, students work collectively to improve the knowledge and ideas of others that result in advances in understanding that benefit not only the individual but the community as a whole. Learning outcomes reported in this paper demonstrate that a Knowledge Building environment applied to introductory cosmology produced similar gains in knowledge and understanding surrounding foundational concepts compared to teacher-centred learning environments. Aside from new knowledge and understanding, students develop important skills and competencies such as question-asking, idea development, communication, collaboration that are becoming ever more important for 21st century living and working. Finally, the process of planning and initiating a Knowledge Building environment that produced the results reported in this paper is outlined.

Support groups: an empowering, experiential strategy.

PubMed

Heinrich, K T; Robinson, C M; Scales, M E

1998-01-01

The authors describe a student-facilitated support group experience initiated at student request and designed for RN-BSN students. Students report they emerged enlightened about group theory, empowered to share their knowledge of groups, and energized to initiate groups in their work settings. If educators make the learning experience safe, practice letting go and being vigilant, and celebrate group successes, students learn how to initiate, facilitate, and terminate small groups.

Dialogue as a tool for meaning making

NASA Astrophysics Data System (ADS)

Bruni, Angela Suzanne Dudley

In order to empower citizens to analyze the effects, risk, and value of science, a knowledge of scientific concepts is necessary (Mejlgaard, 2009). The formal educational system plays a role in this endeavor (Gil-Perez & Vilches, 2005). One proposed constructivist practice is the use of social learning activities using verbalized, shared cognition among learners. In an effort to investigate the effects of verbally shared cognition, this project sought to determine if social learning opportunities affect the mastery of content in gateway biology courses and to identify the types of dialogue students engage in during cognitive collaboration. Fifty-seven students enrolled in a small southern community college were randomly assigned into treatment groups for each of nine units of instruction. The treatment variable was participation in verbalized social learning activities. Treatment differences based on a pretest/posttest design were analyzed using various statistical methods and recorded student discussions were analyzed for characteristics of talk based on a model developed by Mercer. Findings support the use of social learning activities as a way to improve content knowledge. Students in the treatment group had higher posttest and gain scores than those in the control group, with statistical significance reached in some cases. Types of talk were examined to support the constructivist method of learning. Findings support the use of non-confrontational talk as the vector of meaning making within the classroom.

Storytelling as a teaching-learning tool with RN students.

PubMed

Branch, M; Anderson, M

1999-01-01

The Registered Nurse student returning to school brings both a knowledge base and experiences that lend themselves to enriching the learning environment. These experiences have helped to develop the practical knowledge and expertise that is evident in their practice. When these experiences are shared in the form of stories, they provide a mechanism for transformation within the learner. This study focused on the use of storytelling in teaching and empowering RN students to become involved in their own learning and fostering critical reflection. The RN students in this study represented a diverse ethnic/racial group. As a result, students were challenged to understand and manage cultural diversity and value cultural differences. The use of storytelling engaged students in reflective thinking, writing, and learning activities that identified assumptions, alternative ways of thinking, teaching, and practicing nursing.

Engaging Citizens In Discussions of Coastal Climate ChangeTwo examples of place-based research that engaged community members will be presented. Lessons learned in how to engage community members and working with high school students and hands-on learning across generations can provide insights into social and ecosystem change will be shared.

NASA Astrophysics Data System (ADS)

Kruger, L. E.; Johnson, A. C.

2017-12-01

By engaging community members as research partners, people become not just the subject of the story, they become storytellers as well. Participatory community-based research that engages community residents in gathering and sharing their lived experiences is instrumental in connecting people to each other and their forests and forest science and helpful when confronted by change. Two examples of place-based research that engaged community members as researchers will be presented. What factors led to collaborative outcomes that integrated citizen-informed knowledge with scientific knowledge? What lessons were learned in how best to engage community members? How did working with high school students draw even hesitant members of the community to participate? By strengthening bonds between students and their communities, both natural and social environments, we can provide young people with opportunities to better understand how they fit into the greater community and their natural environment. Hands-on learning that explores experiences in nature across generations can benefit communities, especially youth, and can provide insights into social and ecosystem change.

Integrating World Views, Knowledge and Venues in Climate Science Education

NASA Astrophysics Data System (ADS)

Sparrow, E. B.; Chase, M. J.; Demientieff, S.; Brunacini, J.; Pfirman, S. L.

2015-12-01

The Reaching Arctic Communities Facing Climate Change Project integrates traditional and western knowledge and observations in climate science to facilitate dialog and learning among Alaska Native adults about climate change and its impacts on the environment and on Alaskan communities. In one of the models we have tested, the informal education took place at a 4-day camp by the Tanana River in Fairbanks, Alaska. Participants included Alaska Native elders, leaders, educators and natural resource managers, community members and university scientists. Results of pre/post camp surveys showed increased awareness of scientific and technical language used in climate science, improved ability to locate resources, tools, and strategies for learning about climate change, enhanced capacity to communicate climate change in a relevant way to their audiences and communities, confirmed the value of elders in helping them understand, respond and adapt to climate change, and that the camp setting facilitated an in-depth discussion and sharing of knowledge. The camp also enhanced the awareness about weather, climate and the environment of the camp facilitators who also noticed a shift in their own thinking and behavior. After the camp one participant who is an educator shared some of the hands-on tools developed by Polar Learning and Responding Climate Change Education Partnership project and used at the camp, with her 6th grade students, with the other teachers in her school and also at a state conference. Another shared what she learned with her family and friends as well as at a conference sponsored by her faith community where she was an invited speaker. Another camp was scheduled for this past summer but was cancelled due to some unforeseen weather/climate related events. A camp is planned for early summer in 2016; however other models of reaching the adult Native populations in a similar culturally responsive manner as the camps will also be explored and tested.

Predict-share-observe-explain learning activity for the Torricelli's tank experiment

NASA Astrophysics Data System (ADS)

Panich, Charunya; Puttharugsa, Chokchai; Khemmani, Supitch

2018-01-01

The purpose of this research was to study the students' scientific concept and achievement on fluid mechanics before and after the predict-share-observe-explain (PSOE) learning activity for the Torricelli's tank experiment. The 24 participants, who were selected by purposive sampling, were students at grade 12 at Nannakorn School, Nan province. A one group pre-test/post-test design was employed in the study. The research instruments were 1) the lesson plans using the PSOE learning activity and 2) two-tier multiple choice question and subjective tests. The results indicated that students had better scientific concept about Torricelli's tank experiment and the post-test mean score was significantly higher than the pre-test mean score at a 0.05 level of significance. Moreover, the students had retention of knowledge after the PSOE learning activity for 4 weeks at a 0.05 level of significance. The study showed that the PSOE learning activity is suitable for developing students' scientific concept and achievement.

University Technology Transfer Factors as Predictors of Entrepreneurial Orientation

ERIC Educational Resources Information Center

Kirkman, Dorothy M.

2011-01-01

University technology transfer is a collaborative effort between academia and industry involving knowledge sharing and learning. Working closely with their university partners affords biotechnology firms the opportunity to successfully develop licensed inventions and gain access to novel scientific and technological discoveries. These factors may…

Use of After Action Reports (AARs) to Promote Organizational and Systems Learning in Emergency Preparedness

PubMed Central

Savoia, Elena; Agboola, Foluso; Biddinger, Paul D.

2012-01-01

Many public health and healthcare organizations use formal knowledge management practices to identify and disseminate the experiences gained over time. The “lessons-learned” approach is one such example of knowledge management practice applied to the wider concept of organizational learning. In the field of emergency preparedness, the lessons-learned approach stands on the assumption that learning from experience improves practice and minimizes avoidable deaths and negative economic and social consequences of disasters. In this project, we performed a structured review of AARs to analyze how lessons learned from the response to real-incidents may be used to maximize knowledge management and quality improvement practices such as the design of public health emergency preparedness (PHEP) exercises. We chose as a source of data the “Lessons Learned Information Sharing (LLIS.gov)” system, a joined program of the U.S. Department of Homeland Security DHS and FEMA that serves as the national, online repository of lessons learned, best practices, and innovative ideas. We identified recurring challenges reported by various states and local public health agencies in the response to different types of incidents. We also strived to identify the limitations of systematic learning that can be achieved due to existing weaknesses in the way AARs are developed. PMID:23066408

The APPL "Learning Map"

NASA Technical Reports Server (NTRS)

2005-01-01

Root Learning, a learning consulting organization with a background in strategic planning, recognizes the knowledge gap that frequently exists between a leadership team and the rest of an organization. Team members supposedly working toward the same goal don't always have the same vision as to where the organization is headed, and they may not understand how the piece they are accountable for fits into the big picture. To address these complex problems, Root Learning utilizes the age-old tools of sarcasm, metaphor and graphics (much in the same way that ASK uses a traditional storytelling format.) The company is best known for creating "Learning Maps" like this one: humorous drawings based on the inner workings of an organization. Their purpose is to put complex topics on the table, to stimulate discussion, and to ultimately give team members a common vision of where the organization is going and what role they personally play in getting there. APPL knows how effective it is to incorporate new and engaging techniques into its knowledge sharing programs. By collaborating with Root Learning, we were able to expand the knowledge of the organization and add one more of these techniques to our repertoire.

Unsettled teamwork: communication and learning in the operating theatres of an urban hospital.

PubMed

Bezemer, Jeff; Korkiakangas, Terhi; Weldon, Sharon-Marie; Kress, Gunther; Kneebone, Roger

2016-02-01

To explore the unsettling effects of increased mobility of nurses, surgeons and other healthcare professionals on communication and learning in the operating theatre. Increasingly, healthcare professionals step in and out of newly formed transient teams and work with colleagues they have not met before, unsettling previously relatively stable team work based on shared, local knowledge accumulated over significant periods of close collaboration. An ethnographic case study was conducted of the operating theatre department of a major teaching hospital in London. Video recordings were made of 20 operations, involving different teams. The recordings were systematically reviewed and coded. Instances where difficulties arose in the communication between scrub nurse and surgeons were identified and subjected to detailed, interactional analysis. Instrument requests frequently prompted clarification from the scrub nurse (e.g. 'Sorry, what did you want?'). Such requests were either followed by a relatively elaborate clarification, designed to maximize learning opportunities, or a by a relatively minimal clarification, designed to achieve the immediate task at hand. Significant variation exists in the degree of support given to scrub nurses requesting clarification. Some surgeons experience such requests as disruptions, while others treat them as opportunities to build shared knowledge. © 2015 John Wiley & Sons Ltd.

Performance Assessment Institute-NV

DOE Office of Scientific and Technical Information (OSTI.GOV)

Lombardo, Joesph

2012-12-31

The National Supercomputing Center for Energy and the Environment’s intention is to purchase a multi-purpose computer cluster in support of the Performance Assessment Institute (PA Institute). The PA Institute will serve as a research consortium located in Las Vegas Nevada with membership that includes: national laboratories, universities, industry partners, and domestic and international governments. This center will provide a one-of-a-kind centralized facility for the accumulation of information for use by Institutions of Higher Learning, the U.S. Government, and Regulatory Agencies and approved users. This initiative will enhance and extend High Performance Computing (HPC) resources in Nevada to support critical nationalmore » and international needs in "scientific confirmation". The PA Institute will be promoted as the leading Modeling, Learning and Research Center worldwide. The program proposes to utilize the existing supercomputing capabilities and alliances of the University of Nevada Las Vegas as a base, and to extend these resource and capabilities through a collaborative relationship with its membership. The PA Institute will provide an academic setting for interactive sharing, learning, mentoring and monitoring of multi-disciplinary performance assessment and performance confirmation information. The role of the PA Institute is to facilitate research, knowledge-increase, and knowledge-sharing among users.« less

Preparing Science Teachers for Culturally Diverse Students: Developing Cultural Literacy Through Cultural Immersion, Cultural Translators and Communities of Practice

NASA Astrophysics Data System (ADS)

Chinn, Pauline W. U.

2006-09-01

This three year study of P-12 professional development is grounded in sociocultural theories that hold that building knowledge and relationships among individuals from different cultural backgrounds entails joint activity toward common goals and cultural dialogues mediated by cultural translators. Sixty P-12 pre and in-service teachers in a year long interdisciplinary science curriculum course shared the goal of developing culturally relevant, standards-based science curricula for Native Hawai'ian students. Teachers and Native Hawai'ian instructors lived and worked together during a five day culture-science immersion in rural school and community sites and met several times at school, university, and community sites to build knowledge and share programs. Teachers were deeply moved by immersion experiences, learned to connect cultural understandings, e.g., a Hawai'ian sense of place and curriculum development, and highly valued collaborating with peers on curriculum development and implementation. The study finds that long term professional development providing situated learning through cultural immersion, cultural translators, and interdisciplinary instruction supports the establishment of communities of practice in which participants develop the cross-cultural knowledge and literacy needed for the development of locally relevant, place and standards-based curricula and pedagogy.

Coupled replicator equations for the dynamics of learning in multiagent systems

NASA Astrophysics Data System (ADS)

Sato, Yuzuru; Crutchfield, James P.

2003-01-01

Starting with a group of reinforcement-learning agents we derive coupled replicator equations that describe the dynamics of collective learning in multiagent systems. We show that, although agents model their environment in a self-interested way without sharing knowledge, a game dynamics emerges naturally through environment-mediated interactions. An application to rock-scissors-paper game interactions shows that the collective learning dynamics exhibits a diversity of competitive and cooperative behaviors. These include quasiperiodicity, stable limit cycles, intermittency, and deterministic chaos—behaviors that should be expected in heterogeneous multiagent systems described by the general replicator equations we derive.

Place in Pacific Islands Climate Education

NASA Astrophysics Data System (ADS)

Barros, C.; Koh, M. W.

2015-12-01

Understanding place, including both the environment and its people, is essential to understanding our climate, climate change, and its impacts. For us to develop a sense of our place, we need to engage in multiple ways of learning: observation, experimentation, and opportunities to apply new knowledge (Orr, 1992). This approach allows us to access different sources of knowledge and then create local solutions for local issues. It is especially powerful when we rely on experts and elders in our own community along with information from the global community.The Pacific islands Climate Education Partnership (PCEP) is a collaboration of partners—school systems, nongovernmental organizations, and government agencies—working to support learning and teaching about climate in the Pacific. Since 2009, PCEP partners have been working together to develop and implement classroom resources, curriculum standards, and teacher professional learning opportunities in which learners approach climate change and its impacts first through the lens of their own place. Such an approach to putting place central to teaching and learning about climate requires partnership and opportunities for learners to explore solutions for and with their communities. In this presentation, we will share the work unfolding in the Republic of the Marshall Islands (RMI) as one example of PCEP's approach to place-based climate education. Three weeklong K-12 teacher professional learning workshops took place during June-July 2015 in Majuro, RMI on learning gardens, climate science, and project-based learning. Each workshop was co-taught with local partners and supports educators in teaching climate-related curriculum standards through tasks that can foster sense of place through observation, experimentation, and application of new knowledge. Additionally, we will also share PCEP's next steps in place-based climate education, specifically around emerging conversations about the importance of highlighting stories of place to generate local solutions for local issues, as well as further global awareness about climate change impacts in the Pacific.

Exploring linkages between research, policy and practice in the Netherlands: perspectives on sexual and reproductive health and rights knowledge flows.

PubMed

de Haas, Billie; van der Kwaak, Anke

2017-05-12

The attention to and demand for stronger linkages between research, policy and practice are increasing, especially in fields concerned with sensitive and challenging issues such as sexual and reproductive health and rights (SRHR). The study described in this article was conducted in the Netherlands among actors working in international development, especially the domain of SRHR. It explores the perceived flow of knowledge between research, policy and practice, the perceived impeding factors, and suggested strategies for improvement. A narrative literature review was performed and 28 key informants were interviewed between May and August 2015. Most interviewees were either active or passive members of Share-Net Netherlands, an SRHR knowledge platform. All interviews, which lasted 70 minutes on average, were recorded, transcribed verbatim and coded in MAXQDA. Linkages between research, policy and practice are many and diffuse. The demands for and supplies of knowledge within and across the fields vary and do not always match, which is shown by participants' research purposes and approaches. Participants identified various barriers to strengthening knowledge flows, including a lack of familiarity with practices in other fields, power relations and the undervaluation of tacit knowledge. They suggested a more visible and concrete demand for and supply of knowledge, the development of a joint knowledge agenda, more opportunities for the interdisciplinary creation of knowledge, and the development of a system for learning and sharing knowledge. This study shows the willingness to undertake, and the perceived advantages of, interdisciplinary dialogues and joint creation of knowledge to advance SRHR research, policies and practices. Whereas barriers to the flow of knowledge may maintain present understandings of knowledge and of whose knowledge is valid, enabling factors, such as interactions between research, policy and practice in knowledge-sharing activities, may challenge such perceptions and create an enabling environment for generating innovative knowledge and increasing knowledge use. Knowledge platforms are recommended to place more emphasis on sharing and documenting tacit knowledge through interdisciplinary dialogues, to address power relations and to set criteria for interdisciplinary funding.

Energy Systems Integration Facility | NREL

Science.gov Websites

influence how electric power systems operate far into the future. LEARN MORE Sharing Knowledge Recent 2017 Journal Article Wind and Solar Resource Data Sets Technical Report Innovation Incubator , Liquid Submerged Server for High-Efficiency Data Centers News and Announcements News More News News

Transition Framingham: The Cultural Commons in Action

ERIC Educational Resources Information Center

Burke, Emily Kearns

2017-01-01

This chapter examines the revitalization of the cultural commons in one Massachusetts community. The adult learning theory of situated cognition, specifically communities of practice and cognitive apprenticeship, provides a lens through which to better understand how knowledge sharing can effectively promote localization in an effort to mitigate…

Neuroscientific Insights into the Development of Analogical Reasoning

ERIC Educational Resources Information Center

Whitaker, Kirstie J.; Vendetti, Michael S.; Wendelken, Carter; Bunge, Silvia A.

2018-01-01

Analogical reasoning, or the ability to find correspondences between entities based on shared relationships, supports knowledge acquisition. As such, the development of this ability during childhood is thought to promote learning. Here, we sought to better understand the mechanisms by which analogical reasoning about semantic relations improves…

External Communities of Practice and Relational Capital

ERIC Educational Resources Information Center

Dewhurst, Frank W.; Navarro, Juan G. Cegarra

2004-01-01

External communities of practice are groups formed by company clients and employees based on common interests, commitment, mutual trust and collaboration whose members regularly share knowledge and learning. This paper examines how external communities of practice contribute to the creation of relational capital through an empirical investigation…

Perspectives on leadership: moving out of the corner of our room.

PubMed

Ferguson-Paré, Mary

2011-10-01

Perspectives on leadership developed through a career as a nurse leader are shared, including the author's guiding vision, a valuing of nursing as knowledge work, how to create a learning organization that supports professional practice, and other lessons learned through experience. Readers are urged to find the leadership voice within, be courageous, engage surrounding opportunities, and be guided by their vision of what nursing should be in the future.

Inter-professional education of prospective speech-language therapists and primary school teachers through shared professional practice placements.

PubMed

Wilson, Leanne; McNeill, Brigid; Gillon, Gail T

2017-07-01

Preliminary studies of inter-professional education (IPE) among student speech-language therapists (SLTs) and student teachers suggest that workshop-based applications are beneficial in preparing participants for elements of collaborative practice. Situating IPE within the students' professional practice placements may provide another useful avenue to develop attitudes, knowledge and skills for inter-professional collaboration. Research examining the impact of different approaches to IPE is required to advance our understanding of effective design and evaluation of such initiatives. To understand how student SLTs and student teachers develop competency for collaborative practice when co-working during professional practice placements to support children's speech and literacy development. A case study design was used to monitor the impact of the IPE. Student SLTs (n = 4) were paired with student teachers (n = 4) to participate in shared professional practice placements in junior school classrooms. An inductive thematic analysis of interviews conducted with participants after the IPE was employed to explore the development of competencies in collaborative practice. Change in inter-disciplinary knowledge and perceptions over the IPE was evaluated via survey to further explore the development of collaborative competencies. Integration of qualitative and quantitative findings suggested that participants began to develop four broad areas of collaborative competency: understanding of professional roles and expertise, communication skills to support shared decision-making, inter-dependency in supporting children's learning, and flexibility to implement alternative instructional practices. Interview analysis also revealed factors related to the facilitators and learning contexts that supported and/or limited the collaboration between participants. Shared placement experiences between student SLTs and student teachers may be an effective method for building participants' competencies in multiple aspects of collaborative practice. Active facilitation by both SLT and classroom teacher supervisors alongside careful consideration of learning contexts (e.g., classroom structure) will help to ensure that learning is maximized for prospective professionals. © 2016 Royal College of Speech and Language Therapists.

Dental Faculty Members' Pedagogic Beliefs and Curriculum Aims in Problem-Based Learning: An Exploratory Study.

PubMed

von Bergmann, HsingChi; Walker, Judith; Dalrymple, Kirsten R; Shuler, Charles F

2017-08-01

The aims of this exploratory study were to explore dental faculty members' views and beliefs regarding knowledge, the dental profession, and teaching and learning and to determine how these views related to their problem-based learning (PBL) instructional practices. Prior to a PBL in dental education conference held in 2011, all attendees were invited to complete a survey focused on their pedagogical beliefs and practices in PBL. Out of a possible 55 participants, 28 responded. Additionally, during the conference, a forum was held in which preliminary survey findings were shared and participants contributed to focus group data collection. The forum results served to validate and bring deeper understanding to the survey findings. The conference participants who joined the forum (N=32) likely included some or many of the anonymous respondents to the survey, along with additional participants interested in dental educators' beliefs. The findings of the survey and follow-up forum indicated a disconnect between dental educators' reported views of knowledge and their pedagogical practices in a PBL environment. The results suggested that the degree of participants' tolerance of uncertainty in knowledge and the discrepancy between their epistemological and ontological beliefs about PBL pedagogy influenced their pedagogical choices. These findings support the idea that learner-centered, inquiry-based pedagogical approaches such as PBL may create dissonance between beliefs about knowledge and pedagogical practice that require the building of a shared understanding of and commitment to curricular goals prior to implementation to ensure success. The methods used in this study can be useful tools for faculty development in PBL programs in dental education.

Tools for Knowledge Analysis, Synthesis, and Sharing

NASA Astrophysics Data System (ADS)

Medland, Michael B.

2007-04-01

Change and complexity are creating a need for increasing levels of literacy in science and technology. Presently, we are beginning to provide students with clear contexts in which to learn, including clearly written text, visual displays and maps, and more effective instruction. We are also beginning to give students tools that promote their own literacy by helping them to interact with the learning context. These tools include peer-group skills as well as strategies to analyze text and to indicate comprehension by way of text summaries and concept maps. Even with these tools, more appears to be needed. Disparate backgrounds and languages interfere with the comprehension and the sharing of knowledge. To meet this need, two new tools are proposed. The first tool fractures language ontologically, giving all learners who use it a language to talk about what has, and what has not, been uttered in text or talk about the world. The second fractures language epistemologically, giving those involved in working with text or on the world around them a way to talk about what they have done and what remains to be done. Together, these tools operate as a two- tiered knowledge representation of knowledge. This representation promotes both an individual meta-cognitive and a social meta-cognitive approach to what is known and to what is not known, both ontologically and epistemologically. Two hypotheses guide the presentation: If the tools are taught during early childhood, children will be prepared to master science and technology content. If the tools are used by both students and those who design and deliver instruction, the learning of such content will be accelerated.

What's in a Name? Interlocutors Dynamically Update Expectations about Shared Names.

PubMed

Gegg-Harrison, Whitney M; Tanenhaus, Michael K

2016-01-01

In order to refer using a name, speakers must believe that their addressee knows about the link between the name and the intended referent. In cases where speakers and addressees learned a subset of names together, speakers are adept at using only the names their partner knows. But speakers do not always share such learning experience with their conversational partners. In these situations, what information guides speakers' choice of referring expression? A speaker who is uncertain about a names' common ground (CG) status often uses a name and description together. This N+D form allows speakers to demonstrate knowledge of a name, and could provide, even in the absence of miscommunication, useful evidence to the addressee regarding the speaker's knowledge. In cases where knowledge of one name is associated with knowledge of other names, this could provide indirect evidence regarding knowledge of other names that could support generalizations used to update beliefs about CG. Using Bayesian approaches to language processing as a guiding framework, we predict that interlocutors can use their partner's choice of referring expression, in particular their use of an N+D form, to generate more accurate beliefs regarding their partner's knowledge of other names. In Experiment 1, we find that domain experts are able to use their partner's referring expression choices to generate more accurate estimates of CG. In Experiment 2, we find that interlocutors are able to infer from a partner's use of an N+D form which other names that partner is likely to know or not know. Our results suggest that interlocutors can use the information conveyed in their partner's choice of referring expression to make generalizations that contribute to more accurate beliefs about what is shared with their partner, and further, that models of CG for reference need to account not just for the status of referents, but the status of means of referring to those referents.

What's in a Name? Interlocutors Dynamically Update Expectations about Shared Names

PubMed Central

Gegg-Harrison, Whitney M.; Tanenhaus, Michael K.

2016-01-01

In order to refer using a name, speakers must believe that their addressee knows about the link between the name and the intended referent. In cases where speakers and addressees learned a subset of names together, speakers are adept at using only the names their partner knows. But speakers do not always share such learning experience with their conversational partners. In these situations, what information guides speakers' choice of referring expression? A speaker who is uncertain about a names' common ground (CG) status often uses a name and description together. This N+D form allows speakers to demonstrate knowledge of a name, and could provide, even in the absence of miscommunication, useful evidence to the addressee regarding the speaker's knowledge. In cases where knowledge of one name is associated with knowledge of other names, this could provide indirect evidence regarding knowledge of other names that could support generalizations used to update beliefs about CG. Using Bayesian approaches to language processing as a guiding framework, we predict that interlocutors can use their partner's choice of referring expression, in particular their use of an N+D form, to generate more accurate beliefs regarding their partner's knowledge of other names. In Experiment 1, we find that domain experts are able to use their partner's referring expression choices to generate more accurate estimates of CG. In Experiment 2, we find that interlocutors are able to infer from a partner's use of an N+D form which other names that partner is likely to know or not know. Our results suggest that interlocutors can use the information conveyed in their partner's choice of referring expression to make generalizations that contribute to more accurate beliefs about what is shared with their partner, and further, that models of CG for reference need to account not just for the status of referents, but the status of means of referring to those referents. PMID:26955361

e-Learning Application for Machine Maintenance Process using Iterative Method in XYZ Company

NASA Astrophysics Data System (ADS)

Nurunisa, Suaidah; Kurniawati, Amelia; Pramuditya Soesanto, Rayinda; Yunan Kurnia Septo Hediyanto, Umar

2016-02-01

XYZ Company is a company based on manufacturing part for airplane, one of the machine that is categorized as key facility in the company is Millac 5H6P. As a key facility, the machines should be assured to work well and in peak condition, therefore, maintenance process is needed periodically. From the data gathering, it is known that there are lack of competency from the maintenance staff to maintain different type of machine which is not assigned by the supervisor, this indicate that knowledge which possessed by maintenance staff are uneven. The purpose of this research is to create knowledge-based e-learning application as a realization from externalization process in knowledge transfer process to maintain the machine. The application feature are adjusted for maintenance purpose using e-learning framework for maintenance process, the content of the application support multimedia for learning purpose. QFD is used in this research to understand the needs from user. The application is built using moodle with iterative method for software development cycle and UML Diagram. The result from this research is e-learning application as sharing knowledge media for maintenance staff in the company. From the test, it is known that the application make maintenance staff easy to understand the competencies.

Collaborative diagramming during problem based learning in medical education: Do computerized diagrams support basic science knowledge construction?

PubMed

De Leng, Bas; Gijlers, Hannie

2015-05-01

To examine how collaborative diagramming affects discussion and knowledge construction when learning complex basic science topics in medical education, including its effectiveness in the reformulation phase of problem-based learning. Opinions and perceptions of students (n = 70) and tutors (n = 4) who used collaborative diagramming in tutorial groups were collected with a questionnaire and focus group discussions. A framework derived from the analysis of discourse in computer-supported collaborative leaning was used to construct the questionnaire. Video observations were used during the focus group discussions. Both students and tutors felt that collaborative diagramming positively affected discussion and knowledge construction. Students particularly appreciated that diagrams helped them to structure knowledge, to develop an overview of topics, and stimulated them to find relationships between topics. Tutors emphasized that diagramming increased interaction and enhanced the focus and detail of the discussion. Favourable conditions were the following: working with a shared whiteboard, using a diagram format that facilitated distribution, and applying half filled-in diagrams for non-content expert tutors and\\or for heterogeneous groups with low achieving students. The empirical findings in this study support the findings of earlier more descriptive studies that diagramming in a collaborative setting is valuable for learning complex knowledge in medicine.

A professional learning community model: a case study of primary teachers community in west Bandung

NASA Astrophysics Data System (ADS)

Sari, A.; Suryadi, D.; Syaodih, E.

2018-05-01

The purpose of this study is to provide an alternative model of professional learning community for primary school teachers in improving the knowledge and professional skills. This study is a qualitative research with case study method with data collection is an interview, observation and document and triangulation technique for validation data that focuses on thirteen people 5th grade elementary school teacher. The results showed that by joining a professional learning community, teachers can share both experience and knowledge to other colleagues so that they can be able to continue to improve and enhance the quality of their learning. This happens because of the reflection done together before, during and after the learning activities. It was also revealed that by learning in a professional learning community, teachers can learn in their own way, according to need, and can collaborate with their colleagues in improving the effectiveness of learning. Based on the implementation of professional learning community primary school teachers can be concluded that teachers can develop the curriculum, the students understand the development, overcome learning difficulties faced by students and can make learning design more effective and efficient.

Knowledge exchange systems for youth health and chronic disease prevention: a tri-provincial case study.

PubMed

Murnaghan, D; Morrison, W; Griffith, E J; Bell, B L; Duffley, L A; McGarry, K; Manske, S

2013-09-01

The research teams undertook a case study design using a common analytical framework to investigate three provincial (Prince Edward Island, New Brunswick and Manitoba) knowledge exchange systems. These three knowledge exchange systems seek to generate and enhance the use of evidence in policy development, program planning and evaluation to improve youth health and chronic disease prevention. We applied a case study design to explore the lessons learned, that is, key conditions or processes contributing to the development of knowledge exchange capacity, using a multi-data collection method to gain an in-depth understanding. Data management, synthesis and analysis activities were concurrent, iterative and ongoing. The lessons learned were organized into seven "clusters." Key findings demonstrated that knowledge exchange is a complex process requiring champions, collaborative partnerships, regional readiness and the adaptation of knowledge exchange to diverse stakeholders. Overall, knowledge exchange systems can increase the capacity to exchange and use evidence by moving beyond collecting and reporting data. Areas of influence included development of new partnerships, expanded knowledge-sharing activities, and refinement of policy and practice approaches related to youth health and chronic disease prevention.

Active Learning Techniques Applied to an Interdisciplinary Mineral Resources Course.

NASA Astrophysics Data System (ADS)

Aird, H. M.

2015-12-01

An interdisciplinary active learning course was introduced at the University of Puget Sound entitled 'Mineral Resources and the Environment'. Various formative assessment and active learning techniques that have been effective in other courses were adapted and implemented to improve student learning, increase retention and broaden knowledge and understanding of course material. This was an elective course targeted towards upper-level undergraduate geology and environmental majors. The course provided an introduction to the mineral resources industry, discussing geological, environmental, societal and economic aspects, legislation and the processes involved in exploration, extraction, processing, reclamation/remediation and recycling of products. Lectures and associated weekly labs were linked in subject matter; relevant readings from the recent scientific literature were assigned and discussed in the second lecture of the week. Peer-based learning was facilitated through weekly reading assignments with peer-led discussions and through group research projects, in addition to in-class exercises such as debates. Writing and research skills were developed through student groups designing, carrying out and reporting on their own semester-long research projects around the lasting effects of the historical Ruston Smelter on the biology and water systems of Tacoma. The writing of their mini grant proposals and final project reports was carried out in stages to allow for feedback before the deadline. Speakers from industry were invited to share their specialist knowledge as guest lecturers, and students were encouraged to interact with them, with a view to employment opportunities. Formative assessment techniques included jigsaw exercises, gallery walks, placemat surveys, think pair share and take-home point summaries. Summative assessment included discussion leadership, exams, homeworks, group projects, in-class exercises, field trips, and pre-discussion reading exercises.An interdisciplinary active learning course was introduced at the University of Puget Sound entitled 'Mineral Resources and the Environment'. Various formative assessment and active learning techniques that have been effective in other courses were adapted and implemented to improve student learning, increase retention and broaden knowledge and understanding of course material. This was an elective course targeted towards upper-level undergraduate geology and environmental majors. The course provided an introduction to the mineral resources industry, discussing geological, environmental, societal and economic aspects, legislation and the processes involved in exploration, extraction, processing, reclamation/remediation and recycling of products. Lectures and associated weekly labs were linked in subject matter; relevant readings from the recent scientific literature were assigned and discussed in the second lecture of the week. Peer-based learning was facilitated through weekly reading assignments with peer-led discussions and through group research projects, in addition to in-class exercises such as debates. Writing and research skills were developed through student groups designing, carrying out and reporting on their own semester-long research projects around the lasting effects of the historical Ruston Smelter on the biology and water systems of Tacoma. The writing of their mini grant proposals and final project reports was carried out in stages to allow for feedback before the deadline. Speakers from industry were invited to share their specialist knowledge as guest lecturers, and students were encouraged to interact with them, with a view to employment opportunities. Formative assessment techniques included jigsaw exercises, gallery walks, placemat surveys, think pair share and take-home point summaries. Summative assessment included discussion leadership, exams, homeworks, group projects, in-class exercises, field trips, and pre-discussion reading exercises.

Knowledge Management Enablers and Process in Hospital Organizations.

PubMed

Lee, Hyun-Sook

2017-02-01

This research aimed to investigate the effects of knowledge management enablers, such as organizational structure, leadership, learning, information technology systems, trust, and collaboration, on the knowledge management process of creation, storage, sharing, and application. Using data from self-administered questionnaires in four Korean tertiary hospitals, this survey investigated the main organizational factors affecting the knowledge management process in these organizations. A total of 779 questionnaires were analyzed using SPSS 18.0 and AMOS 18.0. The results showed that organizational factors affect the knowledge management process differently in each hospital organization. From a managerial perspective, the implications of these factors for developing organizational strategies that encourage and foster the knowledge management process are discussed.

Talk, trust and time: a longitudinal study evaluating knowledge translation and exchange processes for research on violence against women

PubMed Central

2011-01-01

Background Violence against women (VAW) is a major public health problem. Translation of VAW research to policy and practice is an area that remains understudied, but provides the opportunity to examine knowledge translation and exchange (KTE) processes in a complex, multi-stakeholder context. In a series of studies including two randomized trials, the McMaster University VAW Research Program studied one key research gap: evidence about the effectiveness of screening women for exposure to intimate partner violence. This project developed and evaluated KTE strategies to share research findings with policymakers, health and community service providers, and women's advocates. Methods A longitudinal cross-sectional design, applying concurrent mixed data collection methods (surveys, interviews, and focus groups), was used to evaluate the utility of specific KTE strategies, including a series of workshops and a day-long Family Violence Knowledge Exchange Forum, on research sharing, uptake, and use. Results Participants valued the opportunity to meet with researchers, provide feedback on key messages, and make personal connections with other stakeholders. A number of factors specific to the knowledge itself, stakeholders' contexts, and the nature of the knowledge gap being addressed influenced the uptake, sharing, and use of the research. The types of knowledge use changed across time, and were specifically related to both the types of decisions being made, and to stage of decision making; most reported use was conceptual or symbolic, with few examples of instrumental use. Participants did report actively sharing the research findings with their own networks. Further examination of these second-order knowledge-sharing processes is required, including development of appropriate methods and measures for its assessment. Some participants reported that they would not use the research evidence in their decision making when it contradicted professional experiences, while others used it to support apparently contradictory positions. The online wiki-based 'community of interest' requested by participants was not used. Conclusions Mobilizing knowledge in the area of VAW practice and policy is complex and resource-intensive, and must acknowledge and respect the values of identified knowledge users, while balancing the objectivity of the research and researchers. This paper provides important lessons learned about these processes, including attending to the potential unintended consequences of knowledge sharing. PMID:21896170

Talk, trust and time: a longitudinal study evaluating knowledge translation and exchange processes for research on violence against women.

PubMed

Wathen, C Nadine; Sibbald, Shannon L; Jack, Susan M; Macmillan, Harriet L

2011-09-06

Violence against women (VAW) is a major public health problem. Translation of VAW research to policy and practice is an area that remains understudied, but provides the opportunity to examine knowledge translation and exchange (KTE) processes in a complex, multi-stakeholder context. In a series of studies including two randomized trials, the McMaster University VAW Research Program studied one key research gap: evidence about the effectiveness of screening women for exposure to intimate partner violence. This project developed and evaluated KTE strategies to share research findings with policymakers, health and community service providers, and women's advocates. A longitudinal cross-sectional design, applying concurrent mixed data collection methods (surveys, interviews, and focus groups), was used to evaluate the utility of specific KTE strategies, including a series of workshops and a day-long Family Violence Knowledge Exchange Forum, on research sharing, uptake, and use. Participants valued the opportunity to meet with researchers, provide feedback on key messages, and make personal connections with other stakeholders. A number of factors specific to the knowledge itself, stakeholders' contexts, and the nature of the knowledge gap being addressed influenced the uptake, sharing, and use of the research. The types of knowledge use changed across time, and were specifically related to both the types of decisions being made, and to stage of decision making; most reported use was conceptual or symbolic, with few examples of instrumental use. Participants did report actively sharing the research findings with their own networks. Further examination of these second-order knowledge-sharing processes is required, including development of appropriate methods and measures for its assessment. Some participants reported that they would not use the research evidence in their decision making when it contradicted professional experiences, while others used it to support apparently contradictory positions. The online wiki-based 'community of interest' requested by participants was not used. Mobilizing knowledge in the area of VAW practice and policy is complex and resource-intensive, and must acknowledge and respect the values of identified knowledge users, while balancing the objectivity of the research and researchers. This paper provides important lessons learned about these processes, including attending to the potential unintended consequences of knowledge sharing.

Engineering: Defining and differentiating its unique culture

NASA Astrophysics Data System (ADS)

Pilotte, Mary K.

The world of work for engineering professionals is changing. At a rapid pace, experienced engineers are exiting the workforce due to retirement of the Baby Boomer generation, while at the same time the problems facing engineers are increasingly complex and frequently global in nature. For firms to protect their knowledge assets, they must ensure that acquired understandings are shared among their engineering work groups. Engineering teaching and learning in the workplace (i.e., knowledge sharing), is a social activity that resides in a social context governed by the professional engineering culture. This quantitative study uses Hofstede's Organizational Cultural Values Model (Hofstede, Neuijen, Ohayv, & Sanders, 1990) to examine dimensions of engineering culture in the workplace, producing a central tendency profile of engineering's cultural practices. Further, it explores through hypotheses if demographic differentiators, including birth generation, gender, race, industry sector of employment, and engineering discipline, play roles in forming engineering cultural practices. Results both corroborate aspects of Hofstede's model and assert new understandings relative to factors influencing dimensions of engineering practice. Outcomes are discussed in terms of their potential impact on industrial knowledge sharing and formation of beneficial engineering cultures.

The Importance and Satisfaction of Collaborative Innovation for Strategic Entrepreneurship

ERIC Educational Resources Information Center

Tsai, I-Chang; Lei, Han-Sheng

2016-01-01

Building on network, learning, resource-based and real options theories, collaborative innovation through the sharing of ideas, knowledge, expertise, and opportunities can enable both small and large firms to successfully engage in strategic entrepreneurship. We use the real case of a research-oriented organization and its incubator for analysis…

How IHI Promotes Learning Systems and Knowledge Management

DTIC Science & Technology

2011-01-26

promote social gatherings for individuals with similar age, etc. Early discharge planning 1.Flu/ Influenza -H1N1 Programs 2.Silver Sneakers Shared...Spread Aim: Prevent Ventilator Associated Pneumonia  Spread What: Ventilator Bundle  Target Goals: Zero Cases of VAP  Spread to Whom: All ICUs in

The Complete Step-by-Step Guide to Designing and Teaching Online Courses

ERIC Educational Resources Information Center

Thormann, Joan; Zimmerman, Isa Kaftal

2012-01-01

In this valuable resource, experts share deep knowledge including practical "how-to" and preventive trouble-shooting tips. Instructors will learn about course design and development, instructional methods for online teaching, and student engagement and community building techniques. The book contains successful teaching strategies, guidance for…

Cooking and Staff Development: A Blend of Training and Experience.

ERIC Educational Resources Information Center

Koll, Patricia; Anderson, Jim

1982-01-01

The making of a staff developer combines deliberate, systematic training and an accumulation of knowledge, skills, and assumptions based on experience. Staff developers must understand school practices and adult learning theory, shared decision-making and organization of support, and be flexible, creative, and committed to their work. (PP)

Designing Participatory Learning

ERIC Educational Resources Information Center

Vartiainen, Henriikka

2014-01-01

The beginning of the twenty-first century has been described as a time of development for social innovations through which people use, share, and create knowledge in ways that differ fundamentally from those of previous eras. The topical and widely accepted focus of education should be toward twenty-first-century skills. However, there is no…

Careers in Psychology: Creating Customized Learning to Expose the Invisible Curriculum

ERIC Educational Resources Information Center

Case, Kim A.; Miller, Angela; Hensley, Rachel; Jackson, Shaprie

2014-01-01

Invisible knowledge or the hidden curriculum, the informal education some students get from faculty mentors, is a privilege not afforded to all students. Many universities have instituted psychology careers courses to assist undergraduate psychology students with academic and career advisement. Designed to share this invisible curriculum with all…

Sharing the Street: Activities for All Children.

ERIC Educational Resources Information Center

Kolucki, Barbara; And Others

Written for teachers and parents with little or no knowledge of special education, the book provides information on games and activities to help integrate young children with hearing or visual impairments, mental retardation, and other physical and learning disabilities. Each activity includes statements of the purpose, goals, materials, and…

Knowledge Sharing through Pair Programming in Learning Environments: An Empirical Study

ERIC Educational Resources Information Center

Kavitha, R. K.; Ahmed, M. S.

2015-01-01

Agile software development is an iterative and incremental methodology, where solutions evolve from self-organizing, cross-functional teams. Pair programming is a type of agile software development technique where two programmers work together with one computer for developing software. This paper reports the results of the pair programming…

Job Migration: A Collaborative Effort

ERIC Educational Resources Information Center

Wagoner, Cynthia L.

2012-01-01

Music teachers often change jobs several times during their careers. Reasons for job changes vary, but regardless, these changes bring a different set of challenges. Sharing knowledge and learning are part and parcel of collaboration. So what if, as education professionals, music teachers decided to collaborate during job migrations? For all music…

Organizational culture and knowledge management in the electric power generation industry

NASA Astrophysics Data System (ADS)

Mayfield, Robert D.

Scarcity of knowledge and expertise is a challenge in the electric power generation industry. Today's most pervasive knowledge issues result from employee turnover and the constant movement of employees from project to project inside organizations. To address scarcity of knowledge and expertise, organizations must enable employees to capture, transfer, and use mission-critical explicit and tacit knowledge. The purpose of this qualitative grounded theory research was to examine the relationship between and among organizations within the electric power generation industry developing knowledge management processes designed to retain, share, and use the industry, institutional, and technical knowledge upon which the organizations depend. The research findings show that knowledge management is a business problem within the domain of information systems and management. The risks associated with losing mission critical-knowledge can be measured using metrics on employee retention, recruitment, productivity, training and benchmarking. Certain enablers must be in place in order to engage people, encourage cooperation, create a knowledge-sharing culture, and, ultimately change behavior. The research revealed the following change enablers that support knowledge management strategies: (a) training - blended learning, (b) communities of practice, (c) cross-functional teams, (d) rewards and recognition programs, (e) active senior management support, (f) communication and awareness, (g) succession planning, and (h) team organizational culture.

Constructive evaluation: a pedagogy of student-contributed assessment

NASA Astrophysics Data System (ADS)

Luxton-Reilly, Andrew; Denny, Paul

2010-06-01

We present an innovative pedagogical approach that we call constructive evaluation, which shifts students from being consumers of knowledge to participants in a community of peers engaged in actively producing and sharing knowledge. Students are required to author a question that assesses one or more of the learning outcomes of a course. In addition to the question, students write a sample solution. These questions and solutions are stored in a question item bank where they become available for other students to use as a learning resource. Once a student answers a question from the item bank, they can see how other students have answered the question and can reflect on their own response. Additionally, students must review the questions they have answered and are given an opportunity to engage in discussion of questions or answers via a feedback mechanism. In addition to improving content knowledge, students develop important meta-skills such as organising and communicating knowledge; judging the quality of information; giving and receiving feedback and improving self-assessment skills. This approach is aligned with both reflective professional practice and social theories of learning.

Scotland's knowledge network: a progress report on Knowledge into Action.

PubMed

Wales, Ann; Boyle, Derek

2015-11-01

Launched in 2012, Knowledge into Action is the national knowledge management strategy for the health and social care workforce in Scotland. It is transforming the role of the national digital knowledge service--NHS Education for Scotlands' Knowledge Network--and the NHSS librarian role to offer more active, tailored support for translating knowledge into frontline clinical practice. This includes the development of a national evidence search and summary service, help with converting knowledge into practical and usable formats for easy use at point of care and with using digital tools to share clinicians' learning, experience and expertise. Through this practical support, Knowledge into Action is contributing to quality and safety outcomes across NHS Scotland, building clinicians' capacity and capability in applying knowledge in frontline practice and service improvement. © The Author(s) 2015.

Work-based learning experiences help students with disabilities transition to careers: a case study of University of Washington projects.

PubMed

Bellman, Scott; Burgstahler, Sheryl; Ladner, Richard

2014-01-01

This case study describes evidence-based practices employed by a collection of University of Washington projects that engage high school and postsecondary students with disabilities in work-based learning experiences such as industry and research internships, career development activities, job shadows, field trips, and mock interviews. The purpose of the article is two-fold. First, authors share best practices with others who wish to increase the participation of students with disabilities in work-based learning and thereby contribute to their academic and career success. The article discusses methods used to recruit students, employers and mentors, match students with specific opportunities, and prepare students for success. Second, authors share outcomes from studies regarding participation in these work-based learning opportunities, which include increased employment success, motivation to work toward a career, knowledge about careers and the workplace, job-related skills, ability to work with supervisors and coworkers, skills in self-advocating for accommodations, and perceived career options.

The Knowledge Stealing Initiative?

NASA Technical Reports Server (NTRS)

Goshorn, Larry

2005-01-01

I have the honor of being on the Academy of Program and Project Leadership (APPL) Knowledge Sharing Feedback and Assessment Team (FAA), and as such, I am privileged to receive the feedback written by many of you as attendees of the Project Management (PM) Master s Forums. It is the intent of the FAA Team and APPL leadership to use this feedback as a tool for continuous program improvement. As a retired (sort of) PM in the payload contracting industry, I'm a big supporter of NASA s Knowledge Sharing Initiative (KSI), especially the Master's Forums. I really enjoy participating in them. Unfortunately I had to miss the 8th forum in Pasadena this past Spring, but I did get the feedback package for the Assessment Team work. So here I was, reviewing twelve pages of comments, reflections, learning notes and critiques from attendees of the 8th forum.

Dynamic updating of hippocampal object representations reflects new conceptual knowledge

PubMed Central

Mack, Michael L.; Love, Bradley C.; Preston, Alison R.

2016-01-01

Concepts organize the relationship among individual stimuli or events by highlighting shared features. Often, new goals require updating conceptual knowledge to reflect relationships based on different goal-relevant features. Here, our aim is to determine how hippocampal (HPC) object representations are organized and updated to reflect changing conceptual knowledge. Participants learned two classification tasks in which successful learning required attention to different stimulus features, thus providing a means to index how representations of individual stimuli are reorganized according to changing task goals. We used a computational learning model to capture how people attended to goal-relevant features and organized object representations based on those features during learning. Using representational similarity analyses of functional magnetic resonance imaging data, we demonstrate that neural representations in left anterior HPC correspond with model predictions of concept organization. Moreover, we show that during early learning, when concept updating is most consequential, HPC is functionally coupled with prefrontal regions. Based on these findings, we propose that when task goals change, object representations in HPC can be organized in new ways, resulting in updated concepts that highlight the features most critical to the new goal. PMID:27803320

ESD and lifelong learning: a case study of the Shangri-la Institute's current engagement with the Bazhu community in Diqing, China

NASA Astrophysics Data System (ADS)

Liu, Yunhua; Constable, Alicia

2010-06-01

This article argues that ESD should be integrated into lifelong learning and provides an example of how this might be done. It draws on a case study of a joint project between the Shangri-la Institute and the Bazhu community in Diqing, southwest China, to analyse a community-based approach to Education for Sustainable Development and assess its implications for lifelong learning. The article examines the different knowledge, skills and values needed for ESD across the life span and asserts the need for these competencies to be informed by the local context. The importance of linking ESD with local culture and indigenous knowledge is emphasised. The article goes on to propose methods for integrating ESD into lifelong learning and underscore the need for learning at the individual, institutional and societal levels in formal, non-formal and informal learning settings. It calls for institutional changes that link formal, non-formal and informal learning through the common theme of ESD, and establish platforms to share experiences, reflect on these and thereby continually improve ESD.

Family medicine practice performance and knowledge management.

PubMed

Orzano, A John; McInerney, Claire R; Tallia, Alfred F; Scharf, Davida; Crabtree, Benjamin F

2008-01-01

Knowledge management (KM) is the process by which people in organizations find, share, and develop knowledge for action. KM affects performance by influencing work relationships to enhance learning and decision making. To identify how family medicine practices exhibit KM. A model and a template of KM concepts were derived from a comprehensive organizational literature review. Two higher and two lower performing family medicine practices were purposefully selected from existing comparative case studies based on prevention delivery rates and innovation. Interviews, fieldnotes of operations, and clinical encounters were coded independently using the template. Face-to-face discussions resolved coding differences. All practices had processes and tools for finding, sharing, and developing knowledge; however, KM overall was limited despite implementation of expensive technologies like an electronic medical record. Where present, KM processes and tools were used by individuals but not integrated throughout the organization. Loss of information was prominent, and finding knowledge was underdeveloped. The use of technical tools and developing knowledge by reconfiguration and measurement were particularly limited. Socially related tools, such as face-to-face-communication for sharing and developing knowledge, were more developed. As in other organizations, tool use was tailored for specific outcomes and leveraged by other organizational capacities. Differences in KM occur within family practices and between family practices and other organizations and may have implications for improving practice performance. Understanding interaction patterns of work relationships and KM may explain why costly technical or externally imposed "one size fits all" practice organizational interventions have had mixed results and limited sustainability.

Social media for lifelong learning.

PubMed

Kind, Terry; Evans, Yolanda

2015-04-01

Learning is ongoing, and can be considered a social activity. In this paper we aim to provide a review of the use of social media for lifelong learning. We start by defining lifelong learning, drawing upon principles of continuous professional development and adult learning theory. We searched Embase and MEDLINE from 2004-2014 for search terms relevant to social media and learning. We describe examples of lifelong learners using social media in medical education and healthcare that have been reported in the peer-reviewed literature. Medical or other health professions students may have qualities consistent with being a lifelong learner, yet once individuals move beyond structured learning environments they will need to recognize their own gaps in knowledge and skills over time and be motivated to fill them, thereby incorporating lifelong learning principles into their day-to-day practice. Engagement with social media can parallel engagement in the learning process over time, to the extent that online social networking fosters feedback and collaboration. The use of social media and online networking platforms are a key way to continuously learn in today's information sharing society. Additional research is needed, particularly rigorous studies that extend beyond learner satisfaction to knowledge, behaviour change, and outcomes.

Exploiting Expertise and Knowledge Sharing Online for the Benefit of NASA's GN&C Community of Practice

NASA Technical Reports Server (NTRS)

Topousis, Daria E.; Lebsock, Kenneth L.; Dennehy, Cornelius J.

2010-01-01

In 2004, NASA faced major knowledge sharing challenges due to geographically isolated field centers that inhibited engineers from sharing their experiences, expertise, ideas, and lessons learned. The necessity to collaborate on complex development projects and the reality of constrained project resources together drove the need for ensuring that personnel at all NASA centers had comparable skill sets and that engineers could find resources in a timely fashion. Mission failures and new directions for the Agency also demanded better collaborative tools for NASA's engineering workforce. In response to these needs, the online NASA Engineering Network (NEN) was formed by the NASA Office of the Chief Engineer to provide a multi-faceted system for overcoming geographic and cultural barriers. NEN integrates communities of practice with a cross-repository search and the Lessons Learned Information System. This paper describes the features of the GN&C engineering discipline CoP site which went live on NEN in May of 2008 as an online means of gathering input and guidance from practitioners. It allows GN&C discipline expertise captured at one field center to be shared in a collaborative way with the larger discipline CoP spread across the entire Agency. The site enables GN&C engineers to find the information they need quickly, to find solutions to questions from experienced engineers, and to connect with other practitioners regardless of geographic location, thus increasing the probability of project success.

Sleep Benefits Memory for Semantic Category Structure While Preserving Exemplar-Specific Information.

PubMed

Schapiro, Anna C; McDevitt, Elizabeth A; Chen, Lang; Norman, Kenneth A; Mednick, Sara C; Rogers, Timothy T

2017-11-01

Semantic memory encompasses knowledge about both the properties that typify concepts (e.g. robins, like all birds, have wings) as well as the properties that individuate conceptually related items (e.g. robins, in particular, have red breasts). We investigate the impact of sleep on new semantic learning using a property inference task in which both kinds of information are initially acquired equally well. Participants learned about three categories of novel objects possessing some properties that were shared among category exemplars and others that were unique to an exemplar, with exposure frequency varying across categories. In Experiment 1, memory for shared properties improved and memory for unique properties was preserved across a night of sleep, while memory for both feature types declined over a day awake. In Experiment 2, memory for shared properties improved across a nap, but only for the lower-frequency category, suggesting a prioritization of weakly learned information early in a sleep period. The increase was significantly correlated with amount of REM, but was also observed in participants who did not enter REM, suggesting involvement of both REM and NREM sleep. The results provide the first evidence that sleep improves memory for the shared structure of object categories, while simultaneously preserving object-unique information.

Learning to learn: step one for survival in the new paradigm.

PubMed

Muller-Smith, P

1997-08-01

New challenges require new approaches and many of the suggested solutions are in conflict with how we were taught in our formative years. Team work in high school and college was mostly found in sports-related activities. Collaboration in a classroom was not encouraged and could be viewed as cheating. We did not learn to share knowledge in a group nor to group problem solving, yet we are told that those are the very skills we need to have to survive in today's workplace. The first step to success is to look at how we were taught to learn and make the shift to learning in a different manner.

Student experiences of creating and sharing material in online learning.

PubMed

Potts, Henry W W

2011-01-01

User-generated content in an online environment has significant implications in both education and health. Instead of a model of knowledge being something transferred from the expert to the student or to the patient, Web 2.0 technologies offer the hope of making learning, and healthcare delivery, a more collaborative and participative process. However, some evidence suggests that this supposed democratisation of production is not entirely democratic and, in an educational context, many students are uncomfortable about sharing material they create with their peers. To understand students' affective and other experiences of generating content to be shared online with peers (e.g. in online discussions). Online interviews, face-to-face focus groups and further methods with two student groups in medical education, one undergraduate and one postgraduate. Students were broadly positive about creating and sharing material online, but were also quite anxious about doing so. Many practical issues, including around course design, student workload and assessment pressures, were barriers to students creating and sharing material. Group size is also important, with self-sustaining activity less likely in small groups. Successfully introducing user-generated content into medical education requires attention to practical details and an awareness of the student anxiety that can arise.

Lowering the barriers to computational modeling of Earth's surface: coupling Jupyter Notebooks with Landlab, HydroShare, and CyberGIS for research and education.

NASA Astrophysics Data System (ADS)

Bandaragoda, C.; Castronova, A. M.; Phuong, J.; Istanbulluoglu, E.; Strauch, R. L.; Nudurupati, S. S.; Tarboton, D. G.; Wang, S. W.; Yin, D.; Barnhart, K. R.; Tucker, G. E.; Hutton, E.; Hobley, D. E. J.; Gasparini, N. M.; Adams, J. M.

2017-12-01

The ability to test hypotheses about hydrology, geomorphology and atmospheric processes is invaluable to research in the era of big data. Although community resources are available, there remain significant educational, logistical and time investment barriers to their use. Knowledge infrastructure is an emerging intellectual framework to understand how people are creating, sharing and distributing knowledge - which has been dramatically transformed by Internet technologies. In addition to the technical and social components in a cyberinfrastructure system, knowledge infrastructure considers educational, institutional, and open source governance components required to advance knowledge. We are designing an infrastructure environment that lowers common barriers to reproducing modeling experiments for earth surface investigation. Landlab is an open-source modeling toolkit for building, coupling, and exploring two-dimensional numerical models. HydroShare is an online collaborative environment for sharing hydrologic data and models. CyberGIS-Jupyter is an innovative cyberGIS framework for achieving data-intensive, reproducible, and scalable geospatial analytics using the Jupyter Notebook based on ROGER - the first cyberGIS supercomputer, so that models that can be elastically reproduced through cloud computing approaches. Our team of geomorphologists, hydrologists, and computer geoscientists has created a new infrastructure environment that combines these three pieces of software to enable knowledge discovery. Through this novel integration, any user can interactively execute and explore their shared data and model resources. Landlab on HydroShare with CyberGIS-Jupyter supports the modeling continuum from fully developed modelling applications, prototyping new science tools, hands on research demonstrations for training workshops, and classroom applications. Computational geospatial models based on big data and high performance computing can now be more efficiently developed, improved, scaled, and seamlessly reproduced among multidisciplinary users, thereby expanding the active learning curriculum and research opportunities for students in earth surface modeling and informatics.

``The sun is sleeping now'': Early learning about light and shadows

NASA Astrophysics Data System (ADS)

Segal, Gilda; Cosgrove, Mark

1993-12-01

To keep intuitive knowledge fluid for an extended time, we wish to encourage young children to examine continuously those intuitive explanations for natural phenomena which later become hard wired, highly resistant to development or change. To assist this we designed a learning package which integrated three extensively researched educational strategies (cooperative learning, informal inquiry and familiar context) for children to explore their notions about the topic light. Children in a kindergarten class were encouraged to share their ideas about shadows and shadow formation with peers, as they took part in explorations of shadow formation inside and outside their classroom. Whole class discussions, small group conversations and final conversations between researcher and small groups provide insights into social and individual construction of knowledge, young children's abilities to be scientific and the social construction of gender.

Intraprofessional collaboration and learning between specialists and general practitioners during postgraduate training: a qualitative study.

PubMed

Meijer, Loes J; de Groot, Esther; Blaauw-Westerlaken, Mirjam; Damoiseaux, Roger A M J

2016-08-11

During postgraduate training, general practitioners and other specialists must learn how to deliver shared care to patients; however, the development of formal intraprofessional education is often hampered by curricular constraints. Delivering shared care in everyday work provides trainees with opportunities for informal learning from, about and with one another. Twelve semi-structured interviews were undertaken with trainee general practitioners and specialists (internal medicine or surgery). A thematic analysis of the input was undertaken and a qualitative description developed. Trainees from different disciplines frequently interact, often by telephone, but generally they learn in a reactive manner. All trainees are highly motivated by the desire to provide good patient care. Specialist trainees learn about the importance of understanding the background of the patient from GPs, while GP trainees gain medical knowledge from the interaction. Trainees from different disciplines are not very motivated to build relationships with each other and have fewer opportunities to do so. Supervisors can play an important role in providing intraprofessional learning opportunities for trainees. During postgraduate training, opportunities for intraprofessional learning occur, but there is much room for improvement. For example, supervisors could increase the involvement of trainees in collaborative tasks and create more awareness of informal learning opportunities. This could assist trainees to learn collaborative skills that will enhance patient care.

Expert knowledge maps for knowledge management: a case study in Traditional Chinese Medicine research.

PubMed

Cui, Meng; Yang, Shuo; Yu, Tong; Yang, Ce; Gao, Yonghong; Zhu, Haiyan

2013-10-01

To design a model to capture information on the state and trends of knowledge creation, at both an individual and an organizational level, in order to enhance knowledge management. We designed a graph-theoretic knowledge model, the expert knowledge map (EKM), based on literature-based annotation. A case study in the domain of Traditional Chinese Medicine research was used to illustrate the usefulness of the model. The EKM successfully captured various aspects of knowledge and enhanced knowledge management within the case-study organization through the provision of knowledge graphs, expert graphs, and expert-knowledge biography. Our model could help to reveal the hot topics, trends, and products of the research done by an organization. It can potentially be used to facilitate knowledge learning, sharing and decision-making among researchers, academicians, students, and administrators of organizations.

A Comparative Study of Relational Learning Capacity in Honeybees (Apis mellifera) and Stingless Bees (Melipona rufiventris)

PubMed Central

Moreno, Antonio Mauricio; de Souza, Deisy das Graças; Reinhard, Judith

2012-01-01

Background Learning of arbitrary relations is the capacity to acquire knowledge about associations between events or stimuli that do not share any similarities, and use this knowledge to make behavioural choices. This capacity is well documented in humans and vertebrates, and there is some evidence it exists in the honeybee (Apis mellifera). However, little is known about whether the ability for relational learning extends to other invertebrates, although many insects have been shown to possess excellent learning capacities in spite of their small brains. Methodology/Principal Findings Using a symbolic matching-to-sample procedure, we show that the honeybee Apis mellifera rapidly learns arbitrary relations between colours and patterns, reaching 68.2% correct choice for pattern-colour relations and 73.3% for colour-pattern relations. However, Apis mellifera does not transfer this knowledge to the symmetrical relations when the stimulus order is reversed. A second bee species, the stingless bee Melipona rufiventris from Brazil, seems unable to learn the same arbitrary relations between colours and patterns, although it exhibits excellent discrimination learning. Conclusions/Significance Our results confirm that the capacity for learning arbitrary relations is not limited to vertebrates, but even insects with small brains can perform this learning task. Interestingly, it seems to be a species-specific ability. The disparity in relational learning performance between the two bee species we tested may be linked to their specific foraging and recruitment strategies, which evolved in adaptation to different environments. PMID:23251542

A comparative study of relational learning capacity in honeybees (Apis mellifera) and stingless bees (Melipona rufiventris).

PubMed

Moreno, Antonio Mauricio; de Souza, Deisy das Graças; Reinhard, Judith

2012-01-01

Learning of arbitrary relations is the capacity to acquire knowledge about associations between events or stimuli that do not share any similarities, and use this knowledge to make behavioural choices. This capacity is well documented in humans and vertebrates, and there is some evidence it exists in the honeybee (Apis mellifera). However, little is known about whether the ability for relational learning extends to other invertebrates, although many insects have been shown to possess excellent learning capacities in spite of their small brains. Using a symbolic matching-to-sample procedure, we show that the honeybee Apis mellifera rapidly learns arbitrary relations between colours and patterns, reaching 68.2% correct choice for pattern-colour relations and 73.3% for colour-pattern relations. However, Apis mellifera does not transfer this knowledge to the symmetrical relations when the stimulus order is reversed. A second bee species, the stingless bee Melipona rufiventris from Brazil, seems unable to learn the same arbitrary relations between colours and patterns, although it exhibits excellent discrimination learning. Our results confirm that the capacity for learning arbitrary relations is not limited to vertebrates, but even insects with small brains can perform this learning task. Interestingly, it seems to be a species-specific ability. The disparity in relational learning performance between the two bee species we tested may be linked to their specific foraging and recruitment strategies, which evolved in adaptation to different environments.

Community Science: creating equitable partnerships for the advancement of scientific knowledge for action.

NASA Astrophysics Data System (ADS)

Lewis, E. S.; Gehrke, G. E.

2017-12-01

In a historical moment where the legitimacy of science is being questioned, it is essential to make science more accessible to the public. Active participation increases the legitimacy of projects within communities (Sidaway 2009). Creating collaborations in research strengthens not only the work by adding new dimensions, but also the social capital of communities through increased knowledge, connections, and decision making power. In this talk, Lewis will discuss how engagement at different stages of the scientific process is possible, and how researchers can actively develop opportunities that are open and inviting. Genuine co-production in research pushes scientists to work in new ways, and with people from different backgrounds, expertise, and lived experiences. This approach requires a flexible and dynamic balance of learning, sharing, and creating for all parties involved to ensure more meaningful and equitable participation. For example, in community science such as that by Public Lab, the community is at the center of scientific exploration. The research is place-based and is grounded in the desired outcomes of community members. Researchers are able to see themselves as active participants in this work alongside community members. Participating in active listening, developing plans together, and using a shared language built through learning can be helpful tools in all co-production processes. Generating knowledge is powerful. Through genuine collaboration and co-creation, science becomes more relevant. When community members are equitable stakeholders in the scientific process, they are better able to engage and advocate for the changes they want to see in their communities. Through this talk, session attendees will learn about practices that promote equitable participation in science, and hear examples of how the community science process engages people in both the knowledge production, and in the application of science.

Modal Representations and Their Role in the Learning Process: A Theoretical and Pragmatic Analysis

ERIC Educational Resources Information Center

Gunel, Murat; Yesildag-Hasancebi, Funda

2016-01-01

In the construction and sharing of scientific knowledge, modal representations such as text, graphics, pictures, and mathematical expressions are commonly used. Due to the increasing importance of their role in the production and communication of science, modal representations have become a topic of growing interest in science education research…

Sustaining Higher Education Reforms: Knowledge and Policy Implications Learned from Thailand

ERIC Educational Resources Information Center

Phusavat, Kongkiti; Ketsarapong, Suphattra; Ooi, Keng-Boon; Shyu, Stacy H.P.

2012-01-01

Purpose: The paper aims to share experiences in Thailand's higher educational reforms in which academic excellence cannot be sustained without proper financial and fiscal consideration. The overall goal is to disclose the experiences and future issues facing public universities. Design/methodology/approach: The paper is based on actual involvement…

Teacher and Student Reflections on ICT-Rich Science Inquiry

ERIC Educational Resources Information Center

Williams, P. John; Otrel-Cass, Kathrin

2017-01-01

Background: Inquiry learning in science provides authentic and relevant contexts in which students can create knowledge to solve problems, make decisions and find solutions to issues in today's world. The use of electronic networks can facilitate this interaction, dialogue and sharing, and adds a new dimension to classroom pedagogy. Purpose: This…

Anthropology and the Educational "Trading Zone": Disciplinarity, Pedagogy and Professionalism

ERIC Educational Resources Information Center

Mills, David; Huber, Mary Taylor

2005-01-01

This article suggests that the notion of an educational "trading zone" is an analytically helpful way of describing a space in which ideas about learning and teaching are shared within and between disciplines. Drawing on our knowledge of anthropology and the Humanities, we suggest three possible reasons for the limited development of…

Using Animation and Interactivity To Enrich Reading and Writing Activities.

ERIC Educational Resources Information Center

Gladhart, Marsha A.

In the hands of inspired teachers, computers can provide opportunities for creativity and interaction that add new excitement to learning. PowerPoint and HyperStudio are just two examples of computer software that are frequently used by students to share knowledge and develop communication skills using multimedia. Publishing their work with the…

The Importance of Father Involvement in Early Childhood Programs

ERIC Educational Resources Information Center

Ancell, Katherine S.; Bruns, Deborah A.; Chitiyo, Jonathan

2018-01-01

Active family involvement in Early Childhood Special Education (ECSE) is regarded as a beneficial factor in young children's learning and development. One definition of family involvement is the active role parents take in their child's development and the knowledge and participation they share with professionals who are part of the child's daily…

Encouraging Teachers' and Students' Innovation with the Support of Teacher Learning Communities

ERIC Educational Resources Information Center

Margalef García, Leonor

2011-01-01

The purpose of this paper is to share knowledge generated through the implementation of "Teaching Innovation Teams" as a strategy for teachers' professional development and innovation at the University of Alcala (Spain). We analyse the contributions of this strategy to the facilitation of curriculum innovation in higher education and…

Affinities and beyond! Developing Ways of Seeing in Online Spaces

ERIC Educational Resources Information Center

Davies, Julia

2006-01-01

This article presents an insider view of an online community of adults involved in sharing digital photography through a host website, Flickr. It describes how reciprocal teaching and learning partnerships in a dynamic multimodal environment are achieved through the creation of a "Third Space" or "Affinity Space", where "Funds of Knowledge" are…

Pedestrian Utterances on Space/less Green Awareness: Visualizing the Process

ERIC Educational Resources Information Center

Kosmala, Katarzyna; Imas, J. Miguel

2011-01-01

In the arts-informed teaching and learning spaces, knowledge is potentially produced and shared based on resonance that can involve a whole person. Concerned with educational processes enveloped in relational aesthetics, the authors designed a workshop to reconnect with green awareness, based as much as possible on the methodology that is located…

Performer: An Instrument for Multidisciplinary Courseware Teams to Share Knowledge and Experiences

ERIC Educational Resources Information Center

van Aalst, Jan-Willem; van der Mast, Charles

2003-01-01

One of the traditional problems in courseware development that is recognized as hard to solve, is the communication and co-operation between various disciplines in project teams that are working on a courseware product [Alber (1996) "Multimedia: a management perspective." California: Wadsworth; Boyle (1997) "Design for multimedia learning." UK:…

"Lesson Study" as Professional Culture in Japanese Schools: An Historical Perspective on Elementary Classroom Practices

ERIC Educational Resources Information Center

Arani, Mohammad Reza Sarkar; Keisuke, Fukaya; Lassegard, James P.

2010-01-01

This research examines "lesson study" as a traditional model of creating professional knowledge in schools. "Lesson study," typically defined as teachers' classroom based collaborative research, has a long history in Japan as a shared professional culture with potential for enhancing learning, enriching classroom activities and…

Negotiating Two Worlds: Learning through the Stories of Haudenosaunee Youth and Adults

ERIC Educational Resources Information Center

Bomberry, Michelle

2013-01-01

Elaborating on this form of knowledge I will share the interconnectedness epistemology as a philosophical understanding for the Haudenosaunee community. Premising the The Kashwenta (Two Row Wampum Treaty) as a foundation, this paper will examine Six Nations' cultural connectedness through the Tree of Peace analogy and offer an understanding of the…

Exploring Current Issues through the Hot Topics Poster

ERIC Educational Resources Information Center

Nisbett, Nancy

2012-01-01

This paper describes a research paper and poster assignment used in an undergraduate leisure and human behavior course. The intent of this learning activity is to increase student knowledge of current issues within the industry as well as to enhance students' professional communication skills. A description of the assignment is shared along with…

Leading Education Innovations in Rural Schools: Reflections from i3 Grantees

ERIC Educational Resources Information Center

Fox, Tom; Friedrich, Linda; Harmon, Hobart; McKithen, Clarissa; Phillips, Andie; Savell, Susan; Schaefer, Victoria; Silva, Mihiri

2017-01-01

The Investing in Innovation (i3) Improving Rural Achievement Community, a professional learning community of grantees under the US Department of Education's i3 program, created this document to share knowledge and experiences related to working in rural districts across the United States. Grounded in field-based experiences and lessons, it serves…

Tools for Knowledge Analysis, Synthesis, and Sharing

ERIC Educational Resources Information Center

Medland, Michael B.

2007-01-01

Change and complexity are creating a need for increasing levels of literacy in science and technology. Presently, we are beginning to provide students with clear contexts in which to learn, including clearly written text, visual displays and maps, and more effective instruction. We are also beginning to give students tools that promote their own…

Putting Educational Research to Use through Knowledge Transformation. The Agency Comments.

ERIC Educational Resources Information Center

Desforges, Charles

Educational research is distinctive inasmuch as it shares the moral objective of education, which is to help people make the best of themselves through processes of learning. Educational research is a service industry for education. As such, its contribution to the efficiency and effectiveness of educational processes can be increased by focusing…

Student and Teacher Perceptions of Teacher Oral Communication Behavior in Algebra and Geometry Classrooms

ERIC Educational Resources Information Center

Assuah, Charles K.

2010-01-01

Oral communication in mathematics classroom plays an essential role in the mathematics learning process, because it allows students to share ideas, refine their thoughts, reflect on their methods, and clarify their understanding (NCTM, 2000). Knowledge about teacher oral communication behaviors allows researchers and policy makers to identify and…

Teaching and Learning in Oakland Community Schools. Knowledge Brief

ERIC Educational Resources Information Center

John W. Gardner Center for Youth and Their Communities, 2015

2015-01-01

This brief is part of a series that shares findings from a research collaboration between the John W. Gardner Center for Youth and Their Communities at Stanford University and Oakland Unified School District (OUSD) focused on understanding implementation of the community school model in the district. Community schools aim to address students'…

Supporting Learning and Information Sharing in Natural Resource Management with Technologies for Electronic Documents

ERIC Educational Resources Information Center

Alem, Leila; McLean, Alistair

2005-01-01

Community participation is central to achieving sustainable natural resource management. A prerequisite to informed participation is that community and stakeholder groups have access to different knowledge sources, are more closely attuned to the different issues and viewpoints, and are sufficiently equipped to understand and maybe resolve complex…

Video Storytelling in a Transient, Volunteer Organization

ERIC Educational Resources Information Center

Katzeff, Cecilia; Ware, Vanessa

2007-01-01

To make sense of and learn about work environments, people actively construct their own knowledge and share stories of their experience. Telling stories is particularly challenging in a transient organization where people are hired on a voluntary, temporary basis. Such is the case of a nonprofit music festival organization in Sweden, which is…

Situated Learning through Social Networking Communities: The Development of Joint Enterprise, Mutual Engagement, and a Shared Repertoire

ERIC Educational Resources Information Center

Mills, Nicole

2011-01-01

Scholars praise social networking tools for their ability to engage and motivate iGeneration students in meaningful communicative practice, content exchange, and collaboration (Greenhow, Robelia, & Hughes, 2009; Ziegler, 2007). To gain further insight about the nature of student participation, knowledge acquisition, and relationship development…

Cultural Safety Circles and Indigenous Peoples' Perspectives: Inclusive Practices for Participation in Higher Education

ERIC Educational Resources Information Center

Aseron, Johnnie; Greymorning, S. Neyooxet; Miller, Adrian; Wilde, Simon

2013-01-01

Indigenous experiences, as found within traditional ways and cultural practices, are an acknowledgement of traditional methods for sharing, learning, and collective knowledge development and maintenance. The application of Cultural Safety Circles can help provide a collective space where definitions for cultural and educational exchange can take…

Experiencing Indigenous Knowledge Online as a Community Narrative

ERIC Educational Resources Information Center

Kutay, Cat; Mooney, Janet; Riley, Lynette; Howard-Wagner, Deirdre

2012-01-01

This article explores a project at the Koori Centre, University of Sydney, funded by the Australian Learning and Teaching Council (ALTC) in 2011, titled "Indigenous On-Line Cultural Teaching and Sharing". One of the team members (Kutay) was also a project team member on the ALTC-funded project "Exploring PBL in Indigenous Australian…

Education and Patterns of Communication In a Situation of Restricted Literacy.

ERIC Educational Resources Information Center

Meyer, Barbara

1982-01-01

Interaction between oral and literate modes of communication in a predominantly oral culture is discussed in the Islamic context of West Africa. Communication is viewed as transmission of knowledge in a formal learning situation (a one way process) and as an informal shared process between literate and nonliterate community members. (BRR)

When Traditions Become Innovations and Innovations Become Traditions in Everyday Food Pedagogies

ERIC Educational Resources Information Center

Benny, Helen

2012-01-01

This paper explores the way learning to cook remains important for the maintenance of "ethnic" food traditions and how sharing food knowledge plays a role in intercultural exchanges. Ethnographic data from an ongoing study in Melbourne is presented to highlight how, in everyday practices, both tradition and innovation are involved in…

Need of Digital-Age Literacy in Teacher Education

ERIC Educational Resources Information Center

Nachimuthu, K.

2010-01-01

The amount of knowledge in the world has doubled in the past 10 years and is doubling every 12 months according to NCTE. Now technology increases conversation, sharing, and learning among and between students and teachers. Today's digital students think of information and communications technology (ICT) as something akin to oxygen: they expect it,…

Teachers' Voices: Reinventing Themselves, Their Profession, and Their Communities.

ERIC Educational Resources Information Center

D'Emidio-Caston, Marianne; And Others

This collection of four case studies discusses the work of teachers and their efforts to change their classrooms, schools, and districts. The case studies show that teachers can learn to use their own strengths and talents, knowledge, shared vision, and commitment to student growth and development to effect change. The first case study,…

Predictors of Student Performance in a Blended-Learning Environment: An Empirical Investigation

ERIC Educational Resources Information Center

Umek, Lan; Tomaževic, Nina; Aristovnik, Aleksander; Keržic, Damijana

2017-01-01

Modern technologies radically simplify the availability of the latest scientific literature and offer new possibilities for sharing knowledge. Yet, most higher education institutions still rely on traditional face-to-face teaching and use e-courses "only" to supplement it. Such a combination of teaching methods is known as blended…

The Potency of "READS" to Inform Students' Reading Ability

ERIC Educational Resources Information Center

Mohamed, Abdul Rashid; Eng, Lin Siew; Mohamed Ismail, Shaik Abdul Malik

2012-01-01

This paper shares an initiative conducted in Malaysia in terms of knowledge to gauge students' Reading Age and to inform teachers of their students' reading progress and learning. Ensuring teachers understand the needs of students' reading ability and preparing students to read and comprehend texts are the two most fundamental parallel tasks in…

Rubrics--Sharing the Rules of the Game

ERIC Educational Resources Information Center

Balch, David; Blanck, Robert; Balch, David Howard

2016-01-01

The topic and purpose of this paper is to explore within the literature the theoretical foundations and applications of rubrics in the process of evaluation of retained learning and mastery of knowledge within the educational environment. The first step of the research was to assemble a definition of the term rubric from a historical perspective.…

Commercial versus Internally Developed Standardized Tests: Lessons from a Small Regional School

ERIC Educational Resources Information Center

Hadjicharalambous, Costas

2014-01-01

The author compares the efficacy of commercially available and internally developed standardized tests and evaluates their strengths and weakness in assessing student learning outcomes. The author shares the experience of a regional school in developing a standardized test to assess business knowledge. Data from a sample of 268 students were used…

The Kemper History Project: From Historical Narrative to Institutional Legacy

ERIC Educational Resources Information Center

Hunzicker, Jana

2017-01-01

An "institutional legacy" can be understood as knowledge, values, and shared experiences transmitted by or received from a college or university for the benefit of all who have taught, served, researched, and/or learned there. This article describes a year-long, collaborative writing project carried out by one university to chronicle two…

A Yupiaq Worldview: A Pathway to Ecology and Spirit.

ERIC Educational Resources Information Center

Kawagley, A. Oscar

Written from a Yupiaq perspective, this book examines and compares Yupiaq and Western worldviews and their relationship to the learning and use of scientific knowledge. Chapter 1 discusses shared characteristics of the worldviews of Alaska Natives and then focuses specifically on the Yupiaq worldview, which is based on maintaining a balance among…

Aspects of Traditional Inupiat Education.

ERIC Educational Resources Information Center

Ongtooguk, Paul

2000-01-01

Traditional Inupiat society was, and is, about knowing the right time to be in the right place, with the right tools to take advantage of a temporary abundance of resources. Sharing the necessary knowledge about the natural world with the next generation was critical. The example of learning to hunt is used to demonstrate features of traditional…

Field-based education and indigenous knowledge: Essential components of geoscience education for native American communities

NASA Astrophysics Data System (ADS)

Riggs, Eric M.

2005-03-01

The purpose of this study is to propose a framework drawing on theoretical and empirical science education research that explains the common prominent field-based components of the handful of persistent and successful Earth science education programs designed for indigenous communities in North America. These programs are primarily designed for adult learners, either in a postsecondary or in a technical education setting and all include active collaboration between local indigenous communities and geoscientists from nearby universities. Successful Earth science curricula for indigenous learners share in common an explicit emphasis on outdoor education, a place and problem-based structure, and the explicit inclusion of traditional indigenous knowledge in the instruction. Programs sharing this basic design have proven successful and popular for a wide range of indigenous cultures across North America. We present an analysis of common field-based elements to yield insight into indigenous Earth science education. We provide an explanation for the success of this design based in research on field-based learning, Native American learning styles research, and theoretical and empirical research into the nature and structure of indigenous knowledge. We also provide future research directions that can test and further refine our understanding of best practices in indigenous Earth science education.

The construction of causal schemes: learning mechanisms at the knowledge level.

PubMed

diSessa, Andrea A

2014-06-01

This work uses microgenetic study of classroom learning to illuminate (1) the role of pre-instructional student knowledge in the construction of normative scientific knowledge, and (2) the learning mechanisms that drive change. Three enactments of an instructional sequence designed to lead to a scientific understanding of thermal equilibration are used as data sources. Only data from a scaffolded student inquiry preceding introduction of a normative model were used. Hence, the study involves nearly autonomous student learning. In two classes, students developed stable and socially shared explanations ("causal schemes") for understanding thermal equilibration. One case resulted in a near-normative understanding, while the other resulted in a non-normative "alternative conception." The near-normative case seems to be a particularly clear example wherein the constructed causal scheme is a composition of previously documented naïve conceptions. Detailed prior description of these naive elements allows a much better than usual view of the corresponding details of change during construction of the new scheme. A list of candidate mechanisms that can account for observed change is presented. The non-normative construction seems also to be a composition, albeit of a different structural form, using a different (although similar) set of naïve elements. This article provides one of very few high-resolution process analyses showing the productive use of naïve knowledge in learning. © 2014 Cognitive Science Society, Inc.

The importance of social and collaborative learning for online continuing medical education (OCME): directions for future development and research.

PubMed

Sandars, John; Kokotailo, Patricia; Singh, Gurmit

2012-01-01

There is an increasing use of online continuing medical education (OCME), but the potential use of social and collaborative learning to change professional performance and improve patient care has yet to be fully realised. The integration of the main themes from the presentations and comments from participants at a symposium at AMEE 2011. Sociological perspectives on change in professional performance highlight the need for social and collaborative learning in OCME so that learners can share information (explicit knowledge) and opinion (tacit knowledge). The educational topic should be relevant to the complexity of professional practice and use iterative cycles of implementation and critical reflection in social networks so that proposed solutions can be tested in actual practice. The challenge of developing effective online discussions for collaborative learning is recognised. The provision of OCME requires a shift in both policy and practice to emphasise the importance of social and collaborative learning. Further research is recommended, especially to evaluate the implementation and impact of social and collaborative learning for OCME on patient care and the use of newer Web 2.0 approaches.

Developing Expert System for Tuberculosis Diagnose to Support Knowledge Sharing in the Era of National Health Insurance System

NASA Astrophysics Data System (ADS)

Lidya, L.

2017-03-01

National Health Insurance has been implemented since 1st January 2014. A number of new policies have been established including multilevel referral system. The multilevel referral system classified health care center into three levels, it determined that the flow of patient treatment should be started from first level health care center. There are 144 kind of diseases that must be treat in the first level which mainly consists of general physicians. Unfortunately, competence of the physician in the first level may not fulfil the standard competence yet. To improved the physisians knowledge, government has created many events to accelerate knowledge sharing. However, it still needs times and many resources to give significan results. Expert system is kind of software that provide consulting services to non-expert users in accordance with the area of its expertise. It can improved effectivity and efficiency of knowledge sharing and learning. This research was developed a model of TB diagnose expert system which comply with the standard procedure of TB diagnosis and regulation. The proposed expert system has characteristics as follows provide facility to manage multimedia clinical data, supporting the complexity of TB diagnosis (combine rule-based and case-based expert system), interactive interface, good usability, multi-platform, evolutionary.

Stakeholders' views of shared learning models in general practice: a national survey.

PubMed

van de Mortel, Thea; Silberberg, Peter; Ahern, Christine; Pit, Sabrina

2014-09-01

The number of learners requiring general practice placements creates supervisory capacity constraints. This research examined how a shared learning model may affect training capacity. The number of learners requiring general practice placements creates supervisory capacity constraints. This research examined how a shared learning model may affect training capacity. A total of 1122 surveys were completed: 75% of learners had participated in shared learning; 25% of multi-level learner practices were not using shared learning. Learners were positive about shared learning (4.3-4.4/5), considering it an effective way to learn that created training capacity (4.1-4.2/5). 79-88% of learners preferred a mixture of one-to-one teaching and shared learning. Supervisors thought shared learning was more cost- and time-efficient, and created training capacity (4.3-4.4/5). Shared learning models have the potential to increase GP training capacity. Many practices are not utilising shared learning, representing capacity loss. Regional training providers should emphasise positive aspects of shared learning to facilitate uptake.

Earthworks: Educating Teachers in Earth System Sciences

NASA Technical Reports Server (NTRS)

Spetzler, H.; Weaver, A.; Buhr, S.

2000-01-01

Earthworks is a national community of teachers and scientists. Initiated in 1998 with funding from NASA, our summer workshops in the Rocky Mountains each year provide unique opportunities for teachers to design and conduct field research projects, working closely with scientists. Teachers then develop plans for classroom implementation during the school year, sharing their ideas and experiences with other community members through e-mail and a listserv. Scientists, from graduate students to expert senior researchers, share their knowledge of field methods in environmental science, and learn how to better communicate and teach about their research.

Autism and the mirror neuron system: insights from learning and teaching

PubMed Central

Vivanti, Giacomo; Rogers, Sally J.

2014-01-01

Individuals with autism have difficulties in social learning domains which typically involve mirror neuron system (MNS) activation. However, the precise role of the MNS in the development of autism and its relevance to treatment remain unclear. In this paper, we argue that three distinct aspects of social learning are critical for advancing knowledge in this area: (i) the mechanisms that allow for the implicit mapping of and learning from others' behaviour, (ii) the motivation to attend to and model conspecifics and (iii) the flexible and selective use of social learning. These factors are key targets of the Early Start Denver Model, an autism treatment approach which emphasizes social imitation, dyadic engagement, verbal and non-verbal communication and affect sharing. Analysis of the developmental processes and treatment-related changes in these different aspects of social learning in autism can shed light on the nature of the neuropsychological mechanisms underlying social learning and positive treatment outcomes in autism. This knowledge in turn may assist in developing more successful pedagogic approaches to autism spectrum disorder. Thus, intervention research can inform the debate on relations among neuropsychology of social learning, the role of the MNS, and educational practice in autism. PMID:24778379

Autism and the mirror neuron system: insights from learning and teaching.

PubMed

Vivanti, Giacomo; Rogers, Sally J

2014-01-01

Individuals with autism have difficulties in social learning domains which typically involve mirror neuron system (MNS) activation. However, the precise role of the MNS in the development of autism and its relevance to treatment remain unclear. In this paper, we argue that three distinct aspects of social learning are critical for advancing knowledge in this area: (i) the mechanisms that allow for the implicit mapping of and learning from others' behaviour, (ii) the motivation to attend to and model conspecifics and (iii) the flexible and selective use of social learning. These factors are key targets of the Early Start Denver Model, an autism treatment approach which emphasizes social imitation, dyadic engagement, verbal and non-verbal communication and affect sharing. Analysis of the developmental processes and treatment-related changes in these different aspects of social learning in autism can shed light on the nature of the neuropsychological mechanisms underlying social learning and positive treatment outcomes in autism. This knowledge in turn may assist in developing more successful pedagogic approaches to autism spectrum disorder. Thus, intervention research can inform the debate on relations among neuropsychology of social learning, the role of the MNS, and educational practice in autism.

Item-specific and generalization effects on brain activation when learning Chinese characters

PubMed Central

Deng, Yuan; Booth, James R.; Chou, Tai-Li; Ding, Guo-Sheng; Peng, Dan-Ling

2009-01-01

Neural changes related to learning of the meaning of Chinese characters in English speakers were examined using functional magnetic resonance imaging (fMRI). We examined item specific learning effects for trained characters, but also the generalization of semantic knowledge to novel transfer characters that shared a semantic radical (part of a character that gives a clue to word meaning, e.g. water for lake) with trained characters. Behavioral results show that acquired semantic knowledge improves performance for both trained and transfer characters. Neuroimaging results show that the left fusiform gyrus plays a central role in the visual processing of orthographic information in characters. The left superior parietal cortex seems to play a crucial role in learning the visual–spatial aspects of the characters because it shows learning related decreases for trained characters, is correlated with behavioral improvement from early to late in learning for the trained characters, and is correlated with better long-term retention for the transfer characters. The inferior frontal gyrus seems to be associated with the efficiency of retrieving and manipulating semantic representations because there are learning related decreases for trained characters and this decrease is correlated with greater behavioral improvement from early to late in learning. PMID:18514678

The Value of Identifying and Recovering Lost GN&C Lessons Learned: Aeronautical, Spacecraft, and Launch Vehicle Examples

NASA Technical Reports Server (NTRS)

Dennehy, Cornelius J.; Labbe, Steve; Lebsock, Kenneth L.

2010-01-01

Within the broad aerospace community the importance of identifying, documenting and widely sharing lessons learned during system development, flight test, operational or research programs/projects is broadly acknowledged. Documenting and sharing lessons learned helps managers and engineers to minimize project risk and improve performance of their systems. Often significant lessons learned on a project fail to get captured even though they are well known 'tribal knowledge' amongst the project team members. The physical act of actually writing down and documenting these lessons learned for the next generation of NASA GN&C engineers fails to happen on some projects for various reasons. In this paper we will first review the importance of capturing lessons learned and then will discuss reasons why some lessons are not documented. A simple proven approach called 'Pause and Learn' will be highlighted as a proven low-impact method of organizational learning that could foster the timely capture of critical lessons learned. Lastly some examples of 'lost' GN&C lessons learned from the aeronautics, spacecraft and launch vehicle domains are briefly highlighted. In the context of this paper 'lost' refers to lessons that have not achieved broad visibility within the NASA-wide GN&C CoP because they are either undocumented, masked or poorly documented in the NASA Lessons Learned Information System (LLIS).

The use of concept maps for knowledge management: from classrooms to research labs.

PubMed

Correia, Paulo Rogério Miranda

2012-02-01

Our contemporary society asks for new strategies to manage knowledge. The main activities developed by academics involve knowledge transmission (teaching) and production (research). Creativity and collaboration are valuable assets for establishing learning organizations in classrooms and research labs. Concept mapping is a useful graphical technique to foster some of the disciplines required to create and develop high-performance teams. The need for a linking phrase to clearly state conceptual relationships makes concept maps (Cmaps) very useful for organizing our own ideas (externalization), as well as, sharing them with other people (elicitation and consensus building). The collaborative knowledge construction (CKC) is supported by Cmaps because they improve the communication signal-to-noise ratio among participants with high information asymmetry. In other words, we can identify knowledge gaps and insightful ideas in our own Cmaps when discussing them with our counterparts. Collaboration involving low and high information asymmetry can also be explored through peer review and student-professor/advisor interactions, respectively. In conclusion, when it is used properly, concept mapping can provide a competitive advantage to produce and share knowledge in our contemporary society. To map is to know, as stated by Wandersee in 1990.

Integrated Risk and Knowledge Management Program -- IRKM-P

NASA Technical Reports Server (NTRS)

Lengyel, David M.

2009-01-01

The NASA Exploration Systems Mission Directorate (ESMD) IRKM-P tightly couples risk management and knowledge management processes and tools to produce an effective "modern" work environment. IRKM-P objectives include: (1) to learn lessons from past and current programs (Apollo, Space Shuttle, and the International Space Station); (2) to generate and share new engineering design, operations, and management best practices through preexisting Continuous Risk Management (CRM) procedures and knowledge-management practices; and (3) to infuse those lessons and best practices into current activities. The conceptual framework of the IRKM-P is based on the assumption that risks highlight potential knowledge gaps that might be mitigated through one or more knowledge management practices or artifacts. These same risks also serve as cues for collection of knowledge particularly, knowledge of technical or programmatic challenges that might recur.

Ethics Issues Arising in the Transition to Learning Health Care Systems: Results from Interviews with Leaders from 25 Health Systems.

PubMed

Morain, Stephanie R; Kass, Nancy E

2016-01-01

There is increased interest in transitioning to a "learning health care system" (LHCS). While this transition brings the potential for significant benefits, it also presents several ethical considerations. Identifying the ethical issues faced by institutions in this transition is critical for realizing the goals of learning health care so that these issues can be anticipated and, where possible, resolved. 29 semi-structured telephone interviews were conducted with leaders within 25 health care institutions. Respondents were recruiting using purposive sampling, targeting institutions considered as LHCS leaders. All interviews were audiorecorded and transcribed. NVIVO10 software was used to support qualitative analysis. Respondents described seven ethical challenges: (1) ethical oversight of learning activities; (2) transparency of learning activities to patients; (3) potential tensions between improving quality and reducing costs; (4) data sharing and data management; (5) lag time between discovery and implementation; (6) transparency to patients about quality; and (7) randomization for quality improvement initiatives. To move towards LHCS, several ethical considerations require further attention, including: the continued appropriateness of the research-treatment distinction; policy frameworks for privacy and data sharing; informing patients about learning activities; obligations to share data on quality; and the potential for trade-offs between quality improvement and cost control. To our knowledge, this is the first project to ask leaders from health care systems committed to ongoing learning about the ethical issues they have faced in this effort. Their experiences can provide guidance on relevant ethical issues, and what might be done to resolve them.

Lessons Learned at LPI for Scientists in Education and Public Outreach

NASA Astrophysics Data System (ADS)

Shupla, C. B.; Kramer, G. Y.; Gross, J.; Shaner, A. J.; Dalton, H.; Grier, J.; Buxner, S.; Shipp, S. S.; Hackler, A. S.

2015-12-01

The Lunar and Planetary Institute (LPI) has engaged scientists in a variety of education programs, including teacher workshops, family events, public presentations, informal educator trainings, communication workshops, and outreach events. Scientists have helped conduct hands-on activities, participated in group discussions, and given talks, while sharing their own career paths and interests; these activities have provided audiences with a clearer vision of how science is conducted and how they can become engaged in science themselves. We will share the lessons we have learned through these experiences, including the value of collaborations between scientists and educators, the importance of understanding the audience's interests and knowledge, and the insights that audiences gain during unstructured discussion and interactions with scientists. LPI has also worked with the NASA Science Mission Directorate E/PO community to determine ways to enable scientists and engineers to engage in E/PO and STEM learning, including examining the research and programs for becoming involved in the preparation of future teachers (see the Menu of Opportunities at http://www.lpi.usra.edu/education/pre_service_edu/). We will share key research-based best practices that are recommended for scientists and engineers interested in participating in E/PO activities.

Using evidence-integrated e-learning to enhance case management continuing education for psychiatric nurses: a randomised controlled trial with follow-up.

PubMed

Liu, Wen-I; Rong, Jiin-Ru; Liu, Chieh-Yu

2014-11-01

E-learning is a flexible strategy to improve nurses' knowledge of case management, but there are methodological limitations in previous research into the effectiveness of such programs. To describe the development and effectiveness of an evidence-integrated e-learning program in case management continuing education for Taiwanese psychiatric nurses. Multiple methods were adopted to develop the program and a randomised controlled trial with repeated measures was employed to evaluate it. The e-learning program was developed in four stages: (1) systematic review of literature; (2) needs assessment through a national survey and focus group; (3) development of learning materials; and (4) pilot test. Following program development, psychiatric nurses were recruited and randomly allocated into an experimental or comparison group. The experimental group participated in an e-learning continuing education program. The case management knowledge index with sufficient reliability and validity and a satisfaction survey were used to determine the outcomes. A generalised estimating equation was used to assess the difference between the 2 groups before, after, and at 3 months follow-up. The learning material comprised 5 simulated learning modules, self-assessment questions, learning cases, sharing experiences, and learning resources. A total of 200 participants completed the 3 measurements. Knowledge scores in the experimental group significantly exceeded those in the comparison group after the program and at the 3-month follow-up. Participants reported positive learning perceptions. The program provides an evidence-based educational resource for nursing continuing education in case management. Copyright © 2014 Elsevier Ltd. All rights reserved.

On the different “worlds” of intra-organizational knowledge management: Understanding idiosyncratic variation in MNC cross-site knowledge-sharing practices

PubMed Central

Kasper, Helmut; Lehrer, Mark; Mühlbacher, Jürgen; Müller, Barbara

2013-01-01

This qualitative field study investigated cross-site knowledge sharing in a small sample of multinational corporations in three different MNC business contexts (global, multidomestic, transnational). The results disclose heterogeneous “worlds” of MNC knowledge sharing, ultimately raising the question as to whether the whole concept of MNC knowledge sharing covers a sufficiently unitary phenomenon to be meaningful. We derive a non-exhaustive typology of MNC knowledge-sharing practices: self-organizing knowledge sharing, technocratic knowledge sharing, and best practice knowledge sharing. Despite its limitations, this typology helps to elucidate a number of issues, including the latent conflict between two disparate theories of MNC knowledge sharing, namely “sender–receiver” and “social learning” theories (Noorderhaven & Harzing, 2009). More generally, we develop the term “knowledge contextualization” to highlight the way that firm-specific organizational features pre-define which knowledge is considered to be of special relevance for intra-organizational sharing. PMID:27087759

Transforming teaching into scholarship.

PubMed

Turner, Teri; Palazzi, Debra; Ward, Mark; Lorin, Martin

2012-12-01

Traditionally, scholarship has been defined very narrowly as the number of one's publications and grant awards. Recently this definition has broadened to include dissemination of knowledge, experience or a tangible product shared with the educational community. In an effort to enhance our own educational development, in 2005 we formed a 'community of practice' centred on teaching. The group was formed to share ideas, to reflect on teaching experiences and to transmit new knowledge to other clinician-educators within our paediatrics department. By examining what we do as clinicians and teachers, we were able to gather information about how we teach and how our students learn. As we reflected on this information within our small learning community, we began to realise the value of other people's input as a great source of learning. One of our first activities as a community was to develop a series of conferences on clinical teaching. We also asked ourselves how we could transform what we were doing into educational scholarship. It occurred to us that the conference topics could be the chapters of a book. Therefore, we chose to create a handbook that was a 'learning journal' on teaching. We transformed the initial list of conference topics to scholarship by using a three-phase model for transforming teaching into scholarship. Using this framework, we have demonstrated how clinician-educators can transform teaching activities into scholarship, and how important a community of practice can be for professional development. © Blackwell Publishing Ltd 2012.

The role of innovative global institutions in linking knowledge and action.

PubMed

van Kerkhoff, Lorrae; Szlezák, Nicole A

2016-04-26

It is becoming increasingly recognized that our collective ability to tackle complex problems will require the development of new, adaptive, and innovative institutional arrangements that can deal with rapidly changing knowledge and have effective learning capabilities. In this paper, we applied a knowledge-systems perspective to examine how institutional innovations can affect the generation, sharing, and application of scientific and technical knowledge. We report on a case study that examined the effects that one large innovative organization, The Global Fund to Fight AIDS, Tuberculosis, and Malaria, is having on the knowledge dimensions of decision-making in global health. The case study shows that the organization created demand for new knowledge from a range of actors, but it did not incorporate strategies for meeting this demand into their own rules, incentives, or procedures. This made it difficult for some applicants to meet the organization's dual aims of scientific soundness and national ownership of projects. It also highlighted that scientific knowledge needed to be integrated with managerial and situational knowledge for success. More generally, the study illustrates that institutional change targeting implementation can also significantly affect the dynamics of knowledge creation (learning), access, distribution, and use. Recognizing how action-oriented institutions can affect these dynamics across their knowledge system can help institutional designers build more efficient and effective institutions for sustainable development.

Developing Learning Materials Using an Ontology of Mathematical Logic

ERIC Educational Resources Information Center

Boyatt, Russell; Joy, Mike

2012-01-01

Ontologies describe a body of knowledge and give formal structure to a domain by describing concepts and their relationships. The construction of an ontology provides an opportunity to develop a shared understanding and a consistent vocabulary to be used for a given activity. This paper describes the construction of an ontology for an area of…

Leading the Way: Disabilities Services and the Management Team. Training Guides for the Head Start Learning Community.

ERIC Educational Resources Information Center

Education Development Center, Inc., Newton, MA.

This guide is designed to provide Head Start managers with the skills and knowledge needed to plan and implement integrated services for children with disabilities and their families. Module 1, "Identifying Shared Responsibilities," assists participants in identifying how current roles and collaboration practices as a team affect…

Developmental Trajectory of Number Acuity Reveals a Severe Impairment in Developmental Dyscalculia

ERIC Educational Resources Information Center

Piazza, Manuela; Facoetti, Andrea; Trussardi, Anna Noemi; Berteletti, Ilaria; Conte, Stefano; Lucangeli, Daniela; Dehaene, Stanisalas; Zorzi, Marco

2010-01-01

Developmental dyscalculia is a learning disability that affects the acquisition of knowledge about numbers and arithmetic. It is widely assumed that numeracy is rooted on the "number sense", a core ability to grasp numerical quantities that humans share with other animals and deploy spontaneously at birth. To probe the links between number sense…

Group Work That Examines Systems of Power with Young People: Youth Participatory Action Research

ERIC Educational Resources Information Center

Cook, Amy L.; Krueger-Henney, Patricia

2017-01-01

Youth-led group work shifts power dynamics and repositions youth as leaders in driving the learning they envision for themselves. This shift calls into question how group facilitators measure outcomes of youth empowerment groups. Youth participatory action research (YPAR) has expanded the field of knowledge production by creating shared spaces…

Embrace Your Inner Nerd

ERIC Educational Resources Information Center

Barnes, Peter

2006-01-01

In this article, the author presents a quiz to identify whether or not a person is a nerd. He also offers a new definition for nerd: "A person who is excited about learning and who thinks that sharing knowledge is cool." A nerdy teacher loves when students bring in articles from the newspaper about the upcoming meteor shower or the new movie about…

Use of Open Educational Resources: How, Why and Why Not?

ERIC Educational Resources Information Center

Islim, Omer Faruk; Gurel Koybasi, Nergis A.; Cagiltay, Kursat

2016-01-01

Open Educational Resources (OER) and OpenCourseWare (OCW) target barriers of education and learning by sharing knowledge for free to benefit self-learners, educators, and students. This study aims to investigate the use of OER both as a supplementary resource for a traditional course and as a resource for self-learners. First, the attitudes and…

Identifying Educationally Influential Specialists: Issues Arising from the Use of "Classic" Criteria

ERIC Educational Resources Information Center

Wright, Frances C.; Ryan, David P.; Dodge, Jason E.; Last, Linda D.; Law, Calvin H. L.; Smith, Andrew J.

2004-01-01

Introduction: Educationally influential physicians (EIPs) are identified by their colleagues as people who (1) encourage learning and enjoy sharing their knowledge, (2) are clinical experts and always seem up to date, and (3) treat others as equals. We aimed to identify surgical and pathologist EIPs for colorectal cancer (CRC) in Ontario as part…

Developing a Deeper Understanding of Community-Based Pedagogies with Teachers: Learning with and from Teachers in Colombia

ERIC Educational Resources Information Center

Sharkey, Judy; Clavijo Olarte, Amparo; Ramírez, Luz Maribel

2016-01-01

Here we share findings from a 9-month qualitative case study involving a school-university professional development inquiry into how teachers develop, implement, and interpret community-based pedagogies (CBPs), an asset-based approach to curriculum that acknowledges mandated standards but begins with recognizing and valuing local knowledge. After…

Business and Industry Project-Based Capstone Courses: Selecting Projects and Assessing Learning Outcomes

ERIC Educational Resources Information Center

Maleki, Reza A.

2009-01-01

This is the first of two articles in which the author shares experiences gained from the development and delivery of a business/industry project-based capstone course. The course integrates research, proposal development and design experience based on knowledge and skills acquired in earlier coursework. The course also incorporates standards and…

Uptake of OER by Staff in Distance Education in South Africa

ERIC Educational Resources Information Center

de Hart, Kerry; Chetty, Yuraisha; Archer, Elizabeth

2015-01-01

Open Educational Resources (OER) emerged within the context of open education which is typically characterized by the sharing of knowledge and resources and the exchange of ideas. Unisa as a mega open distance learning (ODL) university has publicly communicated its intention to take part in the use and creation of OER. As global and local…

Seeking Learning Outcomes Appropriate for "Education for Sustainable Development" and for Higher Education

ERIC Educational Resources Information Center

Shephard, Kerry; Harraway, John; Lovelock, Brent; Mirosa, Miranda; Skeaff, Sheila; Slooten, Liz; Strack, Mick; Furnari, Mary; Jowett, Tim; Deaker, Lynley

2015-01-01

This article shares and extends research-based developments at the University of Otago, New Zealand, that seek to explore how students' worldviews change as they experience higher education with us. We emphasise that sustainability attributes may be described in terms of knowledge, skills and competencies but that these are underpinned by…

The Use of Virtual Reality Tools in the Reading-Language Arts Classroom

ERIC Educational Resources Information Center

Pilgrim, J. Michael; Pilgrim, Jodi

2016-01-01

This article presents virtual reality as a tool for classroom literacy instruction. Building on the traditional use of images as a way to scaffold prior knowledge, we extend this idea to share ways virtual reality enables experiential learning through field trip-like experiences. The use of technology tools such Google Street view, Google…

Word Travelers: Using Digital Tools to Explore Vocabulary and Develop Independent Learners

ERIC Educational Resources Information Center

Tysseling, Lee Ann

2012-01-01

The Internet is full of tools for vocabulary development, but the quality and usefulness for teachers and students vary greatly. With a traditionalist's respect for word knowledge and an adventurer's spirit for discovering new routes to learning, Lee Ann Tysseling shares an exciting array of technology-assisted resources that can boost students'…

The experiences of adults with learning disabilities attending a sexuality and relationship group: "I want to get married and have kids".

PubMed

Box, Matthew; Shawe, Jill

2014-04-01

People with learning disabilities are frequently denied or restricted in their right to express their sexuality by restrictive policies, negative attitudes or lack of awareness of their needs. They also tend to have differing and unrecognised sexual health needs to those of the general population. Evidence suggests that acquiring a greater knowledge and awareness of sexuality and relationship issues helps to decrease these disadvantages and to promote a greater sense of well-being for this group. The experiences of eight adults with learning disabilities attending a sexuality and relationship group, based on a mixture of validated and established sexuality and relationship programmes, were explored using a case study approach. Participants' experiences were gathered through semi-structured interviews and analysed using qualitative content analysis supported by participant observation and pre- and post-group assessment of knowledge. Participant experiences were unique and individual, with few shared opinions. All participants demonstrated increases in their total knowledge scores in the post-group assessment and felt that attending the group had changed their views on relationships; they felt that they were more able to talk to others, to trust someone, to feel confident to want longer relationships and to be married with children. Sexuality and relationship groups can offer participants a beneficial and positive experience to explore such issues. The experiences of participants could be enhanced through adopting a person-centred approach and through recognising that participants have individual experiences that may not be shared within the group environment.

Strengthening practical wisdom: mental health workers' learning and development.

PubMed

Eriksen, Kristin Ådnøy; Dahl, Hellen; Karlsson, Bengt; Arman, Maria

2014-09-01

Practical wisdom, understood as knowing how to be or act in any present situation with clients, is believed to be an essential part of the knowledge needed to be a professional mental health worker. Exploring processes of adapting, extending knowledge and refining tacit knowledge grounded in mental health workers' experiences with being in practice may bring awareness of how mental health workers reflect, learn and practice professional 'artistry'. The aim of the article was to explore mental health workers' processes of development and learning as they appeared in focus groups intended to develop practical wisdom. The main research question was 'How might the processes of development and learning contribute to developing practical wisdom in the individual as well as in the practice culture?' The design was multi-stage focus groups, and the same participants met four times. A phenomenological hermeneutical method for researching lived experience guided the analysis. Eight experienced mental health workers representing four Norwegian municipalities participated. The research context was community-based mental health services. The study was reported to Norwegian Social Data Services, and procedures for informed consent were followed. Two examples of processes of re-evaluation of experience (Association, Integration, Validation, Appropriation and Outcomes and action) were explored. The health workers had developed knowledge in previous encounters with clients. In sharing practice experiences, this knowledge was expressed and developed, and also tested and validated against the aims of practice. Discussions led to adapted and extended knowledge, and as tacit knowledge was expressed it could be used actively. Learning to reflect, being ready to be provoked and learning to endure indecisiveness may be foundational in developing practical wisdom. Openness is demanding, and changing habits of mind is difficult. Reflection on, and confrontation with, set practices are essential to building practice cultures in line with the aims of mental health services. © The Author(s) 2014.

Education and training column: the learning collaborative.

PubMed

MacDonald-Wilson, Kim L; Nemec, Patricia B

2015-03-01

This column describes the key components of a learning collaborative, with examples from the experience of 1 organization. A learning collaborative is a method for management, learning, and improvement of products or processes, and is a useful approach to implementation of a new service design or approach. This description draws from published material on learning collaboratives and the authors' experiences. The learning collaborative approach offers an effective method to improve service provider skills, provide support, and structure environments to result in lasting change for people using behavioral health services. This approach is consistent with psychiatric rehabilitation principles and practices, and serves to increase the overall capacity of the mental health system by structuring a process for discovering and sharing knowledge and expertise across provider agencies. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

Developing a Community of Practice for HIV Care: Supporting Knowledge Translation in a Regional Training Initiative.

PubMed

Gallagher, Donna M; Hirschhorn, Lisa R; Lorenz, Laura S; Piya, Priyatam

2017-01-01

Ensuring knowledgeable, skilled HIV providers is challenged by rapid advances in the field, diversity of patients and providers, and the need to retain experienced providers while training new providers. These challenges highlight the need for education strategies, including training and clinical consultation to support translation of new knowledge to practice. New England AIDS Education and Training Center (NEAETC) provides a range of educational modalities including academic peer detailing and distance support to HIV providers in six states. We describe the interprofessional perspectives of HIV providers who participated in this regional program to understand success and areas for strengthening pedagogical modality, content, and impact on clinical practice. This 2013 to 2014 mixed-methods study analyzed quantitative programmatic data to understand changes in training participants and modalities and used semistructured interviews with 30 HIV providers and coded for preidentified and emerging themes. Since 2010, NEAETC evolved modalities to a greater focus on active learning (case discussion, clinical consultation), decreasing didactic training by half (18-9%). This shift was designed to move from knowledge transfer to translation, and qualitative findings supported the value of active learning approaches. Providers valued interactive trainings and presentation of cases supporting knowledge translation. On-site training encouraged peer networking and sharing of lessons learned. Diversity in learning priorities across providers and sites validated NEAETC's approach of tailoring topics to local needs and encouraging regional networking. Tailored approaches resulted in improved provider-reported capacity, peer learning, and support. Future evaluations should explore the impact of this multipronged approach on supporting a community of practice and empowerment of provider teams.

Complementary knowledge sharing: Experiences of nursing students participating in an educational exchange program between Madagascar and Norway.

PubMed

Tjoflåt, Ingrid; Razaonandrianina, Julie; Karlsen, Bjørg; Hansen, Britt Sætre

2017-02-01

To describe how Malagasy and Norwegian nursing students experience an educational exchange program in Madagascar. Previous studies show that nursing students participating in an educational exchange program enhanced their cultural knowledge and experienced personal growth. However, few studies have described two-way exchange programs, including experiences from both the hosts' and the guest students' perspectives. This study applies a descriptive qualitative design. Data were collected in 2015 by means of five semi-structured interviews with Malagasy students and two focus group interview sessions with Norwegian students. They were analysed using qualitative content analysis. The study was conducted in Madagascar. The data analyses revealed one main theme and two sub-themes related to the Malagasy and Norwegian nursing students' experiences. Main theme: complementary knowledge sharing; sub-themes: (1) learning from each other and (2) challenges of working together. The findings indicate that both the Malagasy and Norwegian nursing students experienced the exchange program as valuable and essential in exchanging knowledge. They also highlighted challenges, linked mainly to language barriers and the lack of available resources. Copyright © 2016 Elsevier Ltd. All rights reserved.

Sharing What We Know about Living a Good Life: Indigenous Approaches to Knowledge Translation

PubMed Central

Smylie, Janet; Olding, Michelle; Ziegler, Carolyn

2015-01-01

Knowledge Translation (KT), a core priority in Canadian health research, policy, and practice for the past decade, has a long and rich tradition within Indigenous communities. In Indigenous knowledge systems the processes of “knowing” and “doing” are often intertwined and indistinguishable. However, dominant KT models in health science do not typically recognize Indigenous knowledge conceptualizations, sharing systems, or protocols and will likely fall short in Indigenous contexts. There is a need to move towards KT theory and practice that embraces diverse understandings of knowledge and that recognizes, respects, and builds on pre-existing knowledge systems. This will not only result in better processes and outcomes for Indigenous communities, it will also provide rich learning for mainstream KT scholarship and practice. As professionals deeply engaged in KT work, health librarians are uniquely positioned to support the development and implementation of Indigenous KT. This article provides information that will enhance the ability of readers from diverse backgrounds to promote and support Indigenous KT efforts, including an introduction to Indigenous knowledge conceptualizations and knowledge systems; key contextual issues to consider in planning, implementing, or evaluating KT in Indigenous settings; and contemporary examples of Indigenous KT in action. The authors pose critical reflection questions throughout the article that encourage readers to connect the content with their own practices and underlying knowledge assumptions. PMID:26793244

The Demand for, and Impact of, Learning HIV Status

PubMed Central

Thornton, Rebecca L.

2011-01-01

This paper evaluates an experiment in which individuals in rural Malawi were randomly assigned monetary incentives to learn their HIV results after being tested. Distance to the HIV results centers was also randomly assigned. Without any incentive, 34 percent of the participants learned their HIV results. However, even the smallest incentive doubled that share. Using the randomly assigned incentives and distance from results centers as instruments for the knowledge of HIV status, sexually active HIV-positive individuals who learned their results are three times more likely to purchase condoms two months later than sexually active HIV-positive individuals who did not learn their results; however, HIV-positive individuals who learned their results purchase only two additional condoms than those who did not. There is no significant effect of learning HIV-negative status on the purchase of condoms. PMID:21687831

Ancient Wisdom, Applied Knowledge for a Sustainable Future

NASA Astrophysics Data System (ADS)

Peterson, K.; Philippe, R. Elde; Dardar, T. M. Elde

2017-12-01

Ancient wisdom informs traditional knowledges that guide Indigenous communities on how to interact with the world. These knowledges and the ancient wisdom have been the life-giving forces that have prevented the complete genocide of Indigenous peoples, and is also the wisdom that is rejuvenating ancient ways that will take the world into a future that embraces the seventh generation philosophy.. Western scientists and agency representatives are learning from the work and wisdom of Native Americans. This presentation will share the ways in which the representatives of two Tribes along the coast of Louisiana have been helping to educate and apply their work with Western scientists.

[History of the Strasbourg Society of Biology].

PubMed

Antony, Pierre; Romier, Christophe; Mantz, Jean-Marie

2017-01-01

The Society of Biology of Strasbourg (SBS) is a learned society that was created in 1919 based on the model of the Society of Biology of which it is a subsidiary. Like its Parisian colleague, SBS aims at diffusing and promoting scientific knowledge in biology. To achieve this goal, SBS initiated since its creation a dialogue interface between researchers in biology and physicians, and more recently with other scientific disciplines, industry and the civil society. At the dawn of its first century, the Society of Biology of Strasbourg must continue to reinvent itself to pursue its development and to fulfil its mission of sharing scientific knowledge. This work continues in strong collaboration with our partners that share with SBS the willingness to foster excellence in biological research in Strasbourg, its region and beyond. © Société de Biologie, 2017.

Anatomy by whole body dissection: a focus group study of students' learning experience.

PubMed

Burgess, Annette; Ramsey-Stewart, George

2015-01-01

The social construction of knowledge within medical education is essential for learning. Students' interactions within groups and associated learning artifacts can meaningfully impact learning. Situated cognition theory poses that knowledge, thinking, and learning are located in experience. In recent years, there has been a reported decline in time spent on anatomy by whole body dissection (AWBD) within medical programs. However, teaching by surgeons in AWBD provides unique opportunities for students, promoting a deeper engagement in learning. In this study, we apply situated cognition theory as a conceptual framework to explore students' perceptions of their learning experience within the 2014 iteration of an 8-week elective AWBD course. At the end of the course, all students (n=24) were invited to attend one of three focus groups. Framework analysis was used to code and categorize data into themes. In total, 20/24 (83%) students participated in focus groups. Utilizing situated cognition theory as a conceptual framework, we illustrate students' learning experiences within the AWBD course. Students highlighted opportunities to create and reinforce their own knowledge through active participation in authentic dissection tasks; guidance and clinical context provided by surgeons as supervisors; and the provision of an inclusive learning community. Situated cognition theory offers a valuable lens through which to view students' learning experience in the anatomy dissection course. By doing so, the importance of providing clinical relevance to medical teaching is highlighted. Additionally, the value of having surgeons teach AWBD and the experience they share is illustrated. The team learning course design, with varying teaching methods and frequent assessments, prompting student-student and student-teacher interaction, was also beneficial for student learning.

Integrated learning in practical machine element design course: a case study of V-pulley design

NASA Astrophysics Data System (ADS)

Tantrabandit, Manop

2014-06-01

To achieve an effective integrated learning in Machine Element Design course, it is of importance to bridge the basic knowledge and skills of element designs. The multiple core learning leads the pathway which consists of two main parts. The first part involves teaching documents of which the contents are number of V-groove formulae, standard of V-grooved pulleys, and parallel key dimension's formulae. The second part relates to the subjects that the students have studied prior to participating in this integrated learning course, namely Material Selection, Manufacturing Process, Applied Engineering Drawing, CAD (Computer Aided Design) animation software. Moreover, an intensive cooperation between a lecturer and students is another key factor to fulfill the success of integrated learning. Last but not least, the students need to share their knowledge within the group and among the other groups aiming to gain knowledge of and skills in 1) the application of CAD-software to build up manufacture part drawings, 2) assembly drawing, 3) simulation to verify the strength of loaded pulley by method of Finite Element Analysis (FEA), 4) the software to create animation of mounting and dismounting of a pulley to a shaft, and 5) an instruction manual. The end product of this integrated learning, as a result of the above 1 to 5 knowledge and skills obtained, the participating students can create an assembly derived from manufacture part drawings and a video presentation with bilingual (English-Thai) audio description of Vpulley with datum diameter of 250 mm, 4 grooves, and type of groove: SPA.

LeaRN: A Collaborative Learning-Research Network for a WLCG Tier-3 Centre

NASA Astrophysics Data System (ADS)

Pérez Calle, Elio

2011-12-01

The Department of Modern Physics of the University of Science and Technology of China is hosting a Tier-3 centre for the ATLAS experiment. A interdisciplinary team of researchers, engineers and students are devoted to the task of receiving, storing and analysing the scientific data produced by the LHC. In order to achieve the highest performance and to develop a knowledge base shared by all members of the team, the research activities and their coordination are being supported by an array of computing systems. These systems have been designed to foster communication, collaboration and coordination among the members of the team, both face-to-face and remotely, and both in synchronous and asynchronous ways. The result is a collaborative learning-research network whose main objectives are awareness (to get shared knowledge about other's activities and therefore obtain synergies), articulation (to allow a project to be divided, work units to be assigned and then reintegrated) and adaptation (to adapt information technologies to the needs of the group). The main technologies involved are Communication Tools such as web publishing, revision control and wikis, Conferencing Tools such as forums, instant messaging and video conferencing and Coordination Tools, such as time management, project management and social networks. The software toolkit has been deployed by the members of the team and it has been based on free and open source software.

Interactive Cumulative Burden Assessment: Engaging Stakeholders in an Adaptive, Participatory and Transdisciplinary Approach

PubMed Central

Shrestha, Rehana; van Maarseveen, Martin

2018-01-01

Cumulative burden assessment (CuBA) has the potential to inform planning and decision-making on health disparities related to multiple environmental burdens. However, scholars have raised concerns about the social complexity to be dealt with while conducting CuBA, suggesting that it should be addressed in an adaptive, participatory and transdisciplinary (APT) approach. APT calls for deliberation among stakeholders by engaging them in a process of social learning and knowledge co-production. We propose an interactive stakeholder-based approach that facilitates a science-based stakeholder dialogue as an interface for combining different knowledge domains and engendering social learning in CuBA processes. Our approach allows participants to interact with each other using a flexible and auditable CuBA model implemented within a shared workspace. In two workshops we explored the usefulness and practicality of the approach. Results show that stakeholders were enabled to deliberate on cumulative burdens collaboratively, to learn about the technical uncertainties and social challenges associated with CuBA, and to co-produce knowledge in a realm of both technical and societal challenges. The paper identifies potential benefits relevant for responding to social complexity in the CuBA and further recommends exploration of how our approach can enable or constraint social learning and knowledge co-production in CuBA processes under various institutional, social and political contexts. PMID:29401676

Organizing physics teacher professional education around productive habit development: A way to meet reform challenges

NASA Astrophysics Data System (ADS)

Etkina, Eugenia; Gregorcic, Bor; Vokos, Stamatis

2017-06-01

Extant literature on teacher preparation suggests that preservice teachers learn best when they are immersed in a community that allows them to develop dispositions, knowledge, and practical skills and share with the community a strong vision of what good teaching entails. However, even if the requisite dispositions, knowledge, and skills in pursuing the shared vision of good teaching are developed, the professional demands on a teacher's time are so great out of, and so complex during class time that if every decision requires multiple considerations and deliberations with oneself, the productive decisions might not materialize. We argue that the link between intentional decision making and actual teaching practice are teacher's habits (spontaneous responses to situational cues). Teachers unavoidably develop habits with practical experience and under the influence of knowledge and belief structures that in many ways condition the responses of teachers in their practical work. To steer new teachers away from developing unproductive habits directed towards "survival" instead of student learning, we propose that teacher preparation programs (e.g., in physics) strive to develop in preservice teachers strong habits of mind and practice that will serve as an underlying support structure for beginning teachers. We provide examples of physics teacher habits that are to be developed during the program, propose mechanisms for the development of such habits, and outline possible future research agendas around habits.

Organisational aspects and benchmarking of e-learning initiatives: a case study with South African community health workers.

PubMed

Reisach, Ulrike; Weilemann, Mitja

2016-06-01

South Africa desperately needs a comprehensive approach to fight HIV/AIDS. Education is crucial to reach this goal and Internet and e-learning could offer huge opportunities to broaden and deepen the knowledge basis. But due to the huge societal and digital divide between rich and poor areas, e-learning is difficult to realize in the townships. Community health workers often act as mediators and coaches for people seeking medical and personal help. They could give good advice regarding hygiene, nutrition, protection of family members in case of HIV/AIDS and finding legal ways to earn one's living if they were trained to do so. Therefore they need to have a broader general knowledge. Since learning opportunities in the townships are scarce, a system for e-learning has to be created in order to overcome the lack of experience with computers or the Internet and to enable them to implement a network of expertise. The article describes how the best international resources on basic medical knowledge, HIV/AIDS as well as on basic economic and entrepreneurial skills were benchmarked to be integrated into an e-learning system. After tests with community health workers, researchers developed recommendations on building a self-sustaining system for learning, including a network of expertise and best practice sharing. The article explains the opportunities and challenges for community health workers, which could provide information for other parts of the world with similar preconditions of rural poverty. © The Author(s) 2015.

Multidisciplinary teams, and parents, negotiating common ground in shared-care of children with long-term conditions: A mixed methods study

PubMed Central

2013-01-01

Background Limited negotiation around care decisions is believed to undermine collaborative working between parents of children with long-term conditions and professionals, but there is little evidence of how they actually negotiate their respective roles. Using chronic kidney disease as an exemplar this paper reports on a multi-method study of social interaction between multidisciplinary teams and parents as they shared clinical care. Methods Phases 1 and 2: a telephone survey mapping multidisciplinary teams’ parent-educative activities, and qualitative interviews with 112 professionals (Clinical-psychologists, Dietitians, Doctors, Nurses, Play-specialists, Pharmacists, Therapists and Social-workers) exploring their accounts of parent-teaching in the 12 British children’s kidney units. Phase 3: six ethnographic case studies in two units involving observations of professional/parent interactions during shared-care, and individual interviews. We used an analytical framework based on concepts drawn from Communities of Practice and Activity Theory. Results Professionals spoke of the challenge of explaining to each other how they are aware of parents’ understanding of clinical knowledge, and described three patterns of parent-educative activity that were common across MDTs: Engaging parents in shared practice; Knowledge exchange and role negotiation, and Promoting common ground. Over time, professionals had developed a shared repertoire of tools to support their negotiations with parents that helped them accomplish common ground during the practice of shared-care. We observed mutual engagement between professionals and parents where a common understanding of the joint enterprise of clinical caring was negotiated. Conclusions For professionals, making implicit knowledge explicit is important as it can provide them with a language through which to articulate more clearly to each other what is the basis of their intuition-based hunches about parents’ support needs, and may help them to negotiate with parents and accelerate parents’ learning about shared caring. Our methodology and results are potentially transferrable to shared management of other conditions. PMID:23835151

Multidisciplinary teams, and parents, negotiating common ground in shared-care of children with long-term conditions: a mixed methods study.

PubMed

Swallow, Veronica M; Nightingale, Ruth; Williams, Julian; Lambert, Heather; Webb, Nicholas J A; Smith, Trish; Wirz, Lucy; Qizalbash, Leila; Crowther, Laura; Allen, Davina

2013-07-08

Limited negotiation around care decisions is believed to undermine collaborative working between parents of children with long-term conditions and professionals, but there is little evidence of how they actually negotiate their respective roles. Using chronic kidney disease as an exemplar this paper reports on a multi-method study of social interaction between multidisciplinary teams and parents as they shared clinical care. Phases 1 and 2: a telephone survey mapping multidisciplinary teams' parent-educative activities, and qualitative interviews with 112 professionals (Clinical-psychologists, Dietitians, Doctors, Nurses, Play-specialists, Pharmacists, Therapists and Social-workers) exploring their accounts of parent-teaching in the 12 British children's kidney units. Phase 3: six ethnographic case studies in two units involving observations of professional/parent interactions during shared-care, and individual interviews. We used an analytical framework based on concepts drawn from Communities of Practice and Activity Theory. Professionals spoke of the challenge of explaining to each other how they are aware of parents' understanding of clinical knowledge, and described three patterns of parent-educative activity that were common across MDTs: Engaging parents in shared practice; Knowledge exchange and role negotiation, and Promoting common ground. Over time, professionals had developed a shared repertoire of tools to support their negotiations with parents that helped them accomplish common ground during the practice of shared-care. We observed mutual engagement between professionals and parents where a common understanding of the joint enterprise of clinical caring was negotiated. For professionals, making implicit knowledge explicit is important as it can provide them with a language through which to articulate more clearly to each other what is the basis of their intuition-based hunches about parents' support needs, and may help them to negotiate with parents and accelerate parents' learning about shared caring. Our methodology and results are potentially transferrable to shared management of other conditions.

"Men's health--a little in the shadow": a formative evaluation of medical curriculum enhancement with men's health teaching and learning.

PubMed

Holden, Carol A; Collins, Veronica R; Anderson, Christopher J; Pomeroy, Sylvia; Turner, Richard; Canny, Benedict J; Yeap, Bu B; Wittert, Gary; McLachlan, Rob I

2015-11-26

Enhancing a medical school curriculum with new men's health teaching and learning requires an understanding of the local capacity and the facilitators and barriers to implementing new content, and an approach that accommodates the systemic and cultural differences between medical schools. A formative evaluation was undertaken to determine the perspectives of key informants (academics, curriculum developers) from four Australian medical schools about the strategies needed to enhance their curriculum with men's health teaching and learning. Through semi-structured questioning with 17 key informants, interviewees also described the contextual barriers and facilitators to incorporating new topic areas into existing curriculum. Interviews were recorded with consent, transcribed verbatim, and analysed by two researchers to identify key themes. Interviewees were enthusiastic about incorporating men's health content through a men's health curriculum framework but highlighted the need for systems to assist in identifying gaps in their current curriculum where the men's health topics could be integrated. The student experience was identified as a key driver for men's health teaching and learning. Furthermore, core men's health clinical outcomes needed to be defined and topic areas vertically integrated across the curricula. This would ensure that students were appropriately equipped with the skills and knowledge for subsequent clinical practice in a range of geographical settings. Interviewees consistently suggested that the best implementation strategy is to have someone 'on the ground' to work directly with medical school staff and champion the men's health discipline. Providing mechanisms for sharing knowledge and resources across medical schools was highlighted to facilitate implementation, particularly for those medical schools with limited men's health teaching resources. Despite the unanimous support for men's health teaching and learning, the evaluation highlighted that the student experience must be recognised as paramount when integrating new topic areas into an already packed curriculum. A community of practice, where medical schools share relevant resources and knowledge, could help to ensure a commonality of student experience with respect to men's health learning in medical schools across different geographical settings and with different levels of resourcing. Such an approach could also be adapted to other areas of curriculum enhancement.

Using Mind Maps to Make Student Questioning Effective: Learning Outcomes of a Principle-Based Scenario for Teacher Guidance

NASA Astrophysics Data System (ADS)

Stokhof, Harry; de Vries, Bregje; Bastiaens, Theo; Martens, Rob

2018-01-01

Student questioning is an important learning strategy, but rare in many classrooms, because teachers have concerns if these questions contribute to attaining curricular objectives. Teachers face the challenge of making student questioning effective for learning the curriculum. To address this challenge, a principle-based scenario for guiding effective student questioning was developed and tested for its relevance and practicality in two previous studies. In the scenario, which consists of a sequence of pedagogical activities, mind maps support teachers and students to explore and elaborate upon a core curriculum, by raising, investigating, and exchanging student questions. In this paper, a follow-up study is presented that tested the effectiveness of the scenario on student outcomes in terms of attainment of curricular objectives. Ten teachers and their 231 students participated in the study. Pre- and posttest mind maps were used to measure individual and collective learning outcomes of student questioning. Findings show that a majority of students progressed in learning the core curriculum and elaborated upon it. The findings suggest that visualizing knowledge construction in a shared mind map supports students to learn a core curriculum and to refine their knowledge structures.

Basics of compounding: Tips and hints: powders, capsules, tablets, suppositories, and sticks, part 1.

PubMed

Allen, Loyd V

2014-01-01

No matter the profession, professionals should never stop learning. This is especially true and important in the profession of compounding pharmacy. Compounding pharmacists are continuously faced with the challenge of finding new and inventive ways to assist patients with their individual and specific drug requirements. As compounding pharmacists learn, be it through formal continuing education or experience, they should be willing to share their knowledge with other compounders. In our goal of providing compounding pharmacists with additional knowledge to improve their skills in the art and practice of compounding, this article, which provides tips and hits on compounding with powders, capsules, tablets, suppositories, and sticks, represents the first in a series of articles to assist compounding pharmacists in the preparation of compounded medications.

Collective induction without cooperation? Learning and knowledge transfer in cooperative groups and competitive auctions.

PubMed

Maciejovsky, Boris; Budescu, David V

2007-05-01

There is strong evidence that groups perform better than individuals do on intellective tasks with demonstrably correct solutions. Typically, these studies assume that group members share common goals. The authors extend this line of research by replacing standard face-to-face group interactions with competitive auctions, allowing for conflicting individual incentives. In a series of studies involving the well-known Wason selection task, they demonstrate that competitive auctions induce learning effects equally impressive as those of standard group interactions, and they uncover specific and general knowledge transfers from these institutions to new reasoning problems. The authors identify payoff feedback and information pooling as the driving factors underlying these findings, and they explain these factors within the theoretical framework of collective induction. ((c) 2007 APA, all rights reserved).

Effect of Physics Problem Solving on Structures Schemes and Knowledge Associations

NASA Astrophysics Data System (ADS)

Setyowidodo, I.; Jatmiko, B.; Susantini, E.; Widodo, S.; Shofwan, A.

2017-09-01

This study aims to develop learners’ thinking structures through associations, case based, and schematic method so that different knowledge structures have a role in influencing the structure of creative thinking. The learners have low mastery of physics materials since they are not given sufficient opportunity to build their own knowledge. They should be directed to approach each new problem or task with their prior knowledge, assimilate new information, and construct their own understanding. The design of this research was a quasi-experiment using purposive sampling. Data were analyzed using variance analysis. The design of this research was a quasi-experiment using purposive sampling. Data were analyzed using variance analysis. The learning process of problemsolving consists of: 1) identifying problems, 2) planning projects, 3) creating projects, 4) presenting projects, and 5) evaluating projects. From the results of this research, it can be concluded that problem-solving method can provide strong supports in developing the learners’ creative thinking skills as they can share their knowledge and interact with their friends and the environment. This learning activity also constitutes an appropriate technique to help the learners to develop problem solving knowledge and skills.

Five Strategic Imperatives for Interdisciplinary Study in Mass Communications/Media Studies in the U.S. and U.K.

ERIC Educational Resources Information Center

Petrausch, Robert J.

2005-01-01

Interdisciplinary study can allow students to share ideas with scholars in allied fields and broaden their knowledge of global issues. Mass communication/media studies programs in the U.S. and U.K. can serve as models to lead students into successful learning through interdisciplinary study. This paper outlines five strategic imperatives for the…

A Framework for Finding and Summarizing Product Defects, and Ranking Helpful Threads from Online Customer Forums through Machine Learning

ERIC Educational Resources Information Center

Jiao, Jian

2013-01-01

The Internet has revolutionized the way users share and acquire knowledge. As important and popular Web-based applications, online discussion forums provide interactive platforms for users to exchange information and report problems. With the rapid growth of social networks and an ever increasing number of Internet users, online forums have…

Analysis of the Dynamics of the Sharing Knowledge between Cooperating Teacher and Teacher-in-Training: The Partners' Respective Roles

ERIC Educational Resources Information Center

Liliane, Portelance; Colette, Gervais

2009-01-01

Collaboration is becoming increasingly important in the realm of education (Novoa, 2004). For instance, as soon as training is undertaken, the future teacher must develop an ability to cooperate in a pedagogical context. However, in order to learn to make a relevant contribution to a teaching team's undertakings and to provide innovative…

Using a Metro Map Metaphor for Organizing Web-Based Learning Resources.

ERIC Educational Resources Information Center

Bang, Tove; Gronbaek, Kaj; Hansen, Per Steen

This paper briefly describes the WebNize system and how it applies a Metro Map metaphor for organizing guided tours in Web based resources. Then, experiences in using the Metro Map based tours in a Knowledge Sharing project at the library at Aarhus School of Business (ASB) in Denmark, are discussed. The Library has been involved in establishing a…

Why Jane and John Couldn't Read--And How They Learned. A New Look at Striving Readers

ERIC Educational Resources Information Center

Fink, Rosalie

2006-01-01

Here is a model of reading ideal for striving readers, focused on their personal interests, topic-specific reading, deep background knowledge, contextual reading strategies, and mentoring support. More important, the model moves away from a deficit approach to conceptualize striving readers in a new way. Chapters share success stories of readers…

Using Blogs and New Media in Academic Practice: Potential Roles in Research, Teaching, Learning, and Extension

ERIC Educational Resources Information Center

Powell, Douglas A.; Jacob, Casey J.; Chapman, Benjamin J.

2012-01-01

Compiling a referenced article for publication in a peer-reviewed journal is traditionally the most respected means of contributing to a body of knowledge. However, we argue that publication of evidence-based information via new media--especially blogging--can also be a valid form of academic scholarship. Blogs allow for rapid sharing of research…

Learning about Evaluation and Assessment: Teacher's Use of Folksonomies and Ontologies in an Online Narrative Environment

ERIC Educational Resources Information Center

Petrucco, C.

2011-01-01

Building ontology in the domain of human sciences can be a difficult process because of the different meanings given to the same key concepts in these disciplines: in fact, shared meaning is an important element in knowledge construction between members of a community. In this paper, we propose a participatory social environment called…

Managing a New Collaborative Entity in Business Organizations: Understanding Organizational Communities of Practice Effectiveness

ERIC Educational Resources Information Center

Kirkman, Bradley L.; Mathieu, John E.; Cordery, John L.; Rosen, Benson; Kukenberger, Michael

2011-01-01

Companies worldwide are turning to organizational communities of practice (OCoPs) as vehicles to generate learning and enhance organizational performance. OCoPs are defined as groups of employees who share a concern, a set of problems, or a passion about a topic and who strengthen their knowledge and expertise by interacting on a consistent basis.…