Knowledge Services and Knowledge Building in E-learning

2012 ◽  
Author(s):  
Xinyu Zhang ◽  
Lu Yuhao ◽  
Zhaohui Liang
Keyword(s):  
Knowledge Building ◽  
E Learning ◽  
Knowledge Services

Inaugural issue perspectives onInformation and Learning Sciencesas an integral scholarly nexus

2019 ◽  
Vol 120 (1/2) ◽  
pp. 2-18 ◽  
Author(s):  
Rebecca Reynolds ◽  
Sam Chu ◽  
June Ahn ◽  
Simon Buckingham Shum ◽  
Preben Hansen ◽  
...  
Keyword(s):  
Knowledge Building ◽  
Inquiry Learning ◽  
Learning Sciences ◽  
Special Issue ◽  
Content Type ◽  
Video Sharing ◽  
Social Media Platforms ◽  
E Learning ◽  
Points Of View ◽  
Human Inquiry

PurposeMany of today’s information and technology systems and environments facilitate inquiry, learning, consciousness-raising and knowledge-building. Such platforms include e-learning systems which have learning, education and/or training as explicit goals or objectives. They also include search engines, social media platforms, video-sharing platforms, and knowledge sharing environments deployed for work, leisure, inquiry, and personal and professional productivity. The new journal,Information and Learning Sciences, aims to advance our understanding of human inquiry, learning and knowledge-building across such information, e-learning, and socio-technical system contexts.Design/methodology/approachThis article introduces the journal at its launch under new editorship in January, 2019. The article, authored by the journal co-editors and all associate editors, explores the lineage of scholarly undertakings that have contributed to the journal's new scope and mission, which includes past and ongoing scholarship in the following arenas: Digital Youth, Constructionism, Mutually Constitutive Ties in Information and Learning Sciences, and Searching-as-Learning.FindingsThe article offers examples of ways in which the two fields stand to enrich each other towards a greater holistic advancement of scholarship. The article also summarizes the inaugural special issue contents from the following contributors: Caroline Haythornthwaite; Krista Glazewski and Cindy Hmelo-Silver; Stephanie Teasley; Gary Marchionini; Caroline R. Pitt; Adam Bell, Rose Strickman and Katie Davis; Denise Agosto; Nicole Cooke; and Victor Lee.Originality/valueThe article, this special issue, and the journal in full, are among the first formal and ongoing publication outlets to deliberately draw together and facilitate cross-disciplinary scholarship at this integral nexus. We enthusiastically and warmly invite continued engagement along these lines in the journal’s pages, and also welcome related, and wholly contrary points of view, and points of departure that may build upon or debate some of the themes we raise in the introduction and special issue contents.

scholarly journals Translating Face-to-Face Experiential Learning to Video for a Web-Based Communication Program

2011 ◽  
Vol 2 (1) ◽  
Author(s):  
Laura Jayne Nelles ◽  
Cathy M Smith ◽  
Leila R Lax ◽  
Lynn Russell
Keyword(s):  
Medical Practice ◽  
Web Site ◽  
Knowledge Building ◽  
Educational Process ◽  
Web Based ◽  
Face To Face ◽  
Learning Platform ◽  
Communication Program ◽  
E Learning ◽  
Site Web

The cultural, legal and ethical aspects of medical practice in Canada can be problematic for International Medical Graduates (IMGs) to access and learn. The professional behaviours that depend on effective communication often challenge IMGs as they attempt to enter the Canadian medical system. The Communication and Cultural Competence Program provides a complex interactive web-based environment in which IMGs can learn and practice skills required to navigate these specific elements of medical practice. The educational design of this web site is based on the theory of knowledge building (Scardamalia & Bereiter, 2003). This paper examines how video simulation is used on the web site to support this design. Experiential simulation pedagogy, typically used in high-fidelity face-to-face encounters, is analyzed. Strategies to translate this pedagogy to an e-learning format to operationalize authentic knowledge building are described. Commentaries replace live facilitation and a communication tool, the Observation Guide, allows learners to participate in the simulation. This examination provides insight into the complexity involved in creating on-line resources that extend beyond clinical content repositories, illustrating the potential for web-based programs to provide reflective and recursive learning. A wide skill set with a broad base of support was necessary to create a virtual environment with depth and authenticity. Translating the process from live simulation to a mid-fidelity digital video format allowed for deeper understanding of how the unique skills of experienced simulators impact the educational process. This multi-dimensional e-learning platform has potential for teaching complex skills in medical programs. Les médecins diplômés à l’étranger (MDE) peuvent avoir des difficultés à accéder aux aspects culturels, légaux et éthiques de la pratique médicale au Canada et à les apprendre. Les comportements professionnels qui dépendent de l’efficacité de la communication posent des difficultés aux MDE lorsqu’ils tentent d’entrer dans le réseau de la santé canadien. Le « Programme de communication et de compétence culturelle » offre un environnement virtuel interactif complexe permettant aux MDE d’apprendre et de pratiquer les compétences requises afin d’intégrer ces éléments particuliers de la pratique médicale. Le concept pédagogique de ce site Web est basé sur la théorie de la construction du savoir (Scardamalia & Bereiter, 2003). Le présent article traite de la façon dont la simulation vidéo sur le site Web est utilisée pour appuyer ce concept. Il analyse la pédagogie expérientielle faisant appel à la simulation généralement utilisée dans les rencontres en face à face en haute fidélité. Il décrit les stratégies visant à traduire cette pédagogie en un format de cyberapprentissage afin d’opérationnaliser le concept de construction du savoir authentique. Les commentaires remplacent l’animation en direct et un outil de communication, le Guide d’observation, permet aux apprenants de participer à la simulation. Cette analyse donne un aperçu de la complexité de la création des ressources en ligne qui vont au-delà des référentiels de contenu clinique et illustre le potentiel des programmes sur Internet d’offrir un apprentissage réflectif et récursif. Une longue liste d’habiletés et un soutien important ont été nécessaires pour créer un environnement virtuel caractérisé pas sa profondeur et son authenticité. La transformation du processus de simulation en direct au format vidéo numérique de moyenne fidélité a permis de mieux comprendre l’influence des compétences uniques des simulateurs expérimentés sur le processus pédagogique. Cette plate-forme de cyberapprentissage multidimensionnel possède le potentiel d’enseigner des compétences complexes dans les programmes médicaux.

Knowledge building

2018 ◽  
Vol 41 (2) ◽  
pp. 157-184
Author(s):  
Helen Drury
Keyword(s):  
Knowledge Building ◽  
Subject Area ◽  
Building Relationships ◽  
Team Members ◽  
Laboratory Report ◽  
Research And Teaching ◽  
New Knowledge ◽  
E Learning ◽  
Exchange Structure ◽  
Support Students

Abstract Successful research and teaching of discipline genres is based on collaboration among language and learning specialists with expertise in applied linguistics, and subject area specialists with expertise in the knowledge and communication practices of their disciplines. These interdisciplinary collaborations involve experts coming together around an area of shared interest in a community of practice (Lave & Wenger, 1991), where members are committed to building relationships to learn from each other, and in this process build new knowledge (Scardamalia & Bereiter, 2006). This paper aims to identify the kinds of knowledge building negotiations involving a team of discipline staff, academic literacy specialists, and e-learning specialists as they collaborate in the design of online learning materials to support students in writing the laboratory report genre in the discipline of physiology. The data consist of recordings of team members’ spoken interactions, with or without other artefacts, such as storyboards, over a period of nine months as the design for the website evolved. Initial discourse analysis of transcripts, based on the metafunctions from Systemic Functional Linguistics (SFL) (Halliday, 1985a), is used to identify phases where the emphasis is on the negotiation of ideational, or content meanings, enabled by interpersonal and textual meanings. A sample of these phases is then analysed in detail using exchange structure (Martin, 1992) to identify possible genres which build new knowledge and embody it in the online resources.

Driving change with evidence and knowledge: Transforming knowledge services for the NHS across England

2020 ◽  
Vol 37 (1) ◽  
pp. 10-18
Author(s):  
Alison Day ◽  
Louise Goswami
Keyword(s):  
Health Service ◽  
Assessment Tool ◽  
Maturity Model ◽  
Self Assessment ◽  
Development Framework ◽  
Organisational Knowledge ◽  
Health And Social Care ◽  
E Learning ◽  
The Impact ◽  
Knowledge Services

Health Education England (HEE) through its publication of Knowledge for Healthcare (HEE (2014) Knowledge for Healthcare: a development framework for NHS Library and Knowledge Services in England 2015–2020. https://www.hee.nhs.uk/sites/default/files/documents/Knowledge_for_healthcare_a_development_framework_2014.pdf sets out an ambitious vision to transform NHS Library and Knowledge Services at a time of great change for the health service. Five years on this article outlines the key strand of work undertaken to mobilise evidence and organisational knowledge at scale across the health service in England. Using evidence and knowledge is crucial to drive and sustain change and the role of librarians and knowledge specialists is business critical to underpin this service transformation in healthcare. Driver diagrams were used to plan the work to encourage NHS organisations to apply and use evidence, build know-how, continue to learn and drive innovation. Engagement with senior stakeholders was a critical enabler and the impact of the #AMillionDecisions advocacy campaign to highlight the multiple benefits of working with librarians and knowledge specialists is considered. The development of practical tools has supported delivery. These have included a maturity model self-assessment tool to identify opportunities to use evidence and knowledge by senior leaders and updating of the NHS Knowledge Mobilisation Framework e-learning and postcards to enable healthcare staff to use simple knowledge management techniques to share their knowledge and learning. This work was dependent upon developing the skills of existing health librarians and various approaches are described. The article concludes with a reflection on the recommendations from the Topol Review (Topol E (2019) The Topol Review. Preparing the healthcare workforce to deliver the digital future. An independent report on behalf of the Secretary of State for Health and Social Care. https://topol.hee.nhs.uk/wp-content/uploads/HEE-Topol-Review-2019.pdf (accessed 31 January 2020)) to expand the knowledge specialist workforce and outlines future developments planned for the next 5 years and beyond.

Knowledge management and e-learning in virtual learning community based on social network analysis

2019 ◽  
Vol 37 (4) ◽  
pp. 906-917 ◽  
Author(s):  
Yazhong Deng ◽  
Wei Sun ◽  
Min Chen ◽  
Yuan Yang
Keyword(s):  
Knowledge Management ◽  
Social Network ◽  
Learning Community ◽  
Collective Intelligence ◽  
Knowledge Building ◽  
Theoretical Framework ◽  
Learning Model ◽  
Virtual Learning Community ◽  
Content Type ◽  
E Learning

Purpose It is particularly important to study the learner cognition based on information technology and change of learning environment in e-learning. Therefore, based on the combination of knowledge management and e-learning, the purpose of this paper is to discuss the basic rules and existing problems of virtual learning community (VLC). Design/methodology/approach In this study, a set of principles and basic framework of VLC was proposed, which could effectively instruct the construction of knowledge and collective wisdom development of VLC. Meantime, this paper revealed and constructed the theoretical framework and learning model for facilitating the advance of collective intelligence, described the main characteristics of collaborative knowledge building and traced the trajectory of convergence of collective intelligence and verified them through case studies and field studies. Findings The author analyzed the characteristics of VLC assisting knowledge construction and traced the trajectory of convergence of collective intelligence. In this way, the learners not only construct the meaning of knowledge in the process of participation from the edge to the center, but also complete the transformation from a green hand to an old hand. As a result, the learners form a sense of belonging to the community and complete the identity construction as a member of the community in the process of co-constructing the cultural tradition and value orientation of the community. Research limitations/implications The analysis of the framework is made relatively in general terms, and lacks of the concrete, practical analysis. Therefore, it is necessary to adopt the social network analysis method to carry out systematic research on the framework, so as to make the actual operation of the VLC more practical. Practical implications It is significant to adopt the construction of the research system and theoretical framework in building VLC so as to improve the learner’s abilities of knowledge building and make full use of the advantages of the VLC. Originality/value This paper revealed and constructed the theoretical framework and learning model for facilitating the advance of collective intelligence. Besides, it provides a model reference for the follow-up construction of a new collective learning model.

E-Learning: Educating the 21st Century Speech-Language Pathologist

ASHA Leader ◽  
2007 ◽  
Vol 12 (14) ◽  
pp. 24-25 ◽  
Author(s):  
Gloria D. Kellum ◽  
Sue T. Hale
Keyword(s):  
21St Century ◽  
Speech Language Pathologist ◽  
E Learning

Auswirkungen eines E-Learning zum gesundheitsschädigenden Alkohol-konsum auf Wissen, Einstellung und Kompetenzen von Pflegefachpersonen im Akutspital – Eine Prätest-Posttest-Studie

Pflege ◽  
2018 ◽  
Vol 31 (4) ◽  
pp. 213-222
Author(s):  
Eva Evers ◽  
Sabine Hahn ◽  
Petra Metzenthin
Keyword(s):  
Präventive Maßnahmen ◽  
E Learning

Zusammenfassung. Hintergrund: Gesundheitsschädigender Alkoholkonsum ist weltweit der drittgrößte Risikofaktor für verschiedene Krankheiten und führt in der Schweiz zu 1.600 Todesfällen pro Jahr. Durch frühzeitiges Erkennen und präventive Maßnahmen können alkoholbezogene Krankheiten und Todesfälle verringert werden. Pflegefachpersonen nehmen dabei eine entscheidende Rolle ein. Jedoch stellen sich mangelndes Fachwissen, persönliche Einstellungen und Unsicherheiten als hindernde Faktoren dar. Schulungen helfen, diese Hindernisse zu überwinden. Ziel: Das Ziel der Studie war, die Auswirkungen eines E-Learning zum gesundheitsschädigenden Alkoholkonsum auf das Fachwissen, die Einstellung und die Selbsteinschätzung der Kompetenzen von Pflegefachpersonen eines Akutspitals zu untersuchen. Methode: Es wurde eine Prätest-Posttest-Studie durchgeführt. Im Zeitraum von Dezember 2013 bis März 2014 wurden insgesamt 33 diplomierte Pflegefachpersonen vor und nach der Durchführung des E-Learning befragt. Die Befragung erfolgte mithilfe eines literaturbasiert entwickelten Fragebogens. Ergebnisse: Das Fachwissen und die Selbsteinschätzung der Kompetenzen zeigten signifikante Verbesserungen. Eine Veränderung der Einstellung konnte nicht nachgewiesen werden. Schlussfolgerungen: Durch den Wissenszuwachs und die höher eingeschätzten Kompetenzen konnten Unsicherheiten abgebaut und das Vertrauen in die eigenen Fähigkeiten gestärkt werden. Um auch die Entwicklung wertneutraler Einstellungen gegenüber den Betroffenen zu fördern, wird empfohlen, neben dem E-Learning und der Einführung von Richtlinien, Präsenzveranstaltungen mit Möglichkeiten zum Austausch untereinander anzubieten.

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