Exploring an Ethnography-Based Knowledge Network Model for Professional Communication Analysis of Knowledge Integration

2018 ◽  
Vol 61 (4) ◽  
pp. 372-388
Author(s):  
Mark A. Hannah ◽  
Michael Simeone
Keyword(s):  
Network Model ◽  
Knowledge Integration ◽  
Professional Communication ◽  
Knowledge Network ◽  
Communication Analysis ◽  
Analysis Of Knowledge

scholarly journals Structural Analysis of Factual, Conceptual, Procedural, and Metacognitive Knowledge in a Multidimensional Knowledge Network

Complexity ◽  
2020 ◽  
Vol 2020 ◽  
pp. 1-17 ◽  
Author(s):  
Đurđica Vukić ◽  
Sanda Martinčić-Ipšić ◽  
Ana Meštrović
Keyword(s):  
Knowledge Integration ◽  
Dominant Role ◽  
Cognitive Learning ◽  
Metacognitive Knowledge ◽  
Knowledge Network ◽  
Centrality Measures ◽  
Science Study ◽  
Multilayer Network ◽  
Network Layers ◽  
Knowledge Delivery

Discovering the most suitable network structure of the learning domain represents one of the main challenges of knowledge delivery and acquisition. We propose a multidimensional knowledge network (MKN) consisting of three components: multilayer network and its two projections. Each network layer constitutes factual, conceptual, procedural, or metacognitive knowledge within the domain of databases as a standard course of computer science study. In the MKN layer, nodes are concepts or knowledge units and the edges are weighted with regard to Bloom's cognitive learning level. The projected network layers are contrasted with a monolayer network by comparing characterizations of the centrality measures: degree centrality, closeness centrality, betweenness centrality, and eccentricity. The study revealed indications of how concepts, supported with the higher number of previously introduced concepts, have a dominant role in knowledge acquisition, from a view of knowledge structure and content. The analysis of communities, assortativity coefficient, and overlap between MKN layers contributes to better structuring of knowledge. MKN enables systematic insights into the efficiency of knowledge integration across metacognitive layers, as well as the detection of crucial cognitive concepts that reduce/increase the cognitive load during learning.

Selections From the ABC 2018 Annual Conference, Miami, Florida: Teaching Innovations Bright as the Tropical Sun

2019 ◽  
Vol 82 (2) ◽  
pp. 239-265
Author(s):  
D. Joel Whalen
Keyword(s):  
Professional Communication ◽  
Annual Conference ◽  
Communication Analysis ◽  
Support Materials ◽  
University Center ◽  
Student Projects ◽  
Oral Presentations ◽  
Stimulus Materials ◽  
Skill Building ◽  
Client Assessment

This article offers readers 13 teaching innovations debuted at the 2018 Association for Business Communication’s annual conference in Miami, Florida. The ideas include communication analysis, client assessment and reporting, and oral presentations—all designed to enhance students’ communication skill building. Additional assignment support materials—instructions to students, stimulus materials, slides, grading rubrics, frequently asked questions, and sample student projects—are posted on the Association for Business Communication and DePaul University Center for Sales Leadership websites: https://www.businesscommunication.org/page/assignments and https://salesleadershipcenter.com/research/business-professional-communication-quarterly-my-favorite-assignment

scholarly journals Features of Knowledge Building in Biology: Understanding Undergraduate Students’ Ideas about Molecular Mechanisms

2016 ◽  
Vol 15 (1) ◽  
pp. ar7 ◽  
Author(s):  
Katelyn Southard ◽  
Tyler Wince ◽  
Shanice Meddleton ◽  
Molly S. Bolger
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Knowledge Integration ◽  
Molecular Mechanisms ◽  
Knowledge Network ◽  
Cellular Biology ◽  
Student Reasoning ◽  
Integration Approach ◽  
Tentative Model ◽  
New Ideas

Research has suggested that teaching and learning in molecular and cellular biology (MCB) is difficult. We used a new lens to understand undergraduate reasoning about molecular mechanisms: the knowledge-integration approach to conceptual change. Knowledge integration is the dynamic process by which learners acquire new ideas, develop connections between ideas, and reorganize and restructure prior knowledge. Semistructured, clinical think-aloud interviews were conducted with introductory and upper-division MCB students. Interviews included a written conceptual assessment, a concept-mapping activity, and an opportunity to explain the biomechanisms of DNA replication, transcription, and translation. Student reasoning patterns were explored through mixed-method analyses. Results suggested that students must sort mechanistic entities into appropriate mental categories that reflect the nature of MCB mechanisms and that conflation between these categories is common. We also showed how connections between molecular mechanisms and their biological roles are part of building an integrated knowledge network as students develop expertise. We observed differences in the nature of connections between ideas related to different forms of reasoning. Finally, we provide a tentative model for MCB knowledge integration and suggest its implications for undergraduate learning.

Knowledge network model with neurocognitive processing capabilities

2016 ◽  
Vol 40 ◽  
pp. 186-201 ◽  
Author(s):  
Meenakshi Malhotra ◽  
T.R. Gopalakrishnan Nair
Keyword(s):  
Network Model ◽  
Knowledge Network

A Digital Communication Analysis of Gene Expression of Proteins in Biological Systems: A Layered Network Model View

2016 ◽  
Vol 9 (1) ◽  
pp. 43-67 ◽  
Author(s):  
Yesenia Cevallos ◽  
Lorena Molina ◽  
Alex Santillán ◽  
Floriano De Rango ◽  
Ahmad Rushdi ◽  
...  
Keyword(s):  
Gene Expression ◽  
Network Model ◽  
Digital Communication ◽  
Biological Systems ◽  
Communication Analysis ◽  
Model View
Sign in / Sign up

Export Citation Format

Share Document