9,954 research outputs found
Exploiting tacit knowledge through knowledge management technologies
No full textThe purpose of this paper is to examine the contributions and suitability of the available knowledge management (KM) technologies, including the Web 2.0 for exploiting tacit knowledge. It proposes an integrated framework for extracting tacit knowledge in organisations, which includes Web 2.0 technologies, KM tools, organisational learning (OL) and Community of Practice (CoP). It reviews a comprehensive literature covering overview of KM theories, KM technologies and OL and identifies the current state of knowledge relating to tacit knowledge exploitation. The outcomes of the paper indicate that Internet and Web 2.0 technologies have stunning prospects for creating learning communities where tacit knowledge can be extracted from people. The author recommends that organisations should design procedures and embed them in their Web 2.0 collaborative platforms persuading employees to record their ideas and share them with other members. It is also recommended that no idea should be taken for granted in a learning community where tacit knowledge exploitation is pursued. It is envisaged that future research should adopt empirical approach involving Complex Adaptive Model for Tacit Knowledge Exploitation (CAMTaKE) and the Theory of Deferred Action in examining the effectiveness of KM technologies including Web 2.0 tools for tacit knowledge exploitation
Distance and mean citation for first-last author relationship in three resolutions (100 m, 1 km, and 1000 km).
No full text<p>Distance and mean citation for first-last author relationship in three resolutions (100 m, 1 km, and 1000 km).</p
Narrative in classroom history
No full textThe article presents initial and small-scale empirical research looking at different approaches used by children to organize historical information. It examines the extent to which children organize information into narrative forms. The findings are located in a wider discussion about the changing status of narrative in the teaching of history in Britain.The article presents initial and small-scale empirical research looking at different approaches used by children to organize historical information. It examines the extent to which children organize information into narrative forms. The findings are located in a wider discussion about the changing status of narrative in the teaching of history in Britain
"Could You Just Tell Us the Story?" Pedagogical Approaches to Introducing Narrative in History Classes
No full textThis article looks at the changing status of narrative in classroom history and the ways in which narrative is introduced in history classes at Key Stage 3 (ages 11-14) in England. It includes the views of departmental heads responsible for the history curriculum and other history teachers on the place of narrative in the history curriculum as well as observations of history lessons. The research is set in the context of the English history national curriculum, although the relevance to curricula elsewhere is evident. The discussion is located within a discourse of different models of good practice, both for education generically and for narrative specifically. The research findings suggest that despite a mixed economy of methods and priorities within different history departments, the prevailing trend is towards a dilution of the academic tradition towards one that stresses an accessibility agenda. The impact of this on the place of narrative in history classes is considered and areas for further research are identified.This article looks at the changing status of narrative in classroom history and the ways in which narrative is introduced in history classes at Key Stage 3 (ages 11-14) in England. It includes the views of departmental heads responsible for the history curriculum and other history teachers on the place of narrative in the history curriculum as well as observations of history lessons. The research is set in the context of the English history national curriculum, although the relevance to curricula elsewhere is evident. The discussion is located within a discourse of different models of good practice, both for education generically and for narrative specifically. The research findings suggest that despite a mixed economy of methods and priorities within different history departments, the prevailing trend is towards a dilution of the academic tradition towards one that stresses an accessibility agenda. The impact of this on the place of narrative in history classes is considered and areas for further research are identified
Social constructivism and asynchronous text-based discussion: a case study with trainee teachers
No full textThe paper reports a case study using asynchronous text-based discussion. It considers the role of the tutor and discusses the extent to which online discussions can facilitate social constructivist approaches to instruction and the creation of knowledge. Participants were 17 trainee teachers studying on a post graduate teaching course. The asynchronous text-based discussion (using e-blackboard) focused on planning for progression in children's learning in history and culminated in the trainee teachers writing individual assignments on the topic. The paper analyses the different types of contributions made and reports on the trainees' evaluations of the benefits and limitations of using e-blackboard. It concludes with recommendations and areas for further research.The paper reports a case study using asynchronous text-based discussion. It considers the role of the tutor and discusses the extent to which online discussions can facilitate social constructivist approaches to instruction and the creation of knowledge. Participants were 17 trainee teachers studying on a post graduate teaching course. The asynchronous text-based discussion (using e-blackboard) focused on planning for progression in children's learning in history and culminated in the trainee teachers writing individual assignments on the topic. The paper analyses the different types of contributions made and reports on the trainees' evaluations of the benefits and limitations of using e-blackboard. It concludes with recommendations and areas for further research
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