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Thomas M. Schwen Howard K. Kalman Noriko Hara Eric L. Kisling 《Educational technology research and development : ETR & D》1998,46(4):73-89
This article considers three aspects of the knowledge management (KM) literature that have the potential to enhance human
performance technology (HPT) research and practice. First, we believe the recent attempt by economists to describe and quantify
intellectual capital can help HPT to better evaluate and defend organizational expenditures/investments for performance improvement
initiatives. Second, the emerging KM literature explores the linkages between information, learning and performance, provides
a common point of intersection for our fields, and can enhance our analysis and implementation of information (as opposed
to training) solutions as well as inform and expand our conceptual and theoretical understanding. Third, we have observed
that both KM and HPT practitioners are increasingly concerned with the learning that takes place outside the confines of traditional
formal training environments. We briefly review the electronic performance support systems literature from HPT and KM, noting
the similarities in epistemology, design, and interventions. Finally, we highlight the KM research agenda and suggest related
opportunities for HPT research. 相似文献
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David Fortus Marcus Kubsch Tom Bielik Joseph Krajcik Yaron Lehavi Knut Neumann Jeffrey Nordine Sebastian Opitz Israel Touitou 《科学教学研究杂志》2019,56(10):1341-1361
Energy is a central concept in science in every discipline and also an essential player in many of the issues facing people everywhere on the globe. However, studies have shown that by the end of K-12 schooling, most students do not reach the level of understanding required to be able to use energy to make sense of a wide range of phenomena. Many researchers have questioned whether the conceptual foundations of traditional approaches to energy instruction may be responsible for students' difficulties. In response to these concerns, we developed and tested a novel approach to middle school physical science energy instruction that was informed by the recommendations of the Framework for K-12 Science Education (National Research Council, 2012a) and the Next Generation Science Standards (NGSS) (NGSS Lead States, 2013). This new approach differs substantially from more traditional approaches to energy instruction in that it does not require energy forms and it emphasizes connections between energy, systems, and fields that mediate interaction-at-a-distance. We investigated student learning during this novel approach and contrasted it with student learning within a comparable unit based on a more traditional approach to energy instruction. Our findings indicate that students who learned in the new approach outperformed students who learned in the traditional approach in every quantitative and qualitative aspect considered in this study, irrespective of their prior knowledge of energy. They developed more parsimonious knowledge networks in relation to energy that focused primarily around the concept of energy transfer. This study warrants further investigation into the value of this new approach to energy instruction in both middle and high school. 相似文献
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Özgüleş Muzaffer Kalman Mahmut Özyurt Melike Şahin Sevilay 《Learning Environments Research》2021,24(2):269-297
Learning Environments Research - The purpose of the current research was to investigate the perceptions and experiences of university students regarding three different teaching and learning... 相似文献
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ABSTRACTWill open education replace traditional higher education, or augment it? Digital innovation in the higher education sector is fuelling speculation about the transformation of higher education and the future role of universities. Much of the speculation makes questionable implicit assumptions about current and future business models in the higher education sector. This conceptual paper applies an innovation management perspective to critically examine the use and misuse of the business model concept in the context of digital innovation in the higher education sector. Using Raymond’s metaphor of the cathedral and the bazaar which contrasted traditional commercial software development (the cathedral) with open source software development (the bazaar). We analogise this relationship with the relationship between ‘cathedral-type’ business models in traditional higher education (e.g. universities) and ‘bazaar-type’ business models in open education (e.g. open educational resource publishers). Using the historical perspective we now have on the software industry’s evolution we critique the ubiquitous replacement narrative of destruction and disruption of the sector, and propose an alternative narrative of interdependence and mutual innovative catalysis. We predict that higher education ecosystems will be based on synergistic relationships between organisations that represent many gradations on the continuum between ‘cathedral-type’ and ‘bazaar-type’ organisations. 相似文献
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Judy Kalman Victor Rendón 《International journal of qualitative studies in education》2014,27(8):974-991
In recent years, the Secretariat of Public Education in Mexico has supplied a significant number of schools with computers and connectivity, putting important resources into the purchase and installation of equipment. It is assumed that teachers will somehow naturally transition to using these tools and in fact, new curricular guidelines derived from international policy put them under a great deal of pressure to do so. This paper presents an up-close, qualitative look at one teacher’s efforts for incorporating technology into her history class and her process of constructing a working knowledge of using the computer, searching for ideas and materials on the Internet, and creating activities for her students. Equally important for incorporating technology into her teaching were the institutional and technical obstacles such as obsolete technology, insufficient connectivity, and school site constraints she confronted. Her case illustrates the complexity of using computer and Internet technologies in classroom settings. 相似文献