How can a clinical research approach contribute to knowledge-building for the teaching profession?

This article explains what clinical research is and why it is necessary. The term ‘clinical’ refers to an academic way of solving practical problems. Clinical research starts from a view of science that not only acknowledges the value of rational analysis and empirical research, but also acknowledges the need for human skills and connoisseurship. In education, skills and connoisseurship can be developed by being responsibly engaged in classrooms. The (tacit) knowledge acquired in classrooms enables researchers to perceive more relevant factors in practice and enables them to understand the problems of teaching better. Clinical research is a type of action research in the sense that it acknowledges the epistemic function of doing, thus emphasizing the need for integrating scholarship and craftsmanship.     

Negotiating the teaching of history in times of curriculum reform: the narrative accounts of four Australian primary teachers

This research investigates the understandings of four teachers who teach history in primary and early childhood settings. Data were gathered from participants through semi-structured interviews. The participants were experienced teachers who were in the process of curriculum change – from teachers of studies of society and environment to teachers of history, under the auspices of the Australian Curriculum: History. The focus of the study was on their understandings of content knowledge and the pedagogies involved in classroom teaching, using a pedagogical framework, which sought to identify and categorise the nature of their knowledge base in the implementation phase of the Australian Curriculum: History. The study used narrative inquiry to show how temporality, sociality, and place play out in the lives of these teachers of history. The findings from this study indicate the challenges and opportunities for teachers’ professional knowledge landscapes in times of curriculum reform. Whilst there are a small number of participants in this study, their stories provide insight into how teachers responded to the challenges and opportunities of teaching history and how these teachers have shaped the implementation of the history curriculum.     

Leveling the playing field in ICT design: Transcending knowledge roles by balancing division and privileging of knowledges

Abstract

This article develops a conceptual model of users’ and designers’ knowledge roles in the information and communication technology design process. The “ideal” center at the intersection of the axes for division of knowledge work and privileging of knowledges represents a balanced distribution of knowledge work between users and designers and an avoidance of privileging either group over the other. The article then applies this model to analyses of the design process for six video games wherein the knowledges of Indigenous peoples in North America were mobilized. It concludes by discussing implications for research and design practice, particularly for broadening the participation and self-articulation of marginalized groups.     

知识管理: 知识经济时代高等学校管理改革的新范式

知识经济催生了知识管理,高等学校作为特殊的知识密集型组织,同样迫切需要知识管理战略的有效支撑。在剖析高等学校实施知识管理战略必然性基础上,阐述了高等学校知识管理的内涵和特征,并结合我国高等教育管理的现状,提出了营造文化氛围、创新组织结构、改进激励机制、建立知识库、构建数字化校园等基于知识管理的高校改革的几点设想。     

企业知识管理

本文首先讨论了知识经济条件下，知识的基本内涵和特征，然后对企业知识管理的概念以及如何实施有效的知识管理等进行了初步探讨。     

网络环境下企业客户关系管理的应用研究

信息技术和Web技术的应用改变了传统意义上的客户关系管理的涵义,客户关系管理倍受企业关注。本文探讨了网络环境下,数据挖掘、知识管理以及知识发现技术在企业CRM中的应用。     

基于领域知识的学术创新力测度本体构建研究

[目的/意义]大数据环境下学术创新力自动测度需要建立在相关学术评价指标和学科知识体系基础上，基于领域知识的本体构建将为学术创新力的自动测度提供基础支持。[方法/过程]用手工方式构建学术创新力概念本体，复用《中国分类主题词表》半自动化构建学术创新力评价知识资源的初始本体，加入CNKI期刊题录数据的高频关键词以丰富本体的知识。然后进行学术创新力概念本体和学术创新力评价知识资源本体的实例化。[结果/结论]以G3类题录数据为例，共建立了30 097个概念、41 484个实例以及320 609条关系，基本完成任务目标。     

公司客户知识管理实现研究--以客户知识为中心重组公司业务流程

This paper analyzes the disadvantages of the traditional corporate work flow,then brings forward a reengineered corporate work flow based on customer knowledge, and finally discusses the increment process of customer knowledge in the new flow.     

提高江苏医学院校知识创新能力的思考

江苏医学院校知识创新力量分散,经费和设备等条件不足,竞争力弱,要增强知识创新能力,必须确立知识创新能力的目标,培植新的医学教育理念,抓住机遇,注意处理好创新与跟踪、创新与失败、创新与经济社会效益等各方面的关系;进行创新性人才队伍的建设。     

融入教学科研应用之中的学科化服务

开展学科化服务是高校图书馆信息服务的发展方向，本文概述学科化服务的内涵和特．最，对开展面向高校教学和科研的学科化服务的形式进行了探讨，并提出了实施学科化服务的措施。