Measuring and mapping knowledge types

2003 ◽  
pp. 215-243 ◽  
Author(s):  
Ruben Cijsouw ◽  
René Jorna
Keyword(s):  
Knowledge Types

VISUAL REPETITION OF EDUCATIONAL INFORMATION AT SCHOOL AND UNIVERSITY

2019 ◽  
pp. 41-50
Author(s):  
О. V. Ivanova
Keyword(s):  
Undergraduate Students ◽  
Educational Material ◽  
Educational Process ◽  
Mathematical Statistics ◽  
Crossword Puzzle ◽  
Conceptual Apparatus ◽  
Knowledge Types ◽  
Educational Information

The article discusses one of the stages of the educational process with the use of modular visualization that is systematization and synthesis of educational material. Various forms of visual repetition when studying the discipline “Theory of Probability and Mathematical Statistics” for undergraduate students who study non-mathematical profiles are presented. The concept of modular visualization is revealed, all types of each of the presented forms of visual repetition are described: through the conceptual apparatus (types: crossword puzzle, mathematical dictation, work with definitions, classification of concepts), transformation of knowledge (types: reference summary, proof of theorems, work with formulas, dictionary knowledge), by means of large-modular supports (types: table, flowchart, graph-diagram). Examples of each type of visual repetition of educational information on the discipline “Theory of Probability and Mathematical Statistics” developed by SMART Notebook and HTML are given. The technology of constructing various forms of visual repetition is presented schematically.

Max Scheler’s Pluralistic Conception of Knowledge

2021 ◽  
Vol 31 (9999) ◽  
pp. 83-94
Author(s):  
Stanisław Czerniak ◽  
Keyword(s):  
Philosophy Of Science ◽  
Historical Context ◽  
Theory Of Knowledge ◽  
Scientific Communities ◽  
Late Work ◽  
Types Of Knowledge ◽  
Knowledge Types ◽  
The Status ◽  
Philosophy Of Knowledge

This article aims to reconstruct Max Scheler’s conception of three types of knowledge, outlined in his late work Philosophical Perspectives (1928). Scheler distinguished three kinds of knowledge: empirical, used to exercise control over nature, eidetic (essential) and metaphysical. The author reviews the epistemological criteria that underlie this distinction, and its functionalistic assumptions. In the article’s polemic part he accuses Scheler of a) crypto-dualism in his theory of knowledge, which draws insufficient distinctions between metaphysical and eidetic knowledge; b) totally omitting the status of the humanities in his classification of knowledge types; c) consistently developing a philosophy of knowledge without resort to the research tools offered by the philosophy of science, which takes such analyses out of their social and historical context (i.e. how knowledge is created in today’s scientific communities).

scholarly journals Integrating different forms of knowledge in the teaching qualification Diploma in Grade R Teaching

2014 ◽  
Vol 4 (1) ◽  
pp. 20
Author(s):  
Nici Rousseau
Keyword(s):  
Teacher Education ◽  
Conceptual Framework ◽  
Teacher Educators ◽  
Types Of Knowledge ◽  
Knowledge Types ◽  
Curriculum Making ◽  
Forms Of Knowledge

<p>From a view of multiple types of knowledge for a blend in teacher education, the paper discusses the need for epistemological diversity in the types of knowledge for grade R teacher education. I claim in this article that for epistemological diversity, innovative mixes of knowledge are required and that they have to be explicated. The argument of the article is that the decisions made by teacher educators when constructing a curriculum for a new grade R qualification are especially challenging because of the narrow purpose<br />of the qualification. The paper offers an analysis of various models of knowledge types and mixes, outlining each one’s purpose. Finally, the paper provides an epistemological<br />distillation in a conceptual framework which can guide the process of curriculum making, offering all participants a chance to contribute to the layers underneath the patina of the painting that offers life to the curriculum.</p>

Knowledge Types in Technology

1997 ◽  
pp. 65-72 ◽  
Author(s):  
Günter Ropohl
Keyword(s):  
Knowledge Types

Managing Requirements Elicitation Knowledge using a Spatial Hypertext Wiki

2011 ◽  
pp. 68-83
Author(s):  
Carlos Solis ◽  
Nour Ali
Keyword(s):  
Knowledge Management ◽  
Tacit Knowledge ◽  
Knowledge Creation ◽  
Requirements Elicitation ◽  
Conversion Process ◽  
Management Tools ◽  
Prioritization Process ◽  
Knowledge Types ◽  
Requirements Negotiation ◽  
Knowledge Management Tools

Wikis have been widely used as knowledge management tools. However, most of them do not support the conversion process of knowledge in an appropriate way. Specifically, they do not support brainstorming and creativity techniques, which are needed to convert tacit knowledge into explicit. This chapter presents how a wiki tool called the Spatial Hypertext Wiki (ShyWiki) can be used for supporting collaborative requirements elicitation following the knowledge creation spiral of Nonaka. The knowledge conversions in the spiral (socialization, externalization, combination, and internalization) and the knowledge types in each conversion are related to different activities in requirements elicitation, which can be performed through ShyWiki. ShyWiki allows stakeholders to collaborate by creating, brainstorming, structuring and reorganizing requirements contained in notes. In this way, the requirements negotiation and prioritization process can be done through the wiki pages which are seen as virtual boards that hold hypertext notes.

Exploring Knowledge Types and Knowledge Protection in Organizations

2017 ◽  
pp. 356-366
Author(s):  
Maslin Masrom ◽  
Nik Hasnaa Nik Mahmood ◽  
Aida A. Aziz Al-Araimi
Keyword(s):  
Public And Private ◽  
Organizational Goals ◽  
Knowledge Resources ◽  
Sustainable Performance ◽  
Private Organizations ◽  
Knowledge Protection ◽  
Knowledge Types ◽  
Critical Resource ◽  
Key Driver ◽  
The Relationship

Knowledge management has emerged as an area of enquiry for managing organizational knowledge. It is a key driver for organizational effectiveness and competitive advantage and an effective way to address economic problems including losses related to high turnovers and retiring workforce. It also has been considered an important weapon for maximizing the potential of knowledge for sustainable performance for public and private organizations. Knowledge is a critical resource for organizations, and the knowledge resources need to be properly recognized and used for achieving organizational goals. Knowledge has limited value if it is not shared within the organization. The aim of the chapter is to examine the relationship between knowledge types and knowledge protection. It will also identify several approaches (i.e. tools and programs) or mechanisms for protecting the knowledge from loss.

Learning Organizations

2020 ◽  
pp. 276-290
Author(s):  
Osman Bayraktar
Keyword(s):  
Organizational Learning ◽  
Learning Organization ◽  
Learning Organizations ◽  
Organization Structure ◽  
Individual Learning ◽  
Learning Capacity ◽  
Knowledge Types

The most important factor that protects organizations from solidifying is knowledge. In an organization, knowledge is produced by people and these people learn. However, learning alone is not sufficient for the success of the organization. For a lasting and sustainable process, organizational learning is required. The basic condition for the realization of organizational learning is the existence of an atmosphere that encourages individuals to learn. In the organizations that provide the necessary atmosphere for learning, both the individual's learning capacity increases, and learning as a team takes place in the organization. In this study, first, knowledge, knowledge types, individual learning, organizational learning, levels of learning, and learning organization concepts are covered. Second, different models for realizing the learning organization structure are narrated. Last, some examples from learning organization practices are mentioned.

Knowledge Acquisition and Management

2000 ◽  
pp. 333-349
Author(s):  
Jean L. Johnson
Keyword(s):  
Knowledge Acquisition ◽  
Organizational Memory ◽  
Starting Point ◽  
Literature Synthesis ◽  
Knowledge Types ◽  
The Individual ◽  
Acquisition Processes ◽  
Virtual Setting ◽  
Development And Management

This chapter provides an integrative review and synthesis of the knowledge acquisition and management literature. As a starting point, the role of the individual in organizational learning processes is discussed and reconciled. This issue is extended and discussed for the virtual setting. In following sections, the author derives three major theoretical principles from the literature synthesis. These include the knowledge types, knowledge acquisition processes, and organizational memory. Again, each of these principles are extended to the virtual setting. Based on the integration of these principles, a number of conceptual refinements are offered and important strategic implications elaborated. Subsequently, the strategic implications are contrasted and developed for the virtual setting. Communication constraints inherent to the virtual organization bring a unique and likely problematic set of issues with regard to the development and management of organizational knowledge.

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