Framework for Embedding Tacit Knowledge in Pedagogical Model to Enhance E-Learning

2008 ◽  
Author(s):  
Rizwana Irfan ◽  
Maqbool Uddin Shaikh
Keyword(s):  
Tacit Knowledge ◽  
Pedagogical Model ◽  
E Learning

scholarly journals Extract Tacit Knowledge in the Learner Model of the Smart Tutoring System

2020 ◽  
Vol 15 (04) ◽  
pp. 235
Author(s):  
Fatima-Zohra Hibbi ◽  
Otman Abdoun ◽  
Haimoudi El Khatir
Keyword(s):  
Knowledge Management ◽  
Tacit Knowledge ◽  
Explicit Knowledge ◽  
Conversion Process ◽  
Tutoring System ◽  
Learner Model ◽  
Knowledge Conversion ◽  
Learning Platform ◽  
E Learning ◽  
Main Factors

Knowledge management (KM) is one of the main factors that have become extremely popular in recent years. KM is the processes which people explain information data using scientific and technological media and summarize it into concepts and rules to generate knowledge. This later can be implicit or explicit one. The aim of this contribution is to convert the tacit knowledge into explicit using Metaheuristics techniques. This paper aims to develop a model for converting tacit knowledge into explicit knowledge, using the Metaheuristics algorithm for the E-learning platform. For that purpose, the knowledge conversion process will respect the following steps: define the source of tacit knowledge and their methods, classify the tacit knowledge, then we evaluate the implicit knowledge conversion.

An Approach to Knowledge Management With an E-Learning Platform

2018 ◽  
pp. 668-684
Author(s):  
Henrique S. Mamede
Keyword(s):  
Knowledge Management ◽  
Tacit Knowledge ◽  
Explicit Knowledge ◽  
Organizational Knowledge ◽  
Management Process ◽  
Learning Platform ◽  
Working Solution ◽  
E Learning ◽  
Different Levels

Knowledge management is still a problem for many organizations and at two different levels: tacit knowledge, which typically resides in the head of each individual and gets lost for the organizations when a person goes to work with a different company; and explicit knowledge, which presents growing costs for its dissemination in the organization. In the chapter, the author proposes a model to address those problems, taking for base the SECI (socialization, externalization, combination, and internalization) model, originally developed for knowledge management, together with an e-learning platform and a set of activities as tools to implement a working solution. Such models have the ability to solve organizational knowledge problems, implementing a knowledge management process, allowing the transformation of tacit knowledge into explicit knowledge.

A Pedagogical Model of Distance Training for the Continuous Training of Magistrates

2019 ◽  
pp. 194-217
Author(s):  
Joana Caldeira ◽  
Neuza Pedro
Keyword(s):  
Continuous Training ◽  
Pedagogical Model ◽  
Pedagogical Innovation ◽  
Distance Training ◽  
Training Structures ◽  
Ongoing Training ◽  
E Learning ◽  
Judicial Studies ◽  
Hybrid Regime ◽  
Professional Contexts

Being aware of the importance of e-learning within existing training structures and in different professional contexts, this chapter aims to contribute to the modernization of the training practices implemented in the continuous training of magistrates, through the design of a pedagogical model of distance training, using a hybrid regime, to be implemented in the continuous training of magistrates. The implementation of a model of this nature is of great value for the training carried out by the Centre for Judicial Studies (CEJ), an entity responsible for the initial and continuous training of Portuguese magistrates, as it can constitute a pedagogical innovation of the training practices. The pedagogical model of distance learning that has been developed for the ongoing training of Portuguese magistrates is described and understood as a set of pedagogical assumptions and guidelines for planning, designing, and evaluating the distance training action.

A Psycho-Pedagogical Model for Evaluating Effectiveness of Students' Learning on the Basis of Electronic Visual Rows

2018 ◽  
pp. 183-209
Author(s):  
Svetlana Kostromina ◽  
Daria Gnedykh ◽  
Galina Molodtsova
Keyword(s):  
Learning Environment ◽  
Information Acquisition ◽  
Psychological Factors ◽  
Psychological Characteristics ◽  
Pedagogical Model ◽  
Proposed Model ◽  
E Learning

The purpose of this chapter is to propose a model that would enable teachers to assess comprehensively the effectiveness of learners` information acquisition in e-learning environment. The main value of the proposed model is its focus on combination of pedagogical conditions and psychological factors of learning to increase the level of information acquisition. In order to study students` acquisition of learning information in dependence upon the form of presentation as well as identification of learners` psychological characteristics, that help the acquisition of material presented in three visual forms (text, charts, comics) the experiment was carried out. On the grounds of the obtained results, the authors suggest guidelines for application of the model in practice.

Digital Storytelling with Web 2.0 Tools for Collaborative Learning

2014 ◽  
pp. 1089-1107 ◽  
Author(s):  
Najat Smeda ◽  
Eva Dakich ◽  
Nalin Sharda
Keyword(s):  
Collaborative Learning ◽  
Web 2.0 ◽  
Digital Storytelling ◽  
Learning System ◽  
Constructivist Learning Environment ◽  
Pedagogical Model ◽  
Pedagogical Tool ◽  
Web 2.0 Tools ◽  
Development Models ◽  
E Learning

The purpose of this chapter is to present the vision of a framework for developing Web 2.0 tools for collaborative learning using digital storytelling as the underlying pedagogical model. Storytelling can be used as a pedagogical tool to enhance learning outcomes across the curriculum, and digital storytelling is its new manifestation, as it can be used to enhance collaboration and creativity when learning in the classroom. A number of story development models have been created in recent years to help educators achieve better outcomes with digital storytelling. This chapter shows how, by creating an innovative e-Learning system based on Web 2.0 tools, a constructivist learning environment for knowledge remixing, sharing, and reusing through digital storytelling is also created.

Digital Storytelling with Web 2.0 Tools for Collaborative Learning

2012 ◽  
pp. 145-163 ◽  
Author(s):  
Najat Smeda ◽  
Eva Dakich ◽  
Nalin Sharda
Keyword(s):  
Collaborative Learning ◽  
Web 2.0 ◽  
Digital Storytelling ◽  
Learning System ◽  
Constructivist Learning Environment ◽  
Pedagogical Model ◽  
Pedagogical Tool ◽  
Web 2.0 Tools ◽  
Development Models ◽  
E Learning

The purpose of this chapter is to present the vision of a framework for developing Web 2.0 tools for collaborative learning using digital storytelling as the underlying pedagogical model. Storytelling can be used as a pedagogical tool to enhance learning outcomes across the curriculum, and digital storytelling is its new manifestation, as it can be used to enhance collaboration and creativity when learning in the classroom. A number of story development models have been created in recent years to help educators achieve better outcomes with digital storytelling. This chapter shows how, by creating an innovative e-Learning system based on Web 2.0 tools, a constructivist learning environment for knowledge remixing, sharing, and reusing through digital storytelling is also created.

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