scholarly journals Facilitating Tacit Knowledge Construction

Cubic Journal ◽  
2021 ◽  
pp. 122-127
Author(s):  
Aruna Venkatesh
Keyword(s):  
Tacit Knowledge ◽  
Learning Environments ◽  
Interior Design ◽  
Knowledge Construction ◽  
Interpretive Study ◽  
Interactive Spaces ◽  
Shared Experiences ◽  
Socially Constructed ◽  
Social Realm ◽  
Inherent Nature

Design knowledge, for its most part, is tacit. The embedded and inherent nature of tacit knowledge implies that it is a cognitive and internal construct acquired through the design act of doing. However, it is also socially constructed through shared experiences, collaborations and interactions. The design studio is a dynamic, pedagogical site that facilitates the construction of tacit knowledge through its myriad of interactive spaces. Online and virtual platforms offer opportunities to extend the learning boundaries of its social realm. Studies in the influence of these spaces on tacit knowledge construction are currently insufficient. An interpretive study was conducted in different studio environments within the Environment and Interior Design discipline of the School of Design, The Hong Kong Polytechnic University to further the understanding of tacit knowledge construction in blended learning environments.

scholarly journals A Ten-Year Review of Primary School Flexible Learning Environments: Interior Design and IEQ Performance

Buildings ◽  
2021 ◽  
Vol 11 (5) ◽  
pp. 183
Author(s):  
Diksha Vijapur ◽  
Christhina Candido ◽  
Özgür Göçer ◽  
Shirley Wyver
Keyword(s):  
Primary School ◽  
Learning Environments ◽  
Interior Design ◽  
High Energy ◽  
The Body ◽  
Learning Activities ◽  
Indoor Environmental Quality ◽  
Flexible Learning ◽  
Physical Infrastructure ◽  
And Performance

Flexible Learning Environments (FLEs) arose as enablers for implementation of student-centric pedagogical approaches. Interior design is the key to the success of FLEs, providing the physical infrastructure needed for students to engage on several learning activities, from individual to group work, which take place in a variety of zones ranging from low to high energy. Therefore, a harmonious synergy between the interior design and subsequent Indoor Environmental Quality (IEQ) performance of FLEs’ physical configuration and learning activities is needed. The objective of this paper is to systematically review (in accordance with the PRISMA method) existing literature related to FLEs within primary school settings, typically catering to children aged 5–12 years old, to understand the body of work investigating the design and performance of FLEs over the last decade (2010–2020). Key findings suggest that the proximity and acoustic and visual permeability of zones found in FLEs may give rise to inadequate IEQ conditions delivered to students. In addition, it could be inferred from the results of the literature review that interior design and IEQ have not been sufficiently investigated in an integrated manner.

Virtual World Classrooms

2014 ◽  
pp. 233-260 ◽  
Author(s):  
Susan Martin Meggs ◽  
Sharon Kibbe ◽  
Annette Greer
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Interior Design ◽  
Second Life ◽  
Teaching And Learning ◽  
Outcome Evaluation ◽  
Educational Value ◽  
Traditional Course ◽  
Laboratory Component

This chapter provides a comprehensive case study to demonstrate the longitudinal development of online pedagogy for higher education through a lens of interior design. The chapter presents constructivist theory as a guiding pedagogical framework for the creation of learning environments within Second Life (SL) virtual reality. Details of the rigorous process of incorporation of SL, as an enhancement to a traditional course with a laboratory component, is presented to validate the integrity of the scholarship of teaching and learning undertaken in the exemplar case study. The concluding components of the chapter review the iterative process of course outcome evaluation compared to course and accreditation standards to further demonstrate the educational value of virtual reality as an environment for learning.

Students' Perceptions and Acceptance

2010 ◽  
Vol 1 (1) ◽  
pp. 76-90
Author(s):  
Yin-Leng Theng ◽  
Elaine Lew Yee Wen ◽  
Jimmy Chong Jeah Leong ◽  
Stanley See Boon Yeow ◽  
Ding Hong Yan
Keyword(s):  
Learning Environments ◽  
Success Factors ◽  
Instant Messaging ◽  
Collective Intelligence ◽  
Collective Learning ◽  
Participatory Culture ◽  
Critical Success ◽  
Socially Constructed ◽  
The Social ◽  
User Communities

In recent years, we witness the formation of social spaces in computers and networks where children, youths and young adults learn, play, socialize and participate in civic life. The question we want to ask is: if this participatory culture of user-generated content in which socially constructed and collective intelligence is to be harnessed, what are the critical success factors that determine the acceptance of this participatory culture in the learning environments? As an illustration, the paper describes two studies focused on tertiary students’ perceptions of acceptance of social tools such as Weblogs and instant messaging in facilitating collaborative and collective learning with the aim of tapping onto the collective intelligence of user communities. Congruent to other studies, findings from these two preliminary studies have shown that factors influencing the acceptance of social tools such as Weblogs and instant messaging for learning are dependent on learners’ perceptions of usefulness, followed by usability of the social tools. The paper concludes with design implications for socially constructed, learning environments.

KM in Higher Learning Institutions

2010 ◽  
pp. 79-103
Author(s):  
Haryani Haron ◽  
Rose Alinda Alias
Keyword(s):  
Tacit Knowledge ◽  
Implicit Learning ◽  
Knowledge Construction ◽  
Adaptation Strategies ◽  
Higher Learning ◽  
Academic Excellence ◽  
Academic Institutions ◽  
Important Resource ◽  
Past Experiences ◽  
Learning Institutions

This study reports the findings from an interpretive exploration of tacit knowledge construction and application among the Malaysian academicians. In the knowledge era, higher learning institutions are increasingly exposed to marketplace pressures similar to other business. Therefore, it is pertinent for higher learning institutions to leverage on their knowledge for sustainability. However, efforts to leverage on tacit knowledge faced difficulties due to lack of understanding of tacit knowledge within its contextual boundary. The ambiguities surrounding tacit knowledge require deeper understanding of its construction and application to manage it as an important resource for academic institutions. The study discovered that tacit knowledge is constructed through implicit learning from the accumulated past experiences. Tacit knowledge is applied by the academicians as their adaptation strategies in appropriate job situation to fulfil the academic excellence norm.

Lessons learned from the design of situated learning environments to support collaborative knowledge construction

2015 ◽  
Vol 87 ◽  
pp. 70-82 ◽  
Author(s):  
Mar Pérez-Sanagustín ◽  
Pedro J. Muñoz-Merino ◽  
Carlos Alario-Hoyos ◽  
Xavier Soldani ◽  
Carlos Delgado Kloos
Keyword(s):  
Learning Environments ◽  
Situated Learning ◽  
Knowledge Construction ◽  
Lessons Learned ◽  
Collaborative Knowledge ◽  
Collaborative Knowledge Construction

A Practical Guide, With Theoretical Underpinnings, for Creating Effective Virtual Reality Learning Environments

2017 ◽  
Vol 45 (3) ◽  
pp. 343-364 ◽  
Author(s):  
Eileen A. O’Connor ◽  
Jelia Domingo
Keyword(s):  
Virtual Reality ◽  
Virtual Environments ◽  
Learning Environments ◽  
Virtual Communities ◽  
Community Building ◽  
Academic Research ◽  
Learning Opportunities ◽  
Shared Experiences ◽  
Cost Reductions ◽  
Productive Research

With the advent of open source virtual environments, the associated cost reductions, and the more flexible options, avatar-based virtual reality environments are within reach of educators. By using and repurposing readily available virtual environments, instructors can bring engaging, community-building, and immersive learning opportunities to students. Based on many years of academic research and development within this environment, the authors suggest educationally productive, research-supported ways to create learning environments that can motivate, engage, and educate participants. Instructors can develop virtual communities as centers for meetings, collaborations, and shared experiences, moving distance experiences beyond the limitations of engagement and collaboration in nonimmersive settings. The authors explain how instructors can develop useful learning interactions, pilot their learning environments, assess learners, and evaluate the environment. Specific experiences, images, and videos from the authors’ work are shared as well as broader application that could suit multiple purposes in guiding an instructor’s development and instructional efforts.

Collaborative Knowledge Construction in Virtual Learning Environments

2012 ◽  
pp. 1039-1059
Author(s):  
Kathrin Helling ◽  
Christian Petter
Keyword(s):  
Learning Environments ◽  
Knowledge Construction ◽  
Course Design ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Online Course ◽  
Design And Implementation ◽  
Actual Design ◽  
Collaborative Knowledge ◽  
Collaborative Knowledge Construction

In this chapter, a practical example of designing and implementing a Virtual Learning Environment (VLE) building on aspects of collaborative knowledge construction is presented. Based on a theoretical section on collaborative knowledge construction in VLEs, the potential of the VLE Moodle with regards to its collaboration tools is introduced. The subsequent central section of the chapter has a focus on the actual design and implementation of an online course in Moodle, following principles of constructivist course design. The final two sections reflect on the evaluation of the course by course participants, and possible conclusions to be drawn from designing and implementing the online course.

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