Knowing and Learning

Harnessing Knowledge Dynamics ◽

10.4018/978-1-59140-773-7.ch005 ◽

2006 ◽

pp. 70-92

Author(s):

Mark E. Nissen

Keyword(s):

Dynamic Interaction ◽

Critical Thought ◽

Learning Principles

This chapter discusses the concept knowing, which involves knowledge in action, and learning, which involves knowledge in motion. We look first at knowing and learning in the organization and then examine the tension between learning and doing. The discussion then turns to dynamic interaction between knowledge-enabled action and potential. The chapter concludes with five knowing and learning principles and includes exercises to stimulate critical thought, learning, and discussion.

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Knowing and Learning

Harnessing Dynamic Knowledge Principles in the Technology-Driven World - Advances in Knowledge Acquisition, Transfer, and Management ◽

10.4018/978-1-4666-4727-5.ch005 ◽

2013 ◽

pp. 55-69

Keyword(s):

Organizational Context ◽

Critical Thought ◽

Knowledge Based ◽

Learning Principles

This chapter discusses the concepts knowing, which involves knowledge in action, and learning, which involves knowledge in motion. Knowing and learning are tightly interrelated knowledge-based activities, which are connected strongly by the knowledge-based activity doing. The authors introduce each concept separately but weave together many of their dynamic interrelations in the organizational context. The chapter concludes with five knowing and learning principles and includes exercises to stimulate critical thought, learning, and discussion. This chapter builds upon and culminates all of its predecessors to complete the first section of the book.

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A Response Evocation Program for /ɝ/

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.4001.92 ◽

1975 ◽

Vol 40 (1) ◽

pp. 92-105 ◽

Cited By ~ 19

Author(s):

Lawrence D. Shriberg

Keyword(s):

Service Delivery ◽

Motor Skills ◽

Task Analysis ◽

Professional Issues ◽

Clinical Experiences ◽

Program Outcomes ◽

Program Step ◽

Skills Learning ◽

Learning Principles

A response evocation program, some principles underlying its development and administration, and a review of some clinical experiences with the program are presented. Sixty-five children with developmental articulation errors of the /ɝ/ phoneme were administered the program by one of 19 clinicians. Approximately 70% of program administrations resulted in a child emitting a good /ɝ/ within six minutes. Approximately 10% of children who were given additional training on program step failures emitted good /ɝ/'s in subsequent sessions. These preliminary observations are discussed in relation to the role of task analysis and motor skills learning principles in response evocation, clinician influences in program outcomes, and professional issues in service delivery to children with developmental articulation errors.

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