Research on Knowledge Coordination Model in Engineering Project Cooperation under the Network Environment

2014 ◽  
Vol 697 ◽  
pp. 442-445
Author(s):  
Chun Hua Hu ◽  
Bing Feng Liu

In the era of knowledge economy, under the network environment project collaborative knowledge construction has been paid more and more attention. Project team knowledge transfer between form a knowledge network, in line with the basic core in complex network theory goal-directed (edge network structure), has its uniqueness. In this paper, this paper discusses the knowledge network formation, network evolution stage, according to the knowledge sharing, knowledge transfer, knowledge learning and knowledge creation of four phases of the micro mechanism of knowledge collaboration, and points out that the body of knowledge of the cooperative intention, attitude and sense of trust, the body of knowledge of the network structure, location and neighborhood structure, the overall network effect and the types of knowledge, is an important factor affecting the knowledge synergy. Discusses the co-evolution of knowledge network project in cooperation, use the interpretative structural model to construct collaborative knowledge construction process of analogy model.

Author(s):  
Bernhard Ertl ◽  
Kathrin Helling

Considering e-learning as a socio-cultural system acknowledges that individuals are embedded within different contexts, influenced by the culture and the society the individual lives in. Designing beneficial e-learning scenarios means respecting these socio-cultural contexts and providing appropriate framing. This chapter introduces several aspects influencing e-learning from an individual and socio-cultural perspective. It firstly deals with the aspect of learners' collaborative knowledge construction in e-learning and introduces what this perspective means for the design and implementation of e-learning scenarios. The chapter looks at tools and shared external representations and shows how they can beneficially support learning processes and outcomes. In a third step, it looks at the individual's learning characteristics, for example an individual's prior knowledge, and socio-cultural biases relating to gender, ethnicity, and socio economic background, and discusses how these may be an obstacle for e-learning and how e-learning may help learners to overcome their biases. Finally, the chapter focuses on the issue on evaluation and provides suggestions to evaluate environments for e-learning from a socio-cultural perspective.


Author(s):  
Stylianos Hatzipanagos ◽  
Anthony Basiel ◽  
Annette Fillery-Travis

This chapter explores how web-based video conferencing (WVC) can be used to create and support learning environments within a work based learning context. Computer mediated communication interactions through WVC can support collaborative knowledge construction by encouraging dialogical processes in communities of learners and practitioners. We position our field of exploration within the educational landscape defined by socio-economic changes, resulting from the development of the knowledge economy, and the explosive growth of information and communication technologies to serve it.


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