scholarly journals Interaction between Feedback Types of Interactive Videos Used in Flipped Classroom and Learning Styles of Talented Students in Developing Personal Knowledge Management Skills and Achievement

2021 ◽  
Vol 14 ◽  
pp. 182-204 ◽  
Author(s):  
Usama M. Ibrahem ◽  
Hisham Y. Alaraby ◽  
Hanan M. Diab
Keyword(s):  
Knowledge Management ◽  
Learning Styles ◽  
Flipped Classroom ◽  
Interaction Effects ◽  
Personal Knowledge ◽  
Management Skills ◽  
Personal Knowledge Management ◽  
Flipped Classrooms ◽  
Talented Students ◽  
Interactive Videos

This study aims at exploring Interactive Videos (IV) used in Flipped Classroom (FC) and their feedback types and Learning Styles (LS) of Talented Students (TS) in developing Personal Knowledge Management Skills (PKMS) and achievement. The study was conducted on 51 STS from Hail Gifted Care Center in KSA, where they divided into four experimental groups depending on their LS and IV’s feedback. The study occurred during the first term of the academic year 2019–2020. In the FC based on IV, no statistical differences between the TF and AF were present in interactive videos on the achievement or PKMS for talented students. Also, no statistical differences between the LS (convergent–distant) in the total PKMS and achievement for STS were present when applying interactive videos–based flipped classrooms, same for statistical interaction effects between the TF–AF, save for some interaction effects in some knowledge management skills (conveying, analysis, organizing). Future research could address the diminishing motivation incurred with the interactive videos-based flipped classrooms. Specifically, how to design IV–based FCs with feedback types that encourage students to develop KPMS

Personal Knowledge Management Skills for Lifelong-Learners 2.0

2011 ◽  
pp. 298-315 ◽  
Author(s):  
M. C. Pettenati ◽  
M. E. Cigognini ◽  
E. M.C. Guerin ◽  
G. R. Mangione
Keyword(s):  
Knowledge Management ◽  
Higher Order ◽  
Personal Knowledge ◽  
Social Software ◽  
Management Skills ◽  
Lifelong Learners ◽  
Lifelong Learner ◽  
Personal Knowledge Management

In this chapter the authors identify the Personal Knowledge Management (PKM) pre-dispositions, skills and competences of the current effective lifelong-learner 2.0. They derive a PKM-skills model centred on a division into basic PKM competences, associated with social software Web practices of create-organize- share, and Higher-Order skills (HO-skills), which identify enabling conditions and competences which favour the advanced management of one’s personal knowledge (PK). To derive the PKM-skills model we addressed a survey to 16 interviewees who can be defined as expert lifelong-learners 2.0. The HO-skills branch out into four macro competences, identified as connectedness, ability to balance formal and informal contexts, critical ability and creativity.

Personal Knowledge Management Skills in Web 2.0-Based Learning

2010 ◽  
pp. 109-127 ◽  
Author(s):  
Maria Elisabetta Cigognini ◽  
Maria Chiara Pettenati ◽  
Palitha Edirisingha
Keyword(s):  
Knowledge Management ◽  
Web 2.0 ◽  
Professional Training ◽  
Tertiary Education ◽  
Personal Knowledge ◽  
Social Software ◽  
Management Skills ◽  
Personal Knowledge Management ◽  
The Social ◽  
E Learning

At present, many Web 2.0 activities are being integrated into the e-learning spaces designed for learners. We need to analyze and learn from these activities to derive insights about their effectiveness, in order to promote the systematic application of technology in post-compulsory educational contexts, from undergraduate to postgraduate levels and also in professional training. This chapter deals with one aspect of “E-learning 2.0” (Downes, 2005) practices, specifically the importance of acquiring and mastering a set of personal knowledge management (PKM) skills to perform successfully in the Web 2.0 environment for learning in tertiary education. The authors first present a PKM skills model based around a division into (1) basic PKM competencies associated with the social software web practices of Create–Organize–Share; and (2) higher-order skills focusing on the advanced management of one’s personal knowledge. A learning design model and related examples are presented, aimed at inspiring and guiding tertiary educators in designing and implementing activities consistent with the goal of developing students’ PKM skills.

Personal Knowledge Management Skills in Web 2.0-Based Learning

2011 ◽  
pp. 1702-1720 ◽  
Author(s):  
Maria Elisabetta Cigognini ◽  
Maria Chiara Pettenati ◽  
Palitha Edirisingha
Keyword(s):  
Knowledge Management ◽  
Web 2.0 ◽  
Personal Knowledge ◽  
Management Skills ◽  
Personal Knowledge Management

Semantic Desktop for the End-UserSemantic Desktop für Anwender

i-com ◽  
2009 ◽  
Vol 8 (3) ◽  
pp. 25-32 ◽  
Author(s):  
Gunnar Aastrand Grimnes ◽  
Benjamin Adrian ◽  
Sven Schwarz ◽  
Heiko Maus ◽  
Kinga Schumacher ◽  
...  
Keyword(s):  
Knowledge Management ◽  
Knowledge Work ◽  
Personal Knowledge ◽  
Term Study ◽  
The Core ◽  
Personal Knowledge Management ◽  
Long Term Study ◽  
Core Components

AbstractThis article describes the Semantic Desktop. We give insights into the core services that aim to improve personal knowledge management on the desktop. We describe these core components of our Semantic Desktop system and give evaluation results. Results of a long-term study reveal effects of using the Semantic Desktop on personal knowledge work.

scholarly journals Putting Personal Knowledge Management under the Macroscope of Informing Science

10.28945/2146 ◽  
2015 ◽  
Author(s):  
Ulrich Schmitt
Keyword(s):  
Knowledge Management ◽  
First Century ◽  
Personal Knowledge ◽  
Prototype System ◽  
Developmental Context ◽  
Personal Knowledge Management ◽  
Life Long Learning ◽  
Self Organized ◽  
Science Framework ◽  
Systems Thinking Approach

The paper introduces a novel Personal Knowledge Management (PKM) Concept and prototype system. Their objective is to aid life-long-learning, resourcefulness, creativity, and teamwork of individuals throughout their academic and professional life and as contributors and beneficiaries of organizational and societal performance. Such a scope offers appealing and viable opportunities for stakeholders in the educational, professional, and developmental context. In order to emphasize the profound differences of the proposed meme-based PKM System compared to its traditional organizational counterparts as well as its inherent complementing synergies, a systems thinking approach has been adopted by putting the PKM concept and design under the macroscope of the Informing Science Framework and the Complexity Framework for Design Tasks. As a result, the paper shows how the system is closing in on Vannevar Bush’s still unfulfilled vison of the ‘Memex’, an as-close-as-it-gets imaginary ancestor celebrating its 70th anniversary as an inspiring idea never realized, and how it concurs with a scenario recently put forward by Levy: “Just as computer science underwent a revolution in the 1980s with the widespread use of personal computers, it is possible that Knowledge Management (KM) will in the twenty-first century experience a decentralizing revolution that gives more power and autonomy to individuals and self-organized groups.” A revised version of this paper was published in the journal Informing Science: the International Journal of an Emerging Transdiscipline, Volume 18, 2015

scholarly journals From Ignorance Map to Informing PKM4E Framework: Personal Knowledge Management for Empowerment

10.28945/3984 ◽  
2018 ◽  
Keyword(s):  
Knowledge Management ◽  
Design Science ◽  
Knowledge Workers ◽  
Rapid Development ◽  
Science Research ◽  
Knowledge Bases ◽  
Personal Knowledge ◽  
Future Research ◽  
Development Platform ◽  
Personal Knowledge Management

Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] The proposed Personal Knowledge Management (PKM) for Empowerment (PKM4E) Framework expands on the notions of the Ignorance Map and Matrix for further supporting the educational concept of a PKM system-in-progress. Background: The accelerating information abundance is depleting the very attention our cognitive capabilities are able to master, one key cause of individual and collective opportunity divides. Support is urgently needed to benefit Knowledge Workers independent of space (developed/developing countries), time (study or career phase), discipline (natural or social science), or role (student, professional, leader). Methodology: The Design Science Research (DSR) project introducing the novel PKM System (PKMS) aims to support a scenario of a ‘Decentralizing KM Revolution’ giving more power and autonomy to individuals and self-organized groups. Contribution: The portrayal of potential better solutions cannot be accommodated by one-dimensional linear text alone but necessitates the utilization of visuals, charts, and blueprints for the concept as well as the use of colors, icons, and catchy acronyms to successfully inform a diverse portfolio of audiences and potential beneficiaries. Findings: see Recommendation for Researchers Recommendations for Practitioners: The PKM4E learning cycles and workflows apply ‘cumulative synthesis’, a concept which convincingly couples the activities of researchers and entrepreneurs, and assists users to advance their capability endowments via applied learning. Recommendation for Researchers: In substituting document-centric with meme-based knowledge bases, the PKMS approach merges distinctive voluntarily shared knowledge objects/assets of diverse disciplines into a single unified digital knowledge repository and provides the means for advancing current metrics and reputation systems. Impact on Society: The PKMS features provide the means to tackle the widening opportunity divides by affording knowledge workers with continuous life-long support from trainee, student, novice, or mentee towards professional, expert, mentor, or leader. Future Research: After completing the test phase of the PKMS prototype, its transformation into a viable PKM system and cloud-based server based on a rapid development platform and a noSQL-database is estimated to take 12 months.

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