scholarly journals Embedding Knowledge Management Theory in Learning and Teaching Approach

2019 ◽  
Vol 9 (1) ◽  
pp. 19 ◽  
Author(s):  
Fahmi Ibrahim ◽  
Noor Maya Salleh
Keyword(s):  
Knowledge Management ◽  
Manufacturing Industry ◽  
Practical Knowledge ◽  
Teaching Strategy ◽  
Integrated Approach ◽  
Teaching Approach ◽  
Educational Institutions ◽  
Learning And Teaching ◽  
Knowledge Management Theory ◽  
Teaching Learning

The article focuses on the role of management of knowledge can have on organisations and looks at practical knowledge management (KM) practices from industry that can be employed by educational institutions. There is a view that KM is primarily business concept that can provide competitive advantage for commercial organisations. However, the KM processes such as knowledge creation, capture, sharing and use are not exclusive to business; good KM practices can bring benefits to all organisations. While KM is a growing field in almost last 20 years, very little has been written about it in the educational context. This is surprising, considering that education is about the creation and application of knowledge.  Given that higher education institution’s (HEI) priority of developing and creating knowledge, an integrated approach that prioritise KM can be used to underpin university’s organisational processes particularly its learning and teaching approach. This article illustrates how attention to two main perspectives exists in KM field; objectivist perspective and practice-based perspective, can inform the learning and teaching approach; surface and deep approach. The approach of this paper is basically conceptual and descriptive. Drawing from empirical research in UK car manufacturing industry, the article is to address the way in which KM practices are being implemented and elaborates on the need the KM in teaching-learning process. This suggests an integrated approach to provide for a balanced strategy in terms of KM implementation that can be applied in HEI. It is important for educators in HEI to understand how certain KM perspective and influence can lead to different to different learning and teaching strategy. Thus, HEI can realise the potential of KM in order to enhance the learning of students.

scholarly journals Measuring the Impact of Knowledge Management on the Effectiveness in the Classroom Delivery using Multiple Regression

2019 ◽  
Vol 8 (2S11) ◽  
pp. 3966-3969
Keyword(s):  
Knowledge Management ◽  
Critical Factor ◽  
Integrated Approach ◽  
Knowledge Generation ◽  
Educational Institutions ◽  
Critical Fields ◽  
Knowledge Application ◽  
Critical Areas ◽  
The Individual ◽  
The Impact

Knowledge management is considered as the integrated approach which involves in identifying, managing and sharing the critical know-how, enable in enhancing the experiences of the individual and increasing the intellectual capital of the human resources in the education sector. Knowledge management is considered as the critical fields which enable in guiding the educational institutions and the students in generating new knowledge, storing them and apply when required. Hence, to apprehend the effect of knowledge management, a clear picture of the approach and framework needs to be determined. Knowledge management possess greater impact on the effectiveness in the classroom delivery, the knowledge generation is considered as the critical factor in the KM model which was stated earlier. Hence, educational institutions tend to focus on the three specified critical areas: Knowledge generation; Knowledge storage and Knowledge application. These aspects will enable the trainers to enhance the effectiveness of classroom delivery in educational institutions

Translation as a learning and teaching strategy

Babel ◽  
2004 ◽  
Vol 50 (1) ◽  
pp. 45-58 ◽  
Author(s):  
Adil Al-Kufaishi
Keyword(s):  
Information Structure ◽  
Communicative Competence ◽  
Teaching Strategy ◽  
Cognitive Activity ◽  
Learning And Teaching ◽  
Semantic Relationships ◽  
Language Functions ◽  
Structural Differences ◽  
Teaching Learning ◽  
Communicative Context

Abstract This paper deals primarily with the potentiality a translation task could bring to the learning/teaching environment. Since translation deals with language in its socio-cultural communicative context, it could serve as an indispensable teaching/learning tool, a medium for developing the learners’ communicative competence and for teaching properties and types of meaning, underlying semantic relationships, communicative language functions, sentential and suprasentential information structure and discourse values. In this paper, it is argued that translation is a. an interlingual, interactive, communicative and cognitive activity b. a macro-skill that subsumes a number of micro-skills c. a meaningful task-based exercise, a problem-solving exercise that helps develop the learners’ data processing capabilities d. a meaningful communicative context for presenting and practising language forms and lexical items e. a means for highlighting interlingual structural differences, and f. a medium for teaching thematic meaning Résumé Cet article traite principalement du potentiel qu’une tache de traduction pourrait présenter pour l’environnement d’apprentissage ou d’enseignement. Étant donné que la traduction traite de la langue dans son contexte communicatif socioculturel, elle pourrait servir d’outil indispensable d’enseignement ou d’apprentissage, un moyen de développer les compétences de communication des apprenants, et d’enseigner les propriétés et types de signification qui sous-tendent les relations sémantiques, les fonctions de communication de la langue, la structure d’information phraseale et subphraseale et les valeurs du discours. Dans cet article, nous soutenons que la traduction est: a. une activité interlinguale, interactive, communicative et cognitive b. une macro-technique qui subsume un certain nombre de micro-techniques c. un exercice significatif basé sur une tache — un exercice de résolution d’un problème qui aide a développer les capacités de traitement des données des apprenants d. un contexte communicatif significatif pour présenter et pratiquer les formes de la langue et les élements lexicaux e. un moyen de souligner les différences structurelles interlinguales f. un moyen d’enseigner la signification thématique.

scholarly journals Propuesta de un modelo para la evaluación integral del proceso enseñanza-aprendizaje acorde con la Educación Basada en Competencias

2011 ◽  
pp. 34-58
Author(s):  
Mtra. Yasmín Ivette Jiménez Galán ◽  
Mtro. Marko Alfonso González Ramírez ◽  
Mtra. Josefina Hernández Jaime
Keyword(s):  
Learning Process ◽  
Educational Institutions ◽  
Traditional Model ◽  
Educational Model ◽  
Educational Approach ◽  
Integral Evaluation ◽  
New Model ◽  
Learning And Teaching ◽  
Professional Profile ◽  
Teaching Learning

Aún con los cambios en el enfoque educativo de las Instituciones Educativas, en la mayoría de los docentes todavía existe la creencia de que la función más importante de la evaluación de los alumnos es la de acreditación y certificación del aprendizaje y, lo que es más grave aún, en muchos casos se considera que la evaluación es una actividad independiente y externa al proceso de enseñanza; por lo tanto, los docentes continúan empleando los mismos instrumentos para evaluar los aprendizajes, generalmente el examen de conocimientos. El enfoque de la Educación Basada en Competencias requiere de una resignificación del proceso enseñanza-aprendizaje y del papel primordial que tiene la evaluación para que éste se desarrolle efectivamente, ya que los rasgos característicos de dicho enfoque exigen el desarrollo de un perfil profesional, de unos roles y de unas actividades diferentes a las que, tradicionalmente, desarrollaban tanto profesores como estudiantes. Este artículo retoma la conceptualización de competencias, de enseñanza y aprendizaje con la finalidad de establecer una base para proponer un modelo de evaluación integral del proceso enseñanza-aprendizaje acorde con la Educación Basada en Competencias.AbstractEven with the transformations taking place within educational approach of educational institutions, most teachers still believe that the most important function of evaluation is just the accreditation and certification of knowledge, and –even worse– most of them believe that evaluation is a process not related with education itself. This is why most professors still use the same evaluation instruments, such as knowledge exams. The competence based educational model requires a new understanding of the teaching-learning and evaluation processes. This is because the new model demands a new professional profile, new roles and new activities, which are different than those of the traditional model. This article studies the concepts of competences, learning and teaching in order to establish a base to propose a model of an integral evaluation of the teaching-learning process, useful in the new competence based educational model.Recibido: 12 de junio de 2010 Aceptado: 8 de noviembre de 2010

Knowledge Analytics

2020 ◽  
Vol 7 (4) ◽  
pp. 14-23
Author(s):  
Shouhong Wang ◽  
Hai Wang
Keyword(s):  
Big Data ◽  
Knowledge Management ◽  
Learning Analytics ◽  
Educational Institutions ◽  
Computational Techniques ◽  
Academic Analytics ◽  
Challenges And Opportunities ◽  
Management Area ◽  
Potential Applications ◽  
Teaching Learning

Big data has raised challenges and opportunities for the education sector. Educational analytics encompass a variety of computational techniques to process educational big data for effective teaching, learning, research, service, and administrative decision making. Learning analytics and academic analytics have been widely discussed in the literature of education; however, knowledge analytics have not been discussed in the educational analytics field. Knowledge analytics are a relatively new subject in the knowledge management area. Knowledge analytics lie outside of the definitions of learning analytics and academic analytics, and encompass analytical activities for knowledge management among educators in teaching, research, and services. This paper discusses potential applications of knowledge analytics in educational institutions and issues related to implementation of knowledge analytics in the educational environment.

Administrasi Kurikulum

2020 ◽  
Author(s):  
Eva Lusiana eva eva
Keyword(s):  
Learning Activities ◽  
Educational Institutions ◽  
Educational Goals ◽  
Teaching Staff ◽  
Joint Effort ◽  
National Education ◽  
System A ◽  
National Education System ◽  
Latin Language ◽  
Teaching Learning

this article describe about curriculum administration. administration originates from the Latin language, which consists of the words ad and ministrare which means to help, serve or direct. The word administration can be interpreted as any joint effort to assist, serve and direct all activities, in achieving a goal. The curriculum is a set of plans and arrangements regarding the content and learning materials as well as the methods used to guide the implementation of learning activities to achieve certain educational goals (Law No.20 th 2003 on the National Education System). A curriculum is a plan prepared to expedite the teaching-learning process under the guidance and responsibilities of schools or educational institutions and their teaching staff.

scholarly journals Enablers of Patient Knowledge Empowerment for Self-Management of Chronic Disease: An Integrative Review

2021 ◽  
Vol 18 (5) ◽  
pp. 2247
Author(s):  
Vestina Vainauskienė ◽  
Rimgailė Vaitkienė
Keyword(s):  
Public Health ◽  
Knowledge Management ◽  
Health Management ◽  
Patient Empowerment ◽  
Integrative Review ◽  
Management Theory ◽  
Self Management ◽  
Patient Knowledge ◽  
Knowledge Management Theory ◽  
Public Health Management

The non-development of the concept of patient knowledge empowerment for disease self-management and the non-development of the theory of patient knowledge empowerment in patients with chronic diseases, cause methodological inconsistency of patient empowerment theory and does not provide a methodological basis to present patient knowledge empowerment preconditions. Therefore, the aim of the present integrative review was to synthesize and critically analyze the patient knowledge enablers distinguished in the public health management theory, the knowledge sharing enablers presented in the knowledge management theory and to integrate them by providing a comprehensive framework of patient knowledge enablers. To implement the purpose of the study, in answering the study question of what patient knowledge empowerments are and across which levels of patient knowledge empowerment they operate, an integrative review approach was applied as proposed by Cronin and George. A screening process resulted in a final sample of 78 papers published in open access, peer-review journals in the fields of public health management and knowledge management theories. Based on the results of the study, the Enablers of Patient Knowledge Empowerment for Self-Management of Chronic Disease Framework was created. It revealed that it is important to look at patient knowledge empowerment as a pathway across the empowerment levels through which both knowledge enablers identified in public health management theory and knowledge sharing enablers singled out in knowledge management theory operate. The integration of these two perspectives across patient empowerment levels uncovers a holistic framework for patient knowledge empowerment.

scholarly journals Teacher Perspectives on Teaching the STEM Approach to Educational Coding and Robotics in Primary Education

2021 ◽  
Vol 11 (2) ◽  
pp. 64
Author(s):  
Christian García-Carrillo ◽  
Ileana María Greca ◽  
María Fernández-Hawrylak
Keyword(s):  
Primary Education ◽  
Classroom Practice ◽  
Integrated Approach ◽  
Practical Training ◽  
Training Process ◽  
Integrated Stem ◽  
Teaching Learning ◽  
And Robotics ◽  
Insight Into

An analysis is presented in this study that provides insight into a practical training process and its impact on teachers and their viewpoints toward the integrated STEM approach used in that training process, together with educational coding and robotics, over the first years of compulsory primary education, where STEM implementations are relatively new. A case study was developed by two teachers following the practical training course, including pre- and post-interviews and nonparticipative observation of their classroom practices during the teacher-training sessions. The results revealed the positive perspectives that the teachers held toward the STEM-integrated approach and educational coding and robotics, despite the difficulties that arose in classroom practice. It was concluded that the STEM approach and its methods were beneficial both to pupils and to teachers alike for improving the teaching–learning process.

Impact of quality management systems on teaching-learning processes

2016 ◽  
Vol 24 (3) ◽  
pp. 394-415 ◽  
Author(s):  
Francisco José Fernández Cruz ◽  
Inmaculada Egido Gálvez ◽  
Rafael Carballo Santaolalla
Keyword(s):  
Quality Management ◽  
Student Learning ◽  
School Quality ◽  
Learning Processes ◽  
Management Systems ◽  
Educational Institutions ◽  
Quality Management Systems ◽  
Content Type ◽  
Teaching Learning ◽  
The Impact

Purpose Quality management systems are being used more frequently in educational institutions, although their application has generated a certain amount of disagreement among education experts, who have at times questioned their suitability and usefulness for improving schools. The purpose of this paper is to contribute to this discussion by providing additional knowledge on the effects in educational institutions of implementing quality management systems. Specifically, this study investigates teachers’ and managers’ perception of the impact that quality management systems have on one essential dimension of schools, the teaching–learning processes, with impact being understood as sustained medium- and long-term organisational change. Design/methodology/approach The responses were analysed and classified into a set of sub-dimensions linked to quality management processes in a total of 29 Spanish primary and secondary education schools that have used such systems for at least three years. Findings The results showed that, according to the respondents, the following sub-dimensions were improving as a result of implementing quality management plans: teaching and learning processes, the analysis of student results, tutoring, consideration of attitudes and values and assessment processes. Conversely, quality management systems did not seem to have a clear impact on the teaching methodologies used by teachers or on family involvement in student learning. In fact, the perceived impact in these sub-dimensions varied among teachers of public and private schools as well as when comparing different regional autonomous communities. Originality/value As the main objective of a school is to guarantee student learning, one of the essential purposes of school quality assurance systems is to perform all the activities aimed at ensuring high levels of student performance.

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