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Book part
Publication date: 16 September 2021

Richard H. Swan

In the early 1900s, Alfred Whitehead argued that the goals of educational reform would be met if knowledge were made functional rather than simply rearranging or…

Abstract

In the early 1900s, Alfred Whitehead argued that the goals of educational reform would be met if knowledge were made functional rather than simply rearranging or privileging different forms of “inert” conceptual knowledge. And for knowledge to become functional it must be “conditionalized.” Decision-based learning (DBL) is different because it explicitly conditionalizes learning and makes knowledge functional. Moreover, DBL fits within an overall developmental progression of expertise and fills a gap often overlooked by formal education. Considerations for designing and implementing DBL are outlined.

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Decision-Based Learning: An Innovative Pedagogy that Unpacks Expert Knowledge for the Novice Learner
Type: Book
ISBN: 978-1-80043-203-1

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Book part
Publication date: 16 September 2021

Nancy Wentworth

Many instructors have implemented decision-based learning (DBL) into their courses. This chapter is a careful qualitative analysis of the narratives in this book done by…

Abstract

Many instructors have implemented decision-based learning (DBL) into their courses. This chapter is a careful qualitative analysis of the narratives in this book done by the editors. The author found common themes among all the narratives. The first theme was that many instructors discovered that they were missing conditional knowledge in their instruction. Second, the author found common issues around the complexity of designing an expert decision model (EDM). Included in this theme are stories about selecting problems and organizing the EDM, building the EDM around specific course learning outcomes, providing just-enough, just-in-time instruction, and introducing the decision model and software to students. Instructors also discovered that assessing the learning of students needed to go beyond traditional goals and began to include new goals related to conditional knowledge. Finally, the author describes the comments made by both faculty and students about the experience of using DBL. Several authors described the value of using DBL in the process of taking students from novice thinkers to expert thinkers. Many students expressed that they enjoyed the process that DBL presented to them and that they had a new level of confidence to be able to approach problems in the content area. Summaries and quotes from the chapters in this book are referenced by the authors’ names and the content areas they were teaching.

Details

Decision-Based Learning: An Innovative Pedagogy that Unpacks Expert Knowledge for the Novice Learner
Type: Book
ISBN: 978-1-80043-203-1

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Book part
Publication date: 16 September 2021

Steven G. Wood

The potential benefits of structuring first-year general chemistry courses around an expert decision model (EDM) to help students develop conceptual understanding and…

Abstract

The potential benefits of structuring first-year general chemistry courses around an expert decision model (EDM) to help students develop conceptual understanding and sustainable problem-solving strategies are discussed, as is the creation of the EDM and the challenges faced in doing so. The usefulness of categorizing the course material as either process knowledge, conditional knowledge, or conceptual knowledge is also outlined. The EDM created for the course consists of four fundamental content domains branching out with a series of hierarchal questions and actions designed to guide students toward characterizing a question or solving a problem. The key characteristics of each of these domains are described along with aspects of this EDM structure that have been implemented over the past couple of years in the author’s classes and the impact this has had on the students and the author’s teaching.

Details

Decision-Based Learning: An Innovative Pedagogy that Unpacks Expert Knowledge for the Novice Learner
Type: Book
ISBN: 978-1-80043-203-1

Keywords

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Book part
Publication date: 16 September 2021

Stephan Taeger

This chapter is a narrative account of the implementation of decision-based learning (DBL) in an introductory religion course for the purpose of helping students acquire…

Abstract

This chapter is a narrative account of the implementation of decision-based learning (DBL) in an introductory religion course for the purpose of helping students acquire conditional knowledge of a scriptural text. Descriptions are offered of the instructional decisions for redesigning a portion of the course and developing an expert decision model. The narrative covers multiple semesters describing the use of PowerPoint as the primary tool for DBL and then software designed specifically for DBL. Examples of DBL assessments and assignments are also included. A simple student survey consisting of scaled and open-ended questions was administered to students to gather feedback. Finally, further possibilities for implementation and research are discussed.

Details

Decision-Based Learning: An Innovative Pedagogy that Unpacks Expert Knowledge for the Novice Learner
Type: Book
ISBN: 978-1-80043-203-1

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Article
Publication date: 3 June 2021

Nikolaos Goumagias, Jason Whalley, Ozge Dilaver and James Cunningham

This paper aims to study the evolution of definitions of internet of things (IoT) through time, critically assess the knowledge these definitions contain and facilitate…

Abstract

Purpose

This paper aims to study the evolution of definitions of internet of things (IoT) through time, critically assess the knowledge these definitions contain and facilitate sensemaking by providing those unfamiliar with IoT with a theoretical definition and an extended framework.

Design/methodology/approach

164 articles published between 2005 and 2019 are collected using snowball sampling. Further, 100 unique definitions are identified in the sample. Definitions are examined using content analysis and applying a theoretical framework of five knowledge dimensions.

Findings

In declarative/relational dimensions of knowledge, increasing levels of agreement are observed in the sample. Sources of tautological reasoning are identified. In conditional and causal dimensions, definitions of IoT remain underdeveloped. In the former, potential limitations of IoT related to resource scarcity, privacy and security are overlooked. In the latter, three main loci of agreement are identified.

Research limitations/implications

This study does not cover all published definitions of IoT. Some narratives may be omitted by our selection criteria and process.

Practical implications

This study supports sensemaking of IoT. Main loci of agreement in definitions of IoT are identified. Avenues for further clarification and consensus are explored. A new framework that can facilitate further investigation and agreement is introduced.

Originality/value

This is, to the authors’ knowledge, the first study that examines the historical evolution of definitions of IoT vis-à-vis its technological features. This study introduces an updated framework to critically assess and compare definitions, identify ambiguities and resolve conflicts among different interpretations. The framework can be used to compare past and future definitions and help actors unfamiliar with IoT to make sense of it in a way to reduce adoption costs. It can also support researchers in studying early discussions of IoT.

Details

Internet Research, vol. 31 no. 5
Type: Research Article
ISSN: 1066-2243

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Article
Publication date: 25 January 2019

Ferran Vendrell-Herrero, Christian K. Darko and Pervez Ghauri

This study aims to investigate the importance of relational and conditional knowledge by assessing how service and signaling competences affect manufacturing firms…

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Abstract

Purpose

This study aims to investigate the importance of relational and conditional knowledge by assessing how service and signaling competences affect manufacturing firms’ productivity. These relationships are explored in the context of Africa, where, paradoxically, firms selling abroad must satisfy different market demands than firms that serve only domestic markets.

Design/methodology/approach

The authors draw on the World Bank Enterprise Survey to perform a cross-sectional analysis of 4,683 manufacturing firms. These surveys cover the period 2009-2017 and 35 different African countries. The authors define service competence development as co-location with knowledge-intensive business service (KIBS) firms, measured through KIBS density at city level. Signaling is measured through outward-looking competences.

Findings

This paper shows that African exporters differ significantly from their non-exporting counterparts in terms of productivity and competences. External service competence generates productivity gains for exporters but has the opposite effect for non-exporters. Results consistent with previous research also show that signaling competences generate productivity gains, but the effect for firms serving domestic markets is stronger than the effect for exporting firms. The authors use paradoxes of learning to interpret these results.

Research limitations/implications

This study detects nuances of the African context that increase the understanding of knowledge management in emerging markets. The findings would benefit from confirmation in a longitudinal and causal setting.

Practical implications

African exporting firms should establish mechanisms to develop joint knowledge with external partners (know-with) to enhance their competitiveness, whereas African non-exporters should prioritize building knowledge credibility.

Originality/value

The study develops a novel empirical approach to analyzing firm competences in Africa. It also shows that contextualization of existing knowledge management theories matters, opening a research avenue to test further existing theories in emerging economies.

Details

Journal of Knowledge Management, vol. 24 no. 1
Type: Research Article
ISSN: 1367-3270

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Article
Publication date: 30 August 2021

Yasamin Abedini

The present study aimed to present a structural model of the relationships between personality traits, metacognitive awareness, creativity and academic achievement in…

Abstract

Purpose

The present study aimed to present a structural model of the relationships between personality traits, metacognitive awareness, creativity and academic achievement in virtual students.

Design/methodology/approach

The statistical population of the study consisted of all students of the electronic Islamic Azad University in Tehran, where 240 of them were selected as sample group by random sampling method. Research instruments included the short form of the Creative Behavior Inventory (Linger), the Metacognitive Awareness Questionnaire (Schraw and Dennison) and NEO Personality Inventory (McCrae and Costa). Data were analyzed using LISERL software and the path analysis method.

Findings

The findings indicated a mediating role of metacognitive awareness and creativity in the relationship between extraversion, openness to experience and conscientiousness personality traits with academic performance. It was also found that metacognitive awareness has a direct, significant positive effect on creativity.

Originality/value

According to the results of the present study, the level of creativity in virtual students can be developed through training and strengthening meta-cognitive skills. The findings also suggest that meta-cognition and creativity are traits that can have intrinsic and personality roots.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

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Abstract

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Accelerating Change in Schools: Leading Rapid, Successful, and Complex Change Initiatives
Type: Book
ISBN: 978-1-78635-502-7

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Abstract

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Extreme Teaming
Type: Book
ISBN: 978-1-78635-449-5

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Book part
Publication date: 16 September 2021

Abstract

Details

Decision-Based Learning: An Innovative Pedagogy that Unpacks Expert Knowledge for the Novice Learner
Type: Book
ISBN: 978-1-80043-203-1

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