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This paper aims to report on the design and creation of a knowledge management course aimed at facilitating student creation and use of social interactive learning tools…
This paper aims to report on the design and creation of a knowledge management course aimed at facilitating student creation and use of social interactive learning tools for enhanced learning.
The era of social media and web 2.0 has enabled a bottom‐up collaborative approach and new ways to publish work on the web, promoted by tools such as YouTube video service. In this spirit a knowledge management course was designed aiming to facilitate university students to compose videos on different difficult concepts in the theory part of the course by searching for explanations on the web and by creating a Windows Media Player video focusing on the self‐defined problems. The videos created by the students were published on a wiki (Wetpaint) and the students were encouraged to actively share knowledge and learn from one another by familiarising themselves with the videos of the other students. In order to utilise cognitive and social constructivism, as well as problem‐based learning, the principles of the Jigsaw method were used to enable different students to create videos on different themes.
Based on the authors' experiences it is suggested that curriculum and syllabus planning should be transformed toward a more student‐centred approach. This is the most natural in the context of knowledge management, which emphasizes the meaning of participation and knowledge sharing. The social constructivist learning theory emphasizes the meaning of interaction in successful learning. By publishing videos created by the students themselves, by commenting on videos created by other students and by reading comments expressed by others the approach proved to be beneficial for learning in many ways.
The research limitation lies in the differences of quality, format and sizes of these videos produced and the efforts and time requirements for editing and use.
The present finding and report implies more of these resources could be generated by students in other courses in other study areas encouraging use of these types of resources, engaging students with the curriculum, and encouraging interaction amongst students promoting deeper understanding, more positive learning experiences and the generation of curriculum teaching materials by students for class work, making learning more student focused.
The paper focuses on a unique process that allows the use of social technology by students for the generation of materials for use in learning.
The many speculative writings found in Finnish architect Alvar Aalto's notes show an interesting array of information about the construction of a knowledge society, and…
The many speculative writings found in Finnish architect Alvar Aalto's notes show an interesting array of information about the construction of a knowledge society, and the formation of networks, in which sharing and exchanging new knowledge among different bodies of architectural agencies become possible. These notes reveal insightful remarks, his personal accounts on the Internet and the growing Network Society that could be regarded as pioneering scholarly engagements, which still further stimulate new and profoundly articulated reflections in architectural theory. At the same time, these notes also encourage further scholarly studies on the possible relationships between time and space on philosophical grounds. With respect to his writings, one can summarize Aalto's contribution under three major headings: the future is nestled in the past; often what is sought is located in the unthinkable; and of many, Alvar Aalto will never cease to be new, unexpected and innovative in his design thinking methods and procedures.