Theory. Knowledge production.

COMPLEX exam

Alexandra Chudinova PhD. ELTE University

1

Characteristics and acquisition of knowledge Knowledge

is what i know

Information

is what WE know

dynamic depend on individual tacit analogue must be re-create face-to-face mainly meaning has to be personally assigned

Foskett, 1997

static independent of the individual explicit digital easy to duplicate easy to broadcast no intrinsic meaning

1

declarative procedural causal relational knowledge

human social structured

Zack (1999)

Delong (2000)

substantive entrepreneurial

individual social pragmatic

Aguayo (2004)

Common

Embodied, encoded, procedural (repetitive, stepwise), versus episodic and semantic knowledge.

1

Knowledge

Contextual, can be re-used The values are diverse Renewed and maintained Difficult to transfer, capture, distribute Developed through learning process Depends on memory, past experience, expertise, knowledge transfer Enable higher learning Enhance with IT and AI

1

Construction of the knowledge Knowledge

Skills

Competences

K

capacity --------> opportunity to learn

S

ability, mental and physical qualities to acquire

C

education --------> job requirements gap

know-how know-that

1

Knowledge acquisition

Method of learning (Aristotle, “Organon�)

Abstraction, induction, conception Behaviorism, schema theory, social perspective theory, connectionism, situated cognition mind-centered view consciousness, self-awareness, self-reflection

Concepts of knowledge Common Sense

Heuristics

ability to sense judge ]perceive situations

years of experience

Fact

Intelligence

an element of truth subject matter, domain

the capacity to acquire

“Process where individuals mutually exchange their implicit (tacit) and expicit knowledge to create new knowledge” Van Den Hooff, De Ridder supply of new knowledge the demand for new knowledge knowledge donating, as communicating one’s personal intellectual capital to others (De Vrie) knowledge collecting, as consulting others to get them to share their intellectual capital (Wabwezi)

Knowledge sharing improves individual and organization perfomance and innovativeness (Haas, Hansen) Knowledge is separated on formal and informal knowledge sharing (Wabwezi) Knowledge sharing works an organization and individual levels (Obembe) Knowledge sharing affects tacit knowledge and all steps of the knowledge creating process (Wabwezi)

3

Historical evolution of the concept of knowledge Learners construct their own knowledge 4th century BC - ‘ Greek schole’, leisure

Donald, 1997

educational technology modificate knowledge > writing boards (Romans), clay tablets (middle east), strips of bark from trees (Indonesia) 1977-1983 knowledge transformation 1983-1988 international learning and cognition 1989 data, information, and knowledge (Boisot, Choo, 1998, Davenport and Prusak, 1998, Nonaka and Takeuchi).

Computer revolution, Digital Revolution, Information revolution, Information society, Knowledge economy, Knowledge society, Knowledge market, knowledge organization

3

Technological Pedagogical Content Knowledge (TPACK) Technological Pedagogical Content Knowledge (TRACK) Technological Pedagogical Knowledge (TPK)

technological knowledge (TK)

pedagogical knowledge (PK)

content knowledge (CK)

Pedagogical Content Knowledge (PCK)

Technological Content Knowledge (TCK)

4

OECD’s concept of PISA literacy Programme for International Student Assessment (PISA) Policy orientation, which connects data on student learning outcomes with data on students’ characteristics and on key factors shaping their learning inside and outside school in order to draw attention to differences in performance patterns and to identify the characteristics of schools and education systems that have high performance standards.

Innovative “literacy” concept, which is concerned with the capacity of students to apply knowledge and skills in key subject areas and to analyse, reason and communicate effectively as they pose, solve and interpret problems in a variety of situations.

5

4

Relevance to lifelong learning, which does not limit PISA to assessing students’ curricular and cross-curricular competencies, but also asks them to report on their own motivation to learn, their beliefs about hemselves and their learning strategies.

Regularity, which enables countries to monitor their progress in meeting key learning objectives.

Breadth of geographical coverage and collaborative nature, which in PISA 2012 encompasses the 34 OECD member countries and over 30 partner countries and economies.

5

4

To develop the system Development of a working definition for the assessment domain and description of the assumptions that underlie that definition.

Evaluation of how to organise the tasks constructed in order to report to policy makers and researchers on student achievement in the domain, and identification of key characteristics that should be taken into account when constructing assessment tasks for international use.

Operationalisation of key characteristics used in test construction, with definitions based on existing literature and experience in conducting other large-scale assessments.

Validation of the variables and assessment of the contribution they each make to understanding task difficulty across the participating countries.

Preparation of an interpretative scheme for the results.

5

5

The elements of knowledge, networks, schemes Relationships between

individuals, groups collectives, organizations

products services information emotions interconnections personnel-organizational technical-organizational long-term

6

5

networking + knowledge management management comprises an holistic view of knowledge management takes an holistic view on where (how) knowledge is being created and transferred Improving the information Intranet-based yellow pages knowledge maps information Warehouses Working -- learning -- innovation complement

6

5

Intentional knowledge network built up from scratch, Emergent knowledge network to be cultivated in order to become high-performing SOCIAL NETWORK > information- and communication technology individuals, groups, organizations form, content, intensity

Management Systems Organizational Structure Corporate Culture

5

Knowledge Spiral Epistemological dimension Explicit

Internalization Combination Externalization Socialisation

Tacit Individual Group Organisation Inter-Organization

Ontological dimension

To share, convey knowledge (personal, common) and experience Transformation processes, implicit to explicit To combine different fields of explicit knowledge To comprise the conversion of organization-wide

6

The evolution of concepts and of the system of concepts source concepts concrete, referential, propositional lexical sense moral values, perspectives, attitudes and beliefs conceptual domains > target domains target concept generate synonymy and polysemy knowledge representation and information retrieval epistemic senses and abstract concepts propositional, textual, expressive developmental path, concrete referential meanings

7

6

principles, motivation, mechanisms regularity, motivation for semantic change subjectivity layering, divergence, persistence principle of regularity allows for the semantic relations to be non-arbitrary and systematic the evolution of the concept network are closely intertwined with discourse-pragmatic contexts accordingly socio-cognitive force The characteristic of regularity > good potential for knowledge representation schemes in defining systematic and predictable semantic sense relations of concept networks

7

know-how, understanding, experience, insight, intuition, context context, category, calculation, condensed data

Davenport, Prusak (2000), Thierauf (1999)

data

facts, figures, unstructure, typical manager

knowledge information

7

Information-related knowledge

7

The procedural knowledge It’s related to the imperative knowledge “how” you know to do something Recording, storing, accessing Skill-related knowledge Skills are “the ability to apply knowledge to specific situations” practice, sensory input, output Knowledge is “sensory input: reading, watching, listening, touching”

7

The propositional, information-related knowledge and the procedural, skill-related knowledge “Propositional knowledge is knowledge that some proposition is true� (Moser) knowledge-how, knowledge-who, knowledge-which PK must have justified true belief sustained by the totality of truths

R

eferences Characteristics and acquisition of knowledge Gaines B. (2004). Organizational Knowledge Acquisition. Universities of Calgary and Victoria.

Krrro C. M., Boose J.H. (1989). Selecting knowledge acquisition tools and strategies based on application characteristics. Academic Press Limited Winterton J., Delamare - Le Deist F., Stringfellow E. (2006).

Typology of knowledge, skills and competences: clarification of the concept and prototype.

European Centre for the Development of Vocational Training.

Conceptions of knowledge Crawford S. (1983). The origin and development of concept. Washington University.

European Framework of Visual Competency - papers related to knowledge and skills in the Visual arts and design, International Journal of Education through Art (IJETA), 2019, Vol. 15, Issue 1 Marschale D. G. (2005). Twelve Concepts to Know, Understand and Apply.

National Art Education Association Papineau D. (2006). The Evolution of Knowledge.

R

eferences Historical evolution of the concept of knowledge Cortes-Ramirez E. (2014). Knowledge is Power. Francis Bacon’s Theory of Ideology and Culture.

Universidad de Castilla (La Mancha, Spain.

Fastiggi W. (2006). A BRIEF HISTORY OF EDUCATION (& EDUCATIONAL TECHNOLOGY).

Mašić B., Nešić S., Nikolić D., Dželetović M. (2017). Evolution of knowledge management. Scientific Review.

Scardamalia M., Bereiter C. (2004). A Brief History of Knowledge Building. Une brève histoire de la coélaboration de connaissances.

Stein D., Valters C. (2012). UNDERSTANDING THEORY OF CHANGE IN INTERNATIONAL DEVELOPMENT. Švarc J., Dabić M. (2015). Evolution of the Knowledge Economy: a Historical Perspective with an Application to the Case of Europe. Springer.

Evolution of the Knowledge Economy: a Historical Perspective with an Application to the Case of Europe. Springer.

Tsoukas H., Vladimirou E. (2001). What is organisational knowledge? University of Strathclyde and Athens Laboratory of Business Administration (ALBA). JSRP.

R

eferences OECD’s concept of PISA literacy PISA 2015 Result (2016). OECD. PISA 2012 Assessment and Analytical Framework.

The elements of knowledge, networks, schemes Phelps C., Heidl R., Wadhwa A. (2012). Knowledge, Networks, and Knowledge Networks: A Review and Research Agenda. CResearch Article .

Knowledge, Networks and Nations: Global scientific collaboration in the 21st century. The Royal Society.

Mangaladevi K., Beek W., Kuhn T. (2000). Understanding Knowledge Networks. Department of Computer Science, Vrije Universiteit Amsterdam, Amsterdam, Netherlands Meye J. (2007). Building Sustainability: The New Frontier of Diaspora Knowledge Network.

COMCAD Arbeitspapiere - Working Papers.

Seufert A., Georg von Krogh, Back A. (2014). Towards Knowledge Networking. Journal of Knowledge Management.

R

eferences The evolution of concepts and of the system of concepts Cuervo A., Ribeiro D. Entrepreneurship: Concepts, Theory and Perspective. Introduction.

Universidad Complutense de Madrid, Universitat de Valènci.

Ernst von Glasersfeld (1991). The construction of knowledge.

Hj�rlan B. (2007). Information: Objective or Subjective/Situational. Royal School of Library and Information Science, 6 Birketinger, DK–2300, Copenhagen S, Denmark.

Lagond F. (2014). The evolution of knowledge system. Universitaire Pers Maastricht.

R

R

eferences The propositional, information-related knowledge and the procedural, skill-related knowledge Berge T., Hezewijk R. (1999). Procedural and Declarative Knowledge. Sage Publications..

Dr. Chaim Zin. What is the meaning of data, information and knowledge.

Paul K. Mose. (1986). PROPOSITIONAL KNOWLEDGE. Philosophical Studies: An International Journal for Philosophy in the Analytic Tradition , Vol. 52, No. 1 (Jul., 1987), pp. 91-114 Wang X., Zeng Y., Aurelie Arntzenb A., Kimc K. (Organizational Capability: Skills Related to Organizational Knowlege Studies: An International Journal for Philosophy in the Analytic Tradition.

Transactions of the SDPS: Journal of Integrated Design and Process Science 21 (1).