Knowledge building

The Assessment and Teaching of 21st Century Skills project was created by Cisco, Intel and Microsoft and launched at the Learning and Technology World Forum 2009 in London. During 2009, the project operated with five Working Groups, each of which produced a White Paper. These papers will be fully edited into a volume that will be published electronically on the project website (www.atc21s.org). Print publication is also being considered.

Despite the worldwide Global Hand Washing Day campaign, which targets school children as the most effective agents for behaviour change, there is limited documentation in various school settings. The purpose of the study was to assess the factors associated with hand washing practices among secondary school students in Ndorwa East Constituency in the Kabale district. The study used both quantitative and qualitative methods to collect data from a sample of 291 students from five schools. Results: Of the 291 respondents enrolled, 219(77%) washed their hands after the rest room. Factors associated with a higher likelihood of hand washing practice among secondary school students in

Abstract. In this paper we explore how students talk and reason when they were exposed to a set of categories taken from scientific discourse. The scientific categories are built into a web-based discussion forum (Fle) as part of a pedagogical and technological design. The scientific categories are based on the concepts of the progressive inquiry model for knowledge building. Socio-cultural theory with a focus on concepts like categories and prompting is our theoretical framework. In the DoCTA NSS project we have used the ...

Recent literature emphasizes the importance of viewing teachers as agents in knowledge-building practice. This study aimed to develop preservice language teachers' epistemic agency in creating their language teaching resources through a double stimulation design using video-based learning modules. The study was conducted in a secondary language teacher education program in an Australian university. The first phase of the design presented a problem in language teaching, such as how to create resources for teaching Chinese characters, as the first stimulus. The second stimuli included a short video-clip containing an experienced teachers' teaching demonstration as a resolution to the problem , group discussions, and discussion worksheets, which supported the participants to develop their own resolution to the problem in their lesson plans for teaching Chinese. The data included an initial survey results, audio-recorded group discussions, discussion worksheets, and assignment analysis. Based on the conflict of motives revealed in the initial survey, the dialogic analysis of the group discussion and content analysis of the assignment revealed the development of their epistemic agency in forming and transforming the object of learning. The findings revealed that the double stimulation design and collaborative discussions enhanced preservice teachers' epistemic agency in creating new ideas and language teaching resources. Crown

Writers benefit from speaking about their writing while engaging in collaborative writing processes. As they organize the task, plan the content, and articulate their views about the audience, purpose and form of their text, they jointly construct knowledge about the writing process. Such knowledge building implies metacognitive and metalinguistic awareness implicit in what is being said, assumed and declared, but

The purpose of this chapter is to examine an elementary-school teacher‟s practices of supporting collaborative inquiry. Instead of portraying the classroom teacher either as a transmitter of knowledge or facilitator of learning, it appears essential to understand in details the diversity of roles that a teacher may enact and consider appropriate within the varying day-to day activities in a classroom. We argue that the teacher has a crucial role in leading students into collaborative inquiry learning practices; the role of teacher guidance has, however, often remained unexplained. Even when the pedagogical setting is organized towards collaboration and student-driven inquiry, it does not mean that students will, as a matter of course, collaborate and take collective responsibility for their own learning. Deliberate guiding efforts of teacher oriented toward
rooting and cultivating corresponding classroom practices are needed. Getting teachers better involved in designing their own inquiry-oriented curriculum would better capitalize on their
creative potential as well as facilitate deeper engagement in developing their own teaching and pedagogy

This discusses whether robust knowledge can only be a consequence of both consensus and disagreement - or whether only one of them is sufficient for knowledge to be considered "robust" in nature.

The essay discusses the background of knowledge building and acceptance in society.

Āyurveda treat all conditions of diseases by interrupting the disease pathology from its root. The major concept of ayurveda revolves around the tridosa theory. Doṣa holds the functional and pathological units of all living beings. Even in cases due to external causes the predominance of doṣa are counted for diagnosis as well as treatment. As per Āyurveda , Poisoning conditions are considered under the diseases caused by external causes. Agad tantra one of the eight branches of āyurveda covers various types of envenomation. The poisoning due to contact or bite by spider is considered as with bad prognosis due to its extent of severity and annual phenomena. Most of the times, signs and symptoms of spider poisoning has got a better resemblance with Herpes zoster and often mistreated resulting in recurrence of disease in future. Āyurveda has got a far better advancement in the field of toxicology particularly in spider poisoning many research works has also been conducted. The current paper is a humble attempt to share the Āyurvedic knowledge of concept of spider poisoning and its diagnostic ways to identify the foresaid condition.

Este volume da Série Compartilhando Saberes se dedica ao tema da modelagem de sistemas complexos e processos industriais. Modelos computacionais de estudos empíricos e teóricos são apresentados pelos autores, representando uma importante metodologia para a análise e a compreensão de problemas reais nas organizações.

In the last several decades many of the world's most developed countries have shifted from an industrial economy to a knowledge economy, one based on the creation of knowledge, information, and innovation. Educational researchers have paid very little scholarly attention to this economic shift, although it has substantial implications. After all, educational historians have repeatedly shown how today's schools were designed in the first half of the 20th century to meet the economic needs of the industrial economy; if that economy is a thing of the past, then many features of contemporary schools may become obsolete. In today's knowledge society, creativity always occurs in complex collaborative and organizational settings. Teams and organizations innovate using open-ended, improvisational group processes. I argue that education should be structured around disciplined improvisation, and I advocate the use of situated, collaborative knowledge-building activities. I argue that creative collaboration in classrooms aligns with the social nature of innovation in today's economy.

Education is a necessity in the form of Individuals that eventually happens to a generation that will develop a great Civilization. A Civilization that is developing is closely linked to the current environment of Technology in the 21st century. Islamic education contributes to the building of character and personality so that individuals within the civilization can build a great civilization without ignoring the challenges that must be faced in the 21st Century. The Industrial Revolution 4.0 (IR 4.0) was present to assist in providing various options for the use of media and electronic technology tools to facilitate communication such as in the field of education in the face of the current Covid19 outbreak. Thus, this conceptual paper using qualitative methodology based on scientific references and libraries, will shed light on the elusive forms of Islamic education in interacting with the electronic media to meet the challenges of the 21st century and their impact on the construction of Civilization.

This study examined students' views of collaboration and learning, and investigated how these predict students' online participation in a computer-supported learning environment. The participants were 521 secondary school students in Hong Kong, who took part in online collaborative inquiry conducted using Knowledge ForumÔ. We developed a questionnaire to assess the students' views of their collaboration aligned with the knowledge-building perspective. We also administered the Learning Process Questionnaire to examine their preferred approaches to learning. The students' online participation in Knowledge Forum was examined using the Analytic Toolkit software. Analyses indicated that students who viewed their collaboration as more aligned with collaborative knowledge building were more likely to employ a deep approach to learning. A structural equation model indicated that the students' views of collaboration exerted a direct effect on online participation in Knowledge Forum and mediated the effects of deep approaches on forum participation. Implications of examining students' views of collaboration for productive online participation are discussed.

Worldwide, policy makers are placing increasing demands on schools to use effective, research-based practices. In New Zealand a collaborative knowledge building strategy The Iterative Best Evidence Synthesis Programme has been implemented at policy level. This paper outlines the findings from the mathematics Best Evidence Synthesis focused on identifying characteristics of pedagogical approaches that facilitate learning for diverse learners in the school sectors. In examining the links between pedagogical practices and a range of social and academic student outcomes we draw on the histories, cultures, language and practices for the New Zealand context and comparable international contexts. Our synthesis reinforces the complexity of teaching, suggesting that effective teaching occasions learning within a complex nested system involving communities, schools and classrooms.

This paper investigates the concept of online learning community (OLC) to address the issues of teacher professional development practice in twenty-first-century Indonesia. Teachers in Indonesia are trained in a ‘conventional way’, hence, not ready to prepare the younger generations for entrance into the twenty-first-century complex life and work environment. The pedagogical transformation of a teacher can be facilitated through teacher professional development. Recent studies show that OLC holds great promise in improving teachers’ professional practice. This paper presents key results of the introduction and trialling of OLC with Indonesian teachers and teacher educators between 2009 and 2010 and aims to explore the feasibility of this model to support professional development of teachers in this era. The social learning interactions among community members were examined using Scardamalia’s Twelve Socio-Cognitive Determinants of Knowledge Building and Hoftsede’s Cultural Dimension Review for Indonesia.Karya ilmiah ini mengangkat topik mengenai penggunaan penggunaan komunitas pembelajaran online untuk meningkatkan kemampuan professionalisme pendidik Indonesia di abad 21. Seorang pendidik di abad ini tidak hanya diharapkan bisa mengajar mata pelajaran tertentu saja, tetapi juga harus bisa memberikan bekal kepada generasi muda untuk memasuki era kehidupan yang lebih kompleks. Sayangnya, banyak pendidik yang tidak siap untuk menyesuaikan diri dengan tantangan jaman ini karena mereka sudah terbiasa dengan pola pikir yang lama yang dibentuk dari system pendidikan yang tradisional. Perubahan pola mengajar guru sebenarnya bisa dilakukan melalui pendidikan profesional guru, tetapi pada prakteknya pendidikan guru yang ada saat inipun masih mengikuti sistem yang tradisional. Beberapa riset yang yang terakhir menunjukkan bahwa konsep komunitas pembelajaran online (OLC) cukup menjanjikan sebagai sarana untuk mendukung proses pengembangan profesional guru masa sekarang. Dalam riset yang dilakukan oleh peneliti, konsep ini diujicobakan dengan para pendidik di Indonesia sejak tahun 2009. Dalam kajian ini, peneliti menggunakan teori Knowledge Building yang dikembangkan oleh Scardamalia dan Cultural Dimension dari Hofstede untuk meneliti proses pembelajaran bersama dan interaksi sosial yang terjadi di dalam komunitas pembelajaran online ini.

An organization uses information strategically in three areas: to make sense of change in its environment; to create new knowledge for innovation; and to make decisions about courses of action. These apparently distinct processes are in fact complementary pieces of a larger canvas, and the information behaviors analyzed in each approach interweave into a richer explanation of information use in organizations. Through sensemaking, people in an organization give meaning to the events and actions of the organization. Through knowledge creation, the insights of individuals are converted into knowledge that can be used to design new products or improve performance. Finally, in decision making, understanding and knowledge are focused on the selection of and commitment to an appropriate course of action. By holistically managing its sensemaking, knowledge building and decision-making processes, the Knowing Organization will have the necessary understanding and knowledge to act wisely and decisively.

The present article describes activities undertaken in the virtual world called ''Euroland'' to promote collaborative knowledge building, using a variety of communication formats. The communication formats available in Euroland are text-based via a chat (synchronous) and a discussion forum (asynchronous); and visual in the form of virtual objects, pictures, and photos. Euroland has been designed, implemented, and evaluated by a Dutch-Italian community composed of students, teachers, and researchers performing educational, cross-cultural, and interdisciplinary tasks. The relevant theoretical perspectives concerning collaborative knowledge building, visualization within a three-dimensional environment, and the community of learners and the community of practices models are also reviewed. A qualitative evaluation of the activities performed in Euroland is then undertaken. It is concluded that the activities involving different communication formats within a virtual world are only appreciated and used when the community of users reaches a particular level of awareness with regard to the technical and cognitive functions of each format. When integrated, the communication formats are found to have a reciprocal influence on each other. The community is able to generate new activities not planned in advance, depending upon the specific situation, which gets defined during the interaction between the various participants in Euroland.

The two separate projects described have examined how teachers exploit computer-based technologies in supporting learning of science at secondary level. This paper examines how pedagogical approaches associated with these technological tools are adapted to both the cognitive and structuring resources available in the classroom setting. Four teachers participated in the first study, undertaken as part of the InterActive Education project in Bristol; all of them used multimedia simulations in their lessons. The second study presented was part of the wider SET-IT project in Cambridge; 11 teachers in eight schools were observed using multimedia simulations, data logging tools and interactive whiteboards. Teachers were interviewed in all cases to elicit their pedagogical thinking about their classroom use of ICT.

This research, conducted by the author when a Senior Researcher at Newcastle University, UK, was funded by a UK governance organisation to help them assess, integrate and improve their understanding of the governed population.

ABSTRACT: Governance organisations have been urged to develop more holistic evidence-based approaches with partners to better deal with issues affecting the governed population. This presupposes an understanding of the population, yet there has been little research work addressing how governance organisations come to understand their governed population, nor how this understanding can be improved upon within such organisations.

This case study examined in-depth how understanding of a governed population was developed within one UK local governance organisation and it explored how such understanding might be developed and improved through more holistic and evidence-based organisational learning within the organisation and its governance partnerships.

The research methodology involved placement within the governance organisation, participant observations on several projects and innovative initiatives, observations within, across, and outside the organisation, and also interviews with varied key stakeholders.

The study examined:

- stakeholder engagement and networks
- current and varied understandings of the population
- mechanisms actually used for developing understandings
- the influence of context on organisational learning

and analysed these to arrive at a recommendations to improve organisational understanding of the governed population.

In the case studied, significant strengths were found: including innovative past learning trials for development, extensive ongoing networking activities, and many varied and accumulating quantitative datasets available across partnerships.

However, entrenched organisational approaches and practices constrained the development of holistic evidence-based understanding, for instance: the absence of systematic maintained collective learning processes; weak recording and forgetting of understandings; methodological exclusion of stakeholders from the development of understanding; the relative neglect of qualitative data, explanations, investigations, interpretations, and reflexivity; and also implicit organisational acceptance of such limitations and low aspirations.

Nonetheless, untapped opportunities existed to enable change including: latent practitioner knowledge and innovative management champions, the desire for improvement and raised aspirations within learning networks, and the development potential of alterative learning approaches.

It was concluded that more holistic evidence-based understanding was possible, but required new learning approaches beyond those then in use in both local government or academia.   

Recommendations are made to utilise and develop improved organisational learning approaches trialed and reported in the case study.

It is argued that the case study findings, conclusions, and recommendations may be applicable to other similar local governance organisations and partnerships that seek to better understand local populations, services and interventions.

The work was also submitted for, and awarded, an MPhil (at Newcastle University, supervised by Prof. Patsy Healy)

Many educators in higher education are now delivering their courses online. For some however this move was initially a reluctant one as it was difficult to perceive how their face-to-face classes could be successfully transported into the online medium. This paper describes the journey of one academic who took on the challenge of developing a knowledge building online distance education community. It describes the model used to guide this process and reports on the interaction that occurred. The challenges and surprises are described.

All praise is due to Allah Almighty, the Lord of the world, and may the salawat and Salam be upon His beloved Final Messenger Prophet Muhammad (ﷺ) and His Noble Family.
This book is based on the teaching of the Quran and Hadiths, Including the Aulia Allah Teaching methods.
Whatever is mentioned in this book is our practicing daily and we are having the spiritual state by the methods.
This book teaches simple, efficient ways to reach a high spiritual level, according to the Quran, Hadiths, Aulia Allah and Islamic Scholar advice.
Our Prophet Muhammad (ﷺ) before the age of 40 years, used to do Mediation the mountain of Noor called (Jabel Noor). Nowadays Muslims are not aware of that so a failure of spiritual level self-control and weak enthusiasm of daily life

It is now recognised that many firms are “born global’ and initiate international business from inception or shortly thereafter. They have been influenced by both globalisation and the impact of new ICT technologies. This paper examines the role of the Internet in the internationalisation of a cross national sample of small entrepreneurial firms from Canada, Ireland, Australia and New Zealand. The findings are presented, including the role of the Internet in marketing, distribution, business processes and market intelligence and competitor analysis. The role of the Internet as a knowledge building tool is discussed, and areas for future research are presented.

Este trabajo esta hecho para la materia del Laboratorio de Solidos Deformables 2 del programa de la Universidad Autónoma de Zacatecas, con la asesoría del Dr Eduardo Daniel Jareño Betancourt, profesor e investigador de la institución. En este documento se toma en cuenta únicamente detalles de diseño a partir de los momentos flectores y los esfuerzos por carga transversal, de manera isostática. no se considera la traslación de la grúa puente sobre las vigas carrileras. Se espera continuar con el trabajo para tener una referencia más acertada sobre el diseño en sí

Many educators in higher education are now delivering their courses online. For some however this move was initially a reluctant one as it was difficult to perceive how their face-to-face classes could be successfully transported into the online medium. This paper describes the journey of one academic who took on the challenge ofdeveloping a knowledge building online distance education community. It describes the model used to guide this process and reports on the interaction that occurred. The challenges and sUlprises are described.

There are a multitude of concepts and techniques that could be important for teachers to learn during their initial teacher education (ITE), but indiscriminately including all of them would result in an overcrowded and fragmented curriculum. Given the limited time for ITE, rational knowledge selection choices must be made if coherent programmes are to be offered to prospective teachers. This paper explores the approaches taken to addressing the critical challenges facing education in South Africa and the principles from knowledge selection that arise from these approaches. Different conceptions about how best to address these challenges offer directed priorities to guide knowledge selection decisions for ITE curricula. Examples of knowledge selection principles that variously promote conceptual or contextual coherence are presented and analysed, and tradeoffs associated with each one are
considered. Although some recontextualising principles are mutually incompatiable, others have the potential to coexist. In a four-year qualification, where sequencing choices can be made, there exists the possibility of introducing different principles at different times without unduly compromising internal coherence. A challenge for those who design ITE curricula is to design conceptually coherent and/or contextually responsive curricula fully aware of the affordances and limitations offered by different recontextualising principles.

The purpose of the present article is to examine the role of learning communities in the classroom, from psychological and educational perspectives. Four perspectives on learning communities are examined: Ann L. Brown’s distributed-expertise communities, Bereiter’s knowledge-building communities, Lave and Wegner’s communities of practice, and Engeström’s expansive learning communities. It is argued that the educational value of such approaches depends on engaging students in a) pursuit of complex problems, b) sharing of and creating of knowledge, c) breaking boundaries between educational and other communities, and d) promoting the development of students’ agency.

Staircases are a frequent cause of accidents, which has led to a great deal of research into their design. All architects and interior designers should know the relevant Building Regulations they work under and try to be updated with the latest scientific research. In the design of staircases, there are two essential considerations: comfort and safety. They are interconnected but not quite the same. Comfort aims to provide a staircase for users, which is as easy as possible to walk up or down. Dimensions also do play a part in safety as the poor staircases dimensioning contributes to accidents.

Researchers try to find answers to questions arising from Industry 4.0 era through various theories. Knowledge management is one of the valuable and useful concepts. The aim of the paper is to analyze the application of selected principles of knowledge management in companies operating in Slovakia. Our results based on the questionnaire survey show that companies apply mainly the technocratic and behavioural school principles, but it is necessary to balance applying principles of these two schools. As a part of the economic school, companies can create solutions that could be applied in other companies. However, they do not make enough economic benefits from them (e. g. from patents).

Design studies provide evidence for the effectiveness of specific supports for learning in technology-enhanced environments, and suggest guidelines for the design and use of such features. The Design Principles Database is a public collaborative knowledge building tool that helps capture and synthesize this knowledge using "design principles" as a basic construct. In this chapter we highlight eight pragmatic design principles

In a previous short presentation of the ESKU model, a 4-level structure of knowledge is proposed: Logic, Mathematics, Science and Technology. This paper formally presents the proposal, describes it in detail and discusses the different relationships and differences between the four levels. Some consequences of it are also explored.

India is a diverse country with diverse languages in different regions. People from different regions have different mother tongues. However, for education, English is a language that is preferred over others mainly to ensure that students do not face any problem in their professional life. Although for primary education, local languages are still preferred, however; in higher education, English has become the most important learning language (Mohanty, 2017). The recent trends in the increase of English medium schools in India show the fact that parents of the country are giving increasing importance on making their children get well skilled in English to get better jobs in future. English medium schools have not only built-in urban areas, in recent years, these schools are also being built in rural areas as well.

Knowledge management is a developing sector that has received lots of consideration and support from the community which is industrial. Knowledge management is a young academic field which has not been built up a systematized and unified framework. This paper reviews the role of knowledge management for students on academic performance by using the structural equation modeling. Through applying knowledge management in the study process can help students to gain better results. As a result, it can be expected to shed light on the relative importance of knowledge management on students' academic performance.