Knowledge Development Process: Some Models

2012

Today students have borderless access to information on different Internet platforms. Students frequently are not reflecting this information and accept it as common and true without any validation or proof. They are using this information in their daily life naturally and regularly confound of it with knowledge. More or less students have lost the ability to estimate the value of information, because a toolset is missing to handle the given information explosion they are confronted with. A learning platform has to ensure that students are able to reflect the information between other people and themselves. That is why a collaborative toolset is necessary where students can reflect, discuss and cooperate on given information to make their own experience. A learning environment that reflects the former mentioned aspects ensures the ability of the students to internalize information and to gain knowledge. Therefore, the virtual platform has to be a combination of an e-learning platform with its own social network in the different knowledge areas, activated by a collaborative toolset that facilitates learning by doing and learning within a community. This paper therefore suggests a learning platform that directs students to reflect newly gained information and coerce them to exchange views about the topic with other colleges or community members. The approach suggested in this paper has a twofold aim. First, benefits of current social networks shall be combined with classic e-learning components to provide a solid base for a project oriented learning environment. Second, this gained environment is then joined with process modeling tools from the business domain. It is envisioned that this newly suggested combination of methods from the learning and the business domain will guide the students by providing defined structures how to process new information. In further consequence, this will lead to new learning patterns internalized by the students.

Revista brasileira de enfermagem

To analyze the concept of virtual learning object and environment according to Rodgers' evolutionary perspective. Descriptive study with a mixed approach, based on the stages proposed by Rodgers in his concept analysis method. Data collection occurred in August 2015 with the search of dissertations and theses in the Bank of Theses of the Coordination for the Improvement of Higher Education Personnel. Quantitative data were analyzed based on simple descriptive statistics and the concepts through lexicographic analysis with support of the IRAMUTEQ software. The sample was made up of 161 studies. The concept of "virtual learning environment" was presented in 99 (61.5%) studies, whereas the concept of "virtual learning object" was presented in only 15 (9.3%) studies. A virtual learning environment includes several and different types of virtual learning objects in a common pedagogical context. Analisar o conceito de objeto e de ambiente virtual de aprendizagem na...

1999

economic progress in the ICT (Informational and Communicational Technologies) supported world of atypical teaching and learning methods, as well as the learning environments, has been rapidly developing recently. At the same time, students’ roles and their characteristic way of life can mainly be followed by different controlling and assessing systems. The author has brought ICT-based methodic opportunities and technical supports that are inherited in electronic learning environment into focus in this study, considering the solutions employed for the conveying, practising and controlling of new information and knowledge. In the era of educational systems, which seem to be reformed on a daily basis, besides educational and teaching functions, one should pay increasing attention to the results of students and graduates. The reason is that this determines the opportunities they will have to continue their studies or their chances of establishing themselves in a job. The results obtained are naturally not only issue in the learning environment or teaching methods, but they can firmly be influenced by numerous different factors like learning habits, ways of learning, and attitudes.

The possible ways of learning process optimization in higher school by means of up-to-date learning tools which can be implemented into the virtual educational environment are analyzed in the paper. The brief review of the traditional and innovative learning tools is given. It is determined that utilization of Internet-available open learning tools contributes to the formation of professional competence as well as to the improvement of learners/future specialists professional skills. The issue of forthcoming educational technologies advent is considered.

… of Computer Systems and Technologies (e-learning …, 2003

The classification of the virtual education environments (VLE) is based on the functional characteristics, inherent (or not) of the respective environment. In their evolution history there are three distinctive generations of VLEs. Numerous are the examples of platforms displaying characteristics of 1 st or 2 nd generation systems, still, examples of 3 rd generation VLEs are a matter of conditionality. At best we can talk only of 2.5 generation systems. There is not an unambiguous answer of the question what the components of a 3 rd generation virtual education environment are. The paper is an attempt to answer this question. In our view, the three more distinguishing trends in the development of VLE are the resort to cognitive methods, integration with other systems (for management, planning, etc.) and the changes under the influence of new technologies.

Procedia - Social and Behavioral Sciences, 2015

The objective of this research was to study e-learning system in virtual learning environment to develop creative thinking for learners in higher education. This e-learning system was built up from theories, principals and research in educational background and then it was tested with thirty undergraduate students in Social Sciences and Humanities disciplines. The quantitative data was statistically analyzed using mean, standard deviation, and t-test. For the qualitative data they were collected by attitude questionnaire. The improved system was approved by the groups of e-learning system and creative thinking skills experts as detailed in the article. .

In a traditional style, learning always believed to be classroom teaching and face to face educating. But technological development and ICT revolution offered several other possibilities and newer modus of learning. Covering its long way, learning burgeon as virtual from traditional in a pragmatic way. Virtual learning creates a classroom magic and ambience with technological approach. Present paper discusses parturition of virtual learning from traditional learning and their approaches. It also presents quality issues for learning virtually. The paper also discusses software for virtual environment and their selection criteria for customization and implementation.

ISICO 2013, 2013

This paper will discuss the Knowledge Management (KM) process focusing on knowledge acquisition phase and Virtual Reality (VR) technology to utilize it as an alternative KM tools. VR systems offer the knowledge acquisition process through learning by doing or learning by observation. There is a controversy between "virtual" and "real" in the learning process, due knowledge is understood as the process of tracking the truth. From in depth literature study, VR systems are mostly used to support the acquisition of knowledge with learning activity and the knowledge will be rise up effectively. It is argued and proved by previous research regarding 3D virtual learning environment applications. This study found that KM tools using Artificial Intelligent mostly interconnected with VR application in collaborative learning approach.

Proceedings of the 4th international conference conference on Computer systems and technologies e-Learning - CompSysTech '03, 2003

Intensive development of virtual learning environments as well as their propagation raises the question of inventing new learning materials that can be properly situated in this environments. In the paper considers briefly methods for transformation of traditional learning materials into electronic units. Examples have been given for transferring of the lesson "Number Systems" from a computer science textbook into a network of virtual materials. The experiments are carried out in virtual learning environment PeU 1.0.