This paper proposes a paradigm for managing the dynamic aspects of organizational knowledge creating processes. Its central theme is that organizational knowledge is created through a continuous dialogue between tacit and explicit knowledge. The nature of this dialogue is examined and four patterns of interaction involving tacit and explicit knowledge are identified. It is argued that while new knowledge is developed by individuals, organizations play a critical role in articulating and amplifying that knowledge. A theoretical framework is developed which provides an analytical perspective on the constituent dimensions of knowledge creation. This framework is then applied in two operational models for facilitating the dynamic creation of appropriate organizational knowledge.

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A Dynamic Theory of Organizational Knowledge Creation

The psychology of interpersonal relations , The psychology of interpersonal relations , کتابخانه دیجیتال و فن آوری اطلاعات دانشگاه امام صادق(ع)

The psychology of interpersonal relations

New developments in the science of learning science of learning overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction and commnity effective teaching - examples in history, mathematics and science teacher learning technology to support learning conclusions from new developments in the science of learning.

How people learn: Brain, mind, experience, and school.

Determining optical flow

Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman’s formulation of ‘‘pedagogical content knowledge’’ and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.

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Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge

Contents: Preface. Introduction. Part I: The Environment To Be Perceived.The Animal And The Environment. Medium, Substances, Surfaces. The Meaningful Environment. Part II: The Information For Visual Perception.The Relationship Between Stimulation And Stimulus Information. The Ambient Optic Array. Events And The Information For Perceiving Events. The Optical Information For Self-Perception. The Theory Of Affordances. Part III: Visual Perception.Experimental Evidence For Direct Perception: Persisting Layout. Experiments On The Perception Of Motion In The World And Movement Of The Self. The Discovery Of The Occluding Edge And Its Implications For Perception. Looking With The Head And Eyes. Locomotion And Manipulation. The Theory Of Information Pickup And Its Consequences. Part IV: Depiction.Pictures And Visual Awareness. Motion Pictures And Visual Awareness. Conclusion. Appendixes: The Principal Terms Used in Ecological Optics. The Concept of Invariants in Ecological Optics.

The Ecological Approach to Visual Perception

The senses considered as perceptual systems

The perception of the visual world

The theory of affordances

ed by solid geometry (slant, curvature, edge, corner) did not seem any more complex to introspection than the solely visible features of things abstracted by plane geometry (triangle, square, circle). A new set of shapes has now been devised for the study of object-perception by active touch. They consist of ten solid sculptures, or free-forms, made of plastic, the surfaces being curved, with no planes, edges, or corners. They are intended to be felt with two hands (and are called "feelies"). Approximately one-half of each surface (the "rear") is convex; the other half (the "front") consists of six convexities with intermediate saddles or concavities. In general, there are five protuberances around a central protuberance, but no object is symmetrical, either radially or bilaterally. They cannot, therefore, be distinguished from one another by counting. Each is readily discriminated from every other by vision of the "front" surface. They are also mutually distinguishable by feeling, although with some error and hesitation for an unpracticed observer. Replicas of the ten objects are available, made from the same molds. It is therefore possible to present one object to the hands and the same or a different object to the eyes simultaneously. Preliminary results indicate that the cross-modal matching of these novel preceptions is possible even for a naive observer, and that practice can bring about errorless judgments in all observers so far tested. Passivity and activity in touch and vision. In passive touch the individual makes no voluntary movements. Similarly, in passive vision he makes no eye movements, which means that he must voluntarily fixate his eyes on a point specified by the experimenter. Neither state is natural to an individual. In a tactual situation, the observer will explore with his fingers unless prevented and, in a visual situation, he will explore the focussable light, fixating, accommodating, converging and pursuing. Both senses are normally active. The passive stimulation of the skin or the retina is necessary for the study of the receptorcells in the skin or the retina, but the experiences resulting are atypical. In active touching and looking the observer reports experiences of a quite different order. They correspond to

James J. Gibson

Papers

The Ecological Approach to Visual Perception

The senses considered as perceptual systems

The perception of the visual world

The theory of affordances

Observations on active touch.