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.

/pdf/technological-pedagogical-content-knowledge-a-framework-for-4g4dquqx44.pdf

Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge

On the proper meaning of the term "stimulus".

Studying perceptual phenomena.

Orientation in visual perception; The perception of tip-character in forms.

Retroaction and the Method of Recognition

The classical senses, vision, hearing, touch, taste, and smell, were first conceived as the windows of the soul. Later, and even up to the present, they were conceived as distinct channels by which messages were sent to the brain. Each has an obvious and seemingly isolated organ. The simplicity of this scheme began to break up in the nineteenth century. The list of senses had to be extended. Kinaesthesis was added, but it had to include the sense of position of the body as well as of movement. The equilibrium sense was discovered, its organs being part of the inner “ear” or labyrinth. Temperature and pain were added, or else made subdivisions of the skin sense. Touch itself proved to be complex. The senses were classified by Sherrington as exteroceptive, proprioceptive, and interoceptive, but these classes do not now appear to be mutually exclusive.

James J. Gibson

Papers

On the proper meaning of the term "stimulus".

Studying perceptual phenomena.

Orientation in visual perception; The perception of tip-character in forms.

Retroaction and the Method of Recognition

The Survival Value of Sensory Perception