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

It is argued that the problem of the phenomenal persistence of objects in experience, often called “object permanence,” is actually a problem of the discriminating of persisting from nonpersisting things. A distinction is made between objects that go out of sight and objects that go out of existence, and it is shown that optical information exists to distinguish these two cases. Evidence is provided from a series of motion picture displays to suggest that Os do in fact distinguish them. The various optical transitions are shown to be reversing in the first case, but nonreversing in the second. In particular, the transition that specifies the occlusion of one surface by another is analyzed, together with the inverse of this transition. This study is a sequel to an earlier one of optical transformations.

/pdf/the-change-from-visible-to-invisible-428kmn7rx5.pdf

The change from visible to invisible

The Senses Considered as Perceptual Systems

How do we see the motions of objects in the world around us? The way to go about answering this question is to note the kinds of physical motion that occur in the human environment and then to examine the kinds and variables of optical stimulation that correspondingly occur. The isolation and control of these variables with suitable optical apparatus will make possible an experimental psychophysics of kinetic impressions. The desirability of such a psychophysical approach has been pointed out in an earlier paper (4) and the following proposals modify or make explicit a number of suggestions there made.

Optical motions and transformations as stimuli for visual perception.

For centuries psychologists have been trying to explain how a man or an animal could perceive space. They have thought of space as having three dimensions and the difficulty was how an observer could see the third dimension. For depth, as Bishop Berkeley asserted at the outset of the New Theory of Vision (1709), “is a line endwise to the eye which projects only one point in the fund of the eye.” Space was its dimensions. It was empty save for a collection of objects or bodies. For an observer, the objects were in different directions at various distances and the question was how these distances could be detected. For two hundred and fifty years we have tried to answer this question and failed. The explanations have been controversial, contradictory, and confused.

James J. Gibson

Papers

The change from visible to invisible

The Senses Considered as Perceptual Systems

Optical motions and transformations as stimuli for visual perception.

Events are Perceivable But Time Is Not

Perception as a function of stimulation