ICT in Education

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ICT in Education

ICT in Education

01 Jan 2003-

TL;DR: This invited paper explores the example of information security, a mode of design that incorporates the assembly of information systems from a wide variety of platform ecosystems that requires more creativity to develop needed functionality from a finite set of available platforms.

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Abstract: Because ‘going digital’ regards using digital technologies to fundamentally change the way things get done, information security is necessarily engaged in going digital. Society and science are going digital. For the sciences, this digitalization process invokes an emerging model of the science of design that incorporates the assembly of information systems from a wide variety of platform ecosystems. According to principles of bounded rationality and bounded creativity, this mode of design requires more creativity to develop needed functionality from a finite set of available platforms. Going digital requires more creativity in designers of all types of information systems. Furthermore, the designers’ goals are changing. The traditional model of information systems is representational: the data in the system represents (reflects) reality. Newer information systems, equipped with 3D printing and robotics actually create reality. Reality represents (reflects) the data in the system. This invited paper explores the example of information security. Designers of security for information systems not only must be more creative, they must design for more goals. The security task is no longer just protecting the digital system, the security task is protecting the products of the digital system. These innovations have particular implications for information systems curricula at university, too.

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The knowledge-creating company

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郁次郎野中

01 Jan 2008

TL;DR: Nonaka and Takeuchi as discussed by the authors argue that there are two types of knowledge: explicit knowledge, contained in manuals and procedures, and tacit knowledge, learned only by experience, and communicated only indirectly, through metaphor and analogy.

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Abstract: How have Japanese companies become world leaders in the automotive and electronics industries, among others? What is the secret of their success? Two leading Japanese business experts, Ikujiro Nonaka and Hirotaka Takeuchi, are the first to tie the success of Japanese companies to their ability to create new knowledge and use it to produce successful products and technologies. In The Knowledge-Creating Company, Nonaka and Takeuchi provide an inside look at how Japanese companies go about creating this new knowledge organizationally. The authors point out that there are two types of knowledge: explicit knowledge, contained in manuals and procedures, and tacit knowledge, learned only by experience, and communicated only indirectly, through metaphor and analogy. U.S. managers focus on explicit knowledge. The Japanese, on the other hand, focus on tacit knowledge. And this, the authors argue, is the key to their success--the Japanese have learned how to transform tacit into explicit knowledge. To explain how this is done--and illuminate Japanese business practices as they do so--the authors range from Greek philosophy to Zen Buddhism, from classical economists to modern management gurus, illustrating the theory of organizational knowledge creation with case studies drawn from such firms as Honda, Canon, Matsushita, NEC, Nissan, 3M, GE, and even the U.S. Marines. For instance, using Matsushita's development of the Home Bakery (the world's first fully automated bread-baking machine for home use), they show how tacit knowledge can be converted to explicit knowledge: when the designers couldn't perfect the dough kneading mechanism, a software programmer apprenticed herself withthe master baker at Osaka International Hotel, gained a tacit understanding of kneading, and then conveyed this information to the engineers. In addition, the authors show that, to create knowledge, the best management style is neither top-down nor bottom-up, but rather what they call "middle-up-down," in which the middle managers form a bridge between the ideals of top management and the chaotic realities of the frontline. As we make the turn into the 21st century, a new society is emerging. Peter Drucker calls it the "knowledge society," one that is drastically different from the "industrial society," and one in which acquiring and applying knowledge will become key competitive factors. Nonaka and Takeuchi go a step further, arguing that creating knowledge will become the key to sustaining a competitive advantage in the future. Because the competitive environment and customer preferences changes constantly, knowledge perishes quickly. With The Knowledge-Creating Company, managers have at their fingertips years of insight from Japanese firms that reveal how to create knowledge continuously, and how to exploit it to make successful new products, services, and systems.

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3,668 citations

Investigating the factors that diminish the barriers to university-industry collaboration

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Johan Bruneel¹, Johan Bruneel², Pablo D'Este¹, Ammon Salter²•Institutions (2)

Polytechnic University of Valencia¹, Imperial College London²

17 Jun 2009

TL;DR: This article explored the influence of different mechanisms in lowering barriers related to the orientation of universities and to the transactions involved in working with university partners, and explored the effects of collaboration experience, breadth of interaction, and inter-organizational trust on lowering different types of barriers.

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Abstract: Although the literature on university–industry links has begun to uncover the reasons for, and types of, collaboration between universities and businesses, it offers relatively little explanation of ways to reduce the barriers in these collaborations. This paper seeks to unpack the nature of the obstacles to collaborations between universities and industry, exploring influence of different mechanisms in lowering barriers related to the orientation of universities and to the transactions involved in working with university partners. Drawing on a large-scale survey and public records, this paper explores the effects of collaboration experience, breadth of interaction, and inter-organizational trust on lowering different types of barriers. The analysis shows that prior experience of collaborative research lowers orientation-related barriers and that greater levels of trust reduce both types of barriers studied. It also indicates that breadth of interaction diminishes the orientation-related, but increases transaction-related barriers. The paper explores the implications of these findings for policies aimed at facilitating university–industry collaboration.

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858 citations

Survey of ICT and Education in Africa

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Glen Farrell and Shafika Isaacs

01 Jan 2007

164 citations

Journal Article•

Technology Integration in Education in Developing Countries: Guidelines to Policy Makers

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Vikashkumar Jhurree

01 Sep 2005-International education journal

TL;DR: In this paper, the authors propose a set of guidelines to policy makers for the successful integration of ICT into the classroom. But, the success of any technology, thus ICT, requires careful planning and depends largely on how well policy makers understand and appreciate the dynamics of such integration.

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Abstract: Technology such as Information and Communication Technology (ICT) is a potent force in driving economic, social, political and educational reforms. Countries, particularly developing ones, cannot afford to stay passive to ICT if they are to compete and strive in the global economy. The health of the economy of any country, poor or rich, developed or developing, depends substantially on the level and quality of the education it provides to its workforce. Education reform is occurring throughout the world and one of the tenets of the reform is the introduction and integration of ICT in the education system. The successful integration of any technology, thus ICT, into the classroom warrants careful planning and depends largely on how well policy makers understand and appreciate the dynamics of such integration. This paper offers a set of guidelines to policy makers for the successful integration of ICT into the classroom.

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148 citations

Journal Article•

Interactive Multimedia Learning: Innovating Classroom Education in a Malaysian University.

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Fui-Theng Leow

01 Apr 2014-Turkish Online Journal of Educational Technology

TL;DR: An Interactive Learning Module (ILM) was developed as the core component in forming the multimedia-mediated student-centred learning environment (MMSLE) to improve the quality of student learning.

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Abstract: This research study was conducted at INTI International University, and aimed at enhancing the quality of classroom learning for University students with three important emphases: Gagne’s instructional model, multimedia, and student-centred learning. An Interactive Learning Module (ILM) was developed as the core component in forming the multimedia-mediated student-centred learning environment (MMSLE) to improve the quality of student learning. The impacts on student learning were investigated through pre-test and post-test, questionnaires, open-ended questions and interview. A significant improvement was found in the test results, and shows that this learning environment has enhanced the students’ learning achievement. Students also show positive attitude change as they became more active and motivated in the learning process. A framework named MMSLE was proposed to provide a guideline for educators in Malaysian Universities to foster education innovations as alternatives to the conventional classroom teaching and learning methodology.

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References

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Book•

Experiential Learning : Experience as the Source of Learning and Development

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David A. Kolb

01 Oct 1983

27,104 citations

"ICT in Education" refers background or methods or result in this paper

...It was introduced as a key technology in 2010 [28]....
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...Kolb defines the learning process as the method whereby “knowledge is created through the transformation of experience” [28] (p....
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...This constant presence of potentially rewarding mediated experiences has prompted consideration of a specific form of anxiety, the fear of missing out (FoMo), or the “pervasive apprehension that others might be having rewarding experiences from which one is absent” [28] (p....
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...Since its introduction it varied between 3rd and 18th place [27,28]....
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...In accordance with previous studies [9,28,33] we refer to this factor as ‘FoMo’ and argue that it is a key determinant of students’ OTMU intentions....
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Book•

A taxonomy for learning, teaching, and assessing : a revision of Bloom's

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Lorin W. Anderson

01 Jan 2014

TL;DR: The Taxonomy of Educational Objectives as discussed by the authors is a taxonomy of educational objectives that is based on the concepts of knowledge, specificity, and problems of objectives, and is used in our taxonomy.

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Abstract: List of Tables and Figures. Preface. Foreword. SECTION I: THE TAXONOMY, EDUCATIONAL OBJECTIVES AND STUDENT LEARNING. 1. Introduction. 2. The Structure, Specificity, and Problems of Objectives. SECTION II: THE REVISED TAXONOMY STRUCTURE. 3. The Taxonomy Table. 4. The Knowledge Dimension. 5. The Cognitive Process Dimension. SECTION III: THE TAXONOMY IN USE. 6. Using the Taxonomy Table. 7. Introduction to the Vignettes. 8. Nutrition Vignette. 9. Macbeth Vignette. 10. Addition Facts Vignette. 11. Parliamentary Acts Vignette. 12. Volcanoes? Here? Vignette. 13. Report Writing Vignette. 14. Addressing Long-standing Problems in Classroom Instruction. APPENDICES. Appendix A: Summary of the Changes from the Original Framework. Appendix B: Condensed Version of the Original Taxonomy of Educational Objectives: Cognitive Domain. References. Credits. Index.

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9,708 citations

Journal Article•DOI•

Review: Knowledge management and knowledge management systems: conceptual foundations and research issues

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Maryam Alavi¹, Dorothy E. Leidner²•Institutions (2)

Emory University¹, Texas Christian University²

01 Mar 2001-Management Information Systems Quarterly

TL;DR: The objective of KMS is to support creation, transfer, and application of knowledge in organizations by promoting a class of information systems, referred to as knowledge management systems.

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Abstract: Knowledge is a broad and abstract notion that has defined epistemological debate in western philosophy since the classical Greek era. In the past few years, however, there has been a growing interest in treating knowledge as a significant organizational resource. Consistent with the interest in organizational knowledge and knowledge management (KM), IS researchers have begun promoting a class of information systems, referred to as knowledge management systems (KMS). The objective of KMS is to support creation, transfer, and application of knowledge in organizations. Knowledge and knowledge management are complex and multi-faceted concepts. Thus, effective development and implementation of KMS requires a foundation in several rich literatures.

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9,531 citations

"ICT in Education" refers background or methods in this paper

...Such changes demand a fundamental rethink of the theoretical basis of information security [1]....
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...He argues, accordingly, that allocation of attention to OTMU is neither endogenous nor exogenous—it occurs as a “deeply sedimented relational strategy” [1] (p....
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...The emerging behavioural pattern, also reported by Aagaard [1], is characterised by planned segments of on-task (work) time punctuated by OTMU sessions....
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...For example if the original item was ‘I enjoy using the Web’ [1], the adapted item would be ‘I enjoy using Khan Academy’....
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...Aagaard offers two interpretations of his findings [1]....
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Journal Article•DOI•

A Revision of Bloom's Taxonomy: An Overview

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David R. Krathwohl

01 Nov 2002-Theory Into Practice

TL;DR: A revision of Bloom's Taxonomy: An Overview is presented in this paper, with a focus on the application of theory into practice in the context of taxonomies in the real world.

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Abstract: (2002). A Revision of Bloom's Taxonomy: An Overview. Theory Into Practice: Vol. 41, Revising Bloom's Taxonomy, pp. 212-218.

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5,550 citations

"ICT in Education" refers background in this paper

...Norms reflect what “people approve and disapprove within the culture” and serve to “motivate action by promising social sanctions for normative or counter normative conduct” [29] (p....
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...Studies are now suggesting an increased imbalance between the supply side (effective graduates) and the demand side (IT graduate employers) for South African IT employment needs, with supply not adequately meeting demands [29]....
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...Bloom’s taxonomy includes a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity namely, cognitive, affective and sensory domains [29]....
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...The six levels, each of which is built on a foundation of the previous level, include remembering (recall previous learned information), understanding (comprehending what facts mean), applying (applying the facts, rules, concepts and ideas), analysing (separating material or concepts into component parts), evaluating (judging the value of information and ideas) and creating (design, combining parts to make a new whole) [22,29]....
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...ME derives its theoretical basis from the Self-Determination Theory which is focused on what motivates an individual to make choices without external influence [29]....
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Journal Article•DOI•

SECI, Ba and Leadership: a Unified Model of Dynamic Knowledge Creation

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Ikujiro Nonaka, Ryoko Toyama, Noboru Konno

01 Feb 2000-Long Range Planning

TL;DR: In this paper, the authors propose a model of knowledge creation consisting of three elements: (i) the SECI process, knowledge creation through the conversion of tacit and explicit knowledge; (ii) "ba", the shared context for knowledge creation; and (iii) knowledge assets, the inputs, outputs and moderators of the knowledge-creating process.

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4,099 citations

"ICT in Education" refers background or methods in this paper

...who found that subjects’ anxiety increased when their devices were present as opposed to out of sight [37]....
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...New knowledge conversion model for education, adapted from [7,37]...
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...According to [6], the characteristics of flow include a loss of self-consciousness, a distortion of time, intense concentration, and a sense of being in control [37]....
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...The process is closely related to learning-by-doing through studying documents or attending training in order to re-experience to some degree what others have previously learned [36,37]....
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...According to [11,37], while IT business alignment has improved globally, there is a strong correlation between the maturity of the alignment and an...
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