Showing papers on "Knowledge building published in 2019"

Developing learning community in online asynchronous college courses: the role of teaching presence

Abstract: This paper builds on the model we have developed for creating quality online learning environments for higher education. In that model we argue that college-level online learning needs to reflect what we know about learning in general, what we understand about learning in higher-education contexts, and our emerging knowledge of learning in largely asynchronous online environments. Components of the model include a focus on learner roles, knowledge building, assessment, community, and various forms of “presence.” In this paper we focus on two components—teaching presence and community—and review the rationale and benefits for an emphasis on community in online learning environments. We argue that learning is social in nature and that online learning environments can be designed to reflect and leverage the social nature of learning. We suggest that previous research points to the critical role that community can play in building and sustaining productive learning and that teaching presence, defined as the core roles of the online instructor, is among the most promising mechanism for developing online learning community. We present a multi-institutional study of 2,036 students across thirty-two different colleges that supports this claim and provides insight into the relationship between online learning community and teaching presence. Factor and regression analysis indicate a significant link between students’ sense of learning community and their recognition of effective instructional design and directed facilitation on the part of their course instructors—and that student gender plays a small role in sense of learning community. We conclude with recommendations for online course design, pedagogy, and future research.

A constructivist method for the analysis of networked cognitive communication and the assessment of collaborative learning and knowledge-building

Abstract: This article presents a discourse analysis method designed to study networked cognitive communication processes in knowledge communities, such as conceptual change, higher order learning and knowledge building. The method is grounded on genetic epistemology and integrates constructivist and socioconstructivist theoretical concepts. The sentence (understood as judgment) is chosen as the unit of analysis, and the application of the method is further explained. In addition, a study of transcripts in an asynchronous networked community of nurses illustrates the method and demonstrates how conceptual change, collaborative learning and knowledge building can be identified. Advantages and limitations of the method are also discussed.

Cursed by Knowledge - Building a Culture of Psychological Safety.

Abstract: Cursed by Knowledge Because physicians often set the cultural tone of the hospital, it’s worth considering barriers to health care professionals’ “psychological safety” for which we’re largely resp...

Fostering design-oriented collective reflection among preservice teachers through principle-based knowledge building activities

Abstract: Teacher's reflective capacity is an important means for teachers' growth in professionalism. This design-based research investigated the effects of knowledge building (KB) principles on pre-service teachers' reflective capacity in two intervention cycles. Particularly, the two principles of “community knowledge, collective responsibility” and “symmetric knowledge advancement” were highlighted. Participants include 25 pre-service teachers who practiced their micro-teaching during two intervention cycles. Data include: (1) records of online activities; (2) content of online feedback in the form of lesson design ideas; and (3) two open-ended surveys. Findings based on the first intervention cycle revealed that guided by the first KB principle, the participants were able to progressively work more cohesively as an online collaborative community, and extend their reflective concerns about teaching to learning. However, there was no significant improvement in terms of the quality of feed-backed lesson design ideas. To address this issue, the second principle was added in the second design cycle. Moreover, using survey as a reflection tool, an attempt to extend the investigation from pre-service teachers' reflection on teaching concerns to reflection on technological, pedagogical, and content knowledge (TPACK) was taken into consideration in the second intervention iteration. As a result, the quality of the feed-backed lesson design ideas was significantly improved, indicating a sign of pre-service teachers' enhanced design fluency. In addition, the participants' design knowledge was also improved as evidenced in their deepening their reflection from basic, to more integrated, TPACK knowledge. Implications regarding principle-based, design-oriented knowledge building activities to foster reflective thinking for teacher preparation are discussed.

Designing Games for Moral Learning and Knowledge Building

Abstract: How can we better learn about and teach moral thinking and skills? How can we solve moral problems? One possible way is to create and use moral learning games, or games that enable players to work

Multilevel governance as a strategy to build capacity in cities: Evidence from Sweden

Abstract: Multilevel governance has opened up important new transnational spaces for cities in their pursuit of policy learning and knowledge building. Knowledge and expertise as elements of urban capacity b...

Exploring emotional and cognitive dynamics of Knowledge Building in grades 1 and 2

Abstract: Emotions have a powerful effect on learning but results regarding the nature of the impact are inconsistent and little is known about effects with young students, as participants are usually university students. This study aims to explore the emotional and cognitive dynamics of young students in both online and offline Knowledge Building. Classroom transcripts and online discourse collected for 45 grade 1 and 2 students over seven to 8 weeks were analyzed. Based on the total number of spoken and written words, the participants were classified into high- and low-participation groups. Multimodal learning analytics including speech emotion analysis, sentiment analysis, and idea improvement analysis were used in a mixed method research design incorporating co-occurrence patterns of emotions and idea improvement of students at different participation levels. High-participation students expressed significantly higher frequencies of emotions recorded as neutrality, joy, curiosity, and confidence compared to low-participation students. High-participation students were more likely to elaborate reasons, describe relationships and mechanisms surrounding ideas they explored, and to introduce new ideas and concepts into community resources. Surprise, challenge, and neutrality can be beneficial since students tended to express these emotions when producing explanation-seeking questions, new ideas, explanations, and regulation. Personalized support to students with different participation levels is proposed, to create a more discursively connected community. Future directions include collecting more diverse data to better understand students’ emotions and to provide teachers and students with real-time data to support Knowledge Building as it proceeds.

A conceptualization of factors affecting collaborative knowledge building in online environments

Abstract: The purpose of this paper is to address the major findings of published research on the factors influencing students’ knowledge building in an online collaborative environment.,The Preferred Reporting Items for Systematic Reviews and Meta-Analyses was used to review and synthesize existing empirical studies on knowledge building in a collaborative learning context. In total, 24 studies were identified from major electronic bibliographic databases. The research was conducted between 2017 and 2019. Results of these studies were analyzed to determine potential factors that may influence the knowledge-building process among students.,Factors related to interaction and participation, task, student and support were found to be the major factors driving students’ knowledge building in the online collaborative learning environment. The association between these factors and certain collaborative tasks was mapped.,Findings from this review can help decision makers of higher education in both developing and developed countries to take the necessary steps in order to promote effective knowledge-building practices in online collaborative learning. It may also help educational policy makers to understand the particulars of collaborative knowledge-building practices, so to increase organizational overall effectiveness and performance.

Uncovering the sequential patterns in transformative and non-transformative discourse during collaborative inquiry learning

Abstract: Many universities are using computer-supported collaborative-inquiry-learning (CSCiL) environments to develop their students' skills in collaboration, problem solving, and critical thinking. Diverse states of discourse during CSCiL occur in sequences, but we do not yet fully understand which patterns are beneficial to learning and when exactly to foster them. This study used transition-rate analysis, entropy-analysis, and sequential pattern mining to analyze the chat message of 144 students of two-year colleges. The participants worked on tasks related to Ohm's Law in a simulation-based collaborative-inquiry-learning environment. The results revealed that students in groups who completed tasks successfully tended to ensure that everyone in their group had a shared understanding of the relationship between the variables before they moved on to the next step. In contrast, students in groups who did not complete tasks successfully were more likely to regulate the process without reaching a shared understanding. Gaoxia Zhu is a PhD candidate and research assistant in the Institute for Knowledge Innovation & Technology, Ontario Institute for Studies in Education (OISE), University of Toronto with background in Educational Technology and Curriculum Studies. Her research interests include Knowledge Building, learning analytics, and CSCL. Wanli Xing is an Assistant Professor in Instructional Technology at Texas Tech University, USA with background in learning sciences, statistics, computer science and mathematical modelling. His research interests are educational data mining, learning analytics, and CSCL. Vitaliy Popov is a research associate in Jacobs Institute for Innovation in Education at University of San Diego. Dr. Popov areas of interest include: computer supported collaborative learning, mobile learning, learning sciences, learning analytics, and technology-enhanced learning across cultures.

Developing a productive knowledge-building discourse through judgments of promising ideas and epistemic reflection

Abstract: The concept of robots, or other autonomous constructions, can be found in many different cultures dating back to ancient times. A companion robot is defined as a device consisting of a physical robot component that connects to Cloud services to improve the ease and productivity of activities through networking, multi-media and sensory technologies. It is believed that robotic computing can provide a good experience to engage university and pre-university students in Science, Technology, Engineering, and Mathematics (STEM) education. Many studies found out that anthropomorphic designs of what robots are, what they can do, and how they should be understood resulted in greater user engagement within the history of Western countries. Humanoid robots usually behave like natural social interaction partners for human users, with features such as speech, gestures, and eye-gaze, in referring to the personal data and social background of the users. Cultural differences may influence human-robot interaction with different social norms and cultural traits, especially in West and East. In contrary to the Western image of robots as frightening machines, there is a different culture in the East. This talk discusses several research and education studies on companion robots from this socio-technical perspective.

The utility of citizen science projects in K-5 schools: measures of community engagement and student impacts

Abstract: The field of citizen science is one of the fastest growing sectors in informal education, specifically because of the new opportunities that are now available within today’s digitized and networked world. This paper describes a unique co-created citizen science project, WeatherBlur, which brought fishermen, elementary students, and teachers from island and coastal communities together with research scientists via an online platform to share, analyze, and interpret data about the local impact of climate change. The project was designed utilizing a sociocultural learning approach that integrated communities of practice, knowledge building, funds of knowledge, and place-based education theory. The study aimed to understand how scientists, community members, and students interact to promote learning and collaboration within an online learning community. In addition, the study addressed the impact of the program on elementary student learning outcomes in earth science and graph interpretation. Data analyses suggest that the model implemented provided a high level of interactivity across all ages and groups, and increased students’ understanding of earth science and skills in graph interpretation. Findings are used to describe the utility of using citizen science projects in K-5 schools.

Integrated STEM Learning in an Idea-centered Knowledge-building Environment

Abstract: STEM learning is an integrated approach to improving learners’ problem-solving capacity and 21st-century skills by engaging them in systematic investigation that requires interdisciplinary knowledge. This study aimed to examine whether the design of an innovative knowledge-building environment facilitates STEM learning. Participants were university students engaging in in-depth group projects to design a piece of living-technology product. Data were obtained from student groups’ online discussion of their STEM projects. Both quantitative and qualitative analyses of student groups’ knowledge-building activities, including fostering a strong sense of community, working productively with ideas, and assuming higher-level agency, provided evidence of students’ deep engagement in the design of their STEM projects. Recommendations for the design of effective STEM learning environments are offered.

Questions in Smart Digital Environments

Abstract: Innovations in digital technologies have catalysed significant transformations of teaching and learning. Searching static webpages has evolved into dynamic online social networking and user generated content, and more recently interaction with intelligent services. The distinguishing features are embodied in the keywords – search, social, and smart. While search engines maintain a pivotal role in the web, social media now rivals them for dominance. The current era of smart technologies, based around big data and artificial intelligence, further extends the frontier of possibilities. With transition to the ‘world of smart’ in mind, we explore ways in which the natural human ability of questioning might be scaffolded and developed. Digital environments provide diverse opportunities to construct learning in ways that bring life inside and outside school closer together. They open-up new horizons for learners to engage in a curious dialogue with experience. Yet the answer driven paradigm of ‘search’ abbreviates much of the scope for questioning embedded in the expression and growth of curiosity. In this paper, we describe a set of generic generative questions that has the potential to transform questioning in digital environments. In so doing a conceptual analysis of how learners’ questioning might be scaffolded is presented. Applicable to all areas of learning, these questions promote imaginative thinking and deep understanding on which knowledge building and creation is predicated. Question driven dialogues generate critical and creative thinking, and thereby help to enact current mandates for creativity and knowledge building. The conformity emanating from the Global Education Reform Movement is anomalous with prescriptive curriculum texts and standardized tests emphasising answers, not questions. Clever use of digital environments has the potential to catalyse a shift towards a questions-based approach to teaching and learning.

Mass Collaboration and Learning: Opportunities, Challenges, and Influential Factors

Abstract: Learning ecosystems can benefit from mass collaboration where large numbers of minds collectively drive intellectual efforts to learn in the form of knowledge building and sharing. Mass collaborative learning represents a significant shift away from traditional teacher-centered approach towards a self-directed model in virtual communities in which contributing members take on creative roles to maximize their learning and that of their peers. In order to design, implement, and exploit such a learning approach, influencing constituents should be identified, and appropriate conditions need to be provided. This study aims to systematically review recent literature with a view to identifying relevant affecting constituents and success factors for mass collaboration and learning—namely, the type of organizational structures, collaborative learning techniques, adopted technologies, and methods for evaluating the quality of both members’ performance, and co-created knowledge. Therefore, 100 related papers are collected, and their findings are critically evaluated. The results of evaluation are then addressed and discussed.

Socio-cognitive openness in online knowledge building discourse: does openness keep conversations going?

Abstract: This study describes the socio-cognitive dynamics of collaborative online knowledge-building discourse among Dutch Master of Education students from the perspective of openness. A socio-cognitive openness framework consisting of four social and four cognitive components was used to analyze contributions to online collective knowledge building processes in two Knowledge Forum® databases. Analysis revealed that the contributions express a moderate level of openness, with higher social than cognitive openness. Three cognitive indicators of openness were positively associated with follow-up, while the social indicators of openness appeared to have no bearings on follow-up. Findings also suggested that teachers’ contributions were more social in nature and had less follow-up compared to students’ contributions. From the perspective of openness, the discourse acts of building knowledge and expressing uncertainty appear to be key in keeping knowledge building discourse going, in particular through linking new knowledge claims to previous claims and simultaneously inviting others to refine the contributed claim.

Novice Teachers' Learning and Knowledge Building during the Induction Programme.

Abstract: This paper explores the Estonian novice teachers’ learning and knowledge building (LKB) practices in the extended professional community during the induction programme using well-known know...

Knowledge management and e-learning in virtual learning community based on social network analysis

Abstract: It is particularly important to study the learner cognition based on information technology and change of learning environment in e-learning. Therefore, based on the combination of knowledge management and e-learning, the purpose of this paper is to discuss the basic rules and existing problems of virtual learning community (VLC).,In this study, a set of principles and basic framework of VLC was proposed, which could effectively instruct the construction of knowledge and collective wisdom development of VLC. Meantime, this paper revealed and constructed the theoretical framework and learning model for facilitating the advance of collective intelligence, described the main characteristics of collaborative knowledge building and traced the trajectory of convergence of collective intelligence and verified them through case studies and field studies.,The author analyzed the characteristics of VLC assisting knowledge construction and traced the trajectory of convergence of collective intelligence. In this way, the learners not only construct the meaning of knowledge in the process of participation from the edge to the center, but also complete the transformation from a green hand to an old hand. As a result, the learners form a sense of belonging to the community and complete the identity construction as a member of the community in the process of co-constructing the cultural tradition and value orientation of the community.,The analysis of the framework is made relatively in general terms, and lacks of the concrete, practical analysis. Therefore, it is necessary to adopt the social network analysis method to carry out systematic research on the framework, so as to make the actual operation of the VLC more practical.,It is significant to adopt the construction of the research system and theoretical framework in building VLC so as to improve the learner’s abilities of knowledge building and make full use of the advantages of the VLC.,This paper revealed and constructed the theoretical framework and learning model for facilitating the advance of collective intelligence. Besides, it provides a model reference for the follow-up construction of a new collective learning model.

MOOC Educators: Who They Are And How They Learn

Abstract: This study set out to answer the following research questions: who teaches in Massive Open Online Courses (MOOCs) and how do these different educators learn to teach? To do this, it utilised Tynjala’s theoretical model of Integrative Pedagogy that brings together different elements of professional expertise. To this end, a ‘multiple case study’ was conducted, with a focus on teaching activities and who is involved in them, as well as on educators’ ‘processes of knowledge building’, and the forms of knowledge they integrate. The data comprised 28 interviews with professionals with teaching responsibilities in seven MOOCs on the subject of History and of Politics on the FutureLearn platform. The seven cases were analysed using different strategies (theoretical propositions, ground-up data, and rival explanations). The analysis showed that the role of ‘educator’ is filled not only by those with the titles used by the FutureLearn platform, but also by other professionals who take pedagogical decisions. MOOC teaching activities are diverse, different from face-to-face teaching and it is difficult for them to be carried out by a single individual. Educators in different courses and different universities used diverse models of work practice, each of which had advantages and disadvantages. MOOC educators learned to teach effectively when they had a shared goal, worked in transparent ways and involved interdisciplinary teams in a timely manner. These findings can help institutions and platforms to design better Continuing Professional Development programmes and, ultimately, more effective MOOC learning journeys. Drawing on this evidence, the original contribution to knowledge of this thesis is a new conceptualisation of who the educators of MOOCs are, developed by uncovering the roles of professionals who carry out teaching on these courses, the wide variety of teaching activities involved and the ways people learn to work towards these.

Critical realism and performance measurement and management: Addressing challenges for knowledge creation

Abstract: The purpose of this paper is to explore the implications of adopting a critical realist position for the study of performance measurement and management (PMM) systems.,This paper discusses recent challenges to knowledge creation in PMM, arguing that overcoming these will require revisiting often implicit philosophical assumptions related to how the world is and how we learn about it. A critical realist perspective is explored and illustrated with the case of a software company attempting to empower and motivate its team.,Critical realism provides a means of building interdisciplinary knowledge in PMM. In addition to a generative view of causality, critical realism could augment a systems view of PMM by adopting a stratified view of reality and through its applied approach to knowledge building. The case illustrates the RRREIC approach and highlights the interplay of mechanisms of different scales and how this requires interdisciplinarity.,Approaching the study of PMM with critical realism requires going beyond a particular tool or practice to understand the theory behind it. Such an approach can facilitate a layered, nuanced analysis of the issues facing organizations in a changing context.,This paper adds to discussion of philosophical topics in management and PMM and could help resolve ongoing challenges to knowledge building in the field, especially around barriers to conducting interdisciplinary research. In combination with rigorous methods, a strong philosophical base can facilitate relevant, lasting theories that can respond to a changing organizational context.

Connecting knowledge spaces: Enabling cross-community knowledge building through boundary objects

Abstract: A learning community works with a collective knowledge space where members contribute and interact with one another's ideas to advance their community's knowledge. This study aims to explore designs of collective knowledge space to support cross‐community interaction. A design experiment was conducted in four grade 5 classrooms with the support of Knowledge Forum over a school year. As students conducted focused inquiry and discourse within their own community, they reviewed productive threads of ideas and created "super notes" (idea thread syntheses) for cross‐community sharing and interaction. A set of "super notes" from previous classrooms studying human body systems was also posted in the cross‐community space. Qualitative analyses results showed that the students wrote and posted "super notes" to capture substantive idea progress and deepening questions that had emerged from their inquiry. Social network analysis of who had read whose "super notes" revealed extensive social interactions between the four classrooms as well as among the students within each classroom. Analysis of the classroom conversations that followed the "super notes" reading elaborated how students built on the insights gained from the cross‐classroom interactions to develop deeper understandings in their home classroom. Analyses of teacher interviews and observation data documented the teachers' roles to contextualize the purpose of the cross‐classroom space, support "super notes" reading and writing, and scaffold cross‐classroom connection and conversation. Practitioner Notes: What is already known about this topic Students work with a collective knowledge space where they contribute and interact with one another's ideas to advance their community's knowledge.Existing designs of collective knowledge spaces focus on supporting students' interaction in individual classroom communities, which is often organized as relatively short inquiry activities lasting over a couple of weeks. What this paper adds A multilevel emergent interaction design for connecting the knowledge spaces of different communities.Elaborated classroom processes and technology support for enabling knowledge building across classroom communities. Implications for practice and/or policy Teachers can facilitate collaborative knowledge building in each classroom and further create cross‐community connections for mutual learning and idea build‐on.It is important to support student‐driven efforts to develop interconnected knowledge spaces in order to enable sustained knowledge building and deep inquiry across classrooms. [ABSTRACT FROM AUTHOR]

g9toengineering: A Virtual Community of Practice in Knowledge Creation

Abstract: The concepts of open educational resource and virtual community of practice stem from the need to create a new mode of learning and knowledge creation platforms that complement the classroom environment. This paper aims to find how to take advantage of outcome-based learning to advance development and mastery of competencies, skills, and professional practice as a mediating product in service of innovation. The case of consideration in this paper is an open educational resource (www.g9toengineering.com) developed by the author in 2007 and continuously maintained and updated by students from an undergraduate mechatronics engineering class as an online portal to enable knowledge sharing and transfer basing on the framework of “acquire-reflect-share-apply”. This reflection on challenges of knowledge creation shows in particular how faculty and students collaborate to create their own learning content that is part of their course, then openly share and further develop at no cost and free from licensing obstacles. Results show that students are positive with their own understanding and knowledge building with no clear distinction between the types of knowledge. Some of the challenges of implementation practice are shared in this paper.

Exploring Collective Cognitive Responsibility Through the Emergence and Flow of Forms of Engagement in a Knowledge Building Community

Abstract: Knowledge Building is a SMART pedagogy that encourages students to take collective responsibility for knowledge advancement; Knowledge Forum technology is designed to support them in this work. This study explores the application of a new method to assess the emergence and evolution of collective cognitive responsibility (CCR) based on peer valuation of impactful builders in an undergraduate course at the University of Granada. Scientometric and economic indices were adapted to analyze the equidistribution of impactful builders in the community and the flow of impact builders across various discussion threads and to identify features of students who were considered as impactful builders. Results point to the challenge of developing CCR in a university course where there is a lot of content to cover over a short period of time. While there are emergent impact builders and collaborators across the discussion topics, many students remained as less committed participants in the course. Students shared that impactful builders were those who shared new ideas and facilitated collective understanding. This study suggests that peer valuation of students’ contributions could be one way to approximate students’ engagement in CCR and potentially empower less committed participants to become impactful builders and collaborators. Further implications are discussed within the context of education for knowledge creation.

Soil information sharing and knowledge building for sustainable soil use and management: insights and implications for the 21st Century

Abstract: This article is in the special issue, titled: Soil Information Sharing and Knowledge Building for Sustainable Soil Use and Management: Insights and Implications for the 21st Century.

Preliminary research of developing a research-based learning model integrated by scientific approach on physics learning in senior high school

Abstract: This research is based on the important of developing a learning model that emphasizes knowledge building through active learning in order to develop students'4Cs (communication, collaborative, critical thinking and problem solving, creativity and innovation) skill. One of learning models that support the goal is Research Based Learning (RBL) model. Implementing RBL model can be implemented with integrated by scientific approach. The aim of the research is to analysis Developing RBL model with integrated by scientific approach. This research was research and development. Model used in this research was Plomp model that consisted to Preliminary Research, Development or Prototyping Phase, and Assessment Phase. This research has just done at Preliminary Research that consists of Need and Context analysis, literature review, developing conceptual theory. The result of need and context analysis shows that most of teachers tend to used conventional model thus physics learning activity does not involve students to build concepts in learning activity. Literature Review phase it is got that RBL with integrated by scientific approach-based constructivist, behaviorist, and cognitive learning theory. Based on need analysis and literature review, it can be said that it is developed theories supported RBL model with integrated by scientific approach.

Scaffolding Learner Autonomy in a Wiki-Supported Knowledge Building Community and Its Implications for Mindset Change.

Abstract: Prior research has revealed resistance against wiki collaboration in higher education classrooms. Compared with small‐group projects, whole‐class knowledge building (KB) on a wiki is difficult, given students' lack of similar experiences, which requires scaffolding intersubjectivity and transfer of responsibility. This paper focuses on the second cycle of a design‐based research study to develop learner autonomy in wiki‐supported KB. A learner autonomy framework guided the re‐design of the instructional theory with content from the relevant literature. The theory was implemented in an undergraduate design course to validate and refine the theory. We analyzed the data from observations, wiki content, interviews with the expert instructor and two other instructors and a focus‐group interview with students. We found that the KB principles helped students understand KB; and the self‐regulation and meta‐cognition strategies increased motivation and confidence in KB. From the success of this case, we propose that scaffolding learner autonomy for a wiki‐supported KB calls for a change in students' learning mindsets and requires careful instructional design to support the cognitive, behavioral and affective aspects of change to reduce resistance. Practitioner NotesWhat is already known about this topic Knowledge building (KB) should be practiced to enhance students' competency in innovating and improving ideas collaboratively for societal progress.Wiki‐supported whole‐class KB is more difficult than wiki‐supported small‐group projects owing to students' lack of experience in KB.What this paper adds An instructional theory designed to foster learner autonomy in KB on a class wiki.Success in fostering KB on a class wiki validates the instructional methods and suggests refinements to help students understand KB and increase their motivation and confidence in doing so.Implications for practice and/or policy Autonomy in KB requires scaffolding in the behavioral, cognitive and affective aspects.Although wiki‐supported KB challenges students who have a teacher‐centered mindset of learning or have been immersed in a culture of competition, it brings an opportunity to change students' mindset to favor co‐constructed learning and create a culture of sharing in the process of adopting it. [ABSTRACT FROM AUTHOR] uracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Knowledge building through optimized classification rule set generation using genetic based elitist multi objective approach

Abstract: Knowledge building is an important activity taken up by various organizations. The paper exemplifies the creation of a knowledge-centric environment for a non-profit sector such as a higher education. Building knowledge and thereafter using it are important aspects of knowledge-centric environment; this further helps the organization to gain competitive advantage. With the increase in popularity of genetic algorithm (GA), the technique has been used in building efficient classifiers for creating effective rule sets. The paper makes use of multi-objective genetic algorithm for building GA-based efficient classifier because classification rule mining is itself, a multi-objective problem. Knowledge expressed through classification rules help in establishing relationships between attributes that are not visible openly. The study assumes importance as curriculum planning is an important aspect of any academic institution, the knowledge derived in the form of rules residing in the knowledge base help to substantiate proper curriculum development, making a sizeable contribution toward professional growth and advancement of the students. On implementation of the findings, educational organizations will be able to institute themselves as knowledge centric.