Ontological Engineering in Education: Tools for Knowledge Transfer and Knowledge Assessment

Strakhovich, Elvira

doi:10.1109/icalt.2014.207

Cited by 4 publications

(3 citation statements)

References 2 publications

(3 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Next one interesting moment is to comparison of the mind-maps developed by the students at the beginning and ending of the course [7]. As we know the mind-maps are create based on the associations of the concepts of the problem area and their relations.…”

Section: Discussionmentioning

confidence: 99%

An experience in the blended learning in the course aimed at the development of IT competence

Strakhovich¹

2015

2015 International Conference on Information Technology Based Higher Education and Training (ITHET)

Self Cite

View full text Add to dashboard Cite

The usage of the blended learning for growing of competence in information technologies by the students of human resource management profile is described. The interaction during the learning occurs through the learning management service system. The choice of the human resource management systems to study depends on the market of these systems, their functionality and the business-models of the distribution.

show abstract

Section: Discussionmentioning

confidence: 99%

An experience in the blended learning in the course aimed at the development of IT competence

Strakhovich¹

2015

2015 International Conference on Information Technology Based Higher Education and Training (ITHET)

Self Cite

View full text Add to dashboard Cite

show abstract

“…[2], while learners are expected to engage with these study materials. Teachers often employ specific strategies to create and transfer knowledge, and one such technique is visualization [3,4]. Visualization involves the use of images to transfer data, information or knowledge [5,6].…”

Section: Introductionmentioning

confidence: 99%

Knowledge Transfer in Science Education: The Case for Usability-Based Knowledge Visualization Guidelines

Fadiran¹,

Biljon²,

Schoeman³

2020

Lecture Notes in Computer Science

View full text Add to dashboard Cite

There is growing evidence that visualization aids knowledge transfer. However, the cases where learners have been actively involved as cocreators of knowledge visualization aids are limited. Furthermore, employing knowledge visualization for teaching and learning in high-school science have been proposed but empirical evidence of the effect on knowledge transfer is limited. The purpose of this study is to report on the knowledge transfer effect of applying usability-based knowledge visualization guidelines. A design-based research methodology guided by pragmatism was applied. The data capturing methods include a questionnaire-based survey, interviews and observations. The results suggest that the use of knowledge visualization can support knowledge transfer and the students' learning experience in secondary school education, but more research is required to confirm this. The contribution of this paper is to add to the emerging discourse on the use of knowledge visualization for teaching and learning, and to report on how knowledge visualization guidelines can be used in practice.

show abstract

“…to assist in this role [2]. Teachers also employ specific strategies to support knowledge creation and transfer, and one of such strategies is visualisation [3]. Visualisation entails using images to communicate data, however, teachers, educational, learning and instructional designers are often the ones creating these visual images for teaching and learning [4] with little or no input from learners.…”

Section: Introductionmentioning

confidence: 99%

How can visualisation principles be used to support knowledge transfer in teaching and learning?

Fadiran

Biljon

Schoeman

2018

2018 Conference on Information Communications Technology and Society (ICTAS)

View full text Add to dashboard Cite

Visualisation has proven benefits in supporting knowledge transfer. Furthermore, it can enable learners to become co-creators rather than only consumers of knowledge. Technological advancements have made visualisation more accessible as a mechanism to improve teaching and learning but theorisation and best practices are lacking. This study aims to investigate the usefulness of knowledge visualisation principles for improving knowledge presentation and demonstrating knowledge transfer by high school learners. A design-based research methodology is applied which required the creation and evaluation of guidelines (artefacts) in order to assess the effects of knowledge visualisation principles while visualising. The results indicate that some of the knowledge visualisation principles extracted from literature could improve knowledge transfer in secondary school education. The contribution of this paper is to propose a set of validated knowledge visualisation guidelines towards the theory and practice of using knowledge visualisation in teaching and learning.

show abstract

Ontological Engineering in Education: Tools for Knowledge Transfer and Knowledge Assessment

Cited by 4 publications

References 2 publications

An experience in the blended learning in the course aimed at the development of IT competence

An experience in the blended learning in the course aimed at the development of IT competence

Knowledge Transfer in Science Education: The Case for Usability-Based Knowledge Visualization Guidelines

How can visualisation principles be used to support knowledge transfer in teaching and learning?

Contact Info

Product

Resources

About