Sharing Educational Knowledge and Best Practices in Edu-sharing

Krämer, Bernd J.; Klebl, Michael; Zobel, Annett

doi:10.1109/elml.2010.27

Cited by 5 publications

(8 citation statements)

References 3 publications

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“…Biggs (1999) refers this as the 'blame-the-student' theory of teaching. According to Kramer et al (2010), to promote collaborative learning, educators have to create specific teaching-learning processes within particular learning set ups supported by educational media-technology. Faculty members and institutions discern the need to store the intellectual asset produced by faculty in the course of preparing their lectures and make it available for students and colleagues.…”

Section: Knowledge Management Concepts In Learning and Teaching Processmentioning

confidence: 99%

Embedding Knowledge Management Theory in Learning and Teaching Approach

Ibrahim

Salleh²

2019

IJLD

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The article focuses on the role of management of knowledge can have on organisations and looks at practical knowledge management (KM) practices from industry that can be employed by educational institutions. There is a view that KM is primarily business concept that can provide competitive advantage for commercial organisations. However, the KM processes such as knowledge creation, capture, sharing and use are not exclusive to business; good KM practices can bring benefits to all organisations. While KM is a growing field in almost last 20 years, very little has been written about it in the educational context. This is surprising, considering that education is about the creation and application of knowledge. Given that higher education institution’s (HEI) priority of developing and creating knowledge, an integrated approach that prioritise KM can be used to underpin university’s organisational processes particularly its learning and teaching approach. This article illustrates how attention to two main perspectives exists in KM field; objectivist perspective and practice-based perspective, can inform the learning and teaching approach; surface and deep approach. The approach of this paper is basically conceptual and descriptive. Drawing from empirical research in UK car manufacturing industry, the article is to address the way in which KM practices are being implemented and elaborates on the need the KM in teaching-learning process. This suggests an integrated approach to provide for a balanced strategy in terms of KM implementation that can be applied in HEI. It is important for educators in HEI to understand how certain KM perspective and influence can lead to different to different learning and teaching strategy. Thus, HEI can realise the potential of KM in order to enhance the learning of students.

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Section: Knowledge Management Concepts In Learning and Teaching Processmentioning

confidence: 99%

Embedding Knowledge Management Theory in Learning and Teaching Approach

Ibrahim

Salleh²

2019

IJLD

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“…There are many mechanism of knowledge sharing technology such as telephone, email, web conferencing, short messaging software, web sites, virtual community sites, email distribution lists, web forums, online knowledge repository and others [28]. Second, Learning Object Repository (LOR) requirements are seen as crucial in sharing learning content either internally or across the education institutions [29]. By using LOR it can stimulate the activity of archiving, sharing, collaboration and provide substantial support in learning [30].…”

Section: Technical Approachmentioning

confidence: 99%

“…LOR should be involved in the TVET environment to create smart partnerships among TVET institutions. There are four (4) characteristics of LOR in knowledge sharing that should be considered, namely interoperability [29], accessibility [31]- [38], reusability [31], [34]- [36] and usability [31], [35], [36], [39]. These characteristics facilitate access of new knowledge that is more widespread, accessible by different potential users, can be reused for other purposes, as well as easy to be learned and understand when rarely used.…”

Section: Multiple Regression Coefficients Significance Testingmentioning

confidence: 99%

The Factors of Influence towards Knowledge Sharing Among TVET Educators: A Study on TVET Educators within Hulu Langat District

Hashim¹,

Judi²,

Wook³

2017

IJAERS

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“…Meanwhile, a parallel subgroup designed and implemented new methods and tools for effective content creation based on predefined templates, and collected and evolved sample content to best practice examples (cf. Krämer & Han, 2009; Krämer, Klebl & Zobel, 2010). A further subgroup codified widely accepted learning scenarios in the form of content‐free didactic scenario templates and made them available in the portal.…”

Section: Review Of Campus Contentmentioning

confidence: 99%

“…As a result, some sections of the course remained in a self‐study mode, others were designed as web lecture, case study and project‐based learning (cf. Krämer et al ., 2010). However, for both school teachers and academic lecturers, the creation of scenario templates remains a difficult and complex task since these educational practitioners tend to think in fully contextualised scenarios.…”

Section: Levels Of Contextualisation: Principles and Supportmentioning

confidence: 99%

From content to practice: Sharing educational practice in edu‐sharing

Klebl

Krämer

Zobel

2010

Brit J Educational Tech

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Hagen. Beside distance education as an obvious area of research and teaching, his research focuses on knowledge acquisition and knowledge transfer in the context of cooperative work processes and corporate training. Bernd J. Krämer is heading the Chair of Data Processing Technology of FernUniversität in Hagen, Germany. His research interests include software engineering, learning technology, service-oriented computing, and social software. Annett Zobel holds an M.S. degree from the Bauhaus University of Weimar, Germany, in the field of computer science and management. She works with metaVentis GmbH, an e-learning company based in Weimar. She was project manager for the metacoon open source LMS project and has administratively managed the CampusContent project. AbstractFor technology-enhanced learning, the idea of learning objects transfers the technologies of content management, methods of software engineering and principles of open access to educational resources. This paper reports on CampusContent, a research project and competence centre for e-learning at FernUniversität in Hagen that designed and developed an integrated portal to a repository network named edu-sharing. This portal facilitates sharing, joint development and reuse of learning material and pedagogical knowledge. CampusContent focused on essential challenges concerning use and utility of learning objects and developed principles, methods and tools that support educators in the process of contextualising learning objects within educational settings. Our model offers three levels of contextualisation: configurable objects, learning scenarios and an integrated work environment for educators.

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Sharing Educational Knowledge and Best Practices in Edu-sharing

Cited by 5 publications

References 3 publications

Embedding Knowledge Management Theory in Learning and Teaching Approach

Embedding Knowledge Management Theory in Learning and Teaching Approach

The Factors of Influence towards Knowledge Sharing Among TVET Educators: A Study on TVET Educators within Hulu Langat District

From content to practice: Sharing educational practice in edu‐sharing

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