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Author
Shelley Arthur (Intelligent Answers; RMIT University, Melbourne)
Title
Active Learning Innovations in Knowledge Management Education Generate Higher Quality Learning Outcomes
Source
Journal of Entrepreneurship, Management and Innovation (JEMI), 2014, vol. 10, nr 1, s. 129-145, rys., tab., bibliogr. 23 poz.
Issue title
Knowledge Management Special Issue : Connecting Theory and Practice
Keyword
Wiedza, Zarządzanie wiedzą, Uczenie się, Edukacja, Innowacje
Knowledge, Knowledge management, Studying, Education, Innovations
Note
streszcz., summ.
Abstract
Innowacje dotyczące sposobu prowadzenia kursu Zarządzania Wiedzą dla studentów studiów podyplomowych pozwoliły na osiągnięcie lepszych wyników nauczania i zwiększyły zaangażowanie studentów w kurs. Informacje zwrotne uzyskane od studentów pokazują, że preferują oni wspólne, aktywne uczenie się, pozwalające im na bogatszy wgląd w tworzenie wiedzy i stosowanie jej do osiągnięcia innowacji i wartości. Kurs stosuje podejście andragogiczne, w którym studenci współdziałają w cotygodniowym dialogu dotyczącym ich doświadczeń związanych z treścią kursu zamiast po prostu uczyć się tej treści. Podejście to łączy myślenie systemowe, praktykę uczenia i aktywne uczenie w celu zbadania współzależności między tematami oraz ich wpływem na rzeczywiste sytuacje. Kurs zachęcił studentów do zastosowania tych idei w ich miejscach pracy. (abstrakt oryginalny)

Innovations in how a postgraduate course in knowledge management is delivered have generated better learning outcomes and made the course more engaging for learners. Course participant feedback has shown that collaborative active learning is preferred and provides them with richer insights into how knowledge is created and applied to generate innovation and value. The course applies an andragogy approach in which students collaborate in weekly dialogue of their experiences of the content, rather than learn the content itself. The approach combines systems thinking, learning praxis, and active learning to explore the interdependencies between topics and how they impact outcomes in real world situations. This has stimulated students to apply these ideas in their own workplaces. (original abstract)
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Bibliography
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ISSN
2299-7075
Language
eng
URI / DOI
http://dx.doi.org/10.7341/20141015
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