The Experts below are selected from a list of 56118 Experts worldwide ranked by ideXlab platform
Yasuhiro Yamamoto - One of the best experts on this subject based on the ideXlab platform.
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the economy of collective attention for Situated Knowledge collaboration in software development
International Conference on Software Engineering, 2008Co-Authors: Kumiyo Nakakoji, Yasuhiro YamamotoAbstract:Because the Knowledge required for the construction of a complex software system is often widely distributed among its members, programmers routinely engage in collaboration with each other to acquire Knowledge resided in the heads of their peers to accomplish their own programming tasks. We call this kind of collaboration Situated Knowledge collaboration. Situated Knowledge collaboration comes with costs and the costs vary depending on the communication mechanism used. To understand the cost-benefit structure of different communication mechanisms in support of Situated Knowledge collaboration, we propose the conceptual framework of collective attention economy. The analytic power of the conceptual framework is illustrated in the comparison of two communication mechanisms.
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CHASE - The economy of collective attention for Situated Knowledge collaboration in software development
Proceedings of the 2008 international workshop on Cooperative and human aspects of software engineering - CHASE '08, 2008Co-Authors: Kumiyo Nakakoji, Yasuhiro YamamotoAbstract:Because the Knowledge required for the construction of a complex software system is often widely distributed among its members, programmers routinely engage in collaboration with each other to acquire Knowledge resided in the heads of their peers to accomplish their own programming tasks. We call this kind of collaboration Situated Knowledge collaboration. Situated Knowledge collaboration comes with costs and the costs vary depending on the communication mechanism used. To understand the cost-benefit structure of different communication mechanisms in support of Situated Knowledge collaboration, we propose the conceptual framework of collective attention economy. The analytic power of the conceptual framework is illustrated in the comparison of two communication mechanisms.
Hyeonjin Kim - One of the best experts on this subject based on the ideXlab platform.
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Exploring freshmen preservice teachers' Situated Knowledge in reflective reports during case-based activities
The Internet and Higher Education, 2011Co-Authors: Hyeonjin KimAbstract:Abstract Many educators and scholars have emphasized Situated learning approaches for teacher education, as teachers have been considered to be the most important factor for effective teaching with technology. While web-based cases are used for Situated learning in various ways, their effects on preservice teacher learning from Situated perspectives still need to be explored. Accordingly, the purpose of this study was to verify the effects of web-enhanced, case-based activities as particular Situated approaches by exploring how freshmen preservice teachers developed and used Situated Knowledge about teaching with technology during the course of a semester. The results indicate that preservice teachers developed and used Situated Knowledge about teaching with technology in terms of conceptual case Knowledge (i.e., understandings of content, instructional strategies, students, lesson planning, and computer literacy) and socially shared identities and beliefs (i.e., computer as positive and helpful for learning) during case-based activity (CBA) projects to some extent.
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Developing Situated Knowledge about teaching with technology via Web-enhanced Case-based activity
Computers & Education, 2011Co-Authors: Hyeonjin Kim, Michael J. HannafinAbstract:Situated, case-based approaches, featuring virtual teachers' activity and reasoning in university classrooms, may provide a viable alternative to immersive field-based apprenticeships. Despite widespread advocacy on Situated teacher education, research on preservice teachers' Situated learning remains rare. This study examined how preservice teachers gain Situated Knowledge about teaching with technology by engaging the experiences of practicing teachers through Web-enhanced, Case-based activity (CBA). Situated Knowledge of exemplary teachers often espouses a constructivist epistemology and a student-centered pedagogy when they use computers for teaching. Also, their Knowledge for teaching with technology requires linking computer skills with associated curriculum and pedagogical strategies. Based on this initial framework, in this study, preservice teachers' changes in perceptions and understanding about teaching with technology were documented over the course of a semester. A qualitative case study was used, and constant comparative methods were used to continually compare emerging themes and refine categories. Web-enhanced CBA helped most preservice teachers to both understand appropriate uses of technology and refined their perspectives by using experienced teachers' captured Knowledge and practices. Research is needed to refine our understanding of Situated case-based approaches' potential to promote both meaningful technology integration Knowledge and skill and to address a range of everyday classroom teaching and learning issues, decisions, and practices.
Kumiyo Nakakoji - One of the best experts on this subject based on the ideXlab platform.
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the economy of collective attention for Situated Knowledge collaboration in software development
International Conference on Software Engineering, 2008Co-Authors: Kumiyo Nakakoji, Yasuhiro YamamotoAbstract:Because the Knowledge required for the construction of a complex software system is often widely distributed among its members, programmers routinely engage in collaboration with each other to acquire Knowledge resided in the heads of their peers to accomplish their own programming tasks. We call this kind of collaboration Situated Knowledge collaboration. Situated Knowledge collaboration comes with costs and the costs vary depending on the communication mechanism used. To understand the cost-benefit structure of different communication mechanisms in support of Situated Knowledge collaboration, we propose the conceptual framework of collective attention economy. The analytic power of the conceptual framework is illustrated in the comparison of two communication mechanisms.
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CHASE - The economy of collective attention for Situated Knowledge collaboration in software development
Proceedings of the 2008 international workshop on Cooperative and human aspects of software engineering - CHASE '08, 2008Co-Authors: Kumiyo Nakakoji, Yasuhiro YamamotoAbstract:Because the Knowledge required for the construction of a complex software system is often widely distributed among its members, programmers routinely engage in collaboration with each other to acquire Knowledge resided in the heads of their peers to accomplish their own programming tasks. We call this kind of collaboration Situated Knowledge collaboration. Situated Knowledge collaboration comes with costs and the costs vary depending on the communication mechanism used. To understand the cost-benefit structure of different communication mechanisms in support of Situated Knowledge collaboration, we propose the conceptual framework of collective attention economy. The analytic power of the conceptual framework is illustrated in the comparison of two communication mechanisms.
Alan Aldrich - One of the best experts on this subject based on the ideXlab platform.
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Situated Learning and the Situated Knowledge Web: Exploring the Ground Beneath Knowledge Management
Journal of Management Information Systems, 2001Co-Authors: Sarma R. Nidumolu, Mani Subramani, Alan AldrichAbstract:Knowledge is now recognized as an important basis for competitive advantage and many firms are beginning to establish initiatives to leverage and manage organizational Knowledge. These include efforts to codify Knowledge in repositories as well as efforts to link individuals using information technologies to overcome geographic and temporal barriers to accessing Knowledge and expertise. We suggest that Knowledge Management (KM) efforts, to be successful, need to be sensitive to features of the context of generation, location, and application of Knowledge. To this end, we highlight the Situated organizational learning perspective that views Knowledge as embedded in individuals, in connections between individuals, and in artifacts as a useful lens to examine phenomena related to the establishment of KM initiatives. In an ethnographic case study of an effort to change Knowledge-work processes in a market research firm, we apply the Situated Knowledge perspective to highlight the factors responsible for the limited success of the initiative in the firm. This study suggests that a consideration of the Situated Knowledge web and the alignment of the initiatives with the features of the Knowledge web are central to success in Knowledge management efforts in firms.
Walter Geerts - One of the best experts on this subject based on the ideXlab platform.
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The curious case of cases: An inquiry into the effects of video upon teachers in training
2018Co-Authors: Walter GeertsAbstract:How can the use of video contribute to the training of teachers? No day is the same in education. Every moment and every child call for a responsible approach from the teacher in each specific situation. To put it briefly, a complex profession that requires Situated Knowledge. This Knowledge develops through the teacher’s mental activity, which is connected to the interactions between their body and the physical environment in which they act. Situated Knowledge includes educational purposes and action patterns (design patterns). These purposes determine the design patterns used in learning situations. Little attention is paid to the Situated aspect of professional Knowledge, as shown by empirical research in second-degree teacher training. However, literature search shows that video cases are used in order to achieve both lower and higher learning objectives. This research demonstrates that the use of video cases contributes to a stronger development of Situated Knowledge in second-year teachers in training, reflected in the form of educational purposes, the pattern language ‘teaching’ and the design pattern ‘dealing with disorder’. Furthermore, four cases demonstrate that fourth-year teachers in training have acquired the Situated Knowledge that can be expected of them. According to these four studies, assignments based on video cases that focus on acquiring educational purposes and design patterns can contribute to the Situated Knowledge of teachers in training. At the end of their training, teachers in training are able to reflect on their actions, insights and identity, which contributes to their Situated Knowledge. Teacher trainers can optimize the acquisition of Situated Knowledge by using instruments discussed in this dissertation.
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Effect of Video-Cases on the Acquisition of Situated Knowledge of Teachers
International Education Studies, 2017Co-Authors: Walter Geerts, Henderien Steenbeek, Paul Van GeertAbstract:Video footage is frequently used at teacher education. According to Sherin and Dyer (2017), this is often done in a way that contradicts recent studies. According to them, video is suitable for observing and interpreting interactions in the classroom. This contributes to their Situated Knowledge, which allows expert teachers to act intuitively, immediately and effectively. Situated Knowledge is used to give form (design patterns) and direction (educational purposes) to a teacher’s actions. Design patterns consist of solutions for recurring problems. In the current research, we investigated whether a course in classroom management either with or without video cases contributes more to the development of Situated Knowledge, design patterns and educational purposes. The pre- and posttest are based on a written advice, given out by 41 students of the Dutch hbo-teacher training with an average age of 22, to the main character of a video case, in addition to an interview and observation report. The results indicate that the use of video cases does not lead to an increase in the number of educational purposes. There is an increase, however, in the design pattern ‘classroom management’. By internalizing this design pattern, the divide between theory, practical experiences and the identity of the teacher is bridged. Although the classroom management theme dominated the video case and course, the results indicate that a targeted use of video cases in teacher education is effective in promoting the development of Situated Knowledge.
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Visualising the Development of a Teacher-In-Training into a Beginning Expert
International Education Studies, 2017Co-Authors: Walter Geerts, Henderien Steenbeek, Paul Van GeertAbstract:Teachers use Situated Knowledge to deal with the complex and diffuse educational contexts they operate in. To be able to take deliberated action, based on the Situated Knowledge, reflection is necessary during the teacher training. Video cases with common, real world situations are suitable for reflection because of their holistic and diffuse character. Reflection concerns learning experiences with increasing complexity: single-loop (reflecting on a current action), double-loop (reflecting to gain new insights) and triple-loop (reflecting in order to adjust individual identity) learning. The Knowledge gained from loop learning is of a Situated nature. The current article operationalizes Situated Knowledge as educational purposes and design patterns; educational purposes determine which course of action (design pattern), is the best option. Using this distinction, we investigate whether the reflection done by fourth-year teachers in training corresponds to what can be expected of a starting expert, namely, reflection on all three levels. The results indicate that three out of four teachers in training can be characterized as starting experts, based on their responses to a video case. They experience learning on all three loop levels, and these experiences contribute to a variety of educational purposes and design patterns. It is the teacher trainers’ challenge to have their students reflects using video cases, so they can use loop-learning to build their Situated Knowledge. This Knowledge will allow them to adequately respond to the complex and diffuse situations in their educational practice.
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Assessing Situated Knowledge in secondary teacher training by using video cases
2015Co-Authors: Walter Geerts, Anne Van Der Werff, Hans Hummel, Henderien Steenbeek, Paul Van GeertAbstract:Experienced teachers subconsciously make use of Situated Knowledge, which is Knowledge that is readily available, holistic, contextual and linked to specific situations, in order to solve incidents in everyday teaching. Situated Knowledge is important in teaching and should therefore be assessed in teacher training programmes. Situated Knowledge can be assessed by using cases and by setting higher learning objectives, on condition that both explicitlty address the Situated nature of this Knowledge. The main question in this study is: Do teacher trainers use cases that are aimed at acquiring Situated Knowledge? Emprirical research carried out in eleven secondary teacher-training programmes revealed that only one of these programmes indeed assessed Situated Knowledge.