Knowledge sharing with a new dimension

The purpose of this an article is to gain a better understanding of how some factors are critical for the successful application of knowledge sharing.Knowledge Sharing with a new dimension covers a wide range of functionalities and support different sets of activities. Therefore, to achieve knowledge sharing, this work limits the field of investigation to that Knowledge Sharing models, devoted to the formalization and sharing of best practices and experiences within the organization.Usability issues should be considered during the model of knowledge sharing in order to build systems which people with limited technological skills and readily use, we discuss two key forms of knowledge sharing usability, interface usability and the human-computer- interaction has helped model knowledge sharing principles to improve interface usability.We cover the following phases with a new dimension: (1).The dimension shift is quite obvious with respect to knowledge sharing from an organizational perspective, (see Model I);(2).The communicative dimension of knowledge sharing is also increasingly relevant as a means of organizing learning processes as collaborative, cooperative, exchange knowledge processes, (see Model III).(3). Knowledge sharing in the communicative dimension which at least with respect to the topic, self-organizing paradigm will have major consequences for librarians work and the structure and information transfer institutions, see Model IV and V).The outcome of this empirical research provides indications KS on a new dimension for the effective development and management of KS through key success factor such as dependent on both internal and external KS and interaction

THE IMPLICATION OF FUNCTIONAL THEORY IN TEACHING READING A DESCRIPTIVE TEXT FOR MIDDLE AGE STUDENTS (Functional Communication Activities in Language Teaching)

Functional theory views language as means of communication. So, communicative competence is the goal of language teaching. One of the most characteristic features of communicative language teaching is that it pays systemic attention to functional as well as structural aspects of language, combining these into a more fully communicative view. Teaching language as communication focuses on the ability to use language for different purposes. In this article the writer focused on functional communication activities in language teaching. The aim of this article is to know the implementation of functional communication activities in teaching reading a descriptive text for middle age students

Effective communication in requirements elicitation: A comparison of methodologies

The elicitation or communication of user requirements comprises an early and critical but highly error-prone stage in system development. Socially oriented methodologies provide more support for user involvement in design than the rigidity of more traditional methods, facilitating the degree of user-designer communication and the 'capture' of requirements. A more emergent and collaborative view of requirements elicitation and communication is required to encompass the user, contextual and organisational factors. From this accompanying literature in communication issues in requirements elicitation, a four-dimensional framework is outlined and used to appraise comparatively four different methodologies seeking to promote a closer working relationship between users and designers. The facilitation of communication between users and designers is subject to discussion of the ways in which communicative activities can be 'optimised' for successful requirements gathering, by making recommendations based on the four dimensions to provide fruitful considerations for system designers

Mobile Learning Revolution: Implications for Language Pedagogy

Mobile technologies including cell phones and tablets are a pervasive feature of everyday life with potential impact on teaching and learning. “Mobile pedagogy” may seem like a contradiction in terms, since mobile learning often takes place physically beyond the teacher's reach, outside the walls of the classroom. While pedagogy implies careful planning, mobility exposes learners to the unexpected. A thoughtful pedagogical response to this reality involves new conceptualizations of what is to be learned and new activity designs. This approach recognizes that learners may act in more self-determined ways beyond the classroom walls, where online interactions and mobile encounters influence their target language communication needs and interests. The chapter sets out a range of opportunities for out-of-class mobile language learning that give learners an active role and promote communication. It then considers the implications of these developments for language content and curricula and the evolving roles and competences of teachers

Jointly structuring triadic spaces of meaning and action:book sharing from 3 months on

This study explores the emergence of triadic interactions through the example of book sharing. As part of a naturalistic study, 10 infants were visited in their homes from 3-12 months. We report that (1) book sharing as a form of infant-caregiver-object interaction occurred from as early as 3 months. Using qualitative video analysis at a micro-level adapting methodologies from conversation and interaction analysis, we demonstrate that caregivers and infants practiced book sharing in a highly co-ordinated way, with caregivers carving out interaction units and shaping actions into action arcs and infants actively participating and co-ordinating their attention between mother and object from the beginning. We also (2) sketch a developmental trajectory of book sharing over the first year and show that the quality and dynamics of book sharing interactions underwent considerable change as the ecological situation was transformed in parallel with the infants' development of attention and motor skills. Social book sharing interactions reached an early peak at 6 months with the infants becoming more active in the coordination of attention between caregiver and book. From 7-9 months, the infants shifted their interest largely to solitary object exploration, in parallel with newly emerging postural and object manipulation skills, disrupting the social coordination and the cultural frame of book sharing. In the period from 9-12 months, social book interactions resurfaced, as infants began to effectively integrate object actions within the socially shared activity. In conclusion, to fully understand the development and qualities of triadic cultural activities such as book sharing, we need to look especially at the hitherto overlooked early period from 4-6 months, and investigate how shared spaces of meaning and action are structured together in and through interaction, creating the substrate for continuing cooperation and cultural learning

Ritual performances and collective intelligence: theoretical frameworks for analyising activity patterns in Cloudworks

This paper provides an overview of emerging activity patterns on Cloudworks, a specialised site for sharing and debating ideas as well as resources on teaching, learning and scholarship in education. It provides an overview of activities such as 'flash debates', 'blended workshops' and 'open reviews' and seeks to situate dialogic interchanges and structures of involvement within the following theoretical frameworks: a) Goffman's notions of 'face-work' and 'ritual performance�; and b) and secondly, notions of collective intelligence. The paper argues that these perspectives can offer a unique contribution to the study and analysis of sociality (Bouman et al, 2007) bounded in the context of technologically mediated networked learning, with wider implications for understanding matters of participation, self-representation, reflection and expansion in education

Teaching te reo Māori as a second language in primary schools: two case studies.

The provision of second language education in New Zealand primary schools has been, until recently, a rare addition to programmes. Its wider implementation in New Zealand primary schools has always been limited by low numbers of fluent bilingual teachers, and a perception that in a predominantly English speaking country such as New Zealand there is no need to teach additional languages in primary schools. The New Zealand Curriculum (Ministry of Education, 2007) provides the first opportunity to formally include second language education in primary schools, and to establish the learning of second languages as a worthwhile pursuit in New Zealand. However, the success of such a policy change will depend on the ability of the Ministry of Education and course providers to upskill teachers in their ability to speak additional languages and teach them. This article reports on the outcomes of a Ministry-funded project designed to strengthen the second language teaching approaches of upper primary school teachers who teach te reo Maori. It provides case studies of two of the teachers who completed this course, and finds that while there are clear benefits to be derived from such teacher professional development courses, these courses need to focus on long-term objectives and be channelled to those teachers and students who stand to benefit the most from professional development courses

Theory, reality, and possibilities for a digital/communicative socialist network society

Digital capitalism is guided by the organising principles of digital automation, information processing, and communication. It rests on the consolidation of relations of exploitation of digital labour based on flexibility and generating precarity. It makes profit from user data under conditions of surveillance. What would an alternative paradigm look like? This paper aims to sketch a possible socialist society resting on digital technology but organised on a different logic, namely that of autonomous production, leisure, and social engagement. It draws on relevant theories of the Left, evaluates them against the reality of digital capitalism, and suggests structural and user practice alternatives that can pave the way towards a digital/communicative socialism. This paper engages with the works of Czech philosopher Radovan Richta (1924-1983) and Austrian-French philosopher André Gorz (1923-2007). It shows that their ideas on the scientific and technological revolution and post-industrial socialism are highly relevant for the analysis and discussion of digital/communicative socialism

Introduction to the special issue: Social construct within an information society

Managing Information Systems (IS) is increasingly complex, as multiple stakeholders try to communicate, act, and interact for social and business gain. Understanding and managing these complex stakeholder relations and the contingencies of successful communication among culturally diverse stakeholder groups are some of the major challenges for professional communicators in the third millennium. Such challenges have important implications for communication between user and developer groups as training and education of the users becomes more complex. In an effort to connect information system practice with communication theory, this special issue of IEEE Transactions on Professional Communication looks at information systems as social constructs of an information societ

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: NL

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: N