1,389,581 research outputs found
A framework to analyze argumentative knowledge construction in computer-supported collaborative learning
Computer-supported collaborative learning (CSCL) is often based on written argumentative discourse of learners, who discuss their perspectives on a problem with the goal to acquire knowledge. Lately, CSCL research focuses on the facilitation of specific processes of argumentative knowledge construction, e.g., with computer-supported collaboration scripts. In order to refine process-oriented instructional support, such as scripts, we need to measure the influence of scripts on specific processes of argumentative knowledge construction. In this article, we propose a multi-dimensional approach to analyze argumentative knowledge construction in CSCL from sampling and segmentation of the discourse corpora to the analysis of four process dimensions (participation, epistemic, argumentative, social mode)
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Knowledge transfer processes in PFI/PPP: critical success factors
Successful knowledge transfer is an important process which requires continuous
improvement in todayās knowledge-intensive economy. However, improving
knowledge transfer processes represents a challenge for construction practitioners due
to the complexity of knowledge acquisition, codification and sharing. Although
knowledge transfer is context based, understanding the critical success factors can
lead to improvements in the transfer process. This paper seeks to identify and
evaluate the most significant critical factors for improving knowledge transfer
processes in Public Private Partnerships/Private Finance Initiatives (PPP/PFI)
projects. Drawing upon a questionnaire survey of 52 construction firms located in the
UK, data is analysed using Severity Index (SI) and Coefficient of Variation (COV), to
examine and identify these factors in PPP/PFI schemes. The findings suggest that a
supportive leadership, participation/commitment from the relevant parties, and good
communication between the relevant parties are crucial to improving knowledge
transfer processes in PFI schemes. Practitioners, managers and researchers can use
the findings to efficiently design performance measures for analysing and improving
knowledge transfer processes
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Knowledge transfer processes in PFI: identification of barriers and enablers
Increasingly, the UKās Private Finance Initiative has created a demand for construction companies to transfer knowledge from one organization or project to another. Knowledge transfer processes in such contexts face many challenges, due to the many resulting
discontinuities in the involvement of organisations, personnel and information flow. This paper empirically identifies the barriers and enablers that hinder or enhance the transfer of knowledge in PFI contexts, drawing upon a questionnaire survey of construction firms. The
main findings show that knowledge transfer processes in PFIs are hindered by time constraints, lack of trust, and policies, procedures, rules and regulations attached to the
projects. Nevertheless, the processes of knowledge transfer are enhanced by emphasising the value and importance of a supportive leadership, participation/commitment from the relevant parties, and good communication between the relevant parties. The findings have considerable relevance to understanding the mechanism of knowledge transfer between
organizations, projects and individuals within the PFI contexts in overcoming the barriers and enhancing the enablers. Furthermore, practitioners and managers can use the findings to efficiently design knowledge transfer frameworks that can be used to overcome the barriers
encountered while enhancing the enablers to improve knowledge transfer processes
Re-use of domain knowledge to increase adoption of off-site manufacturing for construction in Australia
Many construction industry decision-makers believe there is a lack of off-site manufacture (OSM) adoption for non-residential construction in Australia. Identification of construction business process was considered imperative in order to assist decision-makers to increase OSM utilisation. The premise that domain knowledge can be re-used to provide an intervention point in the construction process led a team of researchers to construct simple base-line process models for the complete construction process, segmented into six phases. Sixteen domain knowledge industry experts were asked to review the construction phase base-line models to answer the question āWhere in the process illustrated by this base-line model phase is an OSM task?ā. Through an iterative and generative process a number of off-site manufacture intervention points were identified and integrated into the process models. The re-use of industry expert domain knowledge provided suggestions for new ways to do basic tasks thus facilitating changes to current practice. It is expected that implementation of the new processes will lead to systemic industry change and thus a growth in productivity due to increased adoption of OSM
Investigating processes of social knowledge construction in online environments
On-line forums provide opportunity and potential for collaborative work, dialogue and study that can increase the flexibility of learning while motivating participants. By enabling teacher-learner and learner-learner interaction online systems can support the essential elements of a learning conversation by providing scope for discussion, dialogue and interaction. It is argued that this medium presents a socio-cognitive educational domain, unique in its potential for dialogue, participation and collaboration and a departure from face-to-face didactic paradigms of learning. Often, the types of verbal interactions and the means by which new knowledge is created on-line are not well understood. The paper provides frameworks for tertiary teachers and moderators of computer conferences that can be applied to the analysis of processes and activities that occur in text-based conferencing
The Role of Knowledge in Constructing the Quality of Olive Oil in Spain
The sustainability of a large proportion of Spanish olive oil-producing territories depends
to a great extent on their capacity to fit into a specific model of food quality. The strategies used
in the di erent territories di er with respect to their adherence to the objectifiable conception of
quality, based on scientific-technical knowledge, or subjectivating conception of quality, based on
tacit and practical knowledge. In this paper, we analyse the route taken by two territories with olive
oil protected designation of origin (PDO) status in Spain to construct their quality model, the type of
knowledge that has been applied and how knowledge processes a ect the construction of sustainable
quality models. This study applies a qualitative methodology based on participative observation
and semi-structured interviews with key actors of the territories. The results indicate that processes
of production, reproduction and dissemination of knowledge are basic pillars for the construction
of sustainable quality projects. The degree of understanding of the objectifiable and subjectivating
conception of quality in olive-producing territories and the interaction between them depend on
the specific characteristics of the territory, the objectives set in connection to the olive oil quality
method, the importance given to the di erent types of knowledge, and its standing on the issue of
territorial sustainabilit
Clientās championing characteristics that promote construction innovation
Purpose: clients or users of products, processes or services are being identified as potential sources of innovation in construction. There are concerns on the degree of innovation within the construction industry, despite having potential to be innovative. The role that can be played by the construction client to promote innovation in the industry is well documented. However, lack of knowledge on the desirable characteristics of the construction client was identified as one of the barriers for the construction client to be an effective innovation promoter. Accordingly, the paper evaluates the characteristics of the construction client that promotes innovation.
Research Methodology: the multiple holistic case studies were used as the research strategy and semi-structured interviews were used as the principal data collection technique. Code-based content analysis and cognitive mapping were used to analyse the interviews. Data analysis was supported by two computer aided software namely NVivo and Decision explorer.
Findings: clients can increase the efficiency of work carried out towards the construction process, stimulate team dynamics and team action through the championing characteristics which in turn can strengthen the innovation process that lead to the innovative product. Being a team player, promoting respect for people, and knowledge and information dissemination are identified as constituents of the championing characteristics of clients that promote innovation in construction projects. The personal skills of clients such as competence, value judgement, flexibility, and self motivation will energise the success of the championing characteristics.
Originality/value: the client characteristics identified from the study widen the knowledge base of the client to successfully engage in construction innovation
The language teacherās development
This paper provides a commentary on recent contributions
to the subject of teacher development and growth, focusing
particularly on our understanding of some of the processes
and tools that have been identified as instrumental
and supportive in teacher development. Implicit in the
notions of āreflective practiceā, āexploratory teachingā,
and āpractitioner inquiryā is the view that teachers
develop by studying their own practice, collecting data
and using reflective processes as the basis for evaluation
and change. Such processes have a reflexive relationship
with the construction of teacher knowledge and beliefs.
Collaborative and co-operative processes can help sustain
individual reflection and development
'How to feel safe': international students study migration
A variety of institutional and representational mechanisms are used in the construction of 'international students' and other 'migrants' or 'ethnic minorities' as two distinctive social categories. As part of these construction processes, the individuals affiliated with each group are located in different positions within the matrix of social power relations: they are granted with differential abilities to exercise their right to freedom of movement, and play different roles in the process of knowledge production. This article will explore how these processes occur in a specific context, through an autoethnographic account of the experiences of the author as an international student at the University of Amsterdam. This account suggests a thematic and methodological alternative to the safe position that the academic training as prospective migration scholars offers to students
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