Understanding delegated actions: Toward an activity-theoretical perspective on customer-centred service design

Abstract The paper presents an exploration of service design from the point of view of activity theory. The analysis in the paper builds upon recent work in service design (e.g.

SACocial capital-knowledge management (SCKM) analysis framework on an e-portfolio

The introduction of ePortfolio by most universities circa 2006 was to respond to stakeholders claims and demands that graduates were lacking in generic skills. Hence the main objective of the usage of eP among undergraduates was to document their acquirement of generic skills. One such project in Malaysia however did not achieve much success. The authors believe that the process of acquiring generic skills by students is the fundamental step for a student to build his/her very own social capital. This paper attempts to examine the failed system from the perspective of Social Capital theory and knowledge management (SCKM). The examination considered both the dimensions of social capital and the processes of knowledge management. The analysis revealed that the system lacked some fundamental elements of social capital in its development as well as during its roll-out. This leads the paper to offer some design and implementation suggestions for other similar undertakings

Integrated science, technology, engineering, and mathematics project-based learning for physics learning from neuroscience perspectives

For many students, learning physics is difficult because of its abstractness. To help students to learn physics, we have developed the Integrated Science, Technology, Engineering, and Mathematics Projects Based Learning (STEM-PjBL) method based on principles from neuroscience. We believe that incorporating principles from educational neuroscience would help students learn better. This paper describes our experiments of implementing the integrated STEM-PjBL Module in physics, i.e., classical mechanics, to secondary school students in Malaysia and South Korea. The study consists of two groups of students: the experiment group, 77 in total, comprising those who have undergone the integrated STEM-PjBL, and the control group, again 77 in total, who experienced the traditional approach. The Colorado Learning Attitudes Science Survey (CLASS) was conducted for the two groups on students’ beliefs about physics and learning physics before and after the implementation. The paired sample t-test from the pre-survey and post-survey shows that the integrated STEM-PjBL group has a more positive shift in belief about physics and learning physics than the traditional group. The results of the independent samples t-test for students’ beliefs about physics and learning physics, compared with the postsurvey between the experimental group and the traditional group for both Malaysian and Korean perspectives, show that the experimental group has a higher mean compared to the traditional group. This paper explains why the integrated STEMPjBL has improved students’ beliefs about physics and learning physics, from the neuroscience education perspective. Finally, the paper concludes with guidelines for teachers who wish to implement the integrated STEM-PjBL in the classroom

Social and Big Data Computing for Knowledge Management

The proceedings from the eighth KMO conference represent the findings of this international meeting which brought together researchers and developers from industry and the academic world to report on the latest scientific and technical advances on knowledge management in organizations. This conference provided an international forum for authors to present and discuss research focused on the role of knowledge management for innovative services in industries, to shed light on recent advances in social and big data computing for KM as well as to identify future directions for researching the role of knowledge management in service innovation and how cloud computing can be used to address many of the issues currently facing KM in academia and industrial sectors

The Use of ‘Web 2.0’ and Social Software in Support of Professional Learning Communities.

This chapter examines the ‘happy convergence’ of two emerging social and technological trends. The first is the evolution of educational processes and methods from a ‘traditional’ didactic approach towards a ‘new’ paradigm that seeks to empower the learner and enable a more involving learning experience to take place. This paradigm includes such approaches as student-centred learning, collaborative learning and problem-based learning. The second is the development of IT-based systems that enable the ‘democratic’ involvement of end-users in their development and use and that encourage computer-mediated collaboration between individuals and groups having a common interest in a domain. Initially, at least, the main purpose of such software was for social networking and leisure purposes, but the chapter identifies a number of instances of its use in practice for professional education purposes. The chapter then highlights some examples of professional learning communities in practice in UK educational institutions. It concludes by speculating on and discussing some possible future trends in the use of social software for professional learning and by summarising the phenomenon and identifying the factors that distinguish it from other approaches to learning

Knowledge Sharing In The Learning Process: Experience with Problem-Based Learning.

Knowledge is the most important resource of an organisation. The exchange of knowledge and knowledge management enhance organisational learning that in turn leads to innovation. Central to knowledge management is the concept of knowledge sharing. The future of knowledge sharing is not technical, but social. Knowledge sharing is fundamental to learning among students. This paper begins with a brief review of knowledge sharing, followed by the importance of knowledge sharing for learning, especially in problem-based learning. The authors then describe how successful knowledge sharing can be achieved for students to share knowledge in problem-based learning. The paper concludes with implications for effective knowledge sharing for student learning

Capturing

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