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Instructional scaffolding – Support given to a student by an instructor; Learning styles – Largely debunked theories that aim to account for differences in individuals' learning; Motivation – Inner state causing goal-directed behavior; SECI model of knowledge dimensions – Model of knowledge creation
The 996 working hour system (Chinese: 996工作制) is a work schedule practiced illegally by some companies in China. It derives its name from its requirement that employees work from 9 :00 am to 9 :00 pm, 6 days per week; i.e. 72 hours per week, 12 hours per day.
The Ontario Ministry of Education (2007) [38] describes many ways in which educators can help students acquire the skills required for effective reflection and self-assessment, including: modelling and/or intentionally teaching critical thinking skills necessary for reflection and self-assessment practices; addressing students' perceptions of ...
Internalization is also a process of continuous individual and collective reflection, as well as the ability to see connections and recognize patterns, and the capacity to make sense between fields, ideas, and concepts. [4] Above mentioned four modes of knowledge conversion form a spiral of knowledge creation. [5]
Later theorists include David Kolb, David Boud ("reflection in learning"), [3] and Donald Schön. [4] [5] In a professional context, this is known as reflective practice, wherein the use of the reflective process allows a practitioner to understand their experiences differently and take action accordingly. [6]
Knowledge-based decision making model [1] Knowledge-Based Decision-Making (KBDM) in management is a decision-making process [2] that uses predetermined criteria to measure and ensure the optimal outcome for a specific topic. KBDM is used to make decisions by establishing a thought process and reasoning behind a decision. [3]
When talking about strategic knowledge management, the form of the knowledge and activities to share it defines the concept between codification and personalization. [43] The form of the knowledge means that it's either tacit or explicit. Data and information can be considered as explicit and know-how can be considered as tacit. [44]
Ignatian learning cannot stop at experience. It would lack the component of reflection where meaning and significance arise, and where integration of that meaning translates into competence, conscience and compassion. [6]: 49 The student considers what the material means to him or her, and personally appropriates it.