Group items tagged

How? Small steps, most of them logical and obvious, such as: change performance appraisal guidelines so that knowledge sharing is taken into consideration find out about someone’s knowledge sharing habits not by checking the amount of posts on the intranet but by asking their peers (check for quality of contributions and willingness to help, for example) use knowledge audit questionnaires and interviews to gather data (obviously!) and to, simultaneously, emphasise the behaviours expected from staff have idea banks but make the idea cycle completely open and transparent so that ideas are owned and worked on by all those interested review the way the organisation rewards and recognises new ideas, new business, good results, etc..

learning from experience and discourse

authentic problems and collaborate

These kinds of designs are excellent for learning discrete bits of information, practicing simple and basic behaviors, building complex psychomotor skills, and learning to use applications or processes that require a narrow, prescriptive approach

The buttons link to pages that simply provide a place to upload a document, which is exactly what most instructors do: upload word–processed files of their classroom materials. They are encouraged to “plug in” their content under the appropriate category instead of envisioning a translation of their individual pedagogical style into an online environment. Blackboard “tends to encourage a linear pathway through the content” [3], and its default is to support easy uploading and text entry to achieve that goal.

Even after several years of working with the CMS, faculty requests for help focus on what the technology can do, rather than how their pedagogical goals can be achieved.

Morgan notes such improvement as a “side effect of the use of the software rather than a direct result of its use” [5] — those willing to play around with the features tend to discover new directions for their teaching.