Dit artikel beschrijft een werkwijze voor het inrichten van een competentiegerichte opleiding waarmee tegelijk op een gestructureerde manier een zogenaamde "body of knowledge" wordt ingericht.
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Rapportage van een zoektocht naar de kenniselementen die in het competentiegerichte curriculum aan de orde moeten zijn. Op basis van de body of knowledge (wat er over communicatie geweten wordt), wordt een kennisfundament voor het curriculum ontwikkeld: welke kenniselementen zijn op welk moment in de opleiding aan de orde?
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In een project van de Digitale Universiteit hebben ict-opleidingen van verschillende hogescholen gewerkt aan een model voor metadatering van onderwijs- objecten. Uit die samenwerking is een werkwijze ontstaan voor het inrichten van een competentiegerichte opleiding waarmee tegelijk op een gestructureerde manier een zogenaamde 'body of knowledge' wordt ingericht.
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This article examines how the human perception of knowledge is structured in the empirical world. It is often argued by scientists that facts in this empirical world can be perceived, which makes us believe that this world is an objective world. However, the human way of making sense of the world is individual and embodied, which causes the creation of an individual world for every human: a body-world. The empirical world is in this case a shared space for multiple bodies that agree on the causality of certain events and objects in that space. Every body-world therefore has its own partial perspective on the knowledge in this shared space, which is formed by the physiology of the body, the cultural background, and the identity of the person. The theater has the power, through the techniques of re-enactment and disruption, to give its audience insight in other situated knowledges from different partial perspectives. It can therefore connect different situated knowledges and create ecological knowledge: the awareness of the connected network of knowledges that is produced in various body-worlds on what is happening in the shared space. Only then can we emancipate knowledge and embrace the various partial perspectives that this shared space of body-worlds has to offer.
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Dit onderdeel van de Body of Knowledge Sociaal werk beschrijft de methodiek van het Forensisch Sociaal Werk. De Body of Knowledge Sociaal Werk is een beschrijving van het kennisfundament voor het sociaal werk, bedoeld voor huidige en toekomstige sociale professionals. Huidige professionals kunnen de Body of Knowledge gebruiken om, waar nodig, hun kennis van het sociale domein bij te schaven. Voor studenten en docenten van sociaal agogische opleidingen vormt de Body of Knowledge een kader waaraan de kenniselementen uit de huidige opleidingen getoetst kunnen worden. De Body of Knowledge is opgebouwd uit de onderdelen: Methodieken, Professionalisering, Sociaal Wetenschappelijk, Ethiek en Beleid & organisatie. Elke onderdeel bevat een introductie en een aantal vensters waarin de basiskennis is weergegeven.
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English is increasingly the dominant language of academic scholarship. This means that much research produced in other languages is overlooked, a tendency strengthened by the growing power of global publishers and university ranking systems. This initial scoping study provides an exploratory review of non-English scholarship in the field of event management, drawing on an extensive literature search in Arabic, Croatian, Czech, Dutch, Italian, Portuguese, Slovenian and Spanish. We find a considerable number of event management publications in these languages, which effectively represent a ‘missing body of knowledge’ for scholars working in English. Only about 10% of these non-English sources are covered by Scopus, for example. Our scoping study indicates that this excludes many scholars and potentially interesting areas of work from the global event management corpus. We suggest several strategies which could be employed to address these issues.
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Conceptual metaphors play a vital role in our ability to think in abstract terms like knowledge. Metaphors structure and give meaning to the concept of knowledge. They hide and highlight certain characteristics. The choice of metaphor when reasoning about knowledge is therefore of vital importance for knowledge management (KM). This paper explores the possibility of introducing new knowledge metaphors to the field of KM. Based on a ‘wish list’ of characteristics of knowledge they want to highlight, the authors choose to explore the Knowledge as a Journey metaphor as a new metaphor for knowledge. This results in new insights regarding knowledge sharing, acquisition, retention, and innovation.
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A case study and method development research of online simulation gaming to enhance youth care knowlegde exchange. Youth care professionals affirm that the application used has enough relevance as an additional tool for knowledge construction about complex cases. They state that the usability of the application is suitable, however some remarks are given to adapt the virtual environment to the special needs of youth care knowledge exchange. The method of online simulation gaming appears to be useful to improve network competences and to explore the hidden professional capacities of the participant as to the construction of situational cognition, discourse participation and the accountability of intervention choices.
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Objective: This article explores the use of experiential knowledge by traditional mental health professionals and the possible contribution to the recovery of service users. Design and Methods: The review identified scientific publications from a range of sources and disciplines. Initial searches were undertaken in databases PsycINFO, PubMed, and Cochrane using specific near operator search strategies and inclusion and exclusion criteria. Results: Fifteen articles were selected. These were published in a broad range of mental health and psychology journals reporting research in western countries. In the selected articles, a varying conceptualization of experiential knowledge was found, differing from therapeutic self-disclosure embedded in psychotherapeutic contexts to a relational and destigmatizing use in recovery-oriented practices. Nurses and social workers especially are speaking out about their own experiences with mental health distress. Experiential knowledge stemming from lived experience affects the professional’s identity and the system. Only a few studies explored the outcomes for service users’ recovery. Conclusion: A small body of literature reports about the use of experiential knowledge by mental health professionals. The mental health system is still in transformation to meaningfully incorporate the lived experience perspective from traditional professionals. There is little data available on the value for the recovery of service users. This data indicates positive outcomes, such as new understandings of recovery, feeling recognized and heard, and increased hope, trust, and motivation. More research about the meaning of experiential knowledge for the recovery of service users is desirable.
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Conceptual metaphors play a vital role in our ability to think in abstract terms like knowledge. Metaphors structure and give meaning to the concept of knowledge. They hide and highlight certain characteristics. The choice of metaphor when reasoning about knowledge is therefore of vital importance for knowledge management (KM). This paper explores the possibility of introducing new knowledge metaphors to the field of KM. Based on a ‘wish list’ of characteristics of knowledge they want to highlight, the authors choose to explore the Knowledge as a Journey metaphor as a new metaphor for knowledge. This results in new insights regarding knowledge sharing, acquisition, retention, and innovation.
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