This article aims to provide an insight into how students construct their professional knowledge and what the content and nature of personal professional knowledge is through the concept of PPTs (personal professional theories).
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Digitalization enables public organizations to personalize their services, tuning them to the specific situation, abilities, and preferences of the citizens. At the same time, digital services can be experienced as being less personal than face-to-face contact by citizens. The large existing volume of academic literature on personalization mainly represents the service provider perspective. In contrast, in this paper we investigate what makes citizens experience a service as personal. The result are eight dimensions that capture the full range of individual experiences and expectations that citizens expressed in focus groups. These dimensions can serve as a framework for public sector organizations to explore the expectations of citizens of their own services and identify the areas in which they can improve the personal experiences they offer.
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Although most authors on Information Literacy do not really differ in their definitions of the information literacy concept, phenomenographic research makes clear that in the context of education at least two different conceptions can be distinguished: an “Information Problem Solving” conception and a “Personal Knowledge Base” conception [1]. The conception of “Information Problem Solving” has been elaborated on in various models by many researchers but the operationalization of the “Personal Knowledge Base conception” has, until now, been ignored in LIS research. Based on educational literature a model for the content of a “Personal Knowledge Base” will be proposed. Two kinds of internalized knowledge are distinguished: the body of knowledge of the discipline and metacognitive knowledge. Both of these elements display sub content. This conception of information literacy as a “Personal Knowledge Base” is consistent with the idea that “learning to learn” is one of the main goals of Higher Education. Copyright / opmerkingen: De hier gepubliceerde versie is het 'accepted paper' van het origineel dat is gepubliceerd op www.springerlink.com . De officiële publicatie kan worden gedownload op http://link.springer.com/chapter/10.1007/978-3-319-14136-7_4
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This article provides a construct to monitor and analyse students' personal knowledge development: 'personal professional theory' (PPT). It aims to investigate the development of the content and nature of students' PPTs and their perceptions of learning processes in vocational education during school-based learning and workplace learning. The conclusion based on this study is that the development of students' PPTs involves knowledge compilation as well as thematic turbulence.
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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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This article compares two strategies the detect development in PPT (personal professional theories): CM (concept mapping) and a combination of CM with SR (stimulated recall). The study reveals that both strategies succeed, but that the CM in the combined strategy performed worse. The article ends with several explanations, which all deserve further investigation.
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With the rise of the knowledge-based economy, Higher Education Institutions not only have to produce (under)graduates that are skilled in their profession but who also are competent as knowledge workers. This study focused on the enabling competences of the knowledge worker. Our aim was to develop a framework of enabling competences of knowledge work and to devise instruments to help undergraduate students create awareness of their own areas of competence in relation to knowledge work. We developed a Personal Priority Questionnaire (PPQ) that can be used in a one hour facilitated group discussion, and a Personal Mastery Questionnaire (PMQ) that can be used for individual awareness raising. We did a preliminary test of the PPQ within the competence-based educational program of a university of professional education in The Netherlands and found that facilitated group discussion seems to be an effective method of raising awareness in relation to the competences of the knowledge worker
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This paper describes teacher educators’ understanding of language for classroom communication in higher education. We argue that teacher educators who are aware of their personal practical knowledge of language have a better understanding of their students’ language use and provide better support for knowledge construction. Personal practical knowledge originates from teachers’ professional practice and is based on their past experience, current awareness and future expectation. Data from focus group interviews with teacher educators (N = 35) were used for content analysis. Findings demonstrate an emerging conceptualization resulting in two language modalities of personal practical knowledge, speci ed as: ‘language-sensitive and interpersonally oriented’ and ‘language-focused and pedagogically oriented.’The insights contribute to building a professional practical knowledge base of language and communication-oriented teaching.
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Business is changing from an industrial- to a knowledge-based environment, building more from professionals and their expertise. Corporations need to create internal organizations in which there is more emphasis on human capital and creating/sharing knowledge and talents. Talent management and knowledge creation should be new foci to create sustainability and long-term success. On the whole, organisations are working too much on an ad hoc basis, focusing on technology instead of creating an environment in which talents reinforce each other. In this review article we explore knowledge circulation, link knowledge, and talent to innovation, and discuss optimum circumstances for corporations to benefit from these assets.
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Over the last two decades, institutions for higher education such as universities and colleges have rapidly expanded and as a result have experienced profound changes in processes of research and organization. However, the rapid expansion and change has fuelled concerns about issues such as educators' technology professional development. Despite the educational value of emerging technologies in schools, the introduction has not yet enjoyed much success. Effective use of information and communication technologies requires a substantial change in pedagogical practice. Traditional training and learning approaches cannot cope with the rising demand on educators to make use of innovative technologies in their teaching. As a result, educational institutions as well as the public are more and more aware of the need for adequate technology professional development. The focus of this paper is to look at action research as a qualitative research methodology for studying technology professional development in HE in order to improve teaching and learning with ICTs at the tertiary level. The data discussed in this paper have been drawn from a cross institutional setting at Fontys University of Applied Sciences, The Netherlands. The data were collected and analysed according to a qualitative approach.
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