Students’ Experiential Knowledge Production in the Teaching-Learning Process of Universities 16th European Conference on Knowledge Management ECKM 2015, University of Udine, Italy Didiosky Benítez Dalgys Pérez Universidad Central “Marta Abreu” de Las Villas (UCLV) Santa Clara, Cuba Frederik Questier Vrije Universiteit Brussel (VUB) Brussels, Belgium
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Students’ Experiential Knowledge Productionin the Teaching-Learning Process of Universities
16th European Conference on Knowledge ManagementECKM 2015, University of Udine, Italy
Didiosky BenítezDalgys Pérez
Universidad Central “Marta Abreu”de Las Villas (UCLV)
Santa Clara, Cuba
Frederik Questier
Vrije Universiteit Brussel (VUB)Brussels, Belgium
This presentation can be found athttp://questier.com
http://www.slideshare.net/Frederik_Questier
Frederik QuestierVrije Universiteit Brussel
Didiosky BenitezUCLV, Cuba
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Drivers of innovationin higher education?
8
Drivers of innovationin higher education?
➢ (Educational) sciences?
➢ ICT
➢ Challenges
➢ ...
9
Students' learning experiencesas drivers of innovation?
10
Experiential learning cycle
Kolb, D.A., 1984. Experiential learning: experience as the source of learning and development,Englewood Cliffs, NJ: Prentice Hall.
Experiential knowledge
Eraut, M., 1994. Developing professional knowledge and competence, London: Falmer Press.
Teachers & students
Focus
➢ Students' experiential knowledge
produced when students reflect on experiences
associated with executing learning tasks
Inspiration:The Organizational Knowledge Creation Theory
Nonaka, I. & Takeuchi, H., 1995. The knowledge-creating company: How Japanese companiescreate the dynamics of innovation, New York: Oxford University Press.
Inspiration:The New Knowledge Management theory
➢ McElroy, M. W. (2003). The new knowledge management: complexity, learning, and sustainable innovation. Burlington, MA: Butterworth Heinemann.
➢ Firestone, J. M., & McElroy, M. W. (2003). Key issues in the new knowledge management. Knowledge Creation Diffusion Utilization. Burlington, MA: Butterworth Heinemann
Proposal of2 theoretical models
➢ Teacher-centered production
of students' experiential knowledge
➢ Student-centered production
of students' experiential knowledge
Teacher-centeredproduction model
Student-centeredproduction model
Data collection
Findings in undergraduate programsTeacher-centered model
Civil Engineering (occurrence)
Psychology (occurrence)
1. Students share previous experiences
High Low
2. Teachers invite students to create new concepts
Low Medium
3. Teachers justify new concepts Low Low
Findings in undergraduate programsStudent-centered model
Civil Engineering (occurrence)
Psychology (occurrence)
4. Students formulate problems Medium Low
5. Students learn from experience
Medium Low
6. Teachers and students evaluate solutions
High High
7. Use of existing knowledge Medium Medium
8. Students formulate solutions
Low Low
Augmented teacher-centered production model
Conclusions
➢ 2 theoretical models proposed for students' experiential knowledge production
➢ The knowledge processes are
➢ all found in practice in UCLV undergraduate programs➢ partially supported by nation-wide policy documents
➢ In UCLV it's mostly teacher-centered and top-down
➢ Practices have room for improvement
➢ How?➢ With which tools?
Questions?
Questier.com
Frederik AT Questier.com
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Credits
➢ Question mark CC-by by Stefan Baudy
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