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Despite requirements for constant innovation in Higher Education, the application of knowledge management constitutes a recent research field in this sector while a wide range of e-learning tools - like open source learning management systems (LMS) - constitute a basic part of universities infrastructures at present. As knowledge derived from direct experiences is one of the most important sources for innovations, this paper presents two approaches for experiential knowledge production in the Higher Education teaching-learning processes: (1) the managerial production approach and (2) the open production approach. In accordance with these approaches, the paper also describes how Moodle and Sakai - two of the most widely used open source LMS - support experiential knowledge production and concludes that: (1) these LMS don’t have first class constructs to manage experiential knowledge production related concepts; (2) experiential knowledge related constructs can be represented through existing artifacts included in these LMS but this approach presents many limitations to support explicit connections between these constructs and; (3) LMS can extend current capabilities of tags or similar artifacts to represent high level meaning structures that link content from different LMS tools.
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Linking e-learning tools with experiential knowledge production in
Higher Education teaching-learning processes: The case of open source LMS
MSc. Didiosky Benítez-Erice Prof. Dr. Dalgys Luján-Pérez
Departamento de Tecnología Educativa
Universidad Central “Marta Abreu” de Las Villas (UCLV) Santa Clara, Cuba
Prof. Dr. Frederik Questier Prof. Dr. Chang Zhu Department of Educational Sciences Vrije Universiteit Brussel (VUB) Brussels, Belgium
Are they connected today?
Higher Education
Students’ Experiences
Innovation Open
Source LMS
Research Questions
1. How students’ experiential knowledge is produced in Higher Education teaching-learning process?
2. To what extent do open source learning management systems support such production?
Experiential Knowledge
Refer to things perceived from concrete experiences, things tacitly (or implicitly) learned or acquired after a period of reflection on experiences (Eraut 1994; Storkerson 2009).
The nature of students´ experiential knowledge
• Participants
• Situation
• Used Practices
• Process
• Practical Use of Concepts
• Self
Attention to a Teaching-Learning
Experience
Comprehension of the Teaching-Learning Experience
Types of Teaching-Learning experiences: ₋ Course ₋ Area of study ₋ Academic year ₋ Subject ₋ Topic ₋ Lesson (or equivalents) ₋ Task
Apprehension of Learning Tasks
In the light of new information
Managerial Approach
Students involve in joint activities and
share personal experiences
Students accumulate experiential knowledge by doing learning tasks
Students build experiential knowledge claims in
cooperation with others
Teachers justify the value of produced experiential knowledge claims
based on The Organizational Knowledge Creation Theory (Nonaka and Takeuchi, 1995)
Open Approach
Students involve in problem-solving tasks to close
experiential gaps (*)
Students use existing experiences to accomplish
learning tasks
Stakeholders eliminate errors in produced experiential knowledge claims
based on The New Knowledge Management (Firestrone & McElroy, 2003)
* Include problem claim formulation, knowledge claim formulation and its validation.
Moodle (2.2) support for students´experiential knowledge
Sharing personal knowledge
• Chat (message)
• Blogs (entry)
• Wiki (page)
• Notes (note)
• Assignments (response)
Problem and knowledge claims formulation
• Chat (message + chat reports)
• Forum (topic + replies)
• Wiki (page + history)
• Blogs (entry + comments)
Connecting claims
• Wiki (page links)
• Tags (blog post tags)
Knowledge claims evaluation
• Blogs (comments)
• Assignments (grade or feedback)
• Wiki (comments)
• Forum (ratings)
Sakai (CLE 2.7) support for students´experiential knowledge
Sharing personal knowledge
• Blogs (entry)
• Chat Room (message)
• Mailtool (email)
• Wiki (page)
• Messages (message)
• Podcasts (audio or video files)
• Portfolios (content)
Problem and knowledge claims formulation
• Blogs (entry + comments)
• Chat Room (message + history)
• Forum (topic + threads + replies)
• Portfolios (content + comments)
• Wiki (page + history)
Connecting claims
• Wiki (page links)
Knowledge claims evaluation
• Blogs (comments)
• Forum (grade or comments)
• Portfolios (comments)
• Wiki (comments)
Conclusions
1. These LMS (Moodle and Sakai) don’t have a first class construct to manage experiential knowledge production related concepts.
2. Experiential knowledge related constructs can be represented through existing artifacts included in these LMS but this approach presents various limitations to support explicit connections between these constructs.
3. Wikis provide full support to experiential knowledge production in these LMS.
4. LMS can extent current capabilities of tags or similar artifacts to represent high level meaning structures that link content created with different LMS tools.
This presentation can be found at http://www.slideshare.net/didioskybe
Merci! Thanks!
Credit of Pictures
• Santa Clara University
• Vrije Universiteit Brussel
• Image from Horia Varlan
• Image and Logo from Moodle
• Image and Logo from Sakai
