Linking e-learning tools with experiential knowledge production in Higher Education teaching-learning processes: The case of open source LMS
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The document explores the integration of e-learning tools and experiential knowledge production in higher education through open-source Learning Management Systems (LMS) like Moodle and Sakai. It addresses how students' experiential knowledge is generated during the teaching-learning process and the extent to which these LMS facilitate this production. The findings suggest that while the LMS can support experiential knowledge claims, they lack robust mechanisms for managing related constructs, though wikis are identified as effective tools for this purpose.
Linking e-learning tools with experiential knowledge production in Higher Education teaching-learning processes: The case of open source LMS
- 1. 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. Frederik Questier Prof. Dr. Dalgys Luján-Pérez Prof. Dr. Chang Zhu Departamento de Tecnología Educativa Department of Educational Sciences Universidad Central “Marta Abreu” de Las Villas (UCLV) Vrije Universiteit Brussel (VUB) Santa Clara, Cuba Brussels, Belgium
- 2. Are they connected today? Students’ Experiences Higher Education Open Innovation Source LMS
- 3. 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?
- 4. 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).
- 5. The nature of students´ experiential knowledge Apprehension of Learning Tasks • Participants • Situation In the light of • Used Practices Comprehension of the new information • Process Teaching-Learning Experience • Practical Use of Concepts • Self Types of Teaching-Learning experiences: Attention to a ₋ Course Teaching-Learning ₋ Area of study Experience ₋ Academic year ₋ Subject ₋ Topic ₋ Lesson (or equivalents) ₋ Task
- 6. Managerial Approach Students accumulate Students involve in joint Students build experiential experiential knowledge activities and knowledge claims in by doing learning tasks share personal experiences cooperation with others Teachers justify the value of produced experiential knowledge claims based on The Organizational Knowledge Creation Theory (Nonaka and Takeuchi, 1995)
- 7. Open Approach Students use existing Students involve in experiences to accomplish * Include problem claim formulation, problem-solving tasks to close learning tasks knowledge claim formulation and its experiential gaps (*) validation. Stakeholders eliminate errors in produced experiential knowledge claims based on The New Knowledge Management (Firestrone & McElroy, 2003)
- 8. Moodle (2.2) support for students´experiential knowledge Problem and knowledge claims Sharing personal knowledge Knowledge claims evaluation formulation • Chat (message) • Chat (message + chat reports) • Blogs (comments) • Blogs (entry) • Forum (topic + replies) • Assignments (grade or feedback) • Wiki (page) • Wiki (page + history) • Wiki (comments) • Notes (note) • Blogs (entry + comments) • Forum (ratings) • Assignments (response) Connecting claims • Wiki (page links) • Tags (blog post tags)
- 9. Sakai (CLE 2.7) support for students´experiential knowledge Problem and knowledge claims Sharing personal knowledge formulation Knowledge claims evaluation • Blogs (entry + comments) • Blogs (entry) • Chat Room (message + history) • Blogs (comments) • Chat Room (message) • Forum (topic + threads + replies) • Forum (grade or comments) • Mailtool (email) • Portfolios (content + comments) • Portfolios (comments) • Wiki (page) • Wiki (page + history) • Wiki (comments) • Messages (message) • Podcasts (audio or video files) • Portfolios (content) Connecting claims • Wiki (page links)
- 10. 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.
- 11. Merci! Thanks! This presentation can be found at http://www.slideshare.net/didioskybe
- 12. Credit of Pictures • Santa Clara University • Vrije Universiteit Brussel • Image from Horia Varlan • Image and Logo from Moodle • Image and Logo from Sakai