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Mentor: A Knowledge Management System Supporting Teachers in Their Leadership
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Informatics and Media.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Informatics and Media.
2007 (English)In: The Power of Media in Education: NBE 2007 Conference / [ed] Ruokamo, Heli et al., Rovaniemi, Finland: University of Lapland Press , 2007, 125-138 p.Conference paper, Published paper (Refereed)
Abstract [en]

The goal for knowledge management is to create the knowledge that drives the organisation forward and provides a professional community. One of the biggest challenges for knowledge management in educational organisations is to move toward a more student-centered learning environment. According to the constructivism deep learning and critical thinking can be achieved if the students are active in the learning process, which mainly takes place in a student-oriented setting. A reasonable assumption is that in student-centered schools the teachers’ teaching strategies and, at the same time, their role as a leader is of great importance. For instance, a more democratic than autocratic style is emphasized. Therefore, it is important for knowledge management within educational organisations to deal with the task to support the teachers to take such a democratic role. Information and Communication Technology (ICT) in form of knowledge systems can be utilised in this process. In this article we present the design of a prototype, called Mentor, with the aim to give the educators the opportunity to reflect on their current teaching strategies and get guidance how to improve their teaching, which in turn can influence their leadership in the classroom. Bloom’s revised taxonomy has been utilised to relate the teachers’ answers, regarding their teaching strategies, to the taxonomy and also to give different kinds of feedback based on the educational objectives in the taxonomy. Mentor may support all the phases within knowledge management; capturing, sharing, applying and creating knowledge.

Place, publisher, year, edition, pages
Rovaniemi, Finland: University of Lapland Press , 2007. 125-138 p.
Series
University of Lapland Publications in Education, ISSN 1457-9553 ; 17
Keyword [en]
Knowledge management, teachers’ leadership, Blooms revised taxonomy, computer-based teacher support, knowledge systems
National Category
Other Engineering and Technologies
Identifiers
URN: urn:nbn:se:uu:diva-159032ISBN: 978-952-484-102-3 (print)OAI: oai:DiVA.org:uu-159032DiVA: diva2:442323
Conference
2nd International Network-based Education 2007 Conference: The Power of Media in Education, 13-15 June 2007, Rovaniemi, Finland
Available from: 2011-09-21 Created: 2011-09-21 Last updated: 2011-10-12Bibliographically approved
In thesis
1. Bridging the Gap between Learning and Teaching by Using Knowledge-Based Systems
Open this publication in new window or tab >>Bridging the Gap between Learning and Teaching by Using Knowledge-Based Systems
2011 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The aim of this thesis was to enhance the learning and teaching in educational organizations by using knowledge-based systems. In the last few decades, considerable interest has been exhibited in applying information and communication technologies in educational settings in an attempt to enhance the process of learning and teaching. Surprisingly, however, a modest amount of attention has been directed towards supporting active learning and to accommodating different learning styles.

Different knowledge and reasoning strategies have been studied to determine, whether, and how they could satisfy users’ learning styles. Moreover, on the basis of the pedagogical aspects identified, a knowledge-based system was designed to help students to learn about the subject actively and in the way they prefer. Through this system, students are able to choose different representation forms of the domain knowledge and can evaluate their understanding through the differentiated feedback given by the system.

In conjunction with the development of new information and communication technologies, the demands on teachers’ didactical skills are also increasing. Adopting a student-centered approach can require teachers to reevaluate their teaching strategies and their leadership style because teacher takes on a different role to that of traditional teaching. Two knowledge-based systems have been designed to provide teachers with differentiated feedback enabling them to reflect on their current teaching strategies and leadership style in an active and individualized way.

The result of the research is the design of knowledge-based systems to bridge the gap between learning and teaching using knowledge-based systems.  A conceptual map united all the important pedagogical aspects related to student-centered learning in making it possible to visualize these aspects and the relation between them. This conceptual map makes a meaningful contribution to designer’s understanding of the way the systems support students’ learning and, therefore, can be used as a guide when designing knowledge-based systems for learning. Students and teachers can also benefit from it by obtaining a common understanding of learning and some of its underlying concepts. This kind of awareness can bridge the gap between teaching and learning, and also advance educational organizations in the move towards the adoption of student-centered learning environments.

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2011. i–x, 89 p.
Series
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Social Sciences, ISSN 1652-9030 ; 72
National Category
Social Sciences
Identifiers
urn:nbn:se:uu:diva-159135 (URN)978-91-554-8163-6 (ISBN)
Public defence
2011-11-02, Hörsal 2, Ekonomikum, Kyrkogårdsgatan 10, Uppsala, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2011-10-12 Created: 2011-09-21 Last updated: 2011-11-04Bibliographically approved

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