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Cheng articulates the extent to which knowledge management
approaches can create Intellectual Capital (IC) and contribute to
improvements in education quality. He argues that public schools
have long contended with the requirements of quality assurance in a
competitive environment of decreasing student numbers, increasing
parental choice and rising standards of accountability. As public
organisations, schools have to demonstrate appropriate resource
management and show evidence that they are meeting defined
development plans and goals. Cheng proposes a strategic approach,
IC management, to help schools respond to and cope with the
increasingly competitive environment while enhancing school
capacity for improving student learning. First, the book guides
readers to understand the development of IC theory in the context
of education to address the requirements of quality assurance and
accountability. It then introduces Lesson Study, e-Learning, and
Information and Communication Technology (ICT) as key resources and
drivers for building school IC, and examines the organisational
factors that enable knowledge management approaches for developing
IC in schools from both Asia and Europe. It concludes by offering
strategies and implementation methods to manage school IC for
sustainable development. Combining research from Asia and Europe,
this edited volume will be useful for school leaders and policy
makers, as well as those researching school leadership and IC.
This book analyses the organisation cultures that promote Japanese
Lesson Study, identifies the soul of lesson study, which is missing
in other cultures, and discusses the conditions for successfully
transplanting the Lesson Study to other cultures. Adopting Nonaka
and Tateuchi's (1995) SECI knowledge creation model as the
analytical lens, it explores the tacit and explicit knowledge
convention and creation processes in lesson study. Unpacking the
mechanism of the knowledge management process and practices could
assist policy makers and school administrators, educators in
contextualising lesson study to their school systems. The book
provides an accessible discussion of the benefits and challenges of
introducing lesson study, and presents three new research
dimensions to analyse it: reviewing the historical development of
lesson study in terms of the pendulum swings between professional
accountability and state accountability in developing the
school-based curriculum and the national curriculum; examining
lesson study as a knowledge management tool for creating
pedagogical knowledge for curriculum implementation: and studying
the "kaizen kata" embedded in the PDCA cycles of lesson study as an
organization routine for school improvement.
This edited book is a collection of selected research papers
presented at the 2021 2nd International Conference on Artificial
Intelligence in Education Technology (AIET 2021), held in Wuhan,
China on July 2-4, 2021. AIET establishes a platform for AI in
education researchers to present research, exchange innovative
ideas, propose new models, as well as demonstrate advanced
methodologies and novel systems. Rapid developments in artificial
intelligence (AI) and the disruptive potential of AI in educational
use has drawn significant attention from the education community in
recent years. For educators entering this uncharted territory, many
theoretical and practical questions concerning AI in education are
raised, and issues on AI’s technical, pedagogical, administrative
and socio-cultural implications are being debated. The book
provides a comprehensive picture of the current status, emerging
trends, innovations, theory, applications, challenges and
opportunities of current AI in education research. This timely
publication is well-aligned with UNESCO’s Beijing Consensus on
Artificial Intelligence (AI) and Education. It is committed to
exploring how best to prepare our students and harness emerging
technologies for achieving the Education 2030 Agenda as we move
towards an era in which AI is transforming many aspects of our
lives. Providing a broad coverage of recent technology-driven
advances and addressing a number of learning-centric themes, the
book is an informative and useful resource for researchers,
practitioners, education leaders and policy-makers who are involved
or interested in AI and education.
This edited book is a collection of selected research papers
presented at the 2022 3rd International Conference on Artificial
Intelligence in Education Technology (AIET 2022), held in Wuhan,
China, on July 1-3, 2022. AIET establishes a platform for AI in
education researchers to present research, exchange innovative
ideas, propose new models, as well as demonstrate advanced
methodologies and novel systems. The book is divided into five main
sections - 1) AI in Education in the Post-COVID New Norm, 2)
Emerging AI Technologies, Methods, Systems and Infrastructure, 3)
Innovative Practices of Teaching and Assessment Driven by AI and
Education Technologies, 4) Curriculum, Teacher Professional
Development and Policy for AI in Education, and 5) Issues and
Discussions on AI In Education and Future Development. Through
these sections, the book provides a comprehensive picture of the
current status, emerging trends, innovations, theory, applications,
challenges and opportunities of current AI in education research.
This timely publication is well aligned with UNESCO's Beijing
Consensus on Artificial Intelligence (AI) and Education. It is
committed to exploring how AI may play a role in bringing more
innovative practices, transforming education in the post-pandemic
new norm and triggering an exponential leap toward the achievement
of the Education 2030 Agenda. Providing broad coverage of recent
technology-driven advances and addressing a number of
learning-centric themes, the book is an informative and useful
resource for researchers, practitioners, education leaders and
policy-makers who are involved or interested in AI and education.
This edited book is a collection of selected research papers
presented at the 2021 2nd International Conference on Artificial
Intelligence in Education Technology (AIET 2021), held in Wuhan,
China on July 2-4, 2021. AIET establishes a platform for AI in
education researchers to present research, exchange innovative
ideas, propose new models, as well as demonstrate advanced
methodologies and novel systems. Rapid developments in artificial
intelligence (AI) and the disruptive potential of AI in educational
use has drawn significant attention from the education community in
recent years. For educators entering this uncharted territory, many
theoretical and practical questions concerning AI in education are
raised, and issues on AI's technical, pedagogical, administrative
and socio-cultural implications are being debated. The book
provides a comprehensive picture of the current status, emerging
trends, innovations, theory, applications, challenges and
opportunities of current AI in education research. This timely
publication is well-aligned with UNESCO's Beijing Consensus on
Artificial Intelligence (AI) and Education. It is committed to
exploring how best to prepare our students and harness emerging
technologies for achieving the Education 2030 Agenda as we move
towards an era in which AI is transforming many aspects of our
lives. Providing a broad coverage of recent technology-driven
advances and addressing a number of learning-centric themes, the
book is an informative and useful resource for researchers,
practitioners, education leaders and policy-makers who are involved
or interested in AI and education.
The book illustrates how Lesson Study can be applied to craft
metacognitive teaching strategies to enhance students' learning to
learn competencies. Based on the findings of an empirical study of
a university-funded teaching development project, this book reports
how to apply Lesson Study and Learning Study to enhance teachers'
metacognitive teaching competencies with a view to tackling the
impacts and challenges created by and underlying the learning to
learn curriculum. The book allows readers to experience
metacognitive learning by sorting the prior knowledge on the
metacognition, setting the goal and planning reading schedule,
checking their understanding and progress, evaluating what they
have or have not learned and reflected on their reading experience
and feelings. Readers can grasp the key concept underpinning
metacognitive teaching, including teaching strategies for
developing students' metacognitive abilities that include working
on problem-solving activities, working on small collaborative
groups, making metacognitive and learning strategies explicit, and
encouraging students to reflect upon and talk about their learning.
This book introduces the application of knowledge management (KM)
theories, practices, and tools in school organization for
sustainable development. Schools in Asia Pacific have long faced a
variety of challenges in terms of sustainable development under the
education reforms and curriculum reforms to meet the demands of a
knowledge society. Schools are inevitably expected to develop human
capital for the knowledge society within the competitive global
economy, and to interact with its policy environment and know how
to leverage pedagogical knowledge. The high speed of expansion
change and expansion of knowledge have dramatically influence the
development of flexibility of teacher and school works. The nature
of teacher work becomes increasingly less routine, more analytical,
and disruptive yet often come with a sense of urgency and need to
be more collaborative. Teachers not only require data and
information, but also knowledge and experience of individual, they
also need to collaborative task execution, decision making and
problem solving. Helping school leaders and teachers to manage
their knowledge and become "know how" to cope with the change is
important.
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