The edited and peer reviewed volume presents selected papers of the conference “Beyond knowlegde: the legacy of competence” organized by EARLI SIG Learning and Instruction with Computers in cooperation with SIG Instructional Design. It reflects the current state-of-the-art work of scholars worldwide within the area of learning and instruction with computers. Mainly, areas of computer-based learning environments supporting competence-focused knowledge acquisition but also foundational scientific work are addressed. More specific, contents cover cognitive processes in hypermedia and multimedia learning, social issues in computer-supported collaborative learning, motivation and emotion in Blended Learning and e-Learning.

This book presents perspectives on the knowledge creation metaphor of learning, and elaborates the trialogical approach to learning. The knowledge creation metaphor differs from both the acquisition and the participation metaphors. In a nutshell trialogical approaches seek to engage learners in joint work with shared objects and artefacts mediated by collaboration technology. The theoretical underpinnings stem from different origins, including Bereiter and Scardamalia’s theory on knowledge building and Engeström’s activity theory. The authors in this collection introduce key concepts and techniques, explain tools designed and developed to support knowledge creation, and report results from case studies in specific contexts. The book chapters integrate theoretical, methodological, empirical and technological research, to elaborate the empirical findings and to explain the design of the knowledge creation tools. The target audiences for this book are researchers, teachers and Human Resource developers interested in new perspectives on collaborative learning, technology-mediated knowledge creation, and applications of this in their own settings, for higher education, teacher training and workplace learning. The book is the result of joint efforts from many contributors who took part in the Knowledge-practices Laboratory (KP-Lab) project (2006-2011) supported by EU FP6.

Drawing on a wealth of academic research, statistics and interviews with key Australian media people including present and former Australian Broadcasting Corporation staffers, this book explores the transitions of the ABC under various types of organisational re-strategising, governance and political shifts. The book provides the reader with an authoritative narrative as to how the ABC has lost its iconic status in Australian society, and unfolds how the ABC has strayed from its respected public charter which endowed the ABC with a distinctive and important role in informing, educating and entertaining the Australian public. Successive federal government funding cuts have shrunk staffing levels and services while it has pursued a corporatist model that mimics the trappings and practices of commercial media. In that process it has become politicised and trivialised, thereby threatening its demise. The book is a unique and timely contribution at a time of dwindling interest for the funding of public assets everywhere. There is no other book in the market that addresses the decline of the organisation (the ABC) and analyses the reasons for its demise within an organisational theoretical framework. The book is written for an educated general audience, with academics and media practitioners specifically in mind, and has everyday applications for business organisations operating in the public sector by bringing together important findings of public funding, budgets, management and organisational strategies and evolution.

Education is expanding to include a stronger focus on the practical application of classroom lessons in an effort to prepare the next generation of scholars for a changing world economy centered on collaborative and problem-solving skills for the digital age. The Handbook of Research on Technology Tools for Real-World Skill Development presents comprehensive research and discussions on the importance of practical education focused on digital literacy and the problem-solving skills necessary in everyday life. Featuring timely, research-based chapters exploring the broad scope of digital and computer-based learning strategies including, but not limited to, enhanced classroom experiences, assessment programs, and problem-solving training, this publication is an essential reference source for academicians, researchers, professionals, and policymakers interested in the practical application of technology-based learning for next-generation education.

This Handbook is a leading source of ideas and information on mentoring and coaching. It covers national and international research on schools, higher education, and disciplines within and beyond education. The editors draw together contributions and present evidence bases and alternative worldviews in which concepts are both untangled and substantiated. Unique in its coverage, it maps current knowledge and understanding, and values and skills underpinning educational mentoring and coaching for learning. Contributors set out practical applications of coaching and mentoring for practitioners and researchers and also address social justice issues, such as those involving traditional and technical forms of mentoring and coaching, democratic and accountability agendas, and institutional and historical patterns of learning.

This eBook is a collection of articles from a Frontiers Research Topic. Frontiers Research Topics are very popular trademarks of the Frontiers Journals Series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area! Find out more on how to host your own Frontiers Research Topic or contribute to one as an author by contacting the Frontiers Editorial Office: frontiersin.org/about/contact.

Although knowledge management (KM) has already helped numerous organizations achieve competitive advantages, many organizations have yet to embark on their knowledge management journey. Geared for executives and senior managers, Beyond Knowledge Management: What Every Leader Should Know is concise and easy-to-read. It looks at 10 areas where organi

An intensive global search is on for the "rule of law," the holy grail of good governance, which has led to a dramatic increase in judicial reform activities in developing countries. Very little attention, however, has been paid to the widening gap between theory and practice, or to the ongoing disconnect between stated project goals and actual funded activities. Beyond Common Knowledge examines the standard methods of legal and judicial reform. Taking stock of international experience in legal and judicial reform in Latin America, Europe, India, and China, this volume answers key questions in the judicial reform debate: What are the common assumptions about the role of the courts in improving economic growth and democratic politics? Do we expect too much from the formal legal system? Is investing in judicial reform projects a good strategy for getting at the problems of governance that beset many developing countries? If not, what are we missing?

Employees exit an organization with 80% of the knowledge they have acquired without transferring it to others. This colossal loss of intellectual assets is even more in terms of parent to child legacy transfer. Several factors may have contributed to this immense generational memory loss. First, the knowledge seekers do not know what to do on how to influence the knowledge sources to share their skills and experiences and may not even understand the characteristics of the knowledge they intend to access from the knowledge sources. Second, these intellectual assets such as skills and experiences they intend to access give the knowledge sources their comparative advantage in the society and worst still, they are not on the pages of procedures or other documented format, but mainly domicile in the heads of the possessors and hence not visible to others. Third, people also regard their skills and experiences as invaluable intellectual assets and hence do not want to easily share it with others. These are some of the constraints knowledge seekers face, whether in an organization or the society while trying to access the information they require in creating value in their respective domains. Eventually, the legacies transferred to the knowledge seekers fall short of what would have been transferred if the knowledge seeker knows otherwise. This book bridges this gap by providing a strategic and systematic approach on how a knowledge seeker may apply social interaction variables and its hierarchical effect on knowledge transfer to influence a knowledge source to share his or her intellectual assets that he or she might not ordinarily be willing to share with any knowledge seeker.

This book provides a contemporary and critical examination of the theoretical and pedagogical impact of Michael Byram’s pioneering work on intercultural communicative competence and intercultural citizenship within the field of language education and beyond. The chapters address important theoretical and empirical work on the teaching, learning, and assessment of intercultural learning, and highlight how individual language educators and communities of practice enact intercultural learning in locally appropriate ways. The book offers comprehensive, up-to-date and accessible knowledge for researchers, teachers, teacher-trainers and students.