Showing posts with label education. Show all posts
Showing posts with label education. Show all posts
Monday, November 18, 2013
Programa o serás programado (manual de emancipación para la sociedad digital)
Programa o serás programado (manual de emancipación para la sociedad digital), by JAVIER BARROS DEL VILLAR
Wednesday, November 13, 2013
The Digital Future is Now: A Call to Action for the Humanities
Christine L. Borgman, Professor & Presidential Chair in Information Studies, UCLA
Christine L. Borgman
Thursday, November 7, 2013
Saturday, April 6, 2013
Identificación de consecuencias negativas de incluir la enseñanza y/o aprendizaje de software privativo en el aula universitaria. Estudio piloto/ Identification of negative consequences of including the teaching/learning of privative software at University classroom. Pilot Study
Identificación de consecuencias negativas de incluir la enseñanza y/o aprendizaje de software privativo en el aula universitaria. Estudio piloto. (full text, in Spanish)
RAZÓN Y PALABRA. Primera Revista Electrónica en América Latina Especializada en Comunicación
Tecnologías digitales, pantallas y lenguaje audiovisual
NÚMERO 82 MARZO - MAYO 2013
Abstract
To understand the changes occurred in our society since the introduction of the Internet and the development of different tools and resources is useful to go to the concepts of cyberspace and cyberculture, metaphors that refer to many types of communication and content available through the internet merging with a variety of tools, but also to its users, producers and the values that are built online. If Cyberspace refers to the Internet backbone, embracing new media, from infrastructure to social use, Cyberculture comprises all practices, attitudes, ways of thinking and values that grow along with Cyberspace (Lévy, 2001) These metaphors open research roads that result, for example, the possibility of identifying how the concept of gender is reconstructed through the communicative possibilities of the Internet "(Gómez-Diago, 2012) or understanding the significance of selecting the technologies that we use. Following this last idea, in this article, we identify some of the consequences that require education and / or training of proprietary software in the classroom. We articulated the work in two parts, introduced by a section intended to underlie the
role of the university education to bolster one type of technology over others and to forge an productive interplay between education and society which provokes a social betterment. This introduction is underpinned by studies conducted by international organizations which give us insights about the lack of applications of new technologies of information and communication in Spain. Then, by analyzing papers and studies carried by public institutions which embrace the use of non-proprietary software in our country, we identify the lack of concern about their use in the classroom. Finally, we shared the outcomes obtained from the experience of instructing vector graphic design proprietary software to students of third year of the Degree in Advertising and Public Relations at the University of Vigo during the academic year 2011-2012 . We detect some of the noticeable constraints that the use of this software impose to the knowledge gained by the students
Key words Software evaluation, educational technology, influence of technology, curriculum design, open source technology, public administration education, pilot studies, communication research, classroom research.
References
Beban, N. (1995) Measuring usability as quality of use. Software Quality Journal, 4, pp.115-150.
Johnson, B. Teacher as Researcher. ERIC Clearinghouse on Teacher Education Washington DC.
Benker, Yochai (2006) The wealth of networks . How social production transforms markets and
freedom. New Haven and London: Yale University Press.
Business Software Alliance. Nith annual BSA global software 2011 piracy study.
Business Software Alliance (2011) Los sectores de la industria, las artes gráficas y la ingeniería son
los que mayor uso de software ilegal hicieron en España en el primer semestre de 2011.
Chopra and Dexter (2011) Free software and the economics of information justice, Ethics and
Information Technology.13, pp.173–184, DOI 10.1007/s10676-010-9226-6
Conferencia de Rectores de las Universidades Españolas. Comisión de TIC (2010) Marco para el
intercambio de documentos en Universidades. Españolas mediante estándares abiertos.
De Valk, M. & Mansoux, A. (2007) Digital Artists' Handbook. United Kingdom: Folly, GOTO10,
Arts Council England. Recuperado de
Delgado García, A & Oliver Cuello, R (2007) La promoción del software libre por parte de las
universidades. RED. Revista de Educación a Distancia.Año V, 17.
Dutta, S. et al. (2012) "The Networked Readiness Index 2012: Benchmarking ICT Progress and
Impacts for the Next Decade", in Dutta, S & Bilbao Osorio, The Global Information Technology
Report 2012. Living in a Hyperconnected World. Geneva: World Economic Forum.
Dutta, S. (2012) The Global Innovation Index 2012. Stronger Innovation Linkages for Global
Growth. France: INSEAD. The Business School for the World.
Feliu , J (2011) "Teaching Thematic Cartography with open source software: Inkscape", INTED,
International Tecnhnology Education and Development Conference. 2011 Proceedings, pp. 3198-
3205.
Firth Murray, G. (2009) Categorization of Open Source Licenses:More Than Just Semantics. The
Computer & Internet Lawyer, 26:1 .
Gómez-Diago, G. (2012) Cyberspace and cyberculture. In Kosut, M. & Golson, J. Geoffrey (Eds).
Encyclopedia of gender in media. Thousand Oaks, California: SAGE reference publication.
Gómez-Diago, G. (2011) Introducción al Software de Diseño Gráfico Vectorial, Illustrator.
Universidad de Vigo. Curso 2011-2012. Facultad de Ciencias Sociales y de la Comunicación.
Gómez-Diago, G. (2010). Triangulación Metodológica. Paradigma para investigar desde la Ciencia
de la Comunicación. Razón y Palabra, 71. Recuperado de
Heger, A (2009) Software piracy and producers developer's strategies. 3rd FLOSS International
Workshop on Free/Libre Open Source Software. Department of Economics. University of Padua
July, 2-3
International Telecommunications Union. Fixed Wiress Internet Subscriptions per 100 inhabitants.
Percentaje of individuals using the Internet.
Larbi-Apau, J. & Moseley, J.(2012) Computer Attitude of Teaching Faculty. Implications for Technology-Based Performance . Journal of Information Technology Education: Research, 11.pp. 221-233.
Libre Graphics Meeting. Recuperado de http://libregraphicsmeeting.org/2012/
Lévy, Pierre (2001) Cyberculture. Minneapolis. University of Minnesota Press
Observatorio Nacional del Software de Fuentes Abiertas (2012) Actividades de Innovación
Tecnológica e I+D con Software Libre.
Observatorio Nacional del Software de Fuentes Abiertas (2009) Estudio sobre la Situación actual
del software de fuentes abiertas en las Universidades y Centros de I+D Españoles.
Cathain & J.Thomas, K (2004 ) Any other comments? Open questions on questionnaires_a bane
or a bonus to research? BMC Medical Research Methodology, 4:25 doi:10.1186/1471-2288-4-25.
Orden EDU/2341/2009, de 27 de agosto, por la que se crea el Centro Nacional de Desarrollo
Curricular en Sistemas no Propietarios
Plan Avanza. 2011-2015.
Pfaffman, J. (2008) Transforming High School Classrooms with Free/Open Source Software: It's
Time for an Open Source Software Revolution. The High School Journal; 91: 3; pp.25-31
S. Raymond, Eric (1997) The cathedral and the Bazaar. Traducción al Español: Soto Pérez, Jose.
Soler (2008) Artists and Free Software. An Introduction (14-17) in FLOSS + Art. Poitiers.France:
Weber, Steven (2004) The Success of Open Source. Cambridge, Massachusetts, and London, England: Harvard University Press.
Li, Y; Hoo Tan, Ch; Xu, H; Teo, H (2011) Open Source Software Adoption: Motivations of
Adopters and Amotivations of Non-adopters. The DATA BASE for Advances in Information
Systems, 42:2, pp.76-94,
RAZÓN Y PALABRA. Primera Revista Electrónica en América Latina Especializada en Comunicación
Tecnologías digitales, pantallas y lenguaje audiovisual
NÚMERO 82 MARZO - MAYO 2013
Abstract
To understand the changes occurred in our society since the introduction of the Internet and the development of different tools and resources is useful to go to the concepts of cyberspace and cyberculture, metaphors that refer to many types of communication and content available through the internet merging with a variety of tools, but also to its users, producers and the values that are built online. If Cyberspace refers to the Internet backbone, embracing new media, from infrastructure to social use, Cyberculture comprises all practices, attitudes, ways of thinking and values that grow along with Cyberspace (Lévy, 2001) These metaphors open research roads that result, for example, the possibility of identifying how the concept of gender is reconstructed through the communicative possibilities of the Internet "(Gómez-Diago, 2012) or understanding the significance of selecting the technologies that we use. Following this last idea, in this article, we identify some of the consequences that require education and / or training of proprietary software in the classroom. We articulated the work in two parts, introduced by a section intended to underlie the
role of the university education to bolster one type of technology over others and to forge an productive interplay between education and society which provokes a social betterment. This introduction is underpinned by studies conducted by international organizations which give us insights about the lack of applications of new technologies of information and communication in Spain. Then, by analyzing papers and studies carried by public institutions which embrace the use of non-proprietary software in our country, we identify the lack of concern about their use in the classroom. Finally, we shared the outcomes obtained from the experience of instructing vector graphic design proprietary software to students of third year of the Degree in Advertising and Public Relations at the University of Vigo during the academic year 2011-2012 . We detect some of the noticeable constraints that the use of this software impose to the knowledge gained by the students
Key words Software evaluation, educational technology, influence of technology, curriculum design, open source technology, public administration education, pilot studies, communication research, classroom research.
References
Beban, N. (1995) Measuring usability as quality of use. Software Quality Journal, 4, pp.115-150.
Johnson, B. Teacher as Researcher. ERIC Clearinghouse on Teacher Education Washington DC.
Benker, Yochai (2006) The wealth of networks . How social production transforms markets and
freedom. New Haven and London: Yale University Press.
Business Software Alliance. Nith annual BSA global software 2011 piracy study.
Business Software Alliance (2011) Los sectores de la industria, las artes gráficas y la ingeniería son
los que mayor uso de software ilegal hicieron en España en el primer semestre de 2011.
Chopra and Dexter (2011) Free software and the economics of information justice, Ethics and
Information Technology.13, pp.173–184, DOI 10.1007/s10676-010-9226-6
Conferencia de Rectores de las Universidades Españolas. Comisión de TIC (2010) Marco para el
intercambio de documentos en Universidades. Españolas mediante estándares abiertos.
De Valk, M. & Mansoux, A. (2007) Digital Artists' Handbook. United Kingdom: Folly, GOTO10,
Arts Council England. Recuperado de
Delgado García, A & Oliver Cuello, R (2007) La promoción del software libre por parte de las
universidades. RED. Revista de Educación a Distancia.Año V, 17.
Dutta, S. et al. (2012) "The Networked Readiness Index 2012: Benchmarking ICT Progress and
Impacts for the Next Decade", in Dutta, S & Bilbao Osorio, The Global Information Technology
Report 2012. Living in a Hyperconnected World. Geneva: World Economic Forum.
Dutta, S. (2012) The Global Innovation Index 2012. Stronger Innovation Linkages for Global
Growth. France: INSEAD. The Business School for the World.
Feliu , J (2011) "Teaching Thematic Cartography with open source software: Inkscape", INTED,
International Tecnhnology Education and Development Conference. 2011 Proceedings, pp. 3198-
3205.
Firth Murray, G. (2009) Categorization of Open Source Licenses:More Than Just Semantics. The
Computer & Internet Lawyer, 26:1 .
Gómez-Diago, G. (2012) Cyberspace and cyberculture. In Kosut, M. & Golson, J. Geoffrey (Eds).
Encyclopedia of gender in media. Thousand Oaks, California: SAGE reference publication.
Gómez-Diago, G. (2011) Introducción al Software de Diseño Gráfico Vectorial, Illustrator.
Universidad de Vigo. Curso 2011-2012. Facultad de Ciencias Sociales y de la Comunicación.
Gómez-Diago, G. (2010). Triangulación Metodológica. Paradigma para investigar desde la Ciencia
de la Comunicación. Razón y Palabra, 71. Recuperado de
Heger, A (2009) Software piracy and producers developer's strategies. 3rd FLOSS International
Workshop on Free/Libre Open Source Software. Department of Economics. University of Padua
July, 2-3
International Telecommunications Union. Fixed Wiress Internet Subscriptions per 100 inhabitants.
Percentaje of individuals using the Internet.
Larbi-Apau, J. & Moseley, J.(2012) Computer Attitude of Teaching Faculty. Implications for Technology-Based Performance . Journal of Information Technology Education: Research, 11.pp. 221-233.
Libre Graphics Meeting. Recuperado de http://libregraphicsmeeting.org/2012/
Lévy, Pierre (2001) Cyberculture. Minneapolis. University of Minnesota Press
Observatorio Nacional del Software de Fuentes Abiertas (2012) Actividades de Innovación
Tecnológica e I+D con Software Libre.
Observatorio Nacional del Software de Fuentes Abiertas (2009) Estudio sobre la Situación actual
del software de fuentes abiertas en las Universidades y Centros de I+D Españoles.
Cathain & J.Thomas, K (2004 ) Any other comments? Open questions on questionnaires_a bane
or a bonus to research? BMC Medical Research Methodology, 4:25 doi:10.1186/1471-2288-4-25.
Orden EDU/2341/2009, de 27 de agosto, por la que se crea el Centro Nacional de Desarrollo
Curricular en Sistemas no Propietarios
Plan Avanza. 2011-2015.
Pfaffman, J. (2008) Transforming High School Classrooms with Free/Open Source Software: It's
Time for an Open Source Software Revolution. The High School Journal; 91: 3; pp.25-31
S. Raymond, Eric (1997) The cathedral and the Bazaar. Traducción al Español: Soto Pérez, Jose.
Soler (2008) Artists and Free Software. An Introduction (14-17) in FLOSS + Art. Poitiers.France:
Weber, Steven (2004) The Success of Open Source. Cambridge, Massachusetts, and London, England: Harvard University Press.
Li, Y; Hoo Tan, Ch; Xu, H; Teo, H (2011) Open Source Software Adoption: Motivations of
Adopters and Amotivations of Non-adopters. The DATA BASE for Advances in Information
Systems, 42:2, pp.76-94,
Thursday, February 28, 2013
Saturday, November 3, 2012
Virtual World Watch
Virtual World Watch was an online micro-service, operated on and off from 2007 and 2012. The main purpose of VWW was to find people in UK academia using virtual worlds, and to tease out of them why and how their use of such technology worked (or didn’t) for them.
For much of the time VWW was funded – either as a compiler of stand alone reports, or as a more cohesive service – by the Eduserv Foundation. Since 2011, the service was largely unsupported and produced a few more stand alone reports, making 13 in total. VWW also presented at 18 events; the slide decks from some of these can be found on Slideshare.
Virtual World Watch was an online micro-service, operated on and off from 2007 and 2012. The main purpose of VWW was to find people in UK academia using virtual worlds, and to tease out of them why and how their use of such technology worked (or didn’t) for them.
For much of the time VWW was funded – either as a compiler of stand alone reports, or as a more cohesive service – by the Eduserv Foundation. Since 2011, the service was largely unsupported and produced a few more stand alone reports, making 13 in total. VWW also presented at 18 events; the slide decks from some of these can be found on Slideshare.
Thursday, August 30, 2012
Thursday, August 9, 2012
Sunday, August 7, 2011
Sunday, June 12, 2011
Monday, April 25, 2011
Multiracial communities and the virtual world: Second Life as educational site of engagement?, by Dean Gui
Multiracial communities and the virtual world: Second Life as educational site of engagement?, by Dean Gui (Hong Kong Polytechnic University) 1st Global Conference. Sunday 20th March – Tuesday 22nd March 2011
Prague, Czech Republic
Prague, Czech Republic
Friday, October 15, 2010
Improving three elements involved in the learning process of a language by using tools designed for Second Life (SL Languages 2010)
From today SL Languages 2010 begins at Second Life. We encourage you to take a look into the schedule SL Languages Schedule.
Saturday 16 October 2010. 7am PDT (SL Time)/2pm GMT / 10pm CST (China Standard Time)
(See in this link (The Fixed Time World Clock) what is the time of the presentation, depending on where you are.)
In the parallel session 5.1. Parallel session 5.1 Akemi Mochizuki (Draceina Pinion avatar)and me will present:
"Improving three elements involved in the learning process of a language by using tools designed for Second Life. Grammar, Vocabulary and Use in context: Word Puzzle Ball, Dracy Crossword (type 5 and Making Panel) and Brainflowing"
Abatract
Second Life is an adequate environment for learning languages not just because allows to join individuals from several places, facilitating the exchange of ideas between them but also because of the immersive character of this virtual environment, which permits people to share a common space where they can interact with ease and where they feel comfortable. Even without the need of using tools, Second Life, understood as an space is a very adequate place for practicing languages but it is mainstream taking advantage of the easiness that we experiment in this Virtual World for designing and creating intelligent tools oriented to achieve specific objectives involved in the process of learning a language. Therefore, in this demonstration, we will introduce tools focused on practicing three main issues that take part in the learning process of a language:
Word Puzzle Balls and Dracy Crossword (type 5 and Making Panel) are created by Draceina Pinion and aim to help people to improve grammar and vocabulary in many languages. Thus, Word Puzzle Balls can be used for learning and teaching the grammar of all the languages which can be used in Second Life and Dracy Crossword can be applied for learning and teaching vocabulary of English, German, Spanish, French, Italian and Hirigana, the first of all the writing systems taught to Japanese children. Brainflowing, created by gloriagdiagoGalicia and Draceina Pinion is a tool intended on facilitating the brainstorming activity in Second Life. It permits to brainstorm, by using several languages, being very adequate for practicing a language in context. Furthermore, because permits people to brainstorm by anonymity, the learners, will be not afraid of committing mistakes when writing and the teacher could correct them without referring to the persons who have done.
This session lasts for 120 minutes and takes place in AVALON Learning Sandbox
VENUE: AVALON Learning Sandbox
http://maps.secondlife.com/secondlife/AVALON%20Learning/101/65/36
Note: all the tools are available in Dracy´s virtual shop, at Second Life.
http://maps.secondlife.com/secondlife/Zerelia/233/98/74
Saturday 16 October 2010. 7am PDT (SL Time)/2pm GMT / 10pm CST (China Standard Time)
(See in this link (The Fixed Time World Clock) what is the time of the presentation, depending on where you are.)
In the parallel session 5.1. Parallel session 5.1 Akemi Mochizuki (Draceina Pinion avatar)and me will present:
"Improving three elements involved in the learning process of a language by using tools designed for Second Life. Grammar, Vocabulary and Use in context: Word Puzzle Ball, Dracy Crossword (type 5 and Making Panel) and Brainflowing"
Abatract
Second Life is an adequate environment for learning languages not just because allows to join individuals from several places, facilitating the exchange of ideas between them but also because of the immersive character of this virtual environment, which permits people to share a common space where they can interact with ease and where they feel comfortable. Even without the need of using tools, Second Life, understood as an space is a very adequate place for practicing languages but it is mainstream taking advantage of the easiness that we experiment in this Virtual World for designing and creating intelligent tools oriented to achieve specific objectives involved in the process of learning a language. Therefore, in this demonstration, we will introduce tools focused on practicing three main issues that take part in the learning process of a language:
Word Puzzle Balls and Dracy Crossword (type 5 and Making Panel) are created by Draceina Pinion and aim to help people to improve grammar and vocabulary in many languages. Thus, Word Puzzle Balls can be used for learning and teaching the grammar of all the languages which can be used in Second Life and Dracy Crossword can be applied for learning and teaching vocabulary of English, German, Spanish, French, Italian and Hirigana, the first of all the writing systems taught to Japanese children. Brainflowing, created by gloriagdiagoGalicia and Draceina Pinion is a tool intended on facilitating the brainstorming activity in Second Life. It permits to brainstorm, by using several languages, being very adequate for practicing a language in context. Furthermore, because permits people to brainstorm by anonymity, the learners, will be not afraid of committing mistakes when writing and the teacher could correct them without referring to the persons who have done.
This session lasts for 120 minutes and takes place in AVALON Learning Sandbox
VENUE: AVALON Learning Sandbox
http://maps.secondlife.com/secondlife/AVALON%20Learning/101/65/36
Note: all the tools are available in Dracy´s virtual shop, at Second Life.
http://maps.secondlife.com/secondlife/Zerelia/233/98/74
Tuesday, June 29, 2010
Wednesday, workshop at Second Life by Yuna Brunn and Draceina Pinion
Wednesday 30th June 2010, 5:30 PDT-
Yuna Bruun will do a workshop about Linden Second Life Language and Draceina Pinion will do demonstration of crossword tools.
Place: http://maps.secondlife.com/secondlife/Galleria/29/175/24
Galeria Szepanski
Take advantage of this free event for beginning to understand Second Life as an evironment for creative activities (educational, artistical, etcetera). If you do not have still an avatar, this event can be an excellent reason to create one.
Yuna Bruun will do a workshop about Linden Second Life Language and Draceina Pinion will do demonstration of crossword tools.
Place: http://maps.secondlife.com/secondlife/Galleria/29/175/24
Galeria Szepanski
Take advantage of this free event for beginning to understand Second Life as an evironment for creative activities (educational, artistical, etcetera). If you do not have still an avatar, this event can be an excellent reason to create one.
Tuesday, June 8, 2010
learning design
Constructivist Learning Design, by George W. Gagnon, Jr. and Michelle Collay
"Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist,Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching", by Paul A. Kirschner and John Sweller, Educational Psychologist , 41(2), 75–86
"Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist,Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching", by Paul A. Kirschner and John Sweller, Educational Psychologist , 41(2), 75–86
Friday, May 14, 2010
Dracy Crossword type 5, by Draceina Pinion
Dracy Crossword type, created by Draceina Pinion
You can obtain it in Dracy´s Virtual Shop
1. Teachers can use 'DRACY CROSSWORD type 5' in the classrooms.
2. Students can use this to study languages by oneself.
3. 'DRACY CROSSWORD type 5'is wearable.
4. The accent marks are prepared. So this can be used for many languages.
5. 11 puzzles can be set in this and students can choose the puzzle.
Wednesday, May 5, 2010
Les pratiques du socialbookmarking dans le domaine de l'éducation : affordances sémantiques, socio-cognitives et formatives, by Drechsler, Michèle
Les pratiques du socialbookmarking dans le domaine de l'éducation: affordances sémantiques, socio-cognitives et formatives, (2010) by Drechsler, Michèle. DART-Europe E-theses Portal.
Monday, April 12, 2010
'Languages to English', (tool for being used in S.L) made by Draceina Pinion
'Languages to English', is a tool very adequate to learn English in Second Life. The users can learn to translate sentences or words from some languages to English. Owners must add the data to the tool.
Example:
(Traduce una frase en Español al Inglés
(y escríbela en el cuadrado.
Soy una muchacha.
I am a girl.
Juego al tenis.
I play tennis.
When the tool is ready, with data added by the owner, users will be asked to translate some phrases or words to English. They must write the answer in a square and this tool will say if the answer is right or wrong. Furthermore, this tool helps users to complete answers by giving a clue.
This tool can be used to learn English by oneself. This can be used by plural accounts, too.
'Languages to English' needs just two prims to be used and it works with 2.0 version of Second Life.
You will find it at Dracy´s Virtual Shop
Video made by Draceina Pinion, explaining by voice the Languages to English tool
Example:
(Traduce una frase en Español al Inglés
(y escríbela en el cuadrado.
Soy una muchacha.
I am a girl.
Juego al tenis.
I play tennis.
When the tool is ready, with data added by the owner, users will be asked to translate some phrases or words to English. They must write the answer in a square and this tool will say if the answer is right or wrong. Furthermore, this tool helps users to complete answers by giving a clue.
This tool can be used to learn English by oneself. This can be used by plural accounts, too.
'Languages to English' needs just two prims to be used and it works with 2.0 version of Second Life.
You will find it at Dracy´s Virtual Shop
Video made by Draceina Pinion, explaining by voice the Languages to English tool
Monday, April 5, 2010
Knowledge Communication
Fostering Knowledge Communication. Concept And Implementation
Rüdiger Reinhardt & Beate Stattkus, Journal of Universal Computer Science, vol. 8, no. 5 (2002), 536-545
The Concept of Knowledge Communication and Its Relevance to
Management, by Martin J. Eppler, USI Research Note, July 2006, Version 2.2
Knowledge Communication in Design Communities, by Gerhard Fischer and Jonathan Ostwald
Published in: in Rainer Bromme, Friedrich Hesse and Hans Spada (ed.), Barriers and Biases in Computer-Mediated Knowledge Communication, 1-32. © 2003 Kluwer Academic Publishers. Printed in the Netherlands.
Knowledge, communication and creativity,(2007) by Arnaud Sales & Marcel Fournier
Barriers and Biases in Computer Mediated Knowledge Communication and how they may be overcome (2005), Edited by Rainer Bromme, Friedich W. Hesse and Hans Spada.
Rüdiger Reinhardt & Beate Stattkus, Journal of Universal Computer Science, vol. 8, no. 5 (2002), 536-545
The Concept of Knowledge Communication and Its Relevance to
Management, by Martin J. Eppler, USI Research Note, July 2006, Version 2.2
Knowledge Communication in Design Communities, by Gerhard Fischer and Jonathan Ostwald
Published in: in Rainer Bromme, Friedrich Hesse and Hans Spada (ed.), Barriers and Biases in Computer-Mediated Knowledge Communication, 1-32. © 2003 Kluwer Academic Publishers. Printed in the Netherlands.
Knowledge, communication and creativity,(2007) by Arnaud Sales & Marcel Fournier
Barriers and Biases in Computer Mediated Knowledge Communication and how they may be overcome (2005), Edited by Rainer Bromme, Friedich W. Hesse and Hans Spada.
Thursday, March 25, 2010
Tuesday, March 23, 2010
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