Knowledge Development

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KNOWLEDGE DEVELOPMENT Carla George (March 2018) Abstract— The paper explains how learners gather their knowledge and how they apply this in their work environment.

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1 INTRODUCTION Guthrie, 1988; Rouet, 2006; Rouet & Tricot, 1996 that people will search information in accordance to their own personal or work reasons. They will undergo the process of visualising their search goal, choosing a category, obtaining the information required, processing the information and integrating this with newfound information, this process is repeated ongoingly until the requirements are met. (Dreher & Guthrie, 1990) mentioned that expert searching requires good assessment abilities towards deciding whether enough information has been gathered and relevant to their requirements. The article also suggests that experts tend to focus on efficiency content structures and organisation. Information seeking can also be developed through questioning ability in accordance to Hans Van Der Meij describes the methods of questioning between a student and peer or teacher during the learning development stages. He defines questioning simply by referring this to as an enquiry to imply an informal reply. Questions can serve other purposes such as action, motivation, inform and comfort. He further describes the stages that a person will undertake when trying to formulate a question and referenced Dillon, the first stage that the person will become very curious when they first encounter additional information or if they are puzzled by a situation. The second stage the person will develop a question that is relevant to their curiosity. During the third stage the person will seek and find the answer to satisfy the question.

2 NOVICE TO EXPERT The journey from a novice to an expert learner can vary in according to the demands within the ICT industry. Peter Weiß, Dudley Dolan, Wolffried Stucky, Peter Bumann describes that within Europe and Germany that addresses current technological changes such as digital media, data mining, software programming, hardware and software support. In the UK there is a huge demand for Java programmers and web development including ICT graduates with business analysis skills. The paper describes the need to support lifelong learning known as e-skills to address employer’s demands. There are a variety of associations that address the ICT skills gap such as BCS (British computer society, Microsoft, Comptia, Cisco.

Employers recommend that all training programmes to incorporate realistic challenges that they are faced with in a working environment. Most programmes are open to a variety of ways of learning and communications, such as webinars, selfassessments and Audiotech. when seeking information.

2.2 Knowledge management Knowledge management is the main source for competitive advantage and requires use of ICT resources to support its process within the workplace. This involves access to high quality ICT devices and equipment including high skilled workers. The students are happy with their trainer as they value his current experience of the ICT industry as they thrive for knowledge this gives them motivation to engage within their own learning development. Opportunities for learners to build upon their current IT skills through IT based projects or activities. Assessment forms are completed online assessing their ability towards using a computer system. Wenger also focus on boundaries to learning she considers this to be an opportunity towards improvement and to assess the value of current learning systems to ensure they can overcome difficulties and to prepare for upcoming challenges. These challenges should be considered as no learning is taking place if there is no exposure to stretching and dynamic activities. Wenger mentions the learning can become inefficient and stale leading to disconnection. Kims theory 1993 where she outlines organisational learning versus individual learning then comprises both stages into one through a single and double loop. The individual learning reflects observation, design and implement this is a simple mental model on how learning is form through action. Overall the second model shows changes when in an organisational environment as this reflects changes and structured routines involving problem solving.


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