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Experiential Knowledge CreationProcesses in the Higher Education    Teaching-Learning process         Didiosky Benítez, MS...
Knowledge acquired through life experiencesis one of the most important sources forinnovation in organizations, including ...
Research Questions1. What processes underlie the creation of knowledge   derived from teaching and learning experiences in...
Summary•   Basic concepts on experiential knowledge•   Experiential knowledge creation processes•   Enabling conditions•  ...
Experiential knowledgeRefers to things perceived from concrete experiences,things tacitly (or implicitly) learned or acqui...
Experiential knowledge in the    educational context                     Knowledge                      of People      Con...
Experiential knowledge in the HigherEducation teaching-learning process     In Teaching                  In Learning      ...
Experiential knowledge         creation processes                   Knowledge                            Knowledge        ...
Experiential knowledge creation processes in       the Higher Education teaching-learning processOrganizational perspectiv...
Experiential knowledge creation processes inthe Higher Education teaching-learning process                       Socializa...
Enabling conditions               • Individual commitmentParticipants   • Adaptive competencies               •   Institut...
Experiential knowledge creation processescan be used as a useful framework toencourage innovation in the Higher Educationt...
• Teaching-learning approaches should  develop        learner’s    adaptive  competencies and commitment• Teaching-learnin...
• Stories, theories and social networks (around  stories and theories) should be considered  foundational concepts for the...
• Academic program assessments should consider  the use of measures and methods supported on  the social network analysis ...
Thank You!    didiosky@uclv.edu.cu     dalgys2@uclv.edu.cufrederik.questier@vub.ac.be   chang.zhu@vub.ac.be
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Experiential Knowledge Creation Processes

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Higher education institutions, as knowledge-intensive organizations, produce huge volumes of knowledge through direct teaching-learning experiences. However, considering that the application of knowledge management in the higher education teaching-learning process is a relatively new area for this context, much of the knowledge produced is lost when stakeholders decide to leave. In order to contribute to the effective management of knowledge in this particular area, this presentation presents a theoretical model of experiential knowledge creation processes in the higher education teaching-learning process. Building on the foundational works of Kolb, Nonaka, Wenger, Eraut and others, the model describes individual and group processes that underlie the creation of experiential knowledge through the transformation of teaching-learning objects of attention, as well as the enabling conditions that promote a more favorable climate for experiential knowledge creation in the HE teaching-learning process. In addition to this, we describe how the proposed theoretical model can serve as a useful framework for three main activities connected to innovation in higher education: (1) the design and implementation of teaching-learning approaches; (2) the development of information and communication technologies and; (3) the design and implementation of assessment measures and methods for academic programs.

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Experiential Knowledge Creation Processes

  1. 1. Experiential Knowledge CreationProcesses in the Higher Education Teaching-Learning process Didiosky Benítez, MSc Dalgys Pérez, PhD Frederik Questier, PhD Chang Zhu, PhD
  2. 2. Knowledge acquired through life experiencesis one of the most important sources forinnovation in organizations, including highereducation institutions
  3. 3. Research Questions1. What processes underlie the creation of knowledge derived from teaching and learning experiences in the Higher Education teaching-learning process?2. How they are connected to innovation in Higher Education?
  4. 4. Summary• Basic concepts on experiential knowledge• Experiential knowledge creation processes• Enabling conditions• Principles to encourage innovation in Higher Education teaching-learning processes
  5. 5. Experiential knowledgeRefers to things perceived from concrete experiences,things tacitly (or implicitly) learned or acquired after aperiod of reflection on experiences (Eraut 1994; Storkerson 2009)
  6. 6. Experiential knowledge in the educational context Knowledge of People Control Situational Knowledge Knowledge Experiential Knowledge Conceptual Knowledge Knowledge of Practice Process of Knowledge (Eraut, 1994)
  7. 7. Experiential knowledge in the HigherEducation teaching-learning process In Teaching In Learning Experiential Knowledge
  8. 8. Experiential knowledge creation processes Knowledge Knowledge Production Use • Knowledge Creation Processes • Knowledge EvaluationKnowledge Knowledge Use Integration McElroys’ Knowledge Life Cycle
  9. 9. Experiential knowledge creation processes in the Higher Education teaching-learning processOrganizational perspective Construction of Socialization of Development of Active teaching-learning stories “theories” experimentation objects of attention Enlarging Sharing tacit individual Conceptualization Crystallization knowledge knowledge attention & reflection storytelling dialogue experimentation Concrete Reflective Abstract Active Experience observation conceptualization experimentationIndividualperspective (Nonaka & Takeuchi, 1995) (Kolb, 1984)
  10. 10. Experiential knowledge creation processes inthe Higher Education teaching-learning process Socialization of Socialization of teaching-derived learning-derived stories stories Development of Construction of Development of teaching-derived Teaching-Centered Teaching-Learning Learning-Centered learning-derived theories Objects of Attention theories Active Active experimentation of experimentation of teaching-derived learning-derived theories theories
  11. 11. Enabling conditions • Individual commitmentParticipants • Adaptive competencies • Institutionalization of reflection • RedundancyEnvironment • • Requisite variety Support of communities • Challenging goals
  12. 12. Experiential knowledge creation processescan be used as a useful framework toencourage innovation in the Higher Educationteaching-learning process
  13. 13. • Teaching-learning approaches should develop learner’s adaptive competencies and commitment• Teaching-learning approaches should plan reflection activities• Teaching-learning approaches should support the development of informal communities
  14. 14. • Stories, theories and social networks (around stories and theories) should be considered foundational concepts for the development of ICT that support teaching-learning approaches looking for innovations
  15. 15. • Academic program assessments should consider the use of measures and methods supported on the social network analysis of stories and theories
  16. 16. Thank You! didiosky@uclv.edu.cu dalgys2@uclv.edu.cufrederik.questier@vub.ac.be chang.zhu@vub.ac.be

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