This document discusses informal workplace learning and Charles Peirce's communicative perspective. It covers the following key points:
1) Informal learning in workplaces is an ongoing process of improving employee skills and knowledge through socialization and training within an organizational context. Recent research has focused on e-learning, knowledge sharing, and the use of social media.
2) Peirce's communicative perspective views meaning-making as a process involving emotions, experiences, and logical reasoning. Signs are connected to both thoughts and the material world. Interpretation requires shared understanding between individuals.
3) For communication to occur, there needs to be "common ground" or collateral experiences between individuals. Physical artifacts and indices
Cognitive theory views thinking, decision making, and remembering as underlying behaviors. It focuses on how people think, understand, and acquire knowledge. Key cognitive theorists discussed include Paivio with his dual coding theory of verbal and nonverbal processing, Gagne with his learning hierarchies and instruction model, Gardner with his theory of multiple intelligences, and Bloom with his taxonomy of learning domains. Teachers can apply cognitive theory through expository teaching, meaningful learning connections, and dual coding with text and images. Students use memory and existing knowledge to organize and retain new information.
The document discusses several key aspects of constructivist learning theory:
- Constructivist learning theory holds that learners construct new understandings based on their experiences and interactions.
- The brain is complex and adaptive, shaped by experiences, and capable of growth throughout life.
- Learning involves actively making meaning and patterns from experiences in relation to prior knowledge and emotions.
- Effective education recognizes that the brain perceives parts and wholes simultaneously.
The Cognitivist Theory views learning as an active process that occurs in the mind. It sees the mind as operating like a computer, where information is processed, leading to outcomes. Key aspects of the theory include:
- Learning involves inner mental activities like thinking, memory, and knowing.
- Knowledge is constructed based on personal experiences and mental processing of information.
- Prominent cognitivists who contributed to the theory include Howard Gardner, Benjamin Bloom, Allan Paivio, and Robert Gagne.
Concept Mapping and the Development of Argumentation in the ZPDAlfredo Tifi
This presentation succeeded to solicit the interest for a simple form of written and collaborative argumentation that can be used in association to concept mapping to help adolescent students in developing their potential for thinking in concepts.
In particular the presentation wanted to popularize Vygotsky's theoretical foundations as really capable to describe the transition from thinking in complexes to thinking in concepts. Using simple examples the congress attendees were able to undestand visually the kind of re-wiring happening in their minds as could happen to the students.
This document discusses perception, communication, and their importance for facilitating collaboration and learning. It makes three key points:
1) Perception is how our brain receives, processes, and interprets information from our senses, while communication involves transmitting and receiving signs, data, and knowledge between individuals.
2) For facilitating groups, it is important to consider both the individual spaces of perception as well as the common space where individuals learn together through cooperation.
3) The quality of cooperation depends on the quality of communication, as individuals working together rely on communicating their goals, methods, roles, and building a shared body of knowledge over time.
This document provides an outline and overview of chapter 4 from an educational psychology textbook. It discusses several learning theories including transformative learning theory, brain-based learning theory, multiple intelligences theory, and multimedia learning theory. It also covers cognitive theories of learning, including Gestalt psychology, multi-stored memory theory, meaningful learning theory, and cognitive structuralism. Finally, it discusses how cognitive theories can be applied in classroom settings.
Cognitive theory attempts to explain human behavior by understanding thought processes. Three influential cognitive theorists are Piaget, Vygotsky, and Bandura. Piaget's theory proposed stages of cognitive development and that memory has multiple components. Vygotsky's sociocultural theory asserted that social interaction, not solitary exploration, drives complex thinking. Bandura's social-cognitive theory identified three factors - behavioral, personal, and environmental - that influence social interactions. The document discusses how understanding cognitive theory can aid in planning child development programs and interactions according to their cognitive stages and skills.
Cognitivism is a learning theory that looks beyond observable behaviors to explain learning in terms of mental processes. It views humans as active processors of information who create internal mental representations to interpret and understand new information. According to cognitivism, learning involves incorporating new information into existing cognitive frameworks or "schemas". The cognitive theory proposes that learning is an active process where students construct new ideas based on both their background knowledge and current learning experiences. Language learning in particular involves encoding new concepts and meanings through the words and structures of a language. The cognitive approach emphasizes that learning only occurs when new information is meaningful to the learner and integrated with their prior understanding.
Cognitive theory views thinking, decision making, and remembering as underlying behaviors. It focuses on how people think, understand, and acquire knowledge. Key cognitive theorists discussed include Paivio with his dual coding theory of verbal and nonverbal processing, Gagne with his learning hierarchies and instruction model, Gardner with his theory of multiple intelligences, and Bloom with his taxonomy of learning domains. Teachers can apply cognitive theory through expository teaching, meaningful learning connections, and dual coding with text and images. Students use memory and existing knowledge to organize and retain new information.
The document discusses several key aspects of constructivist learning theory:
- Constructivist learning theory holds that learners construct new understandings based on their experiences and interactions.
- The brain is complex and adaptive, shaped by experiences, and capable of growth throughout life.
- Learning involves actively making meaning and patterns from experiences in relation to prior knowledge and emotions.
- Effective education recognizes that the brain perceives parts and wholes simultaneously.
The Cognitivist Theory views learning as an active process that occurs in the mind. It sees the mind as operating like a computer, where information is processed, leading to outcomes. Key aspects of the theory include:
- Learning involves inner mental activities like thinking, memory, and knowing.
- Knowledge is constructed based on personal experiences and mental processing of information.
- Prominent cognitivists who contributed to the theory include Howard Gardner, Benjamin Bloom, Allan Paivio, and Robert Gagne.
Concept Mapping and the Development of Argumentation in the ZPDAlfredo Tifi
This presentation succeeded to solicit the interest for a simple form of written and collaborative argumentation that can be used in association to concept mapping to help adolescent students in developing their potential for thinking in concepts.
In particular the presentation wanted to popularize Vygotsky's theoretical foundations as really capable to describe the transition from thinking in complexes to thinking in concepts. Using simple examples the congress attendees were able to undestand visually the kind of re-wiring happening in their minds as could happen to the students.
This document discusses perception, communication, and their importance for facilitating collaboration and learning. It makes three key points:
1) Perception is how our brain receives, processes, and interprets information from our senses, while communication involves transmitting and receiving signs, data, and knowledge between individuals.
2) For facilitating groups, it is important to consider both the individual spaces of perception as well as the common space where individuals learn together through cooperation.
3) The quality of cooperation depends on the quality of communication, as individuals working together rely on communicating their goals, methods, roles, and building a shared body of knowledge over time.
This document provides an outline and overview of chapter 4 from an educational psychology textbook. It discusses several learning theories including transformative learning theory, brain-based learning theory, multiple intelligences theory, and multimedia learning theory. It also covers cognitive theories of learning, including Gestalt psychology, multi-stored memory theory, meaningful learning theory, and cognitive structuralism. Finally, it discusses how cognitive theories can be applied in classroom settings.
Cognitive theory attempts to explain human behavior by understanding thought processes. Three influential cognitive theorists are Piaget, Vygotsky, and Bandura. Piaget's theory proposed stages of cognitive development and that memory has multiple components. Vygotsky's sociocultural theory asserted that social interaction, not solitary exploration, drives complex thinking. Bandura's social-cognitive theory identified three factors - behavioral, personal, and environmental - that influence social interactions. The document discusses how understanding cognitive theory can aid in planning child development programs and interactions according to their cognitive stages and skills.
Cognitivism is a learning theory that looks beyond observable behaviors to explain learning in terms of mental processes. It views humans as active processors of information who create internal mental representations to interpret and understand new information. According to cognitivism, learning involves incorporating new information into existing cognitive frameworks or "schemas". The cognitive theory proposes that learning is an active process where students construct new ideas based on both their background knowledge and current learning experiences. Language learning in particular involves encoding new concepts and meanings through the words and structures of a language. The cognitive approach emphasizes that learning only occurs when new information is meaningful to the learner and integrated with their prior understanding.
This document describes 16 habits of mind that are indicative of intelligent problem solving. It discusses how intelligent people behave when faced with problems that don't have immediately apparent solutions. Some of the key habits of mind mentioned include persisting through challenges, managing impulsivity by thinking before acting, and listening to others with understanding and empathy. The document provides examples of these habits and how they are employed by effective problem solvers.
The document introduces cognitivism as a learning theory that emerged in the 1960s to replace behaviorism. Cognitivism focuses on understanding mental processes like thinking, memory, and problem-solving rather than just external responses. It views learning as involving how mental constructs are encoded and organized in memory. The document outlines key concepts in cognitivism and contributors to the cognitive model of learning like Piaget, Gagne, and Kolb. It also notes some criticisms of reducing cognition to information processing and debates that emerged around cognitivism.
This document discusses cognitive learning theory and several theorists who contributed to its development. It explains that cognitive learning involves processing information through senses like seeing, hearing, and touch. Theorists mentioned include Allan Paivio, who discovered dual coding theory of verbal and visual information processing, and Robert Gagne, who identified five types of learning outcomes and nine instructional events. Charles Reigeluth proposed elaboration theory, which advises teaching basic information before more complex details. The document also provides examples of how teachers and students can apply cognitive learning principles.
3. Ask a friend who plays to grab a ball, bat, and glove and teach you. Hands-on learning through demonstration and practice is generally more effective for learning a new skill like playing softball than passive learning methods like reading or watching videos.
The cognitive learning theory views learners as information processors similar to computers. It argues that thinking, memory, and problem-solving should be explored by opening the "black box" of the mind. Key people who developed cognitive learning theory include Gagne, Bloom, Paivio, and Gardner. Under this theory, teachers highlight important ideas and help students connect new information to prior knowledge. Students learn by actively participating and relating new ideas to existing schemas or mental frameworks.
A presentation that examines the following intelligence theories:
Multiple Intelligences by Gardner
Practical Intelligence by Sternberg
Emotional Intelligence by Goleman
Cultural impact on these theories
Thinking is a complex mental process that involves conscious and unconscious cognitive activities. It can be conceptualized as acquiring and processing information, forming ideas and concepts, reasoning logically, and making decisions and judgments. Language plays an important role in thinking by allowing concepts to be formed and shared. Different types of thinking like critical, creative and reflective thinking use higher-order cognitive skills. Thinking and problem-solving abilities develop through stages from childhood to adulthood according to cognitive theories. Communication and language both influence and are influenced by thinking.
This document discusses several cognitive theories of learning:
1) Gestalt psychology which emphasizes the whole of human experience and informed cognitive theories.
2) Cognitive theories focus on internal mental processes like thinking, versus behaviorism which views learning as reaction to stimuli.
3) Key cognitive instruction theories include Piaget's stages of cognitive development, Bruner's discovery learning theory, and Ausubel's meaningful learning theory which stresses relating new knowledge to prior knowledge.
4) Theories can be applied to understand individuals at a coffee shop based on their view of learning and locus and purpose of education.
This document discusses theories of intelligence, including multiple intelligences, practical intelligence, and emotional intelligence. It provides an overview of Howard Gardner's theory of multiple intelligences which identifies 8 types of intelligence such as linguistic, logical-mathematical, musical, and interpersonal. Robert Sternberg's theory of practical intelligence focuses on "street smarts" and adapting to everyday problems. Daniel Goleman's theory of emotional intelligence involves understanding and managing emotions. The document also discusses cultural impacts on these theories of intelligence and concludes by noting the importance of nurturing students' creative and practical abilities in education.
Constructivism is a learning theory that posits that individuals construct knowledge and meaning from their experiences. According to constructivism, learning is an active process where learners build knowledge by interpreting new information through their existing mental frameworks and experiences. Constructivist teaching focuses on involving learners actively in the learning process and encourages students to construct their own understandings rather than passively receiving information. Key principles of constructivism include that knowledge is socially constructed, learning is contextual and interpretive, and people learn by reflecting on their experiences.
Cognitivist theory focuses on mental processes like thinking, learning, and problem solving. It views learning as occurring through acquiring new information, transforming old knowledge, and evaluating new understandings over time. The document discusses key principles of cognitivism and how technology in education should incorporate interactivity, reflection, collaboration, adaptation to learners, and flexibility.
Cognitivism focuses on how thinking and memory can be studied as behaviors. Key points are that learning involves actively filtering, selecting, organizing, and integrating new information based on prior knowledge. For teachers, this means using visual aids and managing the limited capacity of the auditory and visual channels when presenting media. Students learn as an active process, interacting based on how the teacher stimulates them, by organizing information as it enters their mind and leading to outcomes, similar to how a computer processes data. The theory was helpful for the author as a kinesthetic learner who benefits from visual examples over notes.
The document discusses new ideas in teaching literacy using digital technologies. It summarizes Dr. Sugata Mitra's experiments showing that children can effectively teach themselves using computers. The document also outlines several of Gee's principles of active learning, including incorporating multiple media types. Finally, it argues that digital learning engages students through information foraging, gathering, and sharing in ways that make learning joyful and relevant.
Behaviorist theory views learning as occurring through conditioning, where behaviors become conditioned responses to stimuli through reinforcement or punishment. Cognitive theory sees learning as involving how memory processes and organizes information, with prior knowledge playing an important role. Constructivist theory approaches learning as an active process where learners construct new ideas based on their experiences. Social learning theory posits that learning happens through observation and modeling other people's behaviors. Connectivism is a learning theory for the digital age based on networking and making connections between information sources. Adult learning theory recognizes that adults commit to learning when the goals are relevant and applicable to their lives and work. Factors that influence learning according to the theories include reinforcement/punishment, memory/prior knowledge, experiences,
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
This document discusses three theories of intelligence: Howard Gardner's theory of multiple intelligences, Daniel Goleman's theory of emotional intelligence, and Robert Sternberg's triarchic or practical theory of intelligence. It notes challenges that educators face in culturally diverse classrooms with students possessing different types of intelligences and learning styles. Strategies are suggested for educators to assess students' cultures, leverage their creative and practical knowledge, and be sensitive to cultural differences in emotional responses. The conclusion states that understanding these theories helps educators prepare for adult education environments with diverse cultures, norms, learning styles, and personalities.
The document discusses several cognitive and psychological principles related to learning, including how expert systems attempt to simulate human problem solving, the role of prior knowledge in learning new information, analogical reasoning and transfer of learning. It also addresses the biological basis of learning in the human brain and how neural connections and chemical transmitters support the learning process.
The document provides an overview of different learning theories and their potential applications to e-learning. It discusses behaviourist, cognitive, social constructivist, experiential, and activity-based learning theories. For each theory, it outlines key theorists, approaches, characteristics, and potential e-learning applications. It also includes a learning activity taxonomy that lists different pedagogical techniques and supporting tools and resources.
Learners with different mental abilitiessitamajhi1
Mental ability, Learners with different mental abilities- intelligence, emotional intelligence and creativity: their concept, nature, and assessment. categorization of learner
This document describes 16 habits of mind that are indicative of intelligent problem solving. It discusses how intelligent people behave when faced with problems that don't have immediately apparent solutions. Some of the key habits of mind mentioned include persisting through challenges, managing impulsivity by thinking before acting, and listening to others with understanding and empathy. The document provides examples of these habits and how they are employed by effective problem solvers.
The document introduces cognitivism as a learning theory that emerged in the 1960s to replace behaviorism. Cognitivism focuses on understanding mental processes like thinking, memory, and problem-solving rather than just external responses. It views learning as involving how mental constructs are encoded and organized in memory. The document outlines key concepts in cognitivism and contributors to the cognitive model of learning like Piaget, Gagne, and Kolb. It also notes some criticisms of reducing cognition to information processing and debates that emerged around cognitivism.
This document discusses cognitive learning theory and several theorists who contributed to its development. It explains that cognitive learning involves processing information through senses like seeing, hearing, and touch. Theorists mentioned include Allan Paivio, who discovered dual coding theory of verbal and visual information processing, and Robert Gagne, who identified five types of learning outcomes and nine instructional events. Charles Reigeluth proposed elaboration theory, which advises teaching basic information before more complex details. The document also provides examples of how teachers and students can apply cognitive learning principles.
3. Ask a friend who plays to grab a ball, bat, and glove and teach you. Hands-on learning through demonstration and practice is generally more effective for learning a new skill like playing softball than passive learning methods like reading or watching videos.
The cognitive learning theory views learners as information processors similar to computers. It argues that thinking, memory, and problem-solving should be explored by opening the "black box" of the mind. Key people who developed cognitive learning theory include Gagne, Bloom, Paivio, and Gardner. Under this theory, teachers highlight important ideas and help students connect new information to prior knowledge. Students learn by actively participating and relating new ideas to existing schemas or mental frameworks.
A presentation that examines the following intelligence theories:
Multiple Intelligences by Gardner
Practical Intelligence by Sternberg
Emotional Intelligence by Goleman
Cultural impact on these theories
Thinking is a complex mental process that involves conscious and unconscious cognitive activities. It can be conceptualized as acquiring and processing information, forming ideas and concepts, reasoning logically, and making decisions and judgments. Language plays an important role in thinking by allowing concepts to be formed and shared. Different types of thinking like critical, creative and reflective thinking use higher-order cognitive skills. Thinking and problem-solving abilities develop through stages from childhood to adulthood according to cognitive theories. Communication and language both influence and are influenced by thinking.
This document discusses several cognitive theories of learning:
1) Gestalt psychology which emphasizes the whole of human experience and informed cognitive theories.
2) Cognitive theories focus on internal mental processes like thinking, versus behaviorism which views learning as reaction to stimuli.
3) Key cognitive instruction theories include Piaget's stages of cognitive development, Bruner's discovery learning theory, and Ausubel's meaningful learning theory which stresses relating new knowledge to prior knowledge.
4) Theories can be applied to understand individuals at a coffee shop based on their view of learning and locus and purpose of education.
This document discusses theories of intelligence, including multiple intelligences, practical intelligence, and emotional intelligence. It provides an overview of Howard Gardner's theory of multiple intelligences which identifies 8 types of intelligence such as linguistic, logical-mathematical, musical, and interpersonal. Robert Sternberg's theory of practical intelligence focuses on "street smarts" and adapting to everyday problems. Daniel Goleman's theory of emotional intelligence involves understanding and managing emotions. The document also discusses cultural impacts on these theories of intelligence and concludes by noting the importance of nurturing students' creative and practical abilities in education.
Constructivism is a learning theory that posits that individuals construct knowledge and meaning from their experiences. According to constructivism, learning is an active process where learners build knowledge by interpreting new information through their existing mental frameworks and experiences. Constructivist teaching focuses on involving learners actively in the learning process and encourages students to construct their own understandings rather than passively receiving information. Key principles of constructivism include that knowledge is socially constructed, learning is contextual and interpretive, and people learn by reflecting on their experiences.
Cognitivist theory focuses on mental processes like thinking, learning, and problem solving. It views learning as occurring through acquiring new information, transforming old knowledge, and evaluating new understandings over time. The document discusses key principles of cognitivism and how technology in education should incorporate interactivity, reflection, collaboration, adaptation to learners, and flexibility.
Cognitivism focuses on how thinking and memory can be studied as behaviors. Key points are that learning involves actively filtering, selecting, organizing, and integrating new information based on prior knowledge. For teachers, this means using visual aids and managing the limited capacity of the auditory and visual channels when presenting media. Students learn as an active process, interacting based on how the teacher stimulates them, by organizing information as it enters their mind and leading to outcomes, similar to how a computer processes data. The theory was helpful for the author as a kinesthetic learner who benefits from visual examples over notes.
The document discusses new ideas in teaching literacy using digital technologies. It summarizes Dr. Sugata Mitra's experiments showing that children can effectively teach themselves using computers. The document also outlines several of Gee's principles of active learning, including incorporating multiple media types. Finally, it argues that digital learning engages students through information foraging, gathering, and sharing in ways that make learning joyful and relevant.
Behaviorist theory views learning as occurring through conditioning, where behaviors become conditioned responses to stimuli through reinforcement or punishment. Cognitive theory sees learning as involving how memory processes and organizes information, with prior knowledge playing an important role. Constructivist theory approaches learning as an active process where learners construct new ideas based on their experiences. Social learning theory posits that learning happens through observation and modeling other people's behaviors. Connectivism is a learning theory for the digital age based on networking and making connections between information sources. Adult learning theory recognizes that adults commit to learning when the goals are relevant and applicable to their lives and work. Factors that influence learning according to the theories include reinforcement/punishment, memory/prior knowledge, experiences,
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
This document discusses three theories of intelligence: Howard Gardner's theory of multiple intelligences, Daniel Goleman's theory of emotional intelligence, and Robert Sternberg's triarchic or practical theory of intelligence. It notes challenges that educators face in culturally diverse classrooms with students possessing different types of intelligences and learning styles. Strategies are suggested for educators to assess students' cultures, leverage their creative and practical knowledge, and be sensitive to cultural differences in emotional responses. The conclusion states that understanding these theories helps educators prepare for adult education environments with diverse cultures, norms, learning styles, and personalities.
The document discusses several cognitive and psychological principles related to learning, including how expert systems attempt to simulate human problem solving, the role of prior knowledge in learning new information, analogical reasoning and transfer of learning. It also addresses the biological basis of learning in the human brain and how neural connections and chemical transmitters support the learning process.
The document provides an overview of different learning theories and their potential applications to e-learning. It discusses behaviourist, cognitive, social constructivist, experiential, and activity-based learning theories. For each theory, it outlines key theorists, approaches, characteristics, and potential e-learning applications. It also includes a learning activity taxonomy that lists different pedagogical techniques and supporting tools and resources.
Learners with different mental abilitiessitamajhi1
Mental ability, Learners with different mental abilities- intelligence, emotional intelligence and creativity: their concept, nature, and assessment. categorization of learner
This document discusses various applications of neural networks, including pattern recognition, autonomous vehicles, medicine, sports prediction, and virus detection. Some key applications mentioned are using neural networks for patient diagnosis, detecting coronary artery disease from medical images, predicting sports outcomes based on team statistics, and forecasting space weather events. The document also notes some limitations of neural networks, such as requiring large datasets and not providing explanations for decisions.
1) Siemens provides manufacturing execution system (MES) software called SIMATIC IT that integrates across various parts of the manufacturing process from engineering to production.
2) SIMATIC IT uses the ISA-95 standard to promote interoperability between MES, ERP, and other systems.
3) The document describes how SIMATIC IT helps manufacturers optimize costs, quality, and production flexibility through integration and visibility across global operations.
Physical communication media include guided media like twisted-pair cable, coaxial cable, and fiber-optic cable that provide a conduit for signals, as well as unguided wireless media like radio waves, microwaves, and infrared waves that transport electromagnetic signals through the air. Guided media are used for longer distances while wireless is used for broadcasting and short-range communication. Each media type has distinct properties regarding frequency range, line-of-sight requirements, and propagation method that determine their applications.
A complete ppt for network connectors and interface standards. Modems with types and version are also added in it. utility of cable modem alongwith null modem are described in it. a useful presentation for persons looking for networking devices at physical layer.
Manufacturing Execution Systems (MES) fill the gap between plant control systems (PCS) on the factory floor and corporate ERP systems. MES connect disparate factory systems, ensure compliance, and provide critical manufacturing data and alerts. They are implemented by specialized MES vendors who understand production needs better than traditional ERP vendors. Camstar's InSite is an MES that provides enterprise integration, business intelligence, and production execution across multiple plants through solutions like LiveConnect, LiveView, and LiveRelay. InSite supports multi-site manufacturing processes through information sharing and unit transfers between specialized or general plants and subcontractors. While still a developing market, MES are poised to transform manufacturing IT systems.
A short presentation on basics of Agile manufacturing and differences and relation between agile and traditional manufacturing systems along with a self selected case study for describing agility. References are included at the end. No data is copied from internet.
This document describes Siemens' Manufacturing Execution System (MES) solution called SIMATIC IT. Some key points:
- SIMATIC IT establishes transparency in manufacturing plants and fully integrates information flow.
- It offers a range of components to optimize planning, execution, documentation and processes, enabling seamless integration.
- Using SIMATIC IT can help companies achieve greater efficiency, quality, delivery reliability, shorter cycle times and full traceability.
1. The document discusses agile manufacturing and provides definitions, principles, and case studies on agile supply chain assessment.
2. It examines a case study of an Indian automotive components manufacturer where experts evaluated the organization's agile supply chain using linguistic terms and fuzzy logic. The analysis found the supply chain to be "very agile".
3. A second case study applies axiomatic design principles to selecting appropriate machine tools for milling operations in an agile manufacturing unit by establishing design requirements and mapping them to potential solutions.
Lean manufacturing aims to eliminate waste by focusing on adding value for the customer. It considers any expenditure that does not directly create customer value to be wasteful. Agile manufacturing allows organizations to quickly respond to customer needs and market changes while controlling costs and quality. It is seen as the next step after lean manufacturing in evolving production methods. Both lean and agile manufacturing ultimately aim to increase business sustainability in manufacturing through efficient use of resources and responsiveness to customers.
The document discusses different types of computer network architectures and topologies. It describes peer-to-peer networks and client/server networks, and notes advantages and disadvantages of each. The document also covers different network topologies like bus, star, ring, and mesh, and the pros and cons of each. Finally, it discusses the differences between workgroup and domain network models.
Manufacturing Execution Systems (MES) coordinate activities on the shop floor to optimize plant operations. MES provide visibility and control of production processes by collecting real-time data from equipment and integrating it with ERP systems. Key functions of MES include production tracking, quality management, resource allocation, and maintenance management to improve operational efficiency.
The document discusses various barriers to effective communication in the workplace. It identifies semantic, emotional/psychological, physical, organizational, personal, and socio-psychological barriers that can negatively impact communication. Some examples of barriers mentioned include different languages, distrust, noise, organizational policies, attitudes of superiors, emotions, and closed minds. The document emphasizes that understanding these barriers is important to avoid them and enhance communication. It provides tips to help avoid barriers such as avoiding vulgar language, making assumptions, cross-questioning, and properly informing others about work.
Physiological, psychological, cultural, political, economic, technological, and physical barriers can all negatively impact communication. Physiological barriers may prevent messages from being received due to disabilities like blindness. Psychological barriers like groupthink may cause messages to be ignored. Cultural barriers can lead to messages being misinterpreted between groups. Political barriers could prevent internal messages from being sent if an individual is marginalized. Lack of economic resources may restrict availability of messages. Technological failures can stop messages being delivered. Physical barriers may prevent hearing or seeing messages. Overcoming barriers requires understanding different perspectives, crafting clear messages, and ensuring feedback.
Communication barriers can occur at various stages of the communication process. Some key barriers include:
- Physical barriers like noise, time/distance that interfere with message transmission.
- Semantic barriers due to ambiguous words that can have multiple meanings, and differences in how people interpret contexts and assign meanings.
- Differences in how people comprehend and abstract reality based on their unique perspectives and mental filters. Details seen as important by one may be overlooked by another.
This document discusses factors that affect effective communication. It identifies several key factors: status or role differences between communicators, cultural differences, the communication channel chosen, the length of the communication, language used, disabilities, whether the receiver is known or unknown, individual perceptions, distractions in the atmosphere or environment, clarity of the message, and lack of feedback. Effective communication requires considering these factors and exchanging information so that the message is fully understood by all involved.
Barriers of Communication,Types of Barriers in Communication,1.Physical barriers,2.Physiological barriers,Example for psychological,PSYCHOLOGICAL BARRIERS,Selective perception,Message related barrier,4.Organizational barrier,Organizational barriers,Cross-cultural barrier,Different languages And cultures,Learning about other cultures,Discrimination,Dealing with Discrimination in the Workplace,Types Of Discrimination,Overcoming barriers,Personal barriers,Barriers related to the communicator
Computer Integrated Manufacturing (CIM) refers to the integration of business, engineering, manufacturing and management information that spans company functions from marketing to product distribution. The CASA/SME CIM Wheel provides an overview of CIM and identifies six key elements: the central role of the customer, people and teamwork, shared knowledge and systems, key processes, resources and responsibilities, and the manufacturing infrastructure. CIM aims to integrate these elements across the enterprise through computing systems, software, data integration and networks to achieve benefits like reduced costs and lead times through coordinated activities.
Merja Bauters discusses informal learning in the workplace. She argues that informal learning emerges from feelings of doubt or uncertainty that arise during work activities. These moments encourage reflection and openness to new perspectives or habits. Sharing experiences with others can help develop a common understanding and redirect attention to learn from each other. Changing habits through informal learning is a social process that involves communicating experiences to build common ground and point out new insights.
Here are a few things you could do with $2 in your pocket:
- Buy a coffee or tea from McDonald's or another fast food restaurant. Many have $1 drinks.
- Purchase a snack like a granola bar, packet of crackers, chips or candy bar from the dollar store.
- Ride public transit for a few stops if you live in an area with bus/metro fares around $1-2 per ride.
- Add it to a larger amount you're saving up for something specific. Every little bit helps!
- Donate it to a homeless/panhandling person you encounter who needs help.
- Put it towards a cheap meal deal at some restaurants (e
11 09 14_experiences, physical artefacts in communication_jyväskyläMerja Bauters
Presentation at CILC II – Institutions, Interactivity, Individuals 2nd International Conference on Interactivity, Language and Cognition, September 11-12, 2014, Jyväskylä. Finland
1. The document discusses different types of data that could be used in writing a paper about developing an online learning module.
2. It identifies six sources of data: notes from development meetings, the process of module development, student engagement records, learning discussions, and student evaluations.
3. The document considers positioning the paper as "professional development" or "research" and debates the hierarchical relationship between the two. It questions treating knowledge as ideology-free.
Engaging all partners in reflection by kathleen rice ph dcidanegeri
This document provides guidance and frameworks for designing effective reflection opportunities for community service learning partnerships. It discusses the benefits of reflection, strategies for fostering reflection, and models for developing reflection questions. Some key points include that reflection is important for integrating disparate experiences and facilitating transformative learning; the "4 C's of Reflection" framework outlines how reflection should be continuous, challenging, contextualized, and connected; and reflection questions can be designed according to models such as ORID to elicit cognitive, affective, analytical, and application-based responses.
This document discusses concepts of perception, communication, and learning. It states that perception involves consciously processing information from the senses and interpreting it based on existing cognitive structures. Communication involves transmitting and receiving signs, data, and knowledge between individuals. For facilitators, it is important to consider both the individual spaces of perception for each learner and the common shared space of cooperation. The document emphasizes that learning is an individual process that occurs in the brain based on how new information fits with existing knowledge and experiences.
Phillip Schlechty argues that true school reform requires transformation, not just surface-level changes. Transformation involves fundamentally changing the culture and structure of schools, including altering beliefs, values, relationships and rules within the system. This level of change allows schools to achieve things they have never done before and adopt radically new approaches. Schlechty claims schools need transformation, not just reform, in order to develop visions for 21st century learning.
Taking evidence-based professional learning conversations online: Implicatio...mddhani
Presented in one of the parallel sessions during the 15th International Conference on Education 2010 at Universiti Brunei Darussalam.
Presenter/courtesy of Michael Moroney, Lecturer, Universiti Brunei Darussalam.
Presented in one of the parallel sessions during the 15th International Conference on Education 2010 at Universiti Brunei Darussalam.
Presenter/courtesy of Michael Moroney, Lecturer, Universiti Brunei Darussalam.
The document provides an overview of the International Baccalaureate Primary Years Programme (PYP) for parents. It discusses:
- The history and mission of the IB organization.
- The three IB programs including the PYP for students aged 3-12.
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9
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Physical artefacts, indices and experience in communication
1. Physical artefacts,
indices and experience
in communication
Pramatism and Communication
Helsinki 3-5.5.2014
PhD Merja Bauters
2. Table of contents
• Motivation of the topic
• Informal learning research in workplaces
• Meaning making = Learning & sharing
• Peirce’s communicative perspective
• Indices, common ground, physical artefacts
• Where to go next – experiences
3. Motivation of the topic
Workplace learning is informal learning that takes place without
explicit teaching (Tynjälä 2013).
It is continuous process of improving employee competence and
performance through training, socialization, and development within
an organizational context (Ford, Kozlowski, Kraiger, Salas, & Teachout
1997).
4. Informal learning research in
workplaces
The results of a research on e-learning in the workplace 2000–2012:
A bibliometric analysis of the literature by Cheng et all (2014)
provides a beautiful overview on the studies on workplace learning.
Identified 4 dimensions in the field:
• e-learning for continuing education and professional development
• e-learning in the healthcare sector
• use of social media for e-learning
• the integration of knowledge management with e-learning.
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Media Lab
4
5. Informal learning research in
workplaces
• Most based in cognitive science learning; on-demand learning;
and flexibility in time and place (Salas et al., 2002; Welsh et al.
2003).
• Related to professional knowledge and skills, knowledge
exchange, and workplace knowledge.
• Social media for informal learning in the focus
• Main aim: knowledge management, knowledge sharing,
knowledge workers, knowledge exchange, and knowledge
creation are central topics in job-oriented professional
development
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5
6. Informal learning research in
workplaces
• Less in focus but highly important:
• Technology enhanced social interaction to support knowledge
exchange or sharing among peers.
• Various training or learning programs and technologies to support
the capture and transfer of tacit knowledge embedded in practice
experience.
In line with the claim of Welsh, Wanberg, Brown, and Simmering’s
(2003): the integration of personnel training with on-demand job
support and professional development might become a future
direction of workplace e-learning
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7. Informal learning research in
workplaces
Another important aspect:
• Web 2.0 technologies provide affordances to informal learning by
supporting knowledge exchange based on informal social
relations,
• Needs to take into account:
• the development of trust and reputation, and knowledge transfer
through mentoring (García-Peñalvo, Colomo-Palacios, & Lytas
2012; Liu, Macintyre, & Ferguson, 2012; Seufert 2012).
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Laitoksen nimi
7
8. Informal learning research in
workplaces
• Where to focus now:
• Learning in workplace contexts requires employees to capture intuition or tacit
knowledge, contribute to the creation of new knowledge, and manage knowledge
assets for continuous improvement.
• Future focus:
• Learning in the organizational context should go beyond the individual level, and
an organization should be able to learn and adapt to the environment (Wang &
Yang 2009).
Cheng et all (2014) stated: many studies are limited to the superficial use and
analysis of the tools without taking into account the organizational contexts that
may affect the essential attributes of social and collaborative behaviour, such
as trust, voluntariness, and self-directness – where do these emerge?.
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Laitoksen nimi
8
9. Meaning making =
Learning & sharing
• Support learning as part of the work.
• Provide tools to allow near automatic sharing/collaboration
• Feelings that may push towards learning moment:
• Wish to ask help
• Feeling uncertain
• Being in doubt – halt in the work
• Feeling that all went perfectly
• Wanting to remember
10. Meaning making & change …
• The context, feelings of “uncertainty/disturbance” are needed for
some kind of change to occur
• The halted moment, should support moment to become conscious
of our awareness
• Awareness will be directed
• Heightened/intensified perceiving of environment (context)
• Support for reasoning – finding “help” using social networks
• Potential for change is in the process
12. Communicative perspective
• The fundamental meaning of fully developed sign is its effect on
our Habits (ultimate logical Interpetant)
• The determination of the object to the Interpretant is important in a
sense that it creates the borders in which the interpretation occurs. It
also points to the need of collateral experience to enable to even
take the sign as a sign.
• In this way, there is a connection to the “real” the concrete world.
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12
13. Communicative perspective
• The emotional part is important since according to the recent
neuroscientific research reasoning, thinking and learning are
based on emotions - feeling of emotions – Peirce: “Thought is not
necessarily connected with a brain”
• Thought, sense, thinking resides in the environment, in the tools
we use etc., thought is a semiosis (see above individual
Interpretants)
6.6.2014
13
14. Embodiment – towards experience
• “I believe it comes decidedly nearer the truth (though not really true)
that language resides in the tongue. In my opinion it is much more
true that the thoughts of a living writer are in any printed copy of his
book than that they are in his brain.” (Peirce CP 7.364).
• Albert Einstein, pointed out ”my pen is smarter than I am” (Skagestad,
1999, p. 552)
• Signs do not constitute a separate conceptual realm, but are
connected, from the start, to the (material) world.
• Conceptions are not only in dialogue with fellow inquirers (+ shared
interpretations) or with the object of inquiry but always in relation to
both of these poles.
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15. Communicative perspective
• Interpretation does not only involve symbolic processes
(Thirdness) but also fuzzy and vague feeling of emotions
(Firstness) and resistance encountered in practical
experimentation (Secondness) that may, in turn, bring new
conceptualisations about
• Objects cannot be developed freely but have properties or
affordances that support certain uses and purposes
• Interpretation involves both: dialogue with nature and dialogue
with collective (shared, collaborative interpretations guiding and
constraining Interpretations)
6.6.2014
15
16. Peirce’s communicative perspective
(Bergman 1999: 46 and 2004: 386 adapted)
6.6.2014
16
Phaneroscopic
categories
Perspective of
inquiry
Firstness Secondness Thirdness
Structural-Normative Immediate Dynamical Final
Individual Emotional Energetic Logical
Communicative Intentional Effectual Communicational
Emotional
meaning
Existential
meaning
Logical
meaning
Societal semiosis
- habit forming
Forming of the
semiotic self
Collateral
experiences
17. Communicative perspective
• “There is the Intentional Interpretant, which is a determination of
the mind of the utterer, The Effectual Interpretant, which is a
determination of the mind of the interpreter; and the
Communicational Interpretant, or say the Cominterpretant, which
is a determination of that mind into which the mind of utterer and
interpreter have to to be fused in order that any communication
should take place. This mind may be called the commens. It
consists of all that is, and must be, well understood between
utterer and interpreter at the outset, in order that the sign in
question should fulfill its function. (SS 196-197 [1906] in Bergman
2004)
6.6.2014
17
18. Habits – changing habits = (informal)
learning
• Pragmatism gave habit a new meaning
• Habit is not only mindless routines, rather, it is a process that is open for
reflection and control( Kilpinen 2008:3 and 2009: 102, Bergman 2009:
10)
• “ […] that multiple reiterated behavior of the same kind, under similar
combinations of percepts and fancies, produces a tendency, - the habit, -
actually to behave in a similar way under similar circumstances in the
future” (EP 2:413, “Pragmatism” 1907)
• “Intelligent habit upon which we shall act when occasion presents itself”
(EP 2:19 [1895]), might NOT be in the focus of our awareness but can be
easily brought up into reflection to distinguish them from tacit knowledge
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19. Habits – changing habits = (informal)
learning
• Only self-controlled habits can be ultimate logical Interpretants.
• Requires agency and effort
• When in doubt, seeing the environment with more “clarity”
6/6/2014
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21. Sharing meaning…? Common ground
• “The universe must be well known and mutually
known to be known and agreed to exist, in some
sense, between speaker and hearer, between the
mind as appealing to its own further consideration
and the mind as so appealed to, or there can be
no communication, or 'common ground,' at all.”
(Peirce 1931-1958, 3.621; see also ibid., 6.338;
8.179) In Bergman 2002: 10)
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22. Common ground (Collateral
experience)
• Common ground is needed to make communication, or sign-processes
(semiosis) understandable (see Clark & Brennan 1991; Peirce 1931-1958,
3.621)
• Collateral experience "serves a kind of double function, on the one hand
showing us some limits of the semiotic domain, while on the other reminding
us of the relevance of situational and contextual factors. In fact, the crucial
recognition of reality is achieved through indexical and experiential means.
According to Peirce, we cannot distinguish fact from fiction by any
description” See also Bergman 2002 (CP 2.337 [c. 1895]). Bergman 2002: 9).
• Sharing experiences requires indices, signs which indicate ,call, pinpoint,
direct the attention to their objects through which experiences could be
shared
6/6/2014
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23. Common ground (Collateral
experience)
• To have the collateral experience is the prerequisite for getting any idea
signified by the sign. (CP 8.179; cf. CP 8.181.). “[…] Collateral experience is
not of the character of a representation, but of another mode of being
(Secondness). Nonetheless, it is important to keep in mind how threadbare
this experience is as such. It is only when it is interpreted and brought within
the domain of signs that it can play a truly meaningful role”( Bergman 2002:
10).
• However “Mere signs will be inefficient, it the required experience
background or proficiency is missing” (Bergman 2004: 418).
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24. Indices, Artefacts & meaning
6/6/2014
24
• The meaning is NOT just symbolic but an indexical relationship to artefacts
and experiences …
• “The subject must be something which speaker and listener both know by
experience; or else, the assertion must show the hearer by what process he
can gain experience” (MS 805:19-20 In Bergman 2004: 420)
• Indices play an important role in creating and maintaining and developing
common ground and contextualising the communication
• They indicate where to place attention (designations/subindicies), point to
physical objects/artefacts (reagents) and connect to familiar experiences
25. Material artefacts, Indices, & meaning
6/6/2014
25
• A suggestion: To get the dynamics of processes, the interplay between dynamical,
immediate and “final” object (i.e. object which is the outcome) should be taken into
account
• The immediate object: The immediate object is the object as it is represented in the
sign. It is the meaningful referential content of the sign.
• dynamical (or real) object: The Dynamic object can be characterised by three traits: (1)
it is determinative, (2) it is unexpressed in the sign itself, and (3) it must be known by
so-called collateral experience. It’s the tie to material part of artefacts. It’s the one to
which we try to refer to, to point attention to when we try to find out our collateral
experience, our shared background in a particular actual situation.
• The dynamic object limits the field of signification or semiosis. It provides the
borders/scope in which the interpretation can occur. Therefore, we cannot interpret
whatever, from sign, these are always tied to the material “context”. (Joswick 1996, p.
98; Liszka 1996, p. 23, Bauters 2007).
26. Common ground grows
“I have defined an index or indication as a sign by virtue of physical connection.
Experiental connection would be more explicit; for I mean by physical connection that the
signs occurs in our experience in relation to when and where of the object it represents.
The phrase “our experience” is significant. Experience is the course of life, so far as we
attend to it. “Our experience”, I say, because unless tow persons had some experience in
common, they could not communicate, at all. If their experience were identical, they could
not furnish one another no information. But to the experience both have in common, the
several experiences of the two connect other occurrences: and so we have shares in
collective experience. An index connects a new experience with the former experiences.
(MS 797:10 in Bergman 2004:427).
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26
30. Peirce’s communicative perspective
(Bergman 1999: 46 and 2004: 386 adapted)
6.6.2014
30
Phaneroscopic
categories
Perspective of
inquiry
Firstness Secondness Thirdness
Structural-Normative Immediate Dynamical Final
Individual Emotional Energetic Logical
Communicative Intentional Effectual Communicational
Emotional
meaning
Existential
meaning
Logical
meaning
Societal semiosis
- habit forming
Forming of the
semiotic self
Collateral
experiences
31. Experience - time
• The experience stretches, it is not static nor stable, its the relations
between all things in the environment and social environment/culture.
These are scoped by the past experiences and directed by the
anticipated future, so that existing habits, tools, institutions etc. have
an affect on the current situation where the experience occurs
"qualitative immediacy”. (Alhanen 2013)
• The qualitative immediacy is close to Peirce "brute force". The past
and anticipated future makes a difference in attention – where the
focus will be and how the experience forms the meaning. The felt
experiences are not impressions, they are real even though these
would be hallucinations - they are felt as real. (MW 9 [DE):16-21. MW
12 [RP]: 133. LW 12 [LTI]:52).
6.6.2014
31
32. Experience - time
• The experience is not something that happens inside the subject,
its not something where the subject forms a representations of the
things in the environment. Rather it is a continuous interaction with
environment, where the "inside and outside" are not really
separate but forma unified whole. (LW 12 [LTI]: 73-74).
• "It is that reconstruction or reorganisation of experience which
adds to the meaning of experience, and which increases ability to
direct the course of subsequent experience.” (MW 9 [DE]: 83).
6.6.2014
32
33. Experience - time
"Habits are conditions of intellectual efficiency. They operate in two
ways upon intellect. Obviously, they restrict its reach, they fix its
boundaries. They are blinders that confine the eyes of mind to the
road ahead. They prevent thought from straying away from its
imminent occupation to a landscape more varied and picturesque but
irrelevant to practice. [...] Habit is however more than restriction of
thought. Habit become negative limits because they are first positive
agencies. The more numerous our habits the wider field of
possible observations and foretelling. The more flexible they are,
the more refined is perception in it's discrimination and the more
delicate the presentation evoked by imagination. " (MW 14 [HNC]:
122).
6.6.2014
33
34. Experience - time
• “A general idea, living and conscious now, it is already determinative of
acts in the future to an extent which is not now conscious.” (EP 1.331
[1892]).
• “The Interpretant does not need to exist; a “being in futuro will suffice”
(EP 2.92 [1902]).” Bergman 2002: 4).
• Experiences (their meaning / remembering) changes because of
anticipated future
• Prager: the present and anticipated future may transfer the perceived
past “feeling states and bodily desires, inherited from the past but
prevailing in the present, can rewrite the past in the service of the
present” (Prager 1998: 83)
• Reflected in Dewey's experience, building of continues experiences
for learning
6.6.2014
34
35. Thank you!
Merja Bauters
Aalto University School of Arts, Design and Architecture
Helsinki – Finland
firstname.surname@aalto.fi
The Learning Layers project is supported by the European Commission
within the 7th Framework Programme under Grant Agreement
#318209, under the DG Information society and Media (E3), unit of
Cultural heritage and technology-enhanced learning. http://learning-
layers.eu
36. References
Alhanen K (2013). John Deweyn kokemusfilosofia. Gaudeamus
Bauters M. (2007). Changes in beer labels and their meaning: a holistic approach to semiosic process,
Helsinki: Semiotic Society of Finland.
Bergman, Mats. (1999). Meaning and Mediation: Critical Reflections on Peirce and Communication Theory.
Helsinki: Helsingin yliopisto.
Bergman, Mats. (2004) Fields of Signification, Explorations in Charles S. Peirce's Theory of Signs. Vantaa:
Dark Oy.
Bergman Mats (2002). C. S. Peirce on Interpretation and Collateral Experience. Forskarseminarium i filosofi
7.10.2002 Filosofiska institutionen Åbo Akademi
Clark, H. H. & Brennan, S. E. (1991). Grounding in communication. In L. B. Resnick, J. M. Levine, & S. D.
Teasley (Eds.). Perspectives on socially shared cognition (pp. 127-149). Washington, DC: APA Books.
LW Dewey John, The Later Works, 17 vols. (1981-1991). Carbondale: Southern Illinois University Press.
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Editor's Notes
More recently, technology development and challenges in information-intensive and technology-oriented working life have
led to new ways of learning and training through the adoption of e-learning or information and communication technologies.
E-learning refers to the use of computer and network technologies, primarily over or through the Internet, to deliver
information and instruction to individuals (Welsh, Wanberg, Brown, & Simmering, 2003). It encompasses a wide set of applications
and processes such as computer-assisted learning, web-based training, virtual classrooms, and digital collaboration
(ASTD., 2010). By virtue of its benefits in just-in-time delivery and cost efficiency, e-learning accounts for a significant proportion
of corporate investment in training (Deeney, 2003).
it is crucial to utilize relevant learning technology to visualize and facilitate the connection between problem solving and knowledge construction (Wang, Wu, Kinshuk, Chen, & Spector 2013).
On the other hand, more effort is needed to investigate different types of communities of practice (e.g. interaction between expert and novice and interaction between people with different skills or expertise [Fischer, 2013]) and their impact on learning in the workplace.
3 nuances of meaning: the emotional, existential and logical.
The emotional meaning is a mere recognition of the sign, which is associated with the possibility to use the sign adequately (cf.: EP 2:256 [1903], EP 2:496 [1909]): is an everyday action where familiar signs appear – it arouses an emotion towards the beverage.
The existential meaning can be seen as an actual event or a thing. The sign gets its value by the position it occupies within the other signs.
The last, the Logical meaning, is associated with the results that arrive from a particular process of semiosis: it originates when a particular process of semiosis is discontinued by the Ultimate Logical Interpretant.
Mulle lisää muistuksia esimerkeistäsi:
Minusta idea on jotenkin se, että ei-martinmainen tekstien käyttö on sitä, että voidaan lätkiä tekstiä yhteen vain aktuaalisesti laittamalla asioita yhteen (ja myös viittaamalla ja muokkaamalla tiettyjä tekstin kohtia) ilman että asia sen kummemmin loogisesti vielä järjestyy (tai tällainen looginen järjestäminen voi kummitella taustalla tavoitteena). Siinä mielessä nämä tekstipätkät ja kommentit jne on itsessään indeksikaalisia asioita?
Shared object, on the other hand, (emphasised in the trialogical approach and sometimes confused with the ‘object of activity’) can be a concrete thing which gives an anchor to the collaboration (like a document or a model which is used as a point of reference in a discussion), but in a more deep trialogical sense shared object means “trialogically shared object” (which is not just static point of reference), i.e. a concrete thing which is modified by a group of people (so, for example, when producing different versions of a document, the “shared object” refers to these versions or instances of the document which are modified collaboratively; Sometimes the term ‘shared object’ is used referring to the goal of producing an article (and it is important to see the meaning of this kind of a “final object”, i.e. towards which the activities are aiming at), and then it comes close to the ‘object of activity’ but the more fundamental sense is these concrete instances which are modified collaboratively.
3 nuances of meaning: the emotional, existential and logical.
The emotional meaning is a mere recognition of the sign, which is associated with the possibility to use the sign adequately (cf.: EP 2:256 [1903], EP 2:496 [1909]): is an everyday action where familiar signs appear – it arouses an emotion towards the beverage.
The existential meaning can be seen as an actual event or a thing. The sign gets its value by the position it occupies within the other signs.
The last, the Logical meaning, is associated with the results that arrive from a particular process of semiosis: it originates when a particular process of semiosis is discontinued by the Ultimate Logical Interpretant.