TITLE

Architecting a Knowledge Theatre

AUTHOR(S)
White, David C.
PUB. DATE
June 2012
SOURCE
World Academy of Science, Engineering & Technology;2012, Issue 66, p897
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
This paper describes the architectural design considerations for building a new class of application, a Personal Knowledge Integrator and a particular example a Knowledge Theatre. It then supports this description by describing a scenario of a child acquiring knowledge and how this process could be augmented by the proposed architecture and design of a Knowledge Theatre. David Merrill's first "principles of instruction" are kept in focus to provide a background to view the learning potential
ACCESSION #
88905537

 

Related Articles

  • Understanding Scholarship in Teaching and Teacher Education. Loughran, John // Teacher Education & Practice;Fall2011, Vol. 24 Issue 4, p431 

    The article offers the author's insights on scholarship in teacher education and its importance in teaching quality. It notes that scholarship in teacher education relates to making the knowledge of practice explicit for everybody. It states that when pedagogical relationships are combined,...

  • Preparing Children to Use Reference Books. Fay, Leo; Horn, Thomas; McCullough, Constance // Education Digest;Feb1962, Vol. 27 Issue 6, p39 

    This article focuses on the use of reference books by children in the U.S. On encountering such questions, the teacher may respond in different ways: He may know the answer and give it. He may know the answer but may ask the child to look and find it for himself. He doesn't know the answer but...

  • Does Learning to Teach Ever End? Cochran-Smith, Marilyn // Kappa Delta Pi Record;Fall2011Supplement, p22 

    The article focuses on how three effective teachers work efficiently from an inquiry stance. It defines inquiry stance as a process of raising questions and using the data of practice to investigate those questions critically and collaboratively. One teacher mentions that inquiry stance approach...

  • Reconceptualising University Teachers' Conceptions of Student Learning. Nguyen, Thanh T.; Tran, Nga D. // International Journal of Learning;2009, Vol. 16 Issue 9, p551 

    In this paper, an attempt to reconceptualize university teachers' conceptions of student learning in nine empirical studies is provided. Largely based on intended learning outcomes, four categories are found arranging on a continuum from lower level, i.e. storing/recalling atomised information...

  • Research on Basic Design Education: An International Survey. Boucharenc, C. G. // International Journal of Technology & Design Education;Jan2006, Vol. 16 Issue 1, p1 

    This paper reports on the results of a survey and qualitative analysis on the teaching of ‘Basic Design’ in schools of design and architecture located in 22 countries. In the context of this research work, Basic Design means the teaching and learning of design fundamentals that may...

  • Investigating Epistemological Beliefs in Vocational Education for Child Care Workers: New Ways of Thinking about Learning and Training. Brownlee, Jo; Berthelsen, Donna; Dunbar, Stephanie; Boulton-Lewis, Gillian; McGahey, Pam // Australian Educational Researcher (Australian Association for Re;Dec2008, Vol. 35 Issue 3, p135 

    Epistemological beliefs (beliefs about knowing and knowledge) have provided interesting insights into effective teaching and learning in higher education over the last 30 years. However, to date, little research has taken place in regard to teaching and learning in the technical and further...

  • The Impact Of Instructor Attire On Student Perceptions Of Faculty Credibility And Their Own Resultant Behavior. Lavin, Angeline M.; Davies, Thomas L.; Carr, David L. // American Journal of Business Education;Jun2010, Vol. 3 Issue 6, p51 

    Prior studies suggest that faculty members who are credible are more effective in the classroom in that they are evaluated more highly and their students achieve greater learning. This paper explores how the instructor's attire impacts his or her perceived credibility, and how the students'...

  • The Priority of the Question: Focus Questions for Sustained Reasoning in Science. Lustick, David // Journal of Science Teacher Education;Aug2010, Vol. 21 Issue 5, p495 

    Science education standards place a high priority on promoting the skills and dispositions associated with inquiry at all levels of learning. Yet, the questions teachers employ to foster sustained reasoning are most likely borrowed from a textbook, lab manual, or worksheet. Such generic...

  • Research in Reading. Szyjka, Sebastian // Illinois Reading Council Journal;Winter2012/2013, Vol. 41 Issue 1, p73 

    The article presents a study on literacy wherein investigated are the integration of student learning and performance. It highlights the methods of science in promoting content-based reading and vocabulary instruction. It also considers the notion wherein the implementation of research-based...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics