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A model for sense-making : exploring why in the context of learning and knowing

Mason, Jon (2008) A model for sense-making : exploring why in the context of learning and knowing. In ICCE2008 - The 16th International Conference on Computers in Education, October 27-31, 2008, Taipei, Taiwan.

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Abstract

This paper outlines a working hypothesis that models the “problem space” spanning e-learning and knowledge management in simple terms. It does this by placing emphasis on the interrelationships between learning, knowing, and thinking within the context of a set of “primitive” questions: Who, What, When, Where, How, Why, and If. Particular attention is placed upon Why questions. By concentrating on these primitive questions it is anticipated that a certain degree of simplicity can be achieved in the model while not masking the richness and complexity that must be accommodated. It is proposed that such a model might inform the design and implementation of ICT systems that support e-learning and the creation and management of knowledge.

Impact and interest:

5 citations in Scopus
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ID Code: 17803
Item Type: Conference Paper
Additional Information: The contents of this paper can be freely accessed online via the organiser's web page (see hypertext link).
Additional URLs:
Keywords: e-learning, knowledge management, sense-making, metadata
Subjects: Australian and New Zealand Standard Research Classification > INFORMATION AND COMPUTING SCIENCES (080000) > INFORMATION SYSTEMS (080600) > Conceptual Modelling (080603)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Educational Technology and Computing (130306)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Past > Institutes > Institute for Creative Industries and Innovation
Copyright Owner: Copyright 2008 [please consult the author]
Deposited On: 16 Feb 2009 11:56
Last Modified: 29 Feb 2012 23:45

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