11 Matching Annotations
  1. Jun 2020
  2. Nov 2019
  3. learn-us-east-1-prod-fleet01-xythos.s3.amazonaws.com learn-us-east-1-prod-fleet01-xythos.s3.amazonaws.com
    1. This study researches the development of clinical trainers and their learners. Also, the article discussed how to create effective training. Key Words knowledge translation, training transfer, continuing professional education, instructional design

  4. Apr 2019
    1. A Vision for Scholarly Communication Currently, there is a strong push to address the apparent deficits of the scholarly communication system. Open Science has the potential to change the production and dissemination of scholarly knowledge for the better, but there is no commonly shared vision that describes the system that we want to create.

      A Vision for Scholarly Communication

  5. Jan 2019
    1. Based on our collective research on to date, we haveidentified that as tensions ebb and flow, OCs use (or,more precisely, participants engage in) any of the fourtypes of responses that seem to help the OC be gen-erative. The first generative response is labeledEngen-dering Roles in the Moment. In this response, membersenact specific roles that help turn the potentially negativeconsequences of a tension into positive consequences.The second generative response is labeledChannelingParticipation. In this response, members create a nar-rative that helps keep fluid participants informed ofthe state of the knowledge, with this narrative havinga necessary duality between a front narrative for gen-eral public consumption and a back narrative to airthe differences and emotions created by the tensions.The third generative response is labeledDynamicallyChanging Boundaries. In this response, OCs changetheir boundaries in ways that discourage or encouragecertain resources into and out of the communities at cer-tain times, depending on the nature of the tension. Thefourth generative response is labeledEvolving Technol-ogy Affordances. In this response, OCs iteratively evolvetheir technologies in use in ways that are embedded by,and become embedded into, iteratively enhanced socialnorms. These iterations help the OC to socially and tech-nically automate responses to tensions so that the com-munity does not unravel.

      Productive responses to experienced tensions.

      Evokes boundary objects (dynamically changing boundaries) and design affordances/heuristics (evolving technology affordances)

    1. These practices are highly situated, emer-gent, and contextualized and thus cannot be prespec-ified the way traditional coordination mechanismscan be. Thus, recent efforts based on an information-processing view to develop typologies of coordina-tion mechanisms (e.g., Malone et al. 1999) may be tooformal to allow organizations to mount an effectiveresponse to events characterized by urgency, novelty,surprise, and different interpretations.

      More design challenges

    2. Our findings also point to a broader divide in coor-dination research. Much of the power of traditionalcoordination models resides in their information-processing basis and their focus on the design issuessurrounding work unit differentiation and integra-tion. This design-centric view with its emphasis onrules,structures,andmodalitiesofcoordinationislessuseful for studying knowledge work.

      The high-tempo, non-routine, highly situated knowledge work of SBTF definitely falls into this category. Design systems/workarounds is challenging.

  6. Nov 2018
    1. Instructional Design Strategies for Intensive Online Courses: An Objectivist-Constructivist Blended Approach

      This was an excellent article Chen (2007) in defining and laying out how a blended learning approach of objectivist and constructivist instructional strategies work well in online instruction and the use of an actual online course as a study example.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

  7. Mar 2015
    1. bound together by a systematic, continuous, organized knowledge structure supports the act of new knowledge creation also known as scholarship

      continuité des pratiques, continuité entre pratiques et ressources

    2. a collection of services that support the creation of new knowledge
    3. As important as the information itself, is providing and supporting an environment that allows for the transformation of that information into new knowledge

      Which is appropriation

    1. ‘We need to return to the original purpose of the library, which is to support all the various needs of the scholar and provide him or her with a place to come up with ideas and make breakthroughs that would not otherwise have happened.’

      Quote from Christine Madsen http://christinemadsen.com/