Welcoming AECT-Thailand     

Brad Hokanson 《TechTrends》2017,61(3):208-209

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Best Practices and Current Research in Organizational Training and Performance: An AECT Division of Organizational Training and Performance Special Issue of <Emphasis Type="BoldItalic">Tech Trends</Emphasis>     

Nancy B. Hastings  Jennifer A. Bauman 《TechTrends》2017,61(1):2-3

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Editor’s Notes     

Charles B. Hodges 《TechTrends》2017,61(1):1-1

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Approaching Knowledge Management Through the Lens of the Knowledge Life Cycle: a Case Study Investigation     

Julaine M. Fowlin  Katherine S. Cennamo 《TechTrends》2017,61(1):55-64

More organizational leaders are recognizing that their greatest competitive advantage is the knowledge base of their employees and for organizations to thrive knowledge management (KM) systems need to be in place that encourage the natural interplay and flow of tacit and explicit knowledge. Approaching KM through the lens of the knowledge life cycle allows for the design and development of KM solutions that are systemic and address the dynamic nature of organizational knowledge. In this paper we provide a review of the literature regarding how organizational knowledge may be studied and propose a methodological framework for investigating the knowledge life cycle. To illustrate the framework we present a recent case study in which it was successfully used. This framework is intended to be useful to learning and performance improvement professionals who work in organizational KM as well as to researchers who wish to conduct further research in this area.  相似文献   

2016 AECT International Convention Summary     

Donovan R. Walling 《TechTrends》2017,61(1):5-7

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Review of: Clark,T., &amp; Barbour,M.K. (Eds.). (2015). Online,Blended, and Distance Education in Schools: Building Successful Programs. Sterling,VA: Stylus.     

Kim C. Huett 《TechTrends》2017,61(1):87-88

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Spondyloarthritis     

Peter Mandl 《Wiener klinische Wochenschrift Education》2017,12(1-4):103-114

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Agricultural and science education: a socio-analysis of their intersection and positions within the educational field     

Bryan J. Hains  Gary L. Hansen  Ronald J. Hustedde 《Cultural Studies of Science Education》2017,12(1):199-210

It can be argued that agricultural science is one of the original forms of science education. However, over the past century, agricultural science education has habitually been perceived as an educational venue meant solely for production agriculturalists. When examining modern agricultural education we find it to be a minority within the broader field of science education, contradicting its historically stout scientific standing within the sciences. This educational shift leaves one to ponder the historic development of contemporary agricultural education. To gain deeper insight into these questions we reviewed the historical evolution of agricultural education within the United States. We then examined the professional habitus, or cultural nuances, associated with contemporary agricultural education. Next, we considered potential outcomes associated with the profession embracing post-modern perspectives within mainstream science and community-based education. Finally, we call for critical venues within agriculture education to question the status quo and challenge the acceptance of commonly held views.  相似文献   

Oral traditions,changing rural landscapes,and science education     

Sarah Riggs Stapleton 《Cultural Studies of Science Education》2017,12(1):189-198

This forum response extends the argument made by Avery and Hains that oral traditions can be useful for including the cultures and contexts of rural areas within science instruction. To buttress the oral expressions presented in Avery and Hains, I compare oral expressions of a second rural area, 600 miles to the South, in Eastern North Carolina. I explore similarities and differences in expressions from the two areas and consider the changing rural context within Eastern North Carolina. I add a consideration of larger demographic shifts impacting many rural areas—particularly in the US South—and close with a discussion of implications for science education.  相似文献   

The cognitive relevance of Indigenous and rural: Why is it critical to survival?     

Karim-Aly S. Kassam  Leanne M. Avery  Morgan L. Ruelle 《Cultural Studies of Science Education》2017,12(1):97-118

Using two case studies of children’s knowledge, this paper sheds light on the value, diversity, and necessity of Indigenous and place-based knowledge to science and engineering curricula in rural areas. Rural contexts are rich environments for cultivating contextual knowledge, hence framing a critical pedagogy of teaching and learning. Indigenous and rural place-based knowledge are nuanced and pragmatic in character, and offer solutions to both local and global challenges. Two case studies, drawn from the experience of Lakota and Dakota communities and rural New York State, demonstrate the need to conserve, transmit, and contribute to Indigenous and rural knowledge through experiential and place-based education that bridges the gap between children’s knowledge and global STEM. This knowledge is inherently diverse in its complexity and connectivity to habitat, and when viewed in this light, has the capacity to transform our perspectives on educational practices and policies as well as our overall outlook on conserving both ecological as well as cultural diversity worldwide. Because diversity and knowledge are necessary for the survival of life on this planet, an enriched concept of pedagogical pluralism, in terms of multiple ways of knowing, is a necessity.  相似文献