CCK09 About Knowledge

Allison Miller posted in facebook: if content is an exchange of knowledge does it really matter about ‘quality’ or about how the content is used in context? #converge09

John Mak
Great questions Allison….Would it depend on the sort of “knowledge exchange” when we talk about quality? How is quality defined? Is it defined by the receiver (fitness for purpose or use)? Or by the content producer or creator(accuracy of the intended message or information)? What is quality of the content? Is it absolute or relative?

Are we referring to the “accuracy” or “validity” of the information or facts or the “truthfulness” of the “knowledge”?

What may be true knowledge today may not be true tomorrow – the hoax that people made up in the news is a typical example. The truth of such knowledge might be revealed upon examination, and validation, but even then, is it easy to know the “truth”? So would it depend on the type of knowledge? Is it content knowledge? Procedural knowledge? Quantitative knowledge? Qualitative knowledge? Connective knowledge? Emergent knowledge?….Sometimes, knowledge could be really perceptional and interpretative, which may carry different meaning to different people under different context. Like what we are sharing here. How does this sound to you?

How about this video on knowledge?

2 thoughts on “CCK09 About Knowledge

  1. I’ve witnessed a learner group create a wiki about teaching. Text-based discussion within this wiki enmeshed elements of completely disparate theories whereby the end product could best be described as an ‘assemblage of words’ with little inherent cohesiveness or clarity in content. This assignment was marked in line with the learners’ task participation rather than the accuracy or otherwise of the wiki content.

    If learners are to be assessed on process rather than content, they need to have the assessment criterion clearly stated so they are clear about the nature of the task. Otherwise they may worry about the quality of the content of their project unnecessarily, for example.

  2. Interesting points, Maijann. “If learners are to be assessed on process rather than content, they need to have the assessment criterion clearly stated so they are clear about the nature of the task. Otherwise they may worry about the quality of the content of their project unnecessarily, for example.”

    Learning could be assessed based on process and the product. But it is much easier to assess the product, as you could use an assessment tool and rubrics to do so. To assess learners based solely on the products seem to be the norm in higher and vocational education – so a learner may pass a test, an examination or could use a video, and assignment as evidences and these are all treated as basis of competency. What the examiners are looking for will be the end product, not the process. From a competency based training point of view, competency is based solely on the meeting of performance criteria.

    Wiki is more about collaboration in learning, and so it would be rather difficult to assess collaborative work amongst learners using the standard assessment. It’s important to focus on the learning rather than assessment when using such tool.

    Is such a collaborative learning practice reflective of the learning efforts of the learners? What is the quality of learning of the learners? How about learning resulting from continuous reflection and improvement by the learners? These may be some of the missing elements in a typical assessment system which measure individual performance – examination, tests.

    Jenny, Roy and I have been working on wiki- pbworks since February, 2009 when we started our research project. We have been using wiki in a multi-faceted manner – as a collaborative learning tool, as a repository of the research, tools and resources and findings, as a research and discussion forum (like Moodle), as a platform to plan and develop research questionnaires, surveys, and to conduct analysis, and as a group and personal blog etc. So I think we are more interested in our learning. As we are not involved in any academic program, our assessment is based on “peer assessment, individual and group reflection”.

    Thanks again for your insights.
    Cheers

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