Incorporation of sticky information and product diversification into static game of open innovation     

《国际创新研究学报(英文)》2022,6(1):11-25

Platform economics has promoted open innovation through sufficient channels to reveal and exchange knowledge with experts or valued customers. However, innovation also suffers from information stickiness and product diversification risks. In order to design an innovation strategy on a platform, this study incorporated these risks into game models of open innovation and proposed strategies to promote open innovation and welfare through equilibrium analysis. On the basis of the literature analysis of these risks, stochastic pay-off functions were constructed to regulate and stabilize the knowledge exchange flows. From equilibrium analysis of the game models, we conclude that: 1) stickiness and diversification are critical factors for open innovation on a platform; 2) at the beginning, a broad search is necessary to acquire diverse knowledge; at the middle stage, regulation of knowledge exchange is critical to achieving equilibrium and higher profits; and 3) global welfare could be elevated through adjustment of knowledge size and friction of communication.  相似文献   

论怀特海的智育思想   总被引：1，自引：0，他引：1  

林红 《首都师范大学学报(社会科学版)》2003,(1):111-117

“知识活和”是怀特海智育思想的核心概念。怀特海认为：追求智慧自古以来就是智育的目的，但知识活力是智慧的源泉，因此，保持知识活力和防止“无活力概念”成为智育相反相成的任务；为此，教学改革必须注意知识与生活的联系；教育过程必须遵循教育节律；课程设置必须注意一般陶冶和专业研究动态的，有机的结合。  相似文献   

关于加快我国人力资源开发的理性思考     

白文明 《中国教育研究与创新》2006,3(4):11-13

如何有效的开发人力资源，促进经济社会持续、稳定和协调发展，是亟需解决的一个重要问题。我们必须对人力资源开发进行整体规划，努力提高人力资源的整体素质和管理水平，促使人力资源的合理开发和有效配置。  相似文献   

Computer-based feedback matters when relevant prior knowledge is not activated     

《Learning and Instruction》2023

BackgroundHow feedback is given may influence its utility.AimWe examined the effect of activated prior knowledge on learning from feedback by manipulating whether knowledge of a foundational concept was activated before solving fraction division problems.Sample and methodsUndergraduates (N = 171) were randomly assigned in a 3 (feedback timing: delayed, immediate, or no feedback) x 2 (knowledge activation: relevant or not) between-subjects design.ResultsIf irrelevant knowledge was activated, immediate feedback enhanced learning as compared to no feedback during the learning task, whereas if relevant knowledge was activated, then there was no impact of immediate feedback. On the posttest, any feedback (immediate or delayed) resulted in greater performance, but feedback timing did not matter. Thus, activating prior knowledge moderates the effect of feedback on learning.ConclusionWhen researchers or practitioners are investigating or giving feedback, they must also consider individual differences of the learner such as the prior knowledge they bring to the task.  相似文献   

Interface: Establishing Knowledge Networks Between Higher Vocational Education and Businesses     

Joseph Kessels  Kitty Kwakman 《Higher Education》2007,54(5):689-703

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Testing for the Transfer of Tacit Knowledge: Making a Case for Implicit Learning   总被引：1，自引：0，他引：1  

Wm. Benjamin Martz  Jr.    Morgan M. Shepherd 《Decision Sciences Journal of Innovative Education》2003,1(1):41-56

Companies are beginning to realize that simply storing data in warehouses and databases is not sufficient to ensure the usefulness of that data or information. As information is processed with a purpose ( Ackoff & Emery, 1972 ), it becomes knowledge. Knowledge exists on many planes; one is the tacit‐explicit plane described by Polanyi (1966) . Knowledge‐based applications are becoming a key factor in determining organizational value. For example, Activity‐Based Costing (ABC) and Knowledge Value Added (KVA) are two methodologies that organizations use to measure explicit knowledge. However, this interest in measuring and managing knowledge creates two important questions. First, do companies include tacit knowledge in their measurements of knowledge? Second, can educators demonstrate that they are helping increase tacit knowledge? This paper posits that companies may not be including the full range of knowledge in their endeavor to measure knowledge in their organizations. To help make a case for including tacit knowledge and implicit learning, an active learning exercise is created to demonstrate a method to quantify and test for changes in both types of knowledge. The results show that the activity created observable changes in explicit and tacit knowledge. Future research will need to concentrate further on understanding how the two types of knowledge interact. For now though, these results demonstrate one way to observe the two types of knowledge and more importantly, point out the need for organizations to find ways to value both implicit and explicit knowledge.  相似文献   

Under the Umbrella: Pedagogy,knowledge production,and video from the margins of the movement     

Shannon Walsh 《Educational Philosophy and Theory》2019,51(2):200-211

Abstract

In September 2014, students and Hong Kong citizens took to the streets demanding universal suffrage. Cell phones and video cameras in hand, amateur student filmmakers were some of the first to capture the police tear-gassing young people that brought the city to its feet. Young people were positioning themselves as storytellers and knowledge producers on the streets. How has this restructured hierarchy of knowledge production often found in university education in Hong Kong? How too has being active participants and/or passive observers of the events of the Umbrella Movement translated into a pedagogy of experience in student’s daily lives, and how has this knowledge returned to the classroom? Specifically, I am interested in ways that young women who are not Cantonese first-language speakers understand their role in the movement and the kinds of knowledge they produced. Through interviews with these diverse students, and visual data from the footage they shot during the protests, we gain a rare glimpse into the multicultural world gathered beneath the umbrella of Hong Kong’s pro-democracy movement, and how a new generation of young female filmmakers are using video to share their changing perspectives on democratic reform, education, and everyday life.  相似文献   

Maltese primary teachers’ digital competence: implications for continuing professional development     

Marthese Spiteri  Shu-Nu Chang Rundgren 《欧洲师范教育杂志》2017,40(4):521-534

Learning with technology during primary school years will equip students with dispositions to continue learning with evolving technology throughout their lifetime and it is the responsibility of the teacher to develop this digital competence (DC) in the classroom. The aim of this research was to investigate Maltese primary class teachers’ DC and to recommend new training on technology integration in teaching practices. Semi-structured individual interviews with 26 primary teachers (23 females and three males) and the teaching material used in the classroom were the sources of data in this study. Directed content analysis was applied, where a new area in DC, the creation of modes of communication, was revealed. Recommendations for teacher training in the areas of DC are suggested.  相似文献   

关于高校法律基础课教学对教师的基本要求     

金凤 《贵州教育学院学报》2003,19(1):16-17,20

在高校开设《法律基础》课的根本目的是为培养具有较高社会主义法律意识和法制观念的新一代大学生。这门课在教学实践中已取得了良好成绩，但也存在一些问题。提高对这门课的教学目的的认识，提高授课教师的思想政治素质和业务素质，是解决这些问题的主要途径。  相似文献   

用学识和人格的魅力铸造师魂——学习胡锦涛总书记"回信"精神进一步加强师德建设     

骆家宽 《湖北广播电视大学学报》2006,23(6):37-38

本文论述了学习胡锦涛总书记“回信”精神的意义,强调了教师要用学识和人格魅力对于师德建设的重要性。  相似文献