Innovation in the knowledge assessment procedure in the light of the rise of knowledge in the value chain: A case study in the field of data science and technology
Saulais, Pierre
Innovation in the knowledge assessment procedure in the light of the rise of knowledge in the value chain: A case study in the field of data science and technology - 2023.
5
A double action-research experiment explored the application of the fundamental principles of knowledge management for organizations to an innovative educational engineering application concerning knowledge evaluation, in parallel with the teaching of a data science and technology course. The researcher (in humanities) took his own teaching (in engineering sciences, as a technical expert) as his research object (in knowledge management sciences): in addition to transmitting knowledge, the teacher-researcher must become a knowledge actor in knowledge assessment, in the deep sense of the possibility that his students may activate this knowledge in a future professional context, such as solving a technical problem. By self-applying his method of creativity stimulation, the author-researcher allowed the author-teacher to develop an examination statement suitable for evaluating, at the end of the course, the capacities formally constituting the prerequisites of the subsequent years of the course.
Innovation in the knowledge assessment procedure in the light of the rise of knowledge in the value chain: A case study in the field of data science and technology - 2023.
5
A double action-research experiment explored the application of the fundamental principles of knowledge management for organizations to an innovative educational engineering application concerning knowledge evaluation, in parallel with the teaching of a data science and technology course. The researcher (in humanities) took his own teaching (in engineering sciences, as a technical expert) as his research object (in knowledge management sciences): in addition to transmitting knowledge, the teacher-researcher must become a knowledge actor in knowledge assessment, in the deep sense of the possibility that his students may activate this knowledge in a future professional context, such as solving a technical problem. By self-applying his method of creativity stimulation, the author-researcher allowed the author-teacher to develop an examination statement suitable for evaluating, at the end of the course, the capacities formally constituting the prerequisites of the subsequent years of the course.
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