The twenty-three essays in this volume discuss the essential nature of expert knowledge, as well as such questions such as how "expertise" differs from mere "knowledge," and relation between the individual and group processes involved in knowledge in general and expertise in particular, the social and other contexts of expertise, how expertise can be assessed, and the relation between human and computer expertise.
Researchers have revealed that real expertise, while applied to well-defined tasks with highly circumscribed contexts, often stretches beyond its routine boundaries. For example, a medical doctor may be called upon to diagnose a rare disease or perform emergency surgery outside his or her area of specialization because other experts are not availab
Knowledge Translation in Context is an essential tool for researchers to learn how to be effective partners in the KT process to ensure that diverse communities benefit from academic research results through improved social and health outcomes.
This is the third entry in an ambitious, highly regarded KM book series edited by T. Kanti Srikantaiah and Michael E. D. Koenig. Where Knowledge Management for the Information Professional (2000) offered information professionals an introduction to KM and Knowledge Management Lessons Learned (2004) assessed KM applications and innovations, Knowledge Management in Practice looks at how KM can be and is being implemented in organizations today. Featuring the contributions of more than 20 experts in the field, the book is unique in surveying the efforts of KM specialists to extend knowledge beyond their organizations and in providing a framework for understanding user context. The result is a must-read for any professional seeking to connect organizational KM systems with increasingly diverse and geographically dispersed user communities.
What does it mean to be an expert? In Rethinking Expertise, Harry Collins and Robert Evans offer a radical new perspective on the role of expertise in the practice of science and the public evaluation of technology. Collins and Evans present a Periodic Table of Expertises based on the idea of tacit knowledge—knowledge that we have but cannot explain. They then look at how some expertises are used to judge others, how laypeople judge between experts, and how credentials are used to evaluate them. Throughout, Collins and Evans ask an important question: how can the public make use of science and technology before there is consensus in the scientific community? This book has wide implications for public policy and for those who seek to understand science and benefit from it. “Starts to lay the groundwork for solving a critical problem—how to restore the force of technical scientific information in public controversies, without importing disguised political agendas.”—Nature “A rich and detailed ‘periodic table’ of expertise . . . full of case studies, anecdotes and intriguing experiments.”—Times Higher Education Supplement (UK)
Most psychology research still assumes that mental processes are internal to the person, waiting to be expressed or activated. This compelling book illustrates that a new paradigm is forming in which contextual factors are considered central to the workings of the mind. Leading experts explore how psychological processes emerge from the transactions of individuals with their physical, social, and cultural environments. The volume showcases cutting-edge research on the contextual nature of such phenomena as gene expression, brain networks, the regulation of hormones, perception, cognition, personality, knowing, learning, and emotion.
First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.
There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.
This text reviews the fundamental theory and latest methods for including contextual information in fusion process design and implementation. Chapters are contributed by the foremost international experts, spanning numerous developments and applications. The book highlights high- and low-level information fusion problems, performance evaluation under highly demanding conditions, and design principles. A particular focus is placed on approaches that integrate research from different communities, emphasizing the benefit of combining different techniques to overcome the limitations of a single perspective. Features: introduces the terminology and core elements in information fusion and context; presents key themes for context-enhanced information fusion; discusses design issues in developing context-aware fusion systems; provides mathematical grounds for modeling the contextual influences in representative fusion problems; describes the fusion of hard and soft data; reviews a diverse range of applications.
Wherever people are working, there is some type of stress—and where there is stress, there is the risk of burnout. It is widespread, the subject of numerous studies in the U.S. and abroad. It is also costly, both to individuals in the form of sick days, lost wages, and emotional exhaustion, and to the workplace in terms of the bottom line. But as we are now beginning to understand, burnout is also preventable. Burnout for Experts brings multifaceted analysis to a multilayered problem, offering comprehensive discussion of contributing factors, classic and less widely perceived markers of burnout, coping strategies, and treatment methods. International perspectives consider phase models of burnout and differentiate between burnout and related physical and mental health conditions. By focusing on specific job and life variables including workplace culture and gender aspects, contributors give professionals ample means for recognizing burnout as well as its warning signs. Chapters on prevention and intervention detail effective programs that can be implemented at the individual and organizational levels. Included in the coverage: · History of burnout: a phenomenon. · Personal and external factors contributing to burnout. · Depression and burnout · Assessment tools and methods. · The role of communication in burnout prevention. · Active coping and other intervention strategies. Skillfully balancing scholarship and accessibility, Burnout for Experts is a go-to resource for health psychologists, social workers, psychiatrists, and organizational, industrial, and clinical psychologists.
