Sentence examples for developing shared knowledge from inspiring English sources

The guiding theoretical framework is the knowledge creation metaphor, which conceptualizes learning as a collaborative process of developing shared knowledge artifacts for the collective benefit of a community of learners.

The analyses focused on the activities of three student groups conducting collaborative projects, which required them to identify and address open-ended problems in their placement schools, by means of developing shared knowledge objects of various kinds.

I'm pleased to announce that in the Spring of 2019, the co-design studio will be organized as an advanced practicum around the theme of "hacking hackathons," with a goal of developing shared knowledge and best practices for organizing radically inclusive design events.

(O'Flaherty et al., p. 94) Thus, their review points to several problematic aspects of the current developments within the higher education research field, including a technology-driven orientation that neglects learning aspects and an insufficient capacity for developing shared knowledge and a conceptualisation of the approach.

Intense discussion and dialogue between researchers and the ECs was and is still needed in order to develop shared knowledge and reciprocal understanding.

We need to understand how diverse organizations and professionals develop shared knowledge and beliefs – that is, we need to generate knowledge about normative integration.

But the executive believes the teams his firm have developed can take things even further, offering both a springboard for robotics developers and helping to develop a shared knowledge base so both robots and their creators don't have to redouble efforts every time a new system comes along.

Recent studies have demonstrated that starting with dialogue and deliberation among patients in collaboration with patient research partners is an effective way to strengthen their voice and develop a shared knowledge base grounded in the experiential knowledge of individuals.

Carole Payne, head of children's services at Durham county council, says: "We are keen to develop expertise and awareness across the children's services workforce and this training will develop shared understanding and knowledge in a critically important area, helping to improve practice and partnership working between agencies".

The dialogic/authoritative dimension determines whether the teacher acts as a transmitter of knowledge embodied in one scientific meaning or adopts a dialogic instruction that encourages exploration of different views and ideas to develop shared meaning of new knowledge (Scott 1998).

Although the previous studies are helpful to visualize and query information about dams in general and ease the decision making process, there is a lack of research studies in the domain that look at the dam risk assessment process and focus on developing an integrated shared knowledge repository for risk assessors.