Students’ Experiential Knowledge Productionin the Teaching-Learning Process of Universities

16th European Conference on Knowledge ManagementECKM 2015, University of Udine, Italy

Didiosky BenítezDalgys Pérez

Universidad Central “Marta Abreu”de Las Villas (UCLV)

Santa Clara, Cuba

Frederik Questier

Vrije Universiteit Brussel (VUB)Brussels, Belgium

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Frederik QuestierVrije Universiteit Brussel

Didiosky BenitezUCLV, Cuba

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Drivers of innovationin higher education?

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Drivers of innovationin higher education?

➢ (Educational) sciences?

➢ ICT

➢ Challenges

➢ ...

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Students' learning experiencesas drivers of innovation?

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Experiential learning cycle

Kolb, D.A., 1984. Experiential learning: experience as the source of learning and development,Englewood Cliffs, NJ: Prentice Hall.

Experiential knowledge

Eraut, M., 1994. Developing professional knowledge and competence, London: Falmer Press.

Teachers & students

Focus

➢ Students' experiential knowledge

produced when students reflect on experiences

associated with executing learning tasks

Inspiration:The Organizational Knowledge Creation Theory

Nonaka, I. & Takeuchi, H., 1995. The knowledge-creating company: How Japanese companiescreate the dynamics of innovation, New York: Oxford University Press.

Inspiration:The New Knowledge Management theory

➢ McElroy, M. W. (2003). The new knowledge management: complexity, learning, and sustainable innovation. Burlington, MA: Butterworth Heinemann.

➢ Firestone, J. M., & McElroy, M. W. (2003). Key issues in the new knowledge management. Knowledge Creation Diffusion Utilization. Burlington, MA: Butterworth Heinemann

Proposal of2 theoretical models

➢ Teacher-centered production

of students' experiential knowledge

➢ Student-centered production

of students' experiential knowledge

Teacher-centeredproduction model

Student-centeredproduction model

Data collection

Findings in undergraduate programsTeacher-centered model

Civil Engineering (occurrence)

Psychology (occurrence)

1. Students share previous experiences

High Low

2. Teachers invite students to create new concepts

Low Medium

3. Teachers justify new concepts Low Low

Findings in undergraduate programsStudent-centered model

Civil Engineering (occurrence)

Psychology (occurrence)

4. Students formulate problems Medium Low

5. Students learn from experience

Medium Low

6. Teachers and students evaluate solutions

High High

7. Use of existing knowledge Medium Medium

8. Students formulate solutions

Low Low

Augmented teacher-centered production model

Conclusions

➢ 2 theoretical models proposed for students' experiential knowledge production

➢ The knowledge processes are

➢ all found in practice in UCLV undergraduate programs➢ partially supported by nation-wide policy documents

➢ In UCLV it's mostly teacher-centered and top-down

➢ Practices have room for improvement

➢ How?➢ With which tools?

Questions?

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Credits

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