Teaching Tacit Knowledge: Can Artificial Inteligence Help?

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60460709%3A41110%2F14%3A66116" target="_blank" >RIV/60460709:41110/14:66116 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

čeština

Název v původním jazyce

Teaching Tacit Knowledge: Can Artificial Inteligence Help?

Popis výsledku v původním jazyce

In the paper we first examine students´ ability to use tacit knowledge. We conducted the experiment to test whether the students are able to transfer and use tacit knowledge they obtained in the basic course of Strategic management. As tacit knowledge isdifficult to transfer to another person we used course design with several experiential techniques to increase the students´ abilities in the field of Strategic management. For the evaluation experiment we chose to play a board game ?Power Grid?, wherewe tested whether the students were able to use knowledge they had been taught in the basic course. As the result we found out low students´ ability to use tacit knowledge even despite the fact that in the basic course where they obtained the knowledge we used experiential techniques which force students to acquire a skill and therefore, according to Polanyi (in Schmidt, Hunter, 1993), they also acquire corresponding understanding that defies articulation, therefore tacit knowledge. Acco

Název v anglickém jazyce

Teaching Tacit Knowledge: Can Artificial Ingeligence Help?

Popis výsledku anglicky

In the paper we first examine students´ ability to use tacit knowledge. We conducted the experiment to test whether the students are able to transfer and use tacit knowledge they obtained in the basic course of Strategic management. As tacit knowledge isdifficult to transfer to another person we used course design with several experiential techniques to increase the students´ abilities in the field of Strategic management. For the evaluation experiment we chose to play a board game ?Power Grid?, wherewe tested whether the students were able to use knowledge they had been taught in the basic course. As the result we found out low students´ ability to use tacit knowledge even despite the fact that in the basic course where they obtained the knowledge we used experiential techniques which force students to acquire a skill and therefore, according to Polanyi (in Schmidt, Hunter, 1993), they also acquire corresponding understanding that defies articulation, therefore tacit knowledge. Acco

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2014

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal on Efficiency and Responsibility in Education and Science

ISSN

1803-1617

e-ISSN

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Svazek periodika

7

Číslo periodika v rámci svazku

3-4

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

8

Strana od-do

87-94

Kód UT WoS článku

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EID výsledku v databázi Scopus

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