Archive for July, 2010

This section begins by establishing the difference and relationship between the terms information and knowledge, for the principle of intelligibility in this document and considering that the Organizational Learning on your own, is related to the construction, implementation and management of knowledge in organizations.

In many cases there is a tendency to understand, use and believe that access to much information is the same as access to knowledge. Perhaps one reason for this confusion has to do that for many authors the ability to create knowledge is related to a large extent, access to information and confused the boundary between both concepts.

For its part, Dretske (1981) argues that the information can be considered in two ways: syntactically (by volume it has) and semantically (by meaning you own). The semantic aspect of information is more important for the construction of knowledge, because it focuses on the meaning expressed. In this way, information is considered, a flow of messages and knowledge is created precisely for this flow of information, anchored in the beliefs and commitment of its holder. This explanation emphasizes that knowledge is essentially related to human action.

Knowledge has been defined theoretically as true and justified beliefs acquired empirically. This is operationalized, to understand knowledge as a sequence, a continuum from data to information and knowledge thereof, which becomes with time and experience that grows up to become knowledge.

For Nonaka and Takeuchi (1999), knowledge is similar to the information, other than her relational. And here are three observations as follows:

1. When it comes to knowledge, unlike information, these beliefs and commitments. Knowledge is a function of a position, perspective or specific intent.
2. Knowledge, unlike information, is action.
3. Knowledge, like information, meaning is dependent on specific contexts and relationships.

In his Theory Organizational Knowledge Creation, Nonaka and Takeuchi (1999) assume the traditional definition of knowledge that you are considered a justified true belief, however, clarified that although traditional epistemology emphasizes the abstract nature, static and non-human knowledge, typically expressed in propositions and formal logic, knowledge is a dynamic human process of justifying personal belief in pursuit of truth.

As a result, both information and knowledge are elements of context-specific and are relational, because they depend on the situation and are dynamically created in social interaction of individuals, on the other hand, when interacting in a social and historical context people share information with which to build a social knowledge that makes up a reality and this, in turn, influences their judgments, their behavior and attitude, (Nonaka and Takeuchi, 1999).

From this perspective, it is important to recognize that information is one of the epistemological references for the construction of knowledge; it will add the creativity and thought processes, as well as other information from the context that is not organized or split the experiences and perceptions. For there to be knowledge must combine three factors: information, experience and interaction with the context. It’s not just the ability to relate in a highly structured, data, information and knowledge of a particular object.

The discussion presented earlier, leads to the conclusion that knowledge requires two mental activities : perceiving and conceiving, where mental activity is perceived by which stimuli reach the brain from the outside and makes the process of cognition, and design is mental activity by which concepts and ideas resulting from perceived stimuli, which in turn determine the understanding and comprehending concepts that make learning cognitive process which culminates in what is meant is a fact, a relationship, a word, a method, however what is understood is a number, a system, a plan, ( Arraez 2003).

For Paul and Dominique (2002), the information is structured data and immovable remains idle until it is used, with the knowledge to interpret and process and in the process are transformed into knowledge.

In summary, the information is not knowledge, the information is not going to produce, by itself, new solutions to everyday problems, alternatives to the needs of populations and countries, or the construction of innovative proposals by the organizations, (Camacho , 2003).

Moreover, the support of knowledge is not only information but the human qualities and abilities that use it to transform some or to modify their own abilities. Was identified that knowledge is only the interpretation, analysis and processing of information, because it includes the process of understanding of human learning. De Souza Silva (2002), puts it as follows: Knowledge is a verb, not a noun, is a classic swing state of understanding that a building after interpreting and analyzing different information on the same theme” (p 36).

For this information into knowledge needed start-up, development and maintenance of a range of strategies. First, it is necessary to discriminate relevant information that according to the interest of the person who inquires. Selected information is necessary to analyze a reflexive posture, trying to deepen each of the elements, de- constructing the message, to re- build it from reality. Thus, in the process of de-construction was disassembled, includes, and means those parts, objectives, elements, axioms of the message. In the process of re-construction is the reverse procedure, i.e. from the global perspective of knowledge and the person from their personal, social, historical, cultural and vital (Sancho and Millan, 1995). Read the rest of this entry

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These days it is important to stay constantly updated to boost our job growth. In other words, to advance the field work, we return to the classrooms and nurture graduate programs. This requirement forces us to leave the office, and not always accessible to this process because, despite being indispensable to us, the unemployment situation threatens our place in the working place.

That is why a great tool to meet the demands of curricular growth in the Internet and under the terms of postgraduate ( masters, doctoral and graduate students ) online through virtual classroom. Besides by providing the fabulous privilege to enter the master’s abroad, as well as doctoral programs and graduates who can interact with other participants.

This tool is called Elluminate, it is a virtual classroom tool with have main function to support distance learning, as this allows teachers and students interact in real time through audio, video, instant messaging and an interactive whiteboard. Added to this the participants can share applications of different types of formats in office, pdf, image, audio and video, while others can guide walks users through the Web.

It is important to say that one of its main advantages relates to its ease of use, it is ideal for meetings, training, coaching, meetings and even conferences, as it is available 24 hours a day, 365 days a year.

In this space, the similarity to the conventional classroom in which the teacher teaches his chair by a board, while receiving feedback on teaching and learning that are dictating their students, participants alternately with the difference through the various tools of new technology and are all involved greatly enrich the knowledge through the information that is available on the network.

Through virtual classrooms, like the one just to meet, share knowledge makes the postgraduate study is easy, accessible and higher quality students without neglecting their daily tasks.

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