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Knowledge is Both a Source Of and a Barrier to Innovation
Author(s) -
Carlile Paul
Publication year - 2020
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2020.34.s1.00386
Subject(s) - space (punctuation) , perspective (graphical) , memorization , computer science , knowledge management , interface (matter) , focus (optics) , knowledge transfer , human–computer interaction , artificial intelligence , mathematics education , psychology , physics , bubble , maximum bubble pressure method , parallel computing , optics , operating system
Learning approaches have been dominated by a “transfer” view of knowledge that assumes that knowledge needs to be transferred from an expert to a novice. This has led to a focus on decimating and memorizing facts or WHAT knowledge. With this emphasis, HOW that knowledge is created and WHY is useful is seldom examined. To fully develop a new skill or perspective you have to comprehend the WHAT, HOW and the WHY of it. In this talk I will provide a relational framework to think about how learning happens outside of a traditional classroom setting to provide guidance on how we can improve the learning space or interface between an expert and a novice. So improving learning by adding to a transfer space a translation space and then a transformation space.