A Process-Oriented Framework for Knowledge-Centered Support in Field Experience Management
In this paper, the author discusses an exploratory study to provide IT support for field experience management using a process-oriented field experience knowledge management framework. This framework is structured around three sequential non-lineal phases: (1) before: preparing, searching and placement; (2) during: Supervising, tracking progress and providing feedback; and (3) after: Reflecting, assessment and reporting. Based on the proposed framework, the author constructed a knowledge-centered prototype system to support the field experience tracking and administration process. The paper also presents an evaluative performance of the system and discusses the implications. The results show that the proposed framework is valuable and can be used to guide and facilitate knowledge-center support system development in the area of field experience management.
KeywordsKnowledge-Centered Support Field Experience Management Process-oriented Framework
Unable to display preview. Download preview PDF.
- 1.Awad, E., Ghaziri: Knowledge management 2nd edn., International Technology Group, Ltd. (2010)Google Scholar
- 3.Carpenter, D.A.: Meaningful information systems internships. Journal of Information Systems Education 14(2), 201–210 (2003)Google Scholar
- 4.Gaines, B.R.: Knowledge-Based Systems, vol. 3(4), pp. 192–203 (December 1990)Google Scholar
- 5.Gilbert, P., Morse, R., Lee, M.: Enhancing IT Support with Knowledge Management. White paper (2007), http://www.ca.com/files/whitepapers/knowledge_mgmt_wp.pdf (retrieved on October 10, 2011)
- 6.He, W., Means, T., Lin, G.: Tracking and Managing Field Experiences in Teacher Development Programs. International Journal of Technology in Teaching and Learning 2(2), 137–151 (2006)Google Scholar
- 7.Kong, S., Shroff, R., Hung, H.K.: A web enabled video system for self reflection by student teachers using a guiding framework. Australasian Journal of Educational Technology 25(4), 544–558 (2009)Google Scholar
- 11.Rickman, R., McDonald, M., McDonald, G., Heeler, P.: Enhancing the computer networking curriculum. In: Proceedings of the 6th Annual Conference on Innovation and Technology in Computer Science Education, Canterbury, United Kingdom, pp. 157–160 (June 2001)Google Scholar
- 12.Schön, D.A.: The reflective practitioner: How professionals think in action. Basic Books, New York (1993)Google Scholar
- 13.Tan, J., Phillips, J.: Incorporating service learning into computer science courses. Journal of Computing Sciences in Colleges 20(4), 57–62 (2005)Google Scholar
- 14.Venables, A., Tan, G.: Realizing Learning in the Workplace in an Undergraduate IT Program. Journal of Information Technology Education: Innovations in Practice 8 (2009)Google Scholar