http://www.blogtalkradio.com/kathryn-faridah-ghazaliThe Philosophy of Education. Observing the Truth, from The Eyes of The One and Only. enBlogTalkRadio.com. All Rights Reserved.Sat, 15 Jun 2019 16:15:00 GMTTue, 03 May 2011 16:00:00 GMTBlogsBlogTalkRadio Feed v2.0https://dasg7xwmldix6.cloudfront.net/hostpics/d2989ebc-83e4-4bdb-b065-c42a853524bb_electricdragon.jpghttp://www.blogtalkradio.com/kathryn-faridah-ghazaliThe Philosophy of Education. Observing the Truth, from The Eyes of The One and Only. feeds@blogtalkradio.comBlogTalkRadio.comblogs,eportfolio,single-loop learning,communities of practice,mobile learning,teaching,cumulative research,double-loop learning,eportfolios,feedbackThis Is LovenoThe Philosophy of Education. Observing the Truth, from The Eyes of The One and Only.episodichttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/05/03/harrison-m-2005Blogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/05/03/harrison-m-2005/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/05/03/harrison-m-2005Tue, 03 May 2011 16:00:00 GMTHarrison, M. (2005).What makes al-Qaida a global learning network?   Loosely coupled networks and self-managing teams are attributes that lead to effective transnational enterprise.  The inner circle has clarity of organisational direction and strategy, and can therefore plan how to implement action through the spread of individual social information networks. 00:10:00This Is Lovenocommitment,leadership roles,learning organisation,mission statements,strategic planningWhat makes al-Qaida a global learning network?   Loosely coupled networks and self-managing teams are attributes that lead to effective transnational enterhttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/04/18/dealtry-r-2008Blogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/04/18/dealtry-r-2008/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/04/18/dealtry-r-2008Mon, 18 Apr 2011 16:00:00 GMTDealtry, R. (2008).Global corporate priorities and demand-led learning strategies.     This paper investigates corporate strategy and the effects of a globally led economic market that shape the direction and function of in-house training with focus on how organisations cope to align strategy with performance. 00:10:00This Is Lovenocorporate universities,demand,innovation,learning,learning methodsGlobal corporate priorities and demand-led learning strategies.     This paper investigates corporate strategy and the effects of a globally led economhttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/04/13/winne-p-h-and-nesbit-j-c-2010-the-psychology-ofBlogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/04/13/winne-p-h-and-nesbit-j-c-2010-the-psychology-of/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/04/13/winne-p-h-and-nesbit-j-c-2010-the-psychology-ofWed, 13 Apr 2011 04:00:00 GMTWinne, P. H. and Nesbit, J. C. (2010). The Psychology of Academic Achievement.   Winne and Nesbit have developed a unified account (the why, how and under what circumstance) of success or failure in schools to put forward a platform for the improvement of educational practice.  The proposed model has its own limitations, as all models do. 00:21:00This Is Lovenoeducational psychology,experimental methodology,metacognition,motivation,self-regulated learningAcademic Achievement.   Winne and Nesbit have developed a unified account (the why, how and under what circumstance) of success or failure in schoolshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/04/13/anderberg-e-norden-b-and-hansson-b-2009Blogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/04/13/anderberg-e-norden-b-and-hansson-b-2009/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/04/13/anderberg-e-norden-b-and-hansson-b-2009Wed, 13 Apr 2011 04:00:00 GMTAnderberg, E., Norden, B. and Hansson, B. (2009).   Global learning for sustainable development in higher education: recent trends and a critique.   Global learning is defined as the embedded practice of acquiring new knowledge through connections and links made to everyday life to understand how problems of global dimensions and lines of conflict can be minimised to create sustainable practice 00:14:00This Is LovenoESD,GLSD,higher education,sustainable development,teachingGlobal learning for sustainable development in higher education: recent trends and a critique.   Global learning is defined as the embedded prahttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/26/dijksterhuis-a-and-aarts-h-2010-goals-attention-and-unconsciousnessBlogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/26/dijksterhuis-a-and-aarts-h-2010-goals-attention-and-unconsciousness/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/26/dijksterhuis-a-and-aarts-h-2010-goals-attention-and-unconsciousnessSat, 26 Feb 2011 04:00:00 GMTDijksterhuis, A. and Aarts, H. (2010). Goals, Attention and (Un)Consciousness.An estimated one million fibers leave each human eye and signifies that we have 1Mb of raw data per second coming at us. Processing all this information at higher levels is impossible as higher-level cognition and behaviour has limited information-processing capacity.00:35:00This Is Lovenoawareness,consciousness,psychology of learning,unconscious,volitionAn estimated one million fibers leave each human eye and signifies that we have 1Mb of raw data per second coming at us. Processing all this information at highhttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/23/proctor-r-w-and-vu-k-l-2010-cumulative-knowledge-and-progress-in-human-factorsBlogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/23/proctor-r-w-and-vu-k-l-2010-cumulative-knowledge-and-progress-in-human-factors/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/23/proctor-r-w-and-vu-k-l-2010-cumulative-knowledge-and-progress-in-human-factorsWed, 23 Feb 2011 04:00:00 GMTProctor, R. W. and Vu, K. L. (2010). Cumulative Knowledge and Progress in Human Factors.Proctor and Vu indicate that even though paradigm shifts are popular conceptually in science, contemporary philosophies do not operate in this way. Proctor and Vu assume the contrary view that progress in scientific psychology is general, and in human factors specifically, is cumulative. Previous editions of the Annual Review provide a necessary context for understanding that building contemporary research relies on knowledge from past research.00:38:00This Is Lovenoapplied experimental psychology,engineering psychology,ergonomics,human computer interaction,human information-processingProctor and Vu indicate that even though paradigm shifts are popular conceptually in science, contemporary philosophies do not operate in this way. Proctor andhttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/14/shanks-d-r-2010-learning-from-association-to-cognitionBlogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/14/shanks-d-r-2010-learning-from-association-to-cognition/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/14/shanks-d-r-2010-learning-from-association-to-cognitionMon, 14 Feb 2011 16:28:01 GMTShanks, D. R (2010). Learning: From Association to Cognition.Shanks introduces associationism which has dominated the history of learning theory, achieving prominence through Edward Thorndike who understood reinforcement processes (Laws of Effect and Exercise) that strengthen Stimulus-Response connections. Shanks questions whether learning is a result of cue and outcome that becomes a mental link or if it is generated by propositional belief that represents the relationship.00:28:00This Is Lovenoblocking,cognition,conditioning,inference,reasoningShanks introduces associationism which has dominated the history of learning theory, achieving prominence through Edward Thorndike who understood reinforcementhttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/12/ryan-p-and-finn-e-2005-field-based-mlearning-who-wants-whatBlogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/12/ryan-p-and-finn-e-2005-field-based-mlearning-who-wants-what/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/12/ryan-p-and-finn-e-2005-field-based-mlearning-who-wants-whatSat, 12 Feb 2011 20:05:52 GMTRyan, P. and Finn, E. (2005). Field-based mLearning: who wants what?mLearning is driven by technological evolution and an increase in mobile device users. Ryan and Finn observe that field-workers are prime candidates for mLearning. A context-aware learning system provides valuable solutions for field-workers, and for novice field-workers in particular (e.g. geologist, mechanic, archaeologist, journalist). The user-friendliness of any system is of significant importance. Systems should not be implemented purely for the sake of using technology, Ryan and Finn state, but be based on the requirements of an activity that embeds the use of technology.00:06:00This Is Lovenosituated context,field based mLearning,simulated scenario,technological evolution,mobile devicesmLearning is driven by technological evolution and an increase in mobile device users. Ryan and Finn observe that field-workers are prime candidates for mLearnihttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/12/laine-t-h-vinni-m-sedano-c-i-and-joy-m-2010-on-designing-pervasive-mobile-learningBlogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/12/laine-t-h-vinni-m-sedano-c-i-and-joy-m-2010-on-designing-pervasive-mobile-learning/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/12/laine-t-h-vinni-m-sedano-c-i-and-joy-m-2010-on-designing-pervasive-mobile-learningSat, 12 Feb 2011 16:55:10 GMTLaine, T. H. , Vinni, M. , Sedano, C. I. and Joy, M (2010). On designing pervasive mobile learningplatforms. Laine, et al. refer to pervasive learning spaces (PLS). These environments offer the relevant education context where learning resources are delivered and interaction between students is sustained (e.g. traditional learning contexts, corporate training, tourist attractions). Mobile learning opportunities in museums and galleries as examples of single purpose devices (e.g. the mobile devices store static information restricted to one location or context or object). Dimensions to the gaming option is explored through shared experience of the surrounding environment. Novices are directed to a central database that stores all recorded information (e.g. points) on a dedicated site. Information is exchanged on thoughts and perceptions to understand the variety of experiences encountered.00:16:00This Is Lovenodesign principles,mobile learning,participatory design,pervasive game,pervasive learning spaceplatforms. Laine, et al. refer to pervasive learning spaces (PLS). These environments offer the relevant education context where learning resources are delivhttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/11/cornelius-s-and-marston-p-2009-towards-an-understanding-of-the-virtual-context-in-mlearningBlogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/11/cornelius-s-and-marston-p-2009-towards-an-understanding-of-the-virtual-context-in-mlearning/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/11/cornelius-s-and-marston-p-2009-towards-an-understanding-of-the-virtual-context-in-mlearningFri, 11 Feb 2011 19:07:32 GMTCornelius, S. and Marston, P. (2009). Towards an understanding of the virtual context in mlearningCornelius and Marston highlight real-time decision making that affect progress and outcome as being mainstream in professional situations. Praxis generates confidence by making intangible components visible. By learning and associating context in different environments individuals are able to interpret and negotiate sense-making from a wider perspective.00:09:00This Is Lovenomobile learning,presence,text messaging,virtual context,simulated activityCornelius and Marston highlight real-time decision making that affect progress and outcome as being mainstream in professional situations. Praxis generates conhttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/11/aubusson-p-schuck-s-and-burden-k-2009-mobile-learning-for-teacher-professional-learningBlogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/11/aubusson-p-schuck-s-and-burden-k-2009-mobile-learning-for-teacher-professional-learning/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/11/aubusson-p-schuck-s-and-burden-k-2009-mobile-learning-for-teacher-professional-learningFri, 11 Feb 2011 16:00:30 GMTAubusson, P., Schuck, S. and Burden, K. (2009). Mobile learning for teacher professional learning: Mobile learning is on the rise for reasons of practicality and efficiency. Aubusson, Schuck and Burden state that learning opportunities abound for both student and instructor. New technologies facilitate collective learning and provide current access to viewpoints not expressed by the instructor. Aubusson, Schuck and Burden refer to Schon’s reflection-on-action and reflection-in-action and state that mobile learning offers both. Artefacts collected during use of mobile technology (e.g. information shared in text messaging may contribute to new conceptions and behaviour) are not fully recognised as significant to the learning process. 00:13:00This Is Lovenoeducation,mobile learning,professional learning,eportfolios,teachingMobile learning is on the rise for reasons of practicality and efficiency. Aubusson, Schuck and Burden state that learning opportunities abound for both studenthttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/11/ghazali-k-2009-multiculturalism-of-identity-in-educationBlogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/11/ghazali-k-2009-multiculturalism-of-identity-in-education/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/11/ghazali-k-2009-multiculturalism-of-identity-in-educationFri, 11 Feb 2011 14:45:12 GMTGhazali, K. (2009). Multiculturalism of Identity in Education. Hill delves into the concept of citizenry whose concern is mainly based on the theory of the New Hierarchical Order. His collation of information has led him to outline the way in which the social elite are directing the masses towards leading their lifestyle through education.00:15:00This Is Lovenocommunities of practice,eastern philosophy,western paradigms,diaspora,home spaceHill delves into the concept of citizenry whose concern is mainly based on the theory of the New Hierarchical Order. His collation of information has led him tohttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/10/jahoda-g-2002-the-ghosts-in-the-meme-machineBlogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/10/jahoda-g-2002-the-ghosts-in-the-meme-machine/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/10/jahoda-g-2002-the-ghosts-in-the-meme-machineThu, 10 Feb 2011 06:00:48 GMTJahoda, G. (2002). The ghosts in the meme machine. After Aristotle, Jahoda identifies Erasmus Darwin (grandfather to Charles), "a free thinking physician and poet" (pg. 5). Research from 1963 indicates that Darwin, E. proposed his own theory of evolution which Jahoda believes to be quite modern. E. Darwin believed that imitation is key to supporting human social life because imitation gives rise to the origin of all social bonds - sympathy.00:08:00This Is LovenoDarwinism,early social psychology,imitation,memes,civilisationAfter Aristotle, Jahoda identifies Erasmus Darwin (grandfather to Charles), "a free thinking physician and poet" (pg. 5). Research from 1963 indicates that Darwhttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/10/barton-c-m-2004-book-review-genes-memes-and-human-historyBlogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/10/barton-c-m-2004-book-review-genes-memes-and-human-history/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/10/barton-c-m-2004-book-review-genes-memes-and-human-historyThu, 10 Feb 2011 00:06:29 GMTBarton, C. M. (2004). Book Review: Genes, Memes and Human History.There has been general misconception and misconstrual of Darwinian theory and social Darwinism. Questionable progressivism of the 19th century that permeated society reminds us that research can only be understood within current reality - thoughts based on situational activity opens potential pathways to the future.00:08:00This Is Lovenobehavioural ecology,cultural tradition,Darwinian algorithms,social interaction,unifying frameworkThere has been general misconception and misconstrual of Darwinian theory and social Darwinism. Questionable progressivism of the 19th century that permeated shttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/09/walter-a-2007-biology-and-social-lifeBlogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/09/walter-a-2007-biology-and-social-life/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/09/walter-a-2007-biology-and-social-lifeWed, 09 Feb 2011 04:17:14 GMTWalter, A. (2007). Biology and social life: book review/Biologie et vie sociale: note de lecture: The trouble with memes: deconstructing Dawkin's monster: An Essay Review of the Selfish Meme: A Critical Reappraisal by Kate Distin and Not by Genes Alone: How Culture Transformed Human Evolution by Peter J. Richerson and Robert Boyd. Walter begins by introducing a brief history of the meme - the cultural counterpart to the gene - introduced as a concept by Dawkins in 1976 and latterly by Lumsden and Wilson in 1981 repackaged as culturgen.00:18:00This Is Lovenoco-evolution,cultural variants,dual inheritence,evolutionary psychology,memeticsbook review/Biologie et vie sociale: note de lecture: The trouble with memes: deconstructing Dawkin's monster: An Essay Review of the Selfish Meme: A Criticalhttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/08/holton-e-f-and-yamkovenko-b-2008-strategic-intellectual-capital-developmentBlogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/08/holton-e-f-and-yamkovenko-b-2008-strategic-intellectual-capital-development/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/08/holton-e-f-and-yamkovenko-b-2008-strategic-intellectual-capital-developmentTue, 08 Feb 2011 21:26:46 GMTHolton, E. F. and Yamkovenko, B. (2008). Strategic Intellectual Capital Development:A Defining Paradigm. As knowledge and expertise is seen as the key source to retaining the competitive advantage, organisations are demanding more from HRD professionals. Holton and Yamkovenko argue current practice is inadequate in fulfilling these targets. The authors highlight that performance based practice in HRD is a broad strategy that extends minimally past staff support. Holton and Yamkovenko propose a new paradigmatic focus in Strategic Intellectual Capacity Development (SICD).00:16:00This Is LovenoHRD practice,human capital,intellectual capital,strategic HRM,general and specific knowledgeA Defining Paradigm. As knowledge and expertise is seen as the key source to retaining the competitive advantage, organisations are demanding more from HRD prohttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/08/tuttle-m-2002-a-review-and-critique-of-van-maanen-and-scheinsBlogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/08/tuttle-m-2002-a-review-and-critique-of-van-maanen-and-scheins/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/08/tuttle-m-2002-a-review-and-critique-of-van-maanen-and-scheinsTue, 08 Feb 2011 09:32:38 GMTTuttle, M. (2002). A Review and Critique of Van Maanen and Schein's"Toward a Theory of Organizational Socialization" and Implications for Human Resource Management. Tuttle takes the view that HRD is practitioner led facilitation of developing and maintaining human resource. Organisational strategy highlights the significance of collective activity in developing social culture. Evolving culture decides new protocols and practices to adapt for survival. Tuttle reminds us that the bulk of initial theoretical thought on organisational socialisation was produced in the 70s and based on shared worldview of the era.00:13:00This Is Lovenochange,integration,organisational socialisation,single-loop learning,feedback loops"Toward a Theory of Organizational Socialization" and Implications for Human Resource Management. Tuttle takes the view that HRD is practitioner led facilitatihttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/07/london-m-polzer-j-t-omoregie-h-2005-interpersonal-congruence-transactive-memory-andBlogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/07/london-m-polzer-j-t-omoregie-h-2005-interpersonal-congruence-transactive-memory-and/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/07/london-m-polzer-j-t-omoregie-h-2005-interpersonal-congruence-transactive-memory-andMon, 07 Feb 2011 19:05:49 GMTLondon, M., Polzer, J. T. & Omoregie, H. (2005). Interpersonal Congruence, Transactive Memory and Feedback Processes: An Integrative Model of Group Learning. This research is a continuation of London's earlier paper (2003) on Antecedents and Consequences of Self-Verification: Implications for Individual and Group Development. London, Polzer and Omoregie explore how self-verification, group diversity and task demands determine identity negotiating behaviour in self-disclosure and shared feedback.00:16:00This Is Lovenoeportfolio,feedback,individual and group learning,interpersonal congruence,transactive memoryFeedback Processes: An Integrative Model of Group Learning. This research is a continuation of London's earlier paper (2003) on Antecedents and Consequences ofhttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/05/london-m-2003-antecedents-and-consequences-of-self-verificationBlogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/05/london-m-2003-antecedents-and-consequences-of-self-verification/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/05/london-m-2003-antecedents-and-consequences-of-self-verificationSat, 05 Feb 2011 23:43:23 GMTLondon, M. (2003). Antecedents and Consequences of Self-VerificationThe development of individual and organisation transforms when negative belief is overcome, and others are viewed as reliable sources. Group processes are more effective when members have more understanding of each others strengths. London suggests individuals who have favourable self-evaluation enhance individual and group performance.00:11:00This Is Lovenobehaviour,feedback,individual and group learning,interpersonal congruence,self-disclosureThe development of individual and organisation transforms when negative belief is overcome, and others are viewed as reliable sources. Group processes are morehttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/05/ghazali-k-2010-communication-as-a-tool-in-developing-organisational-cultureBlogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/05/ghazali-k-2010-communication-as-a-tool-in-developing-organisational-culture/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/05/ghazali-k-2010-communication-as-a-tool-in-developing-organisational-cultureSat, 05 Feb 2011 11:44:51 GMTGhazali, K. (2010). Communication as a tool in developing organisational culture.Communication as a tool in organisational learning has generated interest in academic scholars and Human Resource Development (HRD) practitioners. Research has highlighted the various perspectives that constitute working models and directions for further development. Critical reflection, experience and intuition are valuable assets in generating knowledge through questioning characteristics of actions and listing the effects on the group. More effective processes can be implemented as a result of collaborative learning. 00:30:00This Is Lovenocollaborative learning,culture,eportfolios,learning organisations,sustainable practiceCommunication as a tool in organisational learning has generated interest in academic scholars and Human Resource Development (HRD) practitioners. Research hashttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/05/ala-mutka-k-punie-y-and-ferrrari-a-2009-review-of-learningBlogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/05/ala-mutka-k-punie-y-and-ferrrari-a-2009-review-of-learning/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/05/ala-mutka-k-punie-y-and-ferrrari-a-2009-review-of-learningSat, 05 Feb 2011 06:41:19 GMTAla-Mutka, K., Punie, Y. and Ferrrari, A. (2009). Review of LearningConstructivist theories are supported with an emphasis on active learning and interaction with the environment. Assimilation of new knowledge and accommodation of existing knowledge gives structure to new situations. The authors refer to Kolb who describes learning as an ongoing cycle of a sequence of phases where concrete experiences generate an opportunity for observation and reflection.00:18:00This Is Lovenocumulative research,informal learning,key competencies,learning networks,lifelong learningConstructivist theories are supported with an emphasis on active learning and interaction with the environment. Assimilation of new knowledge and accommodationhttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/03/baxter-g-j-connolly-t-m-stansfield-m-2009-how-organisations-learnBlogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/03/baxter-g-j-connolly-t-m-stansfield-m-2009-how-organisations-learn/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/03/baxter-g-j-connolly-t-m-stansfield-m-2009-how-organisations-learnThu, 03 Feb 2011 04:58:55 GMTBaxter, G. J., Connolly, T. M. & Stansfield, M. (2009). How organisations learnInfluential work on learning within a social environment has been further developed for analysis in individual patterns of work, communication and social hierarchy formation. Baxter, Connolly and Stansfield observe the structure of social groups and the activities that bind them. Language is seen as a key aspect of communication and interaction, and communities of practice are seen to facilitate and define social practice.00:17:00This Is Lovenoeportfolio,information system development,interpretive paradigm,organisational learning,single-loop learningInfluential work on learning within a social environment has been further developed for analysis in individual patterns of work, communication and social hierarhttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/02/dhir-k-s-2006-corporate-communication-through-nonviolent-rhetoricBlogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/02/dhir-k-s-2006-corporate-communication-through-nonviolent-rhetoric/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2011/02/02/dhir-k-s-2006-corporate-communication-through-nonviolent-rhetoricWed, 02 Feb 2011 23:50:56 GMTDhir, K. S. (2006). Corporate communication through nonviolent rhetoric.Corporate communications stem from the need to influence and educate the service team (e.g. stakeholder, employee, customer) to organisational values. Dhir's literature review highlights effective use of narrative in reputation management. Standardised communication enhances efficiency, but this dehumanised approach distances individual members. Much has been done to improve communications theoretically and technologically but the potential to incur irresponsible corporate social behaviour suggests the need for alternative approaches. Dhir proposes non-violent rhetoric and the conditions required for its' existence.00:11:00This Is Lovenonon-violent rhetoric,corporate communication,language,discourse,standardisationCorporate communications stem from the need to influence and educate the service team (e.g. stakeholder, employee, customer) to organisational values. Dhir's lhttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/25/gharavi-h-love-ped-and-cheng-ewl-2004-information-and-communication-technologyBlogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/25/gharavi-h-love-ped-and-cheng-ewl-2004-information-and-communication-technology/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/25/gharavi-h-love-ped-and-cheng-ewl-2004-information-and-communication-technologySat, 25 Dec 2010 18:05:16 GMTGharavi, H., Love, P.E.D. and Cheng, E.W.L. (2004). Information and Communication Technology.The structuring of industry results in association with developing inter-firm connections - more than exchanging commodities, these relations are developed through sustaining long term transactions where both parties have no fear of opportunism.00:15:00This Is Lovenoadaptation,diffusion,evolution,innovation,stockbroking clustersThe structuring of industry results in association with developing inter-firm connections - more than exchanging commodities, these relations are developed throhttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/24/kyndt-e-dochy-f-and-nijs-h-2009-learning-conditions-for-non-formal-and-informal-learning-1Blogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/24/kyndt-e-dochy-f-and-nijs-h-2009-learning-conditions-for-non-formal-and-informal-learning-1/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/24/kyndt-e-dochy-f-and-nijs-h-2009-learning-conditions-for-non-formal-and-informal-learning-1Fri, 24 Dec 2010 07:13:31 GMTKyndt, E., Dochy, F. and Nijs, H. (2009). Learning Conditions for Non-formal and Informal Learning.Owing to rapid change, the concept of educating is no longer left to formal educational institutions. Organisations have the competitive advantage by guiding novices to fit behaviour with performance. Members are trained on the job which is considerably cheaper than formal education. It is said that on the job training provides specific skills not fully appreciated in formal training.00:11:00This Is Lovenoemployees,learning,workplace learning,single-loop learning,double-loop learningOwing to rapid change, the concept of educating is no longer left to formal educational institutions. Organisations have the competitive advantage by guiding nhttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/24/johansson-c-and-heide-m-2008-speaking-of-change-3-communication-approachesBlogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/24/johansson-c-and-heide-m-2008-speaking-of-change-3-communication-approaches/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/24/johansson-c-and-heide-m-2008-speaking-of-change-3-communication-approachesFri, 24 Dec 2010 05:52:38 GMTJohansson, C. and Heide, M. (2008). Speaking of change: 3 communication approaches.The adaptation and innovation of an organisation depends upon management constantly revising tools and finding solutions through reflective and reflexive practices. In radical restructuring that is often required during unpredictable circumstance communication is seen as a vital link to success. 00:14:00This Is Lovenocommunication,emergent strategy,organisational change,tacit knowledge,background conversationThe adaptation and innovation of an organisation depends upon management constantly revising tools and finding solutions through reflective and reflexive practihttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/23/jorgensen-k-m-and-keller-h-d-2008-the-contribution-of-communities-of-practice-to-hrdBlogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/23/jorgensen-k-m-and-keller-h-d-2008-the-contribution-of-communities-of-practice-to-hrd/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/23/jorgensen-k-m-and-keller-h-d-2008-the-contribution-of-communities-of-practice-to-hrdThu, 23 Dec 2010 23:16:51 GMTJorgensen, K. M. and Keller, H. D. (2008). The Contribution of Communities of Practice to HRD.Learning as negotiating identity. Identity formation is seen as a continuous process, with its past, present and future interconnected.00:14:00This Is Lovenocommunities of practice,human resources development,trajectory learning,identity formation,intelligent working systemsLearning as negotiating identity. Identity formation is seen as a continuous process, with its past, present and future interconnected.http://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/23/garavan-t-n-and-mccarthy-a-2003-collective-learning-processes-and-hrdBlogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/23/garavan-t-n-and-mccarthy-a-2003-collective-learning-processes-and-hrd/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/23/garavan-t-n-and-mccarthy-a-2003-collective-learning-processes-and-hrdThu, 23 Dec 2010 17:11:58 GMTGaravan T. N. and McCarthy, A. (2003). Collective Learning Processes and HRD.The examination of characteristics, factors and processes that occur at individual, team and organisational levels. Organisational-level learning considers routine and the role of culture. Individual-level learning identifies cognitive and behavioural aspects of self.00:20:00This Is Lovenocollective learning,communities of practice,embedded learning,embedding habits,social networkingThe examination of characteristics, factors and processes that occur at individual, team and organisational levels. Organisational-level learning considers rouhttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/23/bennett-s-maton-k-and-kervin-l-2008-the-digital-natives-debate-a-critical-reviewBlogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/23/bennett-s-maton-k-and-kervin-l-2008-the-digital-natives-debate-a-critical-review/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/23/bennett-s-maton-k-and-kervin-l-2008-the-digital-natives-debate-a-critical-reviewThu, 23 Dec 2010 12:29:00 GMTBennett, S., Maton, K. and Kervin, L. (2008). The 'Digital Natives' debate: a critical review.The Net generation of children in education who have been exposed to ICT from birth who may require strategic reforms to the educational system to make full use of their undeveloped skills.00:10:00This Is Lovenodigital natives,digital immigrants,educational reform,evolution in technology,integrative educationThe Net generation of children in education who have been exposed to ICT from birth who may require strategic reforms to the educational system to make full usehttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/23/pelz-b-2004-three-principles-of-effective-online-pedagogyBlogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/23/pelz-b-2004-three-principles-of-effective-online-pedagogy/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/23/pelz-b-2004-three-principles-of-effective-online-pedagogyThu, 23 Dec 2010 06:26:12 GMTPelz, B. (2004). Three Principles of Effective Online Pedagogy.The role of professor is limited to providing the necessary structure and directions, supportive and corrective feedback, and evaluation of final product.00:05:00This Is Lovenoguide on the side,analysis,asynchronous communication,social presence,eportfolioThe role of professor is limited to providing the necessary structure and directions, supportive and corrective feedback, and evaluation of final product.http://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/23/anderson-t-2008-toward-a-theory-of-online-learningBlogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/23/anderson-t-2008-toward-a-theory-of-online-learning/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/23/anderson-t-2008-toward-a-theory-of-online-learningThu, 23 Dec 2010 05:56:28 GMTAnderson, T. (2008). Toward a Theory of Online LearningInstructional strategy, not technology influences the quality of learning. Technology is a medium that provides processing capabilities, and delivers instruction to learners. Learning materials should be designed to engage and promote the student so the focus is on learning.00:15:00This Is Lovenodesign strategy,online learning,learning objectives,connectivism,eportfolioInstructional strategy, not technology influences the quality of learning. Technology is a medium that provides processing capabilities, and delivers instructihttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/23/pratt-d-personal-philosophies-of-teachingBlogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/23/pratt-d-personal-philosophies-of-teaching/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/23/pratt-d-personal-philosophies-of-teachingThu, 23 Dec 2010 04:53:44 GMTPratt, D. Personal Philosophies of TeachingPolicy statements, review for re-appointment, cultural diversity and acceptance of traditional means of meaning-making.00:06:00This Is Lovenoevaluation,peer review,philosophy,teaching,cultural responsePolicy statements, review for re-appointment, cultural diversity and acceptance of traditional means of meaning-making.http://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/23/schon-d-learning-reflection-and-changeBlogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/23/schon-d-learning-reflection-and-change/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/23/schon-d-learning-reflection-and-changeThu, 23 Dec 2010 02:52:03 GMTSchon, D. Learning, reflection and changeProfessional learning; critical self-reflection; and, using experience to think on our feet.00:06:00This Is Lovenosingle-loop learning,double-loop learning,paideia,professional learning,reflection-on-actionProfessional learning; critical self-reflection; and, using experience to think on our feet.http://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/22/introduction-to-sustainable-development-for-transformative-learningBlogshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/22/introduction-to-sustainable-development-for-transformative-learning/#commentshttp://www.blogtalkradio.com/kathryn-faridah-ghazali/2010/12/22/introduction-to-sustainable-development-for-transformative-learningWed, 22 Dec 2010 20:33:51 GMTIntroduction to Sustainable Development for Transformative LearningA brief overview of the readings.00:02:00This Is Lovenoformal education,paideia,lifelong learning,cumulative research,eportfolioA brief overview of the readings.