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architecture of 3-D knowledges for e-learning
Zoltán Baracskai – Viktor Dörfler – Jolán Velencei
Abstract
In this white paper we present a model of personal knowledge which is based on the number of dots the person can see, and thus the dimensions 代写留学生论文of knowledge. E.g. one dot indicates di-mensionless knowledge, two dots indicate one-dimensional knowledge, then the three dots for two-dimensional knowledge, and the highest knowledge level is the three-dimensional knowl-edge indicated by four dots. Based on qualitative examination of this model we determine which part of deliverable knowledge is appropriate for e-learning at the different knowledge levels of the teacher.
Keywords: architecture of knowledge, knowledge levels, curriculum development, e-learning, leadership
Introduction
Our new conception of knowledge describes the knowledge levels using to the number of dots the person sees and the relationship of between these dots. This model provides a comprehen-sive explanation of the qualitative differences between the knowledge levels. We have adopted an unusual starting point to this research, namely the ancient wisdom of Hermes Tris-megistos. This is not a scientific starting point indeed but this is in complete coherence with our anti-methodological approach adopted from Feyerabend (1993): “Anything goes.” There was an additional starting point, namely Marcuse’s (1964) “One-dimensional man”. Apart from speculation and discussion we also used ex-post unstructured phenomenological obser-vations from our extensive experience in teaching and consulting, as well as thought experi-ments. Hermes Trismegistos explained the world using numbers 1-9, 1-4 indicate what is in our world, 6-9 describe the transcendental world and 5 mirrors the one to another. Here we use 1-4 to describe the levels of knowledge.
A new conception of transferable knowledge
Although it was not our original intention, during the examination of the model we have dis-covered that our new model is also consistent with the previous models of knowledge levels. Dreyfus and Dreyfus (2000, pp. 19-36) gave a qualitative description of knowledge levels. Mérő (1990, pp. 119-121) added a qualitative description by positioning the knowledge levels according to the number of cognitive schemata. The first description does not provide much in terms of indicators according to which the knower can be classified and the second is per-fectly accurate but it requires a lot of effort to estimate the number of someone’s cognitive schemata in a certain discipline. Our new model is qualitative and it also provides tangible and easy-to-use indicators to classify the knower as well as easy understanding of the qualita-tive differences. Our model appears to be completely consistent with the mentioned two mod-els, although there is no conclusive evidence yet about this.
In our model, the knowledge levels are described by the number of dots which the knower can ‘see’. In reality there is a smoother transition between the levels; here only the pure types are introduced. (See Table 1)
1
Table 1: Teaching-learning according to the knowledge of the educator.
0-D knowledge
presenter
1-D knowledge
instructor
2-D knowledge
lecturer
3-D knowledge
master-professor
model of knowledge1
elements of knowledge2
doctrines
two keywords con-nected by a causal relation and a method
three keywords and four3 (3+1) intersec-tions
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