D. Benítez-Erice, F. Questier, D. Pérez-Luján, Students Experiential Knowledge Production in the Teaching-Learning Process of Universities, Proceedings of 16th European Conference on Knowledge Management, ECKM 2015, pp. 132-14, ISBN 978-1-910810-47-7

1. Students’ Experiential Knowledge Production
in the Teaching-Learning Process of Universities
16th European Conference on Knowledge Management
ECKM 2015, University of Udine, Italy
Didiosky Benítez
Dalgys Pérez
Universidad Central “Marta Abreu”
de Las Villas (UCLV)
Santa Clara, Cuba
Frederik Questier
Vrije Universiteit Brussel (VUB)
Brussels, Belgium

2. This presentation can be found at
http://questier.com
http://www.slideshare.net/Frederik_Questier

3. Frederik Questier
Vrije Universiteit Brussel

4. Didiosky Benitez
UCLV, Cuba

6. 6

7. 7
Drivers of innovation
in higher education?

8. 8
Drivers of innovation
in higher education?
➢ (Educational) sciences?
➢ ICT
➢ Challenges
➢ ...

9. 9
Students' learning experiences
as drivers of innovation?

10. 10
Experiential learning cycle
Kolb, D.A., 1984. Experiential learning: experience as the source of learning and development,
Englewood Cliffs, NJ: Prentice Hall.

11. Experiential knowledge
Eraut, M., 1994. Developing professional knowledge and competence, London: Falmer Press.

12. Teachers & students

13. Focus
➢ Students' experiential knowledge
produced when students reflect on experiences
associated with executing learning tasks

14. Inspiration:
The Organizational Knowledge Creation Theory
Nonaka, I. & Takeuchi, H., 1995. The knowledge-creating company: How Japanese companies
create the dynamics of innovation, New York: Oxford University Press.

15. Inspiration:
The New Knowledge Management theory
➢ McElroy, M. W. (2003). The new knowledge management: complexity, learning, and sustainable innovation.
Burlington, MA: Butterworth Heinemann.
➢ Firestone, J. M., & McElroy, M. W. (2003). Key issues in the new knowledge management.
Knowledge Creation Diffusion Utilization. Burlington, MA: Butterworth Heinemann

16. Proposal of
2 theoretical models
➢ Teacher-centered production
of students' experiential knowledge
➢ Student-centered production
of students' experiential knowledge

17. Teacher-centered
production model

18. Student-centered
production model

19. Data collection

20. Findings in undergraduate programs
Teacher-centered model
Civil
Engineering
(occurrence)
Psychology
(occurrence)
1. Students share previous
experiences
High Low
2. Teachers invite students to
create new concepts
Low Medium
3. Teachers justify new
concepts Low Low

21. Findings in undergraduate programs
Student-centered model
Civil
Engineering
(occurrence)
Psychology
(occurrence)
4. Students formulate problems Medium Low
5. Students learn from
experience
Medium Low
6. Teachers and students
evaluate solutions
High High
7. Use of existing knowledge Medium Medium
8. Students formulate
solutions
Low Low

22. Augmented teacher-centered production model

23. Conclusions
➢ 2 theoretical models proposed for students'
experiential knowledge production
➢ The knowledge processes are
➢ all found in practice in UCLV undergraduate programs
➢ partially supported by nation-wide policy documents
➢ In UCLV it's mostly teacher-centered and top-down
➢ Practices have room for improvement
➢ How?
➢ With which tools?

24. Questions?
Questier.com
Frederik AT Questier.com
www.linkedin.com/in/fquestie
www.diigo.com/user/frederikquestier
www.slideshare.net/Frederik_Questier

25. Credits
➢ Question mark CC-by by Stefan Baudy
➢ Social Icons by Iconshock http://www.iconshock.com/social-icons/

26. This presentation was made
with 100% Free Software
No animals were harmed