Ontological Relations and the Capability Maturity Model Applied in Academia [Konferenzbericht] Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (12th, Maynooth, Greater Dublin, Ireland, Oct 24-26, 2015).

Autor/inn/en	de Oliveira, Jerônimo Moreira; Campoy, Laura Gómez; Vilarino, Lilian
Titel	Ontological Relations and the Capability Maturity Model Applied in Academia [Konferenzbericht] Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (12th, Maynooth, Greater Dublin, Ireland, Oct 24-26, 2015).
Quelle	(2015), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Information Science; Experiential Learning; Quantum Mechanics; Mechanics (Physics); Cognitive Processes; Interaction; Information Technology; Interpersonal Relationship; Behavior; Knowledge Management + Suchen Sie Ihr Suchwort? Informationswissenschaft; Experiental learning; Erfahrungsorientiertes Lernen; Quantenmechanik; Mechanik; Cognitive process; Kognitiver Prozess; Interaktion; Informationstechnologie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Wissensmanagement
Abstract	This work presents a new approach to the discovery, identification and connection of ontological elements within the domain of characterization in learning organizations. In particular, the study can be applied to contexts where organizations require planning, logic, balance, and cognition in knowledge creation scenarios, which is the case for the scenario we are proposing here as the primary one to consider in universities and academia. The model we are focusing on and proposing is grounded in the establishment of existing connections among people, processes, and technology, which form the compounds of the model being what we understand for the Experiential Learning Cycle (ELC) and the Imaginary Experiential Learning Cycle (IELC). Hence, a diagnosis method is proposed in the form of a "harmonograma", which will serve as the basis to establish what we consider the Dynamic Balance Point (DBP) as a tool to be applied to identify the characteristics that mobilize cognition, and for which points need to be improved. Therefore, individuals (i.e. a person as a conceptualization) are concerned with personal knowledge, skills, experiences, and with the technology and processes that enable dealing and managing it. We certainly believe that the application of DBP as a self-diagnosis model could successfully contribute to this interaction of Technologies, Processes and People in the cognitive-behavioral perspective. [For the full proceedings, see ED562093.] (As Provided).
Anmerkungen	International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01