EDUCATION

Education

Education

What is my learning?

I've been reflecting on various definitions of my learning and knowledge. Often, knowledge acquisition and my learning are used interchangeably. I believe they are very distinct terms (at least when used in the context of what it means to discover today). Acquiring information departs room for a dormant state (i.e. I know something, but I may not actually do what I know). In contrast, my learning involves knowledge acquisition, but is defined by use/doing. When I learn, I'm growing in presentation capacity founded on obtaining knowledge. If acquired knowledge doesn't' lead to some type of use, I don't believe my learning has occurred (a changed state of knowledge is only half the process. Our discussions of my learning usually acknowledge this half, but fail to account for the equally important “doing”).

Some clarification of terms:

Data: raw facts, symbols

Information: facts and figures that has been organized, interpreted, processed and made helpful (helpful being defined as the benchmark for which the facts and figures was originally collected).

Knowledge: data in context (i.e. understanding the implication of data) or data with semantic meaning.

My learning: actuated (or actionable) knowledge, doing something with knowledge

My learning tools can be divided into two groups: Theory driven and data driven. Theory-driven my learning, often called hypothesis testing, attempts to substantiate or disprove preconceived ideas. Theory-driven my learning tools require the user to specify most of the model based on prior knowledge and then test to see whether or not the model is valid. In contrast, data-driven my learning tools automatically create the model based on patterns found in the data. This freshly found out model furthermore needs to be checked before it can be acknowledged as valid. My learning is an iterative process, and the final model usually results from a combination of prior knowledge and newly discovered information. This advanced form often can give a enterprise an important comparable advantage.

The aim of this chapter is to realize one of the most critical constraints opposite association: insufficient information for making conclusions that mangers regardless have to make in order to present the tasks and accomplish the goals that are not set. How a kind of methods coordinates various dispersed fragments of information enabling complex associations to function is the foremost issue considered in this chapter.

I want to understand how particular mechanisms procedures and processes are able to mobilize the knowledge needed for making particular types of decisions. Some can inquiry the significance of the connection between knowledge and decision-making.

I have first of all to recognize the existence of an independent reality which is perceived only imperfectly but which can be understood more fully with feedback that can validate or invalidate what was initially believed. For demonstration the competitive market is one of the mightiest aims for information validation processes. Recognizing the role of response in using information to make decisions directs to the necessity of analyzing the means of transferring decisions from one grade of management to another, until a course of ...