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Entrepreneurship in and around academia: evidence from Russia

Alexander Yulievich Chepurenko, Butryumova N. N., Marina Vyacheslavovna Chernysheva et al.

International Journal of Sociology and Social Policy. 2024. Vol. 44. No. 1/2. P. 130-154.

Глава в книге
Изучение подходов к управлению разработкой новых продуктов

Пимонова С. А., Потапова Д. И.

В кн.: Социально-экономические преобразования и проблемы. Сборник научных трудов (выпуск 11). Вып. 11. Н. Новгород: Издательство НИСОЦ, 2021. С. 50-63.

R&D and marketing NPD cooperation: antecedents and consequences in Russian companies

Denis Fomenkov, Kirill Veselov.

Social Science Research Network. Social Science Research Network. SSRN, 2015

Self-directed Learning and Personal Knowledge Management

Учебный год
Обучение ведется на английском языке


Course Syllabus


In the age of information technologies, searching and acquiring knowledge seems to be natural and easy. However, many of us meet some difficulties while attempting to answer the following questions: - what kind of knowledge do I need to achieve my goals? – where and how should I search for the information needed? – how can I choose between different sources of information? – how can I turn the information into my knowledge? – how can I externalize my knowledge and store it for future use? – how can I effectively apply my knowledge? – how should I disseminate my knowledge and share it with others? You are going to answer these questions during the course “Self-directed learning and personal knowledge management”. This course is based on the disciplines of knowledge management, cognitive psychology, and andragogy. The techniques of goal-setting, self-coaching, project management, and learning through feedback are going to be used by learners during the course. The course is practical in nature. It is useful for those who: - like learning and want to learn in a more effective way, - are constantly learning, but find it difficult to apply knowledge, - cannot find time and motivation for continuous learning, - want to prioritize learning and define what to learn first. During the course you are going to get familiar with the notions of self-directed learning, self-regulated learning, heutagogy, metacognitive learning strategies, as well as formal, informal and nonformal learning. At the end of the course, you are going to be able to: - formulate your learning goals, - audit your knowledge, - plan your learning, - document and store your knowledge, - apply modern technologies and applications for personal knowledge management, - monitor and evaluate the effectiveness of your personal knowledge management, - share your knowledge through different kinds of knowledge representation, - find and select professional communities for social learning. All these lifelong learning skills are essential for those who continue learning while taking professional development after their working day, who study alone and need to design his / her own educational path. During the course we are going to meet online as well as have discussion threads for asynchronous communication about different aspects of personal knowledge management. Hope to see you soon!
Learning Objectives

Learning Objectives

  • The goal of the course is to develop basic learnability and personal knowledge management skills
Expected Learning Outcomes

Expected Learning Outcomes

  • A learner applies the instruments of knowledge auditing in accordance with his / her goals
  • A learner applies the instruments of storing knowledge
  • A learner defines and characterizes the stages of personal knowledge management
  • A learner defines the barriers of personal knowledge sharing and knowledge application
  • A learner defines the factors that motivate him / her to learn
  • A learner develops a self-directed learning strategy to reach his / her goals
Course Contents

Course Contents

  • Personal knowledge management and metacognitive regulation
  • Motivation to learn: self-directed learning, learning ownership, and a learner’s responsibility for learning outcomes
  • Personal knowledge audit, explicit and tacit knowledge elicitation
  • Personal knowledge acquisition: prioritizing and planning learning activities, cognitive and metacognitive learning strategies
  • Personal knowledge storage: memorization, retrieval practices, knowledge fixation, and documentation
  • Personal knowledge sharing: knowledge representation, teaching others, and sharing feedback
  • Personal knowledge application, learning by doing
Assessment Elements

Assessment Elements

  • non-blocking Participation in asynchronous discussion thread
    8-10 points - active participation in EACH discussion thread, commenting other students and sharing relevant links and data, 6-7 points - active participation in more that a half discussion threads, irregular commenting and sharing relevant links and data, 4-5 points - irregular posting and sharing in the discussion threads.
  • non-blocking Test assignment
  • non-blocking Personal knowledge management project
Interim Assessment

Interim Assessment

  • 2023/2024 2nd module
    0.4 * Test assignment + 0.4 * Personal knowledge management project + 0.2 * Participation in asynchronous discussion thread


Recommended Core Bibliography

  • Dezhbankhan, F., Baranovich, D. L., Abedalaziz, N., & Dezhbankhan, S. (2021). Impacts of Metacognition Management System (MMS) Training Course on Metacognitive Competencies. International Education Studies, 14(1), 12–27.
  • Endang Susantini, Rinie Pratiwi Puspitawati, Raharjo, & Husfina Lailiyatus Suaidah. (2021). E-book of metacognitive learning strategies: design and implementation to activate student’s self-regulation. Research and Practice in Technology Enhanced Learning, 16(1), 1–17. https://doi.org/10.1186/s41039-021-00161-z
  • Hariri, H., Karwan, D. H., Haenilah, E. Y., Rini, R., & Suparman, U. (2021). Motivation and Learning Strategies: Student Motivation Affects Student Learning Strategies. European Journal of Educational Research, 10(1), 39–49.
  • Hsiao, E.-L., & Huang, X. (2019). Strategies to Support Personal Knowledge Management Using a Wiki Site in Online Courses. Journal of Educators Online, 16(1).
  • Linkous, H. M. (2021). Self-Directed Learning and Self-Regulated Learning: What’s the Difference? A Literature Analysis. American Association for Adult and Continuing Education, 2020.
  • Michael A. Kolitsky. (2020). Retrieval practice enhances online learning in academic courses. E-Mentor, 66(2), 47–53. https://doi.org/10.15219/em84.1464
  • Oranus Tajedini, Ali Sadatmoosavi, & Yousef Esfandiarpour. (2018). Identification, Extraction, Organization and Sharing of Personal Knowledge: Using Grounded Theory. International Journal of Information Science and Management, 16(2).
  • Rezvan Hosseingholizadeh, Atefeh Sharif, & Masoumeh Kouhsari. (2018). PKM Tools for Developing Personal Knowledge Management Skills among University Students. International Journal of Information Science and Management, 16(1).
  • Rivers, M. L. (2021). Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning. Educational Psychology Review, 33(3), 823–862. https://doi.org/10.1007/s10648-020-09578-2
  • Rutherford, S. (2017). Informal Learning : Perspectives, Challenges, and Opportunities. Nova Science Publishers, Inc.

Recommended Additional Bibliography

  • Anthonysamy, L., Ah Choo, K., & Soon Hin, H. (2021). Investigating Self-Regulated Learning Strategies for Digital Learning Relevancy. Malaysian Journal of Learning and Instruction, 18(1), 29–64.
  • Burnett, S., Williams, D., & Illingworth, L. (2013). Reconsidering the Knowledge Audit Process: Methodological Revisions in Practice. Knowledge & Process Management, 20(3), 141–153. https://doi.org/10.1002/kpm.1414
  • Chervinskaya, K. R., & Wasserman, E. L. (2000). Some methodological aspects of tacit knowledge elicitation. Journal of Experimental & Theoretical Artificial Intelligence, 12(1), 43–55. https://doi.org/10.1080/095281300146308
  • David J. Pauleen, & G.E. Gorman. (2011). Personal Knowledge Management : Individual, Organizational and Social Perspectives. Routledge.
  • DuFour, R. (2016). Learning by Doing : A Handbook for Professional Learning Communities at Work, Third Edition (A Practical Guide to Action for PLC Teams and Leadership). Solution Tree Press.
  • JoAnn S. Roberts. (2021). Integrating metacognitive regulation into the online classroom using student-developed learning plans. Journal of Microbiology & Biology Education, 22(1). https://doi.org/10.1128/jmbe.v22i1.2409
  • Lloyd Davies. (2016). Informal Learning : A New Model for Making Sense of Experience. Routledge.
  • Mese, E., & Sevilen, Ç. (2021). Factors Influencing EFL Students’ Motivation in Online Learning: A Qualitative Case Study. Journal of Educational Technology and Online Learning, 4(1), 11–22.
  • Pauleen, D. (2009). Personal Knowledge Management. Emerald Group Publishing.
  • Podgórny, M. (2020). Personal Knowledge: Its Nature and Varieties. Czech-Polish Historical & Pedagogical Journal, 12(2), 17–29. https://doi.org/10.5817/cphpj-2020-019
  • Pradhan, S., & Das, P. (2021). Influence of Metacognition on Academic Achievement and Learning Style of Undergraduate Students in Tezpur University. European Journal of Educational Research, 10(1), 381–391.
  • Rao, M. S. (2016). Sharing Knowledge on Career, Leadership and Success : Improve Your Attitude and Personality to Excel As a Leader: Vol. First edition. Laxmi Publications Pvt Ltd.
  • van de Lint, R., & Bosman, M. (2019). 69 Mnemonics versus Cramming. Learning Can Be Effective, Efficient and Fun. A Systematic Review Studying Memorization Techniques in Education. CNS Spectrums ; Volume 24, Issue 1, Page 212-212 ; ISSN 1092-8529 2165-6509. https://doi.org/10.1017/s1092852919000543
  • Vincent Y Yzerbyt, Guy Lories, & Benoit Dardenne. (1998). Metacognition : Cognitive and Social Dimensions. SAGE Publications Ltd.
  • Young, C. J. (2019). Mind mapping in 6 simple steps for business development: Strategic tool combines tacit, explicit knowledge to seek a competitive edge. ISE: Industrial & Systems Engineering at Work, 51(12), 34–38.