This document describes a proposed learning management system to help users progress from novices to experts. It discusses four key aspects needed: 1) incorporating metacognition by modeling thinking processes, 2) including explicit learning objectives, 3) integrating formative and summative assessments, and 4) providing multimodal content access. The system focuses on learners, well-organized knowledge, ongoing assessment, and community support. It aims to build expertise by relating knowledge, exposing users to content in multiple ways, and understanding fundamental principles through a structured five-step process from novice to adaptive expert.

1. A superiour learning environment and management system for
effective learning

2. By relation
•We like to relate
sets of
knowledge to
each other
By variation
•We aquire
knowledge in
multiple ways
By
fundamental
principals
•We want to
understand the
pattern behind
sets of
knowledge

3.  By performing cognitive goals
 By using measuring frameworks

4.  From novice to adaptive expert with a black belt in content
aquisition:
 Step 1: Novice
 Step 2: Factual Expert
 Step 3: Conceptual Expert
 Step 4: Procedual (=routine) Expert
 Step 5: Metacognitive (=adaptive) Expert

5. Novice
• Limited
tacit
knowledge
about content
Factual Expert
• Knowledge
about facts and
terminology
Conceptual
Expert
• Knowledge
about governing
patterns and
concepts
Procedual
Expert
Knowledge about
procedures and
routines
Metacognitive Expert
Knowledge about how to analyse
and apply knowledge in new
situations

6. Factual
Knowledge:
relevant
terminology,
details
Conceptual
Knowledge:
general
structures,
theories,
models
Procedual
Knowledge:
subject-specific
algorithms,
methods,
techniques
Metacognitive
Knowledge:
strategic uses
of contextual
and conditional
know-how

7. HOW DO
WE
BUILD
BLACK
BELT
EXPERTS
?
Via a system with
 build-in, practical
integration of
metacognition
 multimodal content
access
for efficient learning and
knowledge management

8. Preassessment
’The Muddiest
Point’
Retrospective
Postassessment
Encouraging recipients to
examine their current
tacit knowledge
Giving recipients practise to
identify and eliminate
confusion points
Pushing recipients to recognize
learning and provide valuable
feeback to provider

9. Collection of software
tools providing
Area for provider to
post materials
Area for recipients to
share materials
Integrated email tool
to send messages to a
subset or the entire
recipient base per
product
Chat tool allowing
synchronous
communication among
recipient subsets
Threaded discussion
board allowing
asynchronous
communication among
recipient subsets
System integration
with other databases to
register and track
recipients
automatically

10. Four pre-requisitatives:
 Aspect 1: Metacognitive
Modeling
 Aspect 2: Explicit Objectives
 Aspect 3: Build-in Learning
Assessment
 Aspect 4: Multimodal Content
Access

11. ASPECT 1:
METACOG
NITIVE
MODELIN
G
System builds in metacognitive processes and
models the thinking processes involved > explicit
information on how to start, how to individualize
your learning process, how to check your work,
how you know when you are done
 Questions for recipients to ask themselves as they
start, follow-through, monitor and evaluate their
learning
 Thinking prompts for integrating metacognition into
community discussions

12. ASPECT 2:
EXPLICIT
OBJECTIV
ES
System provides explicit objectives (or their more
specific cousins: learning goals) to ensure that all
parts understand the purpose of the pedagogical
interchange
 Having an organized set of objectives helps to:
 plan and deliver appropriate instruction
 design valid assessment tasks and strategies
 ensure that instruction and assessment are aligned
with the objectives

13. ASPECT 3:
BUILD-IN
LEARNING
ASSESSME
NT
System provides build-in, continual digital
learning assessments
 Formative Assessment: Interactive quizzes and
exit tickets throughout the learning process to
adapt, direct and individualise the learning
process
 Summative Assessment: Interactive evaluation
quizzes at the end of the learning process to certify
expertise

14. ASPECT 4:
MULTIMO
DAL
KNOWLED
GE
ACCESS
System allows the recipient to access knowledge
(=content) in multiple ways. Multimodal content
includes (but is not limited to)
 Video
 Audio
 Infographics
 Illustrations
 Text

15. WHAT ELSE
TO THINK
ABOUT?
BLACK BELT
KNOWLEDGE
MANAGEMEN
T FOCI
 Four basic interdependent foci:
Learners
Well-
organized
Knowledge
Ongoing
Assessment
Community
& Provider
Support

16. FOCUS 1:
THE
LEARNER
S
System recognizes the knowledge, skills,
attitudes, and beliefs that customers
bring to the educational setting.
 New knowledge is built on existing
knowledge > learners are not blank
slates, and their prior know-how
will shape their learning needs and
behaviours
 System needs to uncover incomplete
understandings and false beliefs to
prohibit learners to develop
understandings different from what
is intended
 System guides learners on their
learning journey from tacit to
explicit knowledge experts

17. FOCUS 2:
WELL-
ORGANIZ
ED
KNOWLE
DGE
System helps learners to learn sets (!) of
knowledge that support understanding
and adaptive expertise
 Provides explicit information on
general objectives as well as specific
learning goals
 Provides a strong foundational
structure of basic knowldede sets
(modules) that will give learner a
solid knowledge base
 Makes good use of new and existing
data (feedback, statistics) to
continually create content which is
in use/demand

18. FOCUS 3:
ASSESSM
ENT
System provides frequent formal and
informal opportunities for assessment
focused on understanding
 Provides summative and formative
assessment opportunities to revise
and improve the quality of learners’
understanding > Think forward for
effective learning!
 Goal is for the customer to learn
efficienty by gaining meta-cognitive
abilities to self-assess, reflect and
rethink content in order gain new
knowledge quickly

19. FOCUS 4:
SUPPORT
System fosters norms for learners
acquire knowledge and skills from two
sources: provider and community
 Encourages learners to be active,
constructive participants
 Rewards sharing of knowledge and a
collaborative learning process
 Enables learners to fill knowledge
gaps themselves (via resource
modules, FAQs, adaptive learning
algoritms, community tools)

20. Pre-requisitions dictated
by cognitive research on
effective learning
Specified user demands
specified
Scale of management
system

21. 1
Info on the
explicit
objectives and
goals
2
Info on basic
requirements
3
Content
overview and
basic/individual
ized
background
information
4
Feedback loop
about previous
know-how
5
Three-part
reading process
for all texts:
pre-reading
prep, guided
reading
(directed links,
mouse overs),
evaluation quiz
6
In-depth
multimodal
content (video,
audio,
illustration/info
graphics, text)
7
Formative
assessment >
feedback loops
directed
learning >
adaptive
learning
algoritms
8
Summative
assessment at
the end of >
exit ticket for
learner and
feedback to
provider for
continuous
improvement