| |
5.3 Elements from economics, accounting, international trade,and investment
Submitted by Kathy on Fri, 2009-07-31 21:57
Since I hold a bachelor degree in accounting, I have some knowledge of accounting and related economics knowledge. As I think about learning from Wenger’s situated cognition view, I realize an analogical situation between 'economical behavior' and 'educational behavior', or between a 'business enterprise' and a 'learning enterprise'.
Driscoll (2005, p.164) mentions that
Wenger(1998) succinctly summarized the basic premises of situated cognition theory as follows:
1. We are social beings. Far from being trivially true, this fact is a central aspect of learning.
2. Knowledge is a matter of competence with respect to value enterprises, such as singing in tune, discovering scientific facts, fixing machines, writing poetry, being convivial, growing up as a boy or girl, and so forth.
3. Knowledge is a matter of participating in the pursuit of such enterprises, that is, of active engagement in the world.
4. Meaning-our ability to experience the world and our engagement with it as meaningful-is ultimately what learning is to produce.(p. 4)
The analogical situation between an 'business enterprise' and a 'learning enterprise' (a learner, a class, a whole groups of users of a learning tool etc)
can be analyzed through the following open-table:
|
An business enterprise |
A learner
|
A class with a teacher
|
Users of a tool
|
|
Economics is used for economical behavior;
Business plan is used to plan for a business' behavior
|
|
|
|
|
Accounting is used to evaluate, record, analyze, internal-monitor, external-monitor, and adjust a business' behavior
|
|
|
|
|
Trade and international trade are used to exchange and maximize resources and products
|
|
|
|
|
Investment is used to “make money by money”
|
|
|
|
According to my understanding about DBR, I think that the methodology of accounting (a very good example of “data-mining”) might enlighten us a lot in creating a DBR tool.
»
- Login to post comments