Knowledge Management Educational System and Faculty Allocation in Flexible Curriculum

Knowledge Management Educational System and Faculty Allocation in Flexible Curriculum

Dr. P. Nagaraj

The present globalization is essentially an age of knowledge Management. Despite the phenomenal advances in Educational System, made possible today by e-learning, the faculty Allocation in a flexible Curriculum still reigns throughout the world. The paper deals with faculty allocation in a flexible curriculum to minimize total knowledge wastage in educational institution. It describes the problem with its environment, model, and objective, and problem definition, quantitative and mathematical model.

Proper allocation of subject results in higher usage of faculty knowledge and hence higher skills to students. Educational Institutions are now focusing on knowledge management, and knowledge is a new paradigm for effective work. A Unique Design of flexible Curriculum and Creation of faculty database and Knowledge Creation. Derivation of Faculty Knowledge Wastage Index (FKWI) comes under Knowledge Retention. Allocation of faculty by developing and solving the mathematical model comes under Knowledge Transfer and Knowledge Utilization. Knowledge Management System (KMS) is decision-making and problem-solving tool. It consists of computer software programs that emulate the reasoning of a human expert in a problem domain. The KMS comprises User Environment, Operational and Developmental Environment.

The Meta heuristic approaches are robust approaches to tackle the faculty-subject allocation problems. SAA belongs to Meta Heuristics approaches. It adopts Iterative Improvement Strategies (IIS) by perturbing in the direction of a better solution.The SAA consists of a set of iterations.

The Inference Engine of Knowledge Management System uses SAA to provide better solution for faculty allocation. The result obtained using this algorithm is compared with the results from enumerative techniques.It is concluded that the model gives substantial solution for all type of problems and is better than the solution obtained using enumerative techniques.

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The Application of Blog in English Classroom Writing

In the present scenario blogging is absorbed variedly in the higher education system. Teachers, researchers and students are using blogs extensively. More and more EFL/ESL teachers have applied blogging technology for classroom instruction and significantly language learning (Campbell; 2003; Johnson 2004, Lankshear and Knobel; 2003, Richardson, 2004 a). “According to blog search engine and measurement firm ‘technorati’, fortune reports 23,000 new weblogs everyday or about one every three seconds.” The novelty factor in blogging creates student interest in starting to use blogs. It provides opportunity for learners to shift from surface to deeper levels of learning.

            The paper provides language instructors with the idea of incorporating blogs with their own pedagogy and to provide extra reading practice for students, to increase the sense of community in a class, to create an online portfolio of students’ written work and eventually to bring learner independence.  Blogs as an educational tool in English classes is refreshing, highly motivating and exciting for the language learners.  The paper focuses on the application of blogs in English classroom teaching and learning and specific emphasis is narrowed down to improving writing skills using blog.

In the present scenario blogging is absorbed variedly in the higher education system. Teachers, researchers and students are using blogs extensively. More and more EFL/ESL teachers have applied blogging technology for classroom instruction and significantly language learning (Campbell; 2003; Johnson 2004, Lankshear and Knobel; 2003, Richardson, 2004 a). “According to blog search engine and measurement firm ‘technorati’, fortune reports 23,000 new weblogs everyday or about one every three seconds.” The novelty factor in blogging creates student interest in starting to use blogs. It provides opportunity for learners to shift from surface to deeper levels of learning.

            The paper provides language instructors with the idea of incorporating blogs with their own pedagogy and to provide extra reading practice for students, to increase the sense of community in a class, to create an online portfolio of students’ written work and eventually to bring learner independence.  Blogs as an educational tool in English classes is refreshing, highly motivating and exciting for the language learners.  The paper focuses on the application of blogs in English classroom teaching and learning and specific emphasis is narrowed down to improving writing skills using blog.