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2 Trust in ICT

– Explore extended contexts: Concepts are extremely context dependent and do not become useful
until they are well abstracted and recognized. Investigating a broad context of applicability helps
people to refine and abstract concepts. It also avoids incorrect or oversimplified generalizations.
– Compare and contrast: Essence to the process of structuring (or re-structuring) knowledge is the
classification and interrelation of knowledge elements. Comparisons and contrasts sensitize people
to categories and relationships, and help people perceive the commonalities and distinctions
needed to organize their knowledge store.
– Categorize and classify: In parallel with comparisons and contrasts, people are aware of categories
and classification. People may practice creating and recognizing categorization. By classifying items,
to choose names for their categories, and to explain their system, people can restructure their
knowledge store.
– Predict and show (inadequacy of old model): Carefully selected demonstrations and experiments
can be used to bring out inconsistencies. When experimental apparatus are being set up, people
should be asked to predict what will happen when something is done. By making predictions
beforehand, people may have a chance to choose alternative solutions if their own model fails.
– Explain (summarize, describe, discuss, define, etc.): The typical problems of learning are what
students do not understand. Even when students get a problem right, there can still be confusion
about the applicability of the equations used. When the teachers ask students how they will solve a
problem, they recognize the misunderstandings and misconceptions of students, and they help the
students reorganize their knowledge structure. By seeing the experts' standard demonstrations and
experiments, the students can explain and discuss what they think they have seen, so that the
teachers can interact with the students' views. Furthermore, the process of explaining (or
summarizing, describing, discussing, etc.) helps students become aware of their own models as well
as the models of other students.
– Generate multiple solutions: The students have difficulties to choose a solution when there is a set
of valid solution paths. By solving problems in more than one way, students learn to prioritize
elements of their knowledge.
– Plan, justify, and strategize: To avoid their impatience of solving a problem, students should be
asked to plan (and then explain) how they will solve the problems. Students must learn how to
determine which concepts are relevant (and which are irrelevant) for any particular problem
situation and how to implement the relevant concepts to solve that problem. By generating their
own strategies, students can learn how concepts are used to solve problems.

– Reflect (evaluate, integrate, extend, generalize, etc.): After completing most activities, students
can get a benefit from looking back on what they have done. What experiences have they perceived?
What general rules can be constructed? Other types of activities give students tips of know-hows
needed to create a coherent picture of science and technology, but some sort of reflective activity
is usually needed to "put the pieces together".

– Meta-communicate about the learning process: To learn science and technology (or any other
complex subject), students should become self-involved. They should be exposed to other people
(teachers and students) models. By communicating with each other, they must be informed of
common pitfalls and misinterpretations and be ready to restructure their knowledge. Students must
learn how they learn best. The collective and cooperative learning platforms between students and
teachers are needed through ICT infrastructure.
Knowledge platform

The sources of knowledge may include documents, files, database, and recording of best practices or
activities. A knowledge platform may need capturing, developing, sharing, and effectively using
organizational knowledge. It may be a multidiscipline platform to achieving organizational objectives by
making the best use of knowledge. A knowledge platform covers the fields of business strategy, information
systems, management, and data and information sciences. More recently by utilizing information and
communication technologies, a knowledge platform for other fields such as media, computer science,

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