Simon Knight
http://data.open.ac.uk/person/c462e6e93b1abb5370e850eaab3f1e79
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Biography <p>I maintain a complete CV at<a href="http://sjgknight.com/finding-knowledge/cv/">http://sjgknight.com/finding-knowledge/cv/</a><br /><br />I&#39;m interested in the ways knowledge is conceptualised. In my MA work this was reflected in my focus on the epistemological implications of a particular stance of mind (the extended mind hypothesis of Andy Clark) for our understanding of knowledge&amp; its assessment. In particular I was interested in the epistemic implications of the Danish decision to permit the use of the internet in exams.<br /><br />This interest has endured,&amp; I am particularly interested in the epistemic implications of knowledge management tools such as google - a topic on which I&#39;ve blogged,&amp; been invited to speak (e.g. at the Society of the Query conference, Amsterdam, 2013). Here the issue relates to the epistemic commitments implied in the socio-technic issues around filter bubbles, use of faceted search, social features in search and personalisation of results, features raising awareness of multiple perspectives, the way search engines present a&#39;lack&#39; of results, and so on.<br /><br />My PhD research is focussed on the psychological side of this issue, exploring the way that students on shared information problems search for,&amp; talk about, information to address that problem&amp; the kinds of analytics we can gather in that context. This is particularly interesting given the scope to support different assessment models,&amp; provide useful formative feedback to students in their information seeking activities. To some extent this research began in my MPhil work - which looked at dialogue in collaborative information seeking amongst 11 year olds, finding that exploratory talk was particularly associated with improved results. Certainly while my current work is focussed more on older students, my background in schools means I&#39;m particularly interested in pushing at the boundaries of assessment at all levels of education,&amp; addressing both the socio-technic,&amp; philosophical (epistemological) issues around possible new tasks and measures.</p>
Description <p>I maintain a complete CV at<a href="http://sjgknight.com/finding-knowledge/cv/">http://sjgknight.com/finding-knowledge/cv/</a><br /><br />I&#39;m interested in the ways knowledge is conceptualised. In my MA work this was reflected in my focus on the epistemological implications of a particular stance of mind (the extended mind hypothesis of Andy Clark) for our understanding of knowledge&amp; its assessment. In particular I was interested in the epistemic implications of the Danish decision to permit the use of the internet in exams.<br /><br />This interest has endured,&amp; I am particularly interested in the epistemic implications of knowledge management tools such as google - a topic on which I&#39;ve blogged,&amp; been invited to speak (e.g. at the Society of the Query conference, Amsterdam, 2013). Here the issue relates to the epistemic commitments implied in the socio-technic issues around filter bubbles, use of faceted search, social features in search and personalisation of results, features raising awareness of multiple perspectives, the way search engines present a&#39;lack&#39; of results, and so on.<br /><br />My PhD research is focussed on the psychological side of this issue, exploring the way that students on shared information problems search for,&amp; talk about, information to address that problem&amp; the kinds of analytics we can gather in that context. This is particularly interesting given the scope to support different assessment models,&amp; provide useful formative feedback to students in their information seeking activities. To some extent this research began in my MPhil work - which looked at dialogue in collaborative information seeking amongst 11 year olds, finding that exploratory talk was particularly associated with improved results. Certainly while my current work is focussed more on older students, my background in schools means I&#39;m particularly interested in pushing at the boundaries of assessment at all levels of education,&amp; addressing both the socio-technic,&amp; philosophical (epistemological) issues around possible new tasks and measures.</p>
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Research overview I'm interested in epistemic beliefs - beliefs about the source, structure, justification and stability of knowledge - and their relationship to actions by individuals and organisations. On the latter, I wrote my MA thesis in philosophy of education on the implications of one perspective on mind (the Extended Mind thesis) for our understanding of knowledge and its assessment. There I focussed particularly on the use of external tools, and an experiment in Denmark which allowed students access to the internet during their exams (which to my knowledge is still ongoing) and the different notion of 'knowledge' implicated in that sort of system from the UK system. There I was supervised by the Institute of Education's/London Knowledge Lab's Jan Derry http://www.lkl.ac.uk/cms/index.php?option=com_comprofiler&amp;task=userProfile&amp;user=86 My MPhil explored these beliefs in action, looking at how children talk about their information needs when engaged in collaborative information retrieval activities in the classroom, and finding that these 'epistemic beliefs in action' were - unsurprisingly - related to the quality of information they retrieved. This work also found that their use of 'exploratory talk' - talk in which reasons are explained, ideas respected, etc. - was related to search success. This work was supervised by Neil Mercer at Cambridge http://www.educ.cam.ac.uk/people/staff/mercer/. My PhD research will explore these beliefs in the context of mapping user epistemic beliefs as linked to their information retrieval behaviours, and working to scaffold the development of these beliefs through the use of learning analytics and collaborative platforms. I will track a group of students engaged in a collaborative subject-based task which requires sourcing and information retrieval. In contrast to more traditional quantitative cognitivist approaches, my focus will be on behaviours in action, and the discursive properties of epistemic acts “to do”, rather than attempting to uncover underlying “belief” structures. I'm now being supervised by KMI's Simon Buckingham Shum and CREET's Karen Littleton. * http://kmi.open.ac.uk/people/member/simon-buckingham-shum * http://www8.open.ac.uk/education-and-languages/main/people/k.s.littleton&amp;samsredir=1349358009 I am sjgknight on most platforms, and my KMi blog is http://people.kmi.open.ac.uk/knight/
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Label Simon Knight
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Family name Knight
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  • Simon
  • Simon James Goodwin
  • Simon
Name
  • Simon Knight
  • Simon James Goodwin Knight
  • Simon Knight
Weblog http://sjgknight.com/finding-knowledge/
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