Current attempts to answer the questions of how learning can be nurtured within projects; and, how it can be shared within the supply chain make a conscious stance in support of one of two seemingly conflicting perspectives. These are; a first generation knowledge management systems perspective, or a second generation socialisation perspective. This study shrewdly identifies that to categorically anchor to simply one perspective is fundamentally flawed. It is a strategy which regards each as mutually exclusive and therefore negates the advantages of its opposition. Each perspective is suited to differing needs. A first generation perspective satisfies the desire of organisations to create a tangible representation of their knowledge base. However, purely focusing on this need ignores the requirement of socialisation, which is essential for effective tacit knowledge transfer. This has astutely been identified as causing cycles of disillusionment due to its inevitable inability to perform effective knowledge sharing. In comparison, a purely second generation approach fails to satisfy the desire to produce a tangible resource base, which thus reduces the incentives for organisations to provide vital socialisation opportunities. It has been widely acknowledged that learning within projects is needed to make strides towards continuous improvement. If this is not the case, the industry will continue to repeat flawed practices or continuously reinvent solutions unnecessarily. This is resulting in significant inefficiencies within the industry, reduced quality outputs and supplying reduced value. Furthermore, it is not simply the case that learning within individual phases of the construction lifecycle, or within organisations will realise these benefits. For true efficiency benefits to be realised, knowledge and learning from projects has to be shared throughout the supply chain. This research s contribution has been established through the development of a feedback framework predominantly between construction and design teams throughout a project s lifecycle. The framework provides the capability to transfer lessons to not only individual organisations, but across organisational boundaries also. It seeks to improve internal knowledge management through incorporating critical facets such as live capture, multimedia formats and the ability to network with other knowledge owners/seekers. Accordingly, this project has made a significant theoretical contribution through identifying the ability and need to combine first and second generation knowledge management perspectives.

Universities in South Africa as yet do not provide multilingual education. For many students this means they have to use their second or additional language for the Discourse of the academic world. This dissertation investigates one Honours / Masters module offered by a lecturer in the theology department. It describes, in the form of a case study, how the lecturer uses the oracy skills (listening and speaking) to scaffold the students into the appropriate use of Academic Discourse. This lecturer uses the practicality of fieldwork, the intensity of emotional work and the flexibility of the spoken discourse to guide students into the reflexivity and criticality of the Academic Discourse. The data is discussed in terms of discourse analysis, genre theory and academic literacy, together with current understanding of feedback during process writing. My focus is on oral feedback. The results of this study indicate that the lecturer, and the students who took his module, felt satisfied that a greater depth of theological and linguistic criticality and reflexivity had been reached. The focus of this dissertation was on the students' uptake of the oral feedback given by the lecturer. It was the process that was explored rather than the final written product. Further research could investigate how much the students' writing improves as a result of intervention such as this. The lecturer's pedagogy maximised the language skills used in the Preacher (hortatory) Discourse that have something in common with the skills required in Academic (expository) Discourse. This dissertation concludes that these skills should be maintained while also developing the other skills required for Academic Discourse. These skills include the ability to be detached and uninvolved. However, if this detachment is to be achieved, the student needs first to be fully involved in the process so that transformation and appropriation can take place. This comes about through critical reflection - the hallmark of Academic Discourse. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.

The number of students entering higher education has grown considerably during the last decade. High student numbers and the attendant large class sizes present significant challenges for teachers. Such challenges include knowing how to ensure students are engaging in appropriate out-of-class activity, how to provide prompt and personalised feedback and how to establish what students know and what they don't. If these challenges are left un-resolved the students' learning will not be well supported. This could ultimately lead to students failing modules. This research presents a response to the growth of the student population and was prompted by a high failure rate in a core first year engineering module. The large numbers of students enrolled on the module presented exactly the kinds of challenges noted above, and the existing assessment regime did little to motivate student learning. The response presented in this thesis is the design, development, testing, implementation and evaluation of a new assessment programme; an approach to assessment that provides students with unique weekly tasks. The tasks were formally assessed and contributed towards the students' marks for the module. To ensure the viability of the assessment programme, bespoke computer tools were developed to create, collect and mark the tasks, and to provide feedback to the students. The implementation has been evaluated through an exploration of the impact of the assessment programme on student support, teaching and student learning. In three of the four years where the students were exposed to the assessment programme, the failure rate on the module decreased. The reduction in failure rate is arguably associated with the alignment of the assessment programme with good pedagogy. During the implementation of the assessment programme, the students were engaging in appropriate out-of-class activity in relation to the current topic area. The students had an opportunity to engage in dialogue with their peers and were receiving prompt and regular feedback. The teachers also benefited, since they were able to prepare lectures according to the students' level of demonstrable understanding. In the case where the failure rate did not improve, the students themselves suggested they were downloading and using worked solutions to the problems from the internet. It is suggested that such activity neither provides meaningful opportunity to practise, nor alerts the students to their genuine levels of understanding of the topic areas. In this case the students were following solution procedures rather than developing their own. Student feedback on the assessment has been positive, with many noting how being led to engage with their studies was useful. Somewhat concerning was the feedback from students who noted "they thought the work would help them with their examinations", "they wanted the assessment programme used on other modules" and yet many indicated "they would not have engaged with the activity if it did not count towards the module grade".

Social network sites (SNSs) have become ubiquitous around the globe and interwoven with all aspects of life. In this article, I will argue that the communicative infrastructure of SNSs, i.e., all SNS-elements that allow users to communicate, is a key element for understanding their impact as it creates environments in which users, their behaviors, and social interactions are embedded. These digital environments facilitate and encourage fundamental mechanisms of implicit learning from feedback as well as observation in an unprecedented way. I will discuss how these technologybased learning environments impact the mental health of their users, e.g., by linking negative online feedback to depression and following influencers to disturbed eating. The article ends with a conclusion that emphasizes the advantages of understanding SNSs as environments in order to reflect the complexity, relevance, and ubiquitousness of the phenomenon.