<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vladimír Bureš</style></author><author><style face="normal" font="default" size="100%">David  Griffin</style></author><author><style face="normal" font="default" size="100%">Denisa  Hackett</style></author><author><style face="normal" font="default" size="100%">Peter  Kročitý</style></author><author><style face="normal" font="default" size="100%">Erik  Kubička</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RETHINKING OF KNOWLEDGE MANAGEMENT INTRODUCTION AT TEACHING UNIVERSITIES: THE FRAMEWORK DEVELOPMENT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">knowledge management</style></keyword><keyword><style  face="normal" font="default" size="100%">knowledge sharing</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1406541430.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">32</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The rapid penetration of information and communication technologies has been the main factor responsible for significant changes in the overall business landscape. Knowledge management (KM) implementation and building of learning organizations have become vital assumptions for a company’s ability to compete in a knowledge society. However, in regards to these issues a lack of attention has been paid to universities as a specific type of organization. The essential problem to be addressed is the tendency of institutions of higher learning to keep knowledge to themselves, which has been proven by several authors. Therefore, questions such as, “Are businesses different from universities? or “What does it imply for the KM implementation efforts at universities?” are considered in the paper. The goal of the paper is to map the changes in today’s business environment, research differences between the functions and processes in businesses and academic institutions in the Czech Republic and Slovakia, and, based on these findings, propose a framework for knowledge management implementation focusing on a special type of academic institution – a teaching university. Consequently, this study can serve as a starting point for implementation of a student-centred approach to knowledge management.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">33-46</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vladimír Bureš</style></author><author><style face="normal" font="default" size="100%">Pavel Čech</style></author><author><style face="normal" font="default" size="100%">Karel Mls</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EDUCATIONAL POSSIBILITIES IN THE DEVELOPMENT OF THE AMBIENT INTELLIGENCE CONCEPT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">ambient intelligence</style></keyword><keyword><style  face="normal" font="default" size="100%">decision-support systems</style></keyword><keyword><style  face="normal" font="default" size="100%">learner-directed learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1393666078.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">13</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In 2001, IST Advisory Group, as an advisory body of the European Commission in the field of information and communication technology, introduced four scenarios of the future development in information society forming an Ambient Intelligence (Ami) environment. This vision is a relatively new concept that is being developed at both theoretical and practical level. The problem is that although the concept of AmI has a strong technological orientation, there are also social, psychological, ethical or legislative dimensions that have to be taken in to consideration. Successful application of AmI requires entwining technological, managerial and other aspects to a complex soft system. In order to design and create appropriate architecture of this intelligent environment, which will match given requirements, it is necessary to acquire qualitative description of future stakeholders’ needs. One needs appropriate tools or techniques to be able to comprehend such complexity and people in general usually do not possess needed skills or tools. Therefore, the role of education is of a crucial importance here. The paper describes the AmI concept and outlines its relation with educational issues. Experience obtained while implementing of so-called learner-directed educational approach together with achieved findings and lessons learned are introduced. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">25-31</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vladimír Bureš</style></author><author><style face="normal" font="default" size="100%">Daniela Ponce</style></author><author><style face="normal" font="default" size="100%">Pavel Čech</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DIGITALIZATION OF EUROPE: A NEW CHALLENGE FOR EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Gagné’s approach</style></keyword><keyword><style  face="normal" font="default" size="100%">lifecycle of t-learning course</style></keyword><keyword><style  face="normal" font="default" size="100%">t-learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392223740.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">5</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Digital television broadcasting has become a reality in most countries in the European Union (EU) as well as in other developed countries outside the EU. Interactive digital television (iDTV), as a relatively easy way to use technology, brings many challenges and opportunities into the field of education, i.e. formation and utilization of learning via TV, called t-learning. T-learning has many characteristics (i.e. technological or pedagogical aspects) that differentiate this type of education from other well elaborated approaches (e-learning, face-to-face learning, classroom learning, etc.). These characteristics include learners’ motivation, lean back interactivity, and combination of education and entertainment known as edutainment. The main attention is paid to interactive applications (iAV applications) that have to contain relevant study content and to be based on appropriate principles. Therefore, comparative analysis, analogy, generalization and other methods were used while studying different problems related to t-learning. The paper presents results and outcomes of the international scientific project Enhanced Learning Unlimited that were achieved in areas such as human-television interaction, learner-centered education or iAV applications development.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">43-54</style></section></record></records></xml>