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首页> 外文会议>UAHCI 2014 >Transfer of Learnings between Disciplines: What S-BPM Facilitators Could Ask Progressive Educators (and might not dare to do)
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Transfer of Learnings between Disciplines: What S-BPM Facilitators Could Ask Progressive Educators (and might not dare to do)

机译：在学科之间进行了解：S-BPM协调人可以提出进步教育者（并且可能不敢做）

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摘要

Subject-oriented Business Process Management (S-BPM) is a novel paradigm in Business Process Management (BPM). Educating students and business stakeholders in S-BPM requires facilitating a substantial mind shift from function- towards communication-oriented (re-)construction of processes. Reformist pedagogy, as driven by Maria Montessori, allows learners grasping and applying novel concepts in self-contained settings and in an individualistic while reflected way. So why not learn from her experiences for introducing S-BPM? In this contribution her analysis of human cultural factors enabling literacy has been transcribed to S-BPM education. When informing S-BPM capacity development according to progressive education, understanding the actual situation and readiness of learners seems to play a crucial role, as it influences their engagement in learning environments. These factors need to be differentiated when conveying S-BPM concepts and activities.
机译：主题的业务流程管理（S-BPM）是业务流程管理（BPM）的新型范式。在S-BPM中教育学生和业务利益相关者需要促进实质性的思维从功能转变为导向（重新）的过程建设。由Maria Montessori驱动的改革派教育学允许学习者抓住并在独立的环境中掌握和应用新颖的概念，而在反映的方式的情况下。那么为什么不向她引入S-BPM的经验，为什么不学习？在这一贡献中，她对人类文化因素的分析已经转录为S-BPM教育。根据渐进教育通知S-BPM能力发展，了解学习者的实际情况和准备情况似乎发挥了至关重要的作用，因为它会影响他们在学习环境中的参与度。在传达S-BPM概念和活动时需要区分这些因素。

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