SummaryKnowledge acquisition for expert systems typically is a tedious, iterative process involving long hours of consultation between the domain experts and the computer scientists who serve as knowledge engineers. For well-understood domains, however, it may be possible to facilitate the knowledge acquisition process by allowing domain experts to develop and edit a knowledge base directly. Administration of protocol-directed cancer chemotherapy is such a well-understood application area, and a knowledge acquisition system, called OPAL, has been developed for eliciting chemotherapy-protocol knowledge directly from expert oncologists. OPAL’s knowledge acquisition approach is based on the interactive graphics environment available on current generation workstations. The use of graphics improves the interface by reducing typing, avoiding natural language interpretations, and allowing flexibility in entry sequence. The knowledge in OPAL is displayed using an arrangement of hierarchically related, graphical forms. The position of a particular form in the hierarchy defines the context of the knowledge contained in the form. Intelligent editing programs such as OPAL can streamline the knowledge engineering process for highly structured domains requiring repetitive knowledge entry.

Schön contends that Boyer's vision for a new paradigm of scholarship, which includes research, teaching, application and integration, requires a new epistemology of practice that would take the form of action research. This article explores the validity of Schön's assertion through the use of a living theory approach to teaching 'active participation in learning' to a group of second-year undergraduate students, influenced by an ontology of a participative reality and a pedagogy of whole-person learning. The level of engagement by the students, and their reflections on their experience of the module, support Schön's claim; and demonstrate the significance of a living theory approach to action research in realising Boyer's vision as a means of enhancing the quality of students' learning in higher education. IntroductionAs a lecturer in higher education, I take a living theory approach to action research in asking and responding to the question: 'How can I improve my practice in my work as an educator and researcher?'This article presents an account of engaging in this enquiry with a small group of second-year undergraduate students, who had selected a year-long module entitled 'Active Participation in Learning'. I consider the educational influences both on my own learning, and on the learning of the students with whom I have been working. Paying attention to the question concerning how I improve my practice requires me to integrate both self-evaluation and student evaluation into the action research process.I also consider the epistemological significance of the inquiry within the context of Schön's (1995) contention that a new epistemology of practice in the form of action research would be required to realise Boyer's (1990) vision for a new paradigm of scholarship, which includes research, teaching, application and integration.

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Research at York St John (RaY) is an institutional repository. It supports the principles of open access by making the research outputs of the University available in digital form.