ABSTRACT
The traditional ways of conceiving learning — a process of transferring knowledge — leads to a privileging of knowledge management systems which reduce, codify and transfer information as if it were usable knowledge. This chapter explores the problematic assumptions which lie behind such approaches to knowledge management and present an alternative, Computerized Evaluative Learning Tool (CELT), which is being used to facilitate the learning of GPs. It has been designed in a way which seeks to escape some of the problems of traditional knowledge management. The chapter explores an alternative metaphor for learning 镃 that of travel – and apply post-dichotomous thinking to the learning framework. It shows the main CELT splash screen. The initial screen identifies different routes into using the system. Once the learner has completed the initial screens, they can conduct further analysis. It is important to acknowledge the social environment of learning, particularly when the learning carries emotional connotations.
