Knowledge can be roughly placed into two categories, either codified knowledge or tacit knowledge. The distinction is important and will help explain why we at Eduweave keep harping on empowering educators to guide the social process of learning and building their own communities of practice and application. Codified knowledge, often

There are things that work in the incumbent formal education system, specifically the higher education system but like how we discussed last week [https://blog.eduweave.com/a-weekly-reflection/], there are a lot of things that don't work as well. There is a ton of information in the world and access

> A university is meant to be a community of “teachers and scholars”, a community thriving in the sharing and accumulation of knowledge, undeterred by the prying influences of whimsical institutions. Over time, this definition has diluted and the tenor of what a university was meant to be has become a

Last week [https://blog.eduweave.com/a-weekly-reflection-the-economics-of-higher-education-today/] , we mentioned that universities are failing for primarily three reasons - an imprudent vision, an outdated pedagogy and a mismatch of skills. In our introductory blog [https://blog.eduweave.com/introducing-eduweave/], the existential dread mentioned, a phenomenon that fresh graduates and disillusioned members

The pandemic has lasted over 2 years now and has exposed credibility issues of universities and the massive financial challenges that they are facing. Despite the opening up of Universities, a significant portion of the physical infrastructure is being heavily under-utilised as a result of various restrictions. This has led

Rethinking education to tackle the 21st century. The wherefore of Eduweave and our impetus.