The Knowledge Quincunx

Non-linear approaches in face-to-face teaching pose a great challenge to instructors designing classroom-based knowledge delivery models. Not so long ago the search was for a suitable way to enhance face-to-face teaching with hypermedia and electronic learning components. Today it is more and more a matter of face-to-face teaching being adapted to technology based didactics. The perception of how technology should be used in the process of knowledge delivery has changed. The judging of technology-based education in terms of computer deployment for learning has shifted from „nice-to-have‟ to „must-have‟. Nevertheless, non-linear approaches in face-to-face teaching, which follow the hypermedia paradigm, do not fulfil their didactical promise. Non-linearity in teaching finds acceptance mainly within groups with highly talented and motivated students who are able to quickly adjust to new situations. In a typical course a linear, teacher-focused delivery of content is what students most like. This phenomenon is likely to give rise to a new debate. This paper discusses the problems related to non-linear concepts in face-to-face teaching in the context of a simple model for the passing on of knowledge in learning groups. The model has been given the name "The Knowledge Quincunx". The paper also presents some ideas on designing more abstract learning curricula such as are needed in order to unfold the creative thinking processes at universities, especially in management-related fields.