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CAUL/CAUDIT/ACODE presentation. Knowledge Management in the Learning Environment Ainslie Dewe Auckland University of Technology May 2003. - PowerPoint PPT PresentationTRANSCRIPT
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CAUL/CAUDIT/ACODE presentation
Knowledge Management in the Learning Environment
Ainslie DeweAuckland University of Technology
May 2003
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“For countries in the vanguard of the world
economy, the balance between knowledge and
resources has shifted so far towards the former
that knowledge has become perhaps the most
important factor determining the standard of
living – more than land, than tools and labour.
Today’s most technologically advanced
economies are truly knowledge-based.”
World Development Report, 1999
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Knowledge Management
Is about creating an environment in which knowledge is created, shared and utilised for business purposes by instinct and as part of daily work
Is about future earning capability Has significant implications for
organisations, people, roles and skills
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NEW ECONOMY
knowledge assets
transdisciplinarity
innovative cultures
permeable boundaries
OLD ECONOMY
physical assets
homogeneous disciplines
fixed cultures
defined boundaries
Uncertainty
Traditional Hierarchy
Networked Companies
Predictability
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Key Trends in the Key Trends in the Transformation of Transformation of Manufacturing ProcessesManufacturing Processes
Mearns, E. “Scottish Enterprise Network” Paper 19, 2000
Industrial Age Knowledge Age
Value from efficiencyInvestment in plantInventoryProduct orientatedMass productionMechanisationLong product life-cyclesLocal manufacturingCareful planningEarly career trainingCompetitive relationships
Value from creativityInvestment in innovationInformationConsumer orientatedFlexible productionDigitisationShort product life-cyclesGlobalisationChange and innovationLifelong learningCo-operative networks
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Knowledge Management
…..is the ability to create, enhance and share intellectual capital across the organisation.
Professor Bill Martin, RMIT University
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KM is used to overcome:
Ad hoc problem solving, reinventing the wheel Loss of knowledge Internal competition, non-collaborative
behaviour Disincentive to sharing knowledge.
Professor Bill Martin, RMIT University
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KM issues Identification
Knowledge assets Knowledge initiatives
Sharing Cultural issues
Ownership Vision Implementation
Utilisation Ability to use Overload
Benefits Metrics
Fad or future www.tfpl.com
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KM – Verna Allee’s 3 levels
Strategic KM: Connect knowledge to business modelHow does knowledge create business value?
Tactical KM: Connect people to knowledge and each other
How can we better create, use & apply knowledge?
Operational KM: Connect knowledge activities to business results
How can we codify & share knowledge of routine tasks, etc?
http://www.vernaallee.com
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Knowledge can be:
Tacit: personal, unarticulated knowledge, embedded in individual experience
Explicit: recorded knowledge, expressed in formal language and transmitted easily
External: e.g. publications, publicly available databases
Internal: e.g. financial records, customer records, online learning objects
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Knowledge Conversion – SECI model
Tacit Explicit
Tacit
Explicit
SocialisationExternalisatio
n
Internalisation Combination
Nonaka, I and Takeuchi, H. (1995). The knowledge creating company.
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Comparing concepts of the learning Comparing concepts of the learning organisation and knowledge organisation and knowledge managementmanagement
Rowley, J. 2001 Journal of Information Science, 27 (4) 227-237
Learning Organisations Knowledge Management
Based on a building metaphor
Based on a mining metaphor
Learning as a process Knowledge as a resource
Maintaining and developing tacit knowledge
Knowledge processing in terms of tacit to explicit knowledge
Key focus is human relations and community
Key focus is knowledge distribution, and cognition
Implemented through organisational projects including focus on culture and structures
Implemented throughout IT projects, with attention to people issues sometimes being focused at the IT user level
Systems-based view of the firm
Resource-based view of the firm
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ContactsContactsContactsContacts
ElectronicElectronicElectronicElectronic
PrintedPrintedPrintedPrinted
OrganizationsOrganizationsOrganizationsOrganizations
Knowledge Knowledge Exchange and Exchange and
knowledge flowsknowledge flows
Knowledge Knowledge Exchange and Exchange and
knowledge flowsknowledge flows
Groups, Divisions, Groups, Divisions, ManagementManagement
Groups, Divisions, Groups, Divisions, ManagementManagement
Marketing dataMarketing dataMarketing dataMarketing data
Best practiceBest practice Best practiceBest practice
CommunitiesCommunitiesCommunitiesCommunities
ExternalExternalExternalExternal InternalInternalInternalInternal
Knowledge Assets Map
Contractual & legalContractual & legalContractual & legalContractual & legal
Operational dataOperational dataOperational dataOperational data
www.tfpl.comwww.tfpl.com
Corporate Staff Clients
Suppliers Alliances and
Partners
Technology Platforms
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COLIS – functional view of system components
http://www.colis.mq.edu.au
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KM and the Managed Learning Environment
“The development of the electronic campus and student-centred-learning have seen academic librarians becoming facilitators of the knowledge development process rather than guardians of resources”
Abell, A. et al. (2002). Fad or future. Library + information update. 1 (7), 30-32.
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Information Landscape and the Learning
Environment Library a hybrid of print and digital
resources Library systems designed to manage
both print and digital objects Full text digital resources linked directly
to online learning Library shares responsibility for
preparing students to be information literate in a digital world
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Information Landscape and the Learning
Environment
Requires technical interoperability in e-space, between: Library systems and learning management
systems Other institutional systems such as student
management, digital rights, finance, HR etc
Interoperability becomes a knowledge management issue (see COLIS)
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Competencies for knowledge working
Knowledge
Knowledge
sharing
ICT literacyInformation
literacy
Managing Information
www.tfpl.com
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Information Literacy
…..combines an awareness of the value of information and knowledge to the organisation with the skills and competencies that enable an individual to play a full, effective and rewarding role in knowledge environments
www.tfpl.com
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Information Literacy
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Learning And Research Centres
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Knowledge Management in R&D
“Historically the focus was on capabilities involving tangible assets: now, knowledge is widely recognized as the source of competitive advantage, with the tangible assets representing the physical manifestation of but a fraction of this knowledge.”
Armbrecht, F. M. R. et al (2001). Knowledge management in research and development. Research technology management, v. 44 (4): 28-48.
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KM in R&D – Priority issues
Culture that facilitates knowledge flow? Capturing the knowledge of experts Accelerating the R&D process Expanding the creativity envelope in R&D
Armbrecht, F. M. R. et al (2001). Knowledge management in research and development. Research technology management, v. 44 (4): 28-48.
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Library role
Information management rather than knowledge management
Manage external (worldwide) knowledge sources rather than internal organisational knowledge sources
Value of external knowledge often overlooked
Seen as more for academic purposes (scholarly communication), than business strategy
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Library role (cont.)
External, explicit information becomes tacit knowledge when those who need it, can locate and use it for the benefit of their teaching, learning and research (internalisation)
Ability to identify, access, evaluate, organise and communicate information and knowledge (information literacy) is a core capability for the knowledge society
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Library role (cont.)
Skills of managing external information (cataloguing, classification)
Transferable to managing internal information (metadata, taxonomies)
Librarians work with IT staff and educational designers to embed these skills into: online courseware intranet design web refurbishment portal development
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Role for IT
IT specialists have expertise in technology platforms used to share
knowledge codification of internal, explicit
knowledge Intranets and portal technologies encourage
increase of explicit knowledge (combination) Knowledge management platforms (eg
groupware) encourage conversion of tacit to explicit knowledge (externalisation)
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Role for learning technology
Share tacit knowledge of educational design (eg through communities of practice)
Online courseware combined with digital libraries, allows information provision and tuition to be brought together at the curriculum design stage
External, explicit information linked to internal, explicit learning objects
Increase the tacit knowledge of learner
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Power of three– Library, IT, e-learning
Sharing expertise between Library, IT and e-learning will: increase the effectiveness of online learning create business value for universities
First step - map the knowledge management processes that underpin university teaching, learning, and research
Additional goal - leverage the University’s strategic knowledge assets and unlock the value of those assets
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Knowledge Strategy ModelKnowledge Strategy Model
What What university university must knowmust know
Knowledge Gap
Strategic Gap
What What university university must domust do
What What university university
knowsknows
What What university can university can
dodo