knowledge maturing - a different perspective on learning
DESCRIPTION
Presentation at the PROLEARN/EATEL Summer School at Ohrid, June 16, 2008TRANSCRIPT
Andreas Schmidt & Pablo Franzolini
Knowledge Maturing –
a different perspective
on learning
EATEL Summer School 2008
Ohrid
June 2008
[email protected]://andreas.schmidt.name
http://mature-ip.eu
2
Outline
Widening your perspective on learning
Characterizing knowledge maturing
What can we do with it?
• Analyzing and overcoming disruptions
• Introducing a dynamic perspective
Conclusions
MATURE - Continuous Social Learning in Knowledge Networks
3MATURE - Continuous Social Learning in Knowledge Networks
Widening your perspective
on learning
4
The other 80%
Formal learning contexts
• Universities, schools
• Formal trainings and certification in companies
... and the other 80%
MATURE - Continuous Social Learning in Knowledge Networks
Cross 2003
5
Structuring the Learning Landscape
new ideasshared
vocabulary
communities
best practices standard text book
CollaborationCourses/
Curricula
Learning
ObjectsCommunication
Document
collections
reports
case studies
lessons Learnt
Distribution
in
Communities
Emergence
of ideasFormali-
zation
Ad-Hoc-
TrainingStandardi-
zation
Schmidt, A. (2005): Knowledge Maturing and the Continuity of Context
as a Unifying Concept for E-Learning & Knowledge Management, I-KNOW 2005
6
Emergence of ideas
MATURE - Continuous Social Learning in Knowledge NetworksMATURE - Continuous Social Learning in Knowledge Networks
Main Goal
• Develop new ideas and exploit your creativity
Forms of Learning
• Brainstorming, creativity techniques
Hot topics
• Personal knowledge management
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Distribution in Communities
MATURE - Continuous Social Learning in Knowledge Networks
Main Goal• Exchange experiences with others and
develop new ideas collaboratively
• Develop a shared understanding
Forms of Learning• Cooperative learning
• Collaborative working
Hot topics• Finding experts/communities
• Social networks, awareness
• Design of/intervention into collaboration processeses
• Integration into working processes
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Formalization
Main Goal• Existing documents as helpers for problem
solving and passsing on of experientialknowledge
Forms of Learning• Information seeking
• „Reading documents“
Hot topics• Locating documents
• Creation of documents as an active learning process
• Integrate pedagogical into documents for everyday use
9
Ad-Hoc Training/Deployment
Main Goal
• Teach advanced learners/practitioners in
focused areas about updated/more
specialized topics
Forms of Learning
• Short trainigs, learnign objects, tutorials
Hot topics
• Embedding into the context of the learner
• Detecting learning needs and generate recommendations
• rapid authoring
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Standardization
Main Goal
Teach novices a larger field
Forms of learning
Lecture, training
Text book, e-learning course
Aspects
Course design, adaptivity
Assessment, certification, competencies
Distribution in
Communities
Emergence
of ideas
Formali-
zation
Ad-Hoc-
Training
Standardi-
zation
Informal Learning Formal learning
NoviceExpert in the knowledge area
new ideas
shared
vocabulary
communities
best practices standard
text book
CollaborationCourses/
Curricula
Learning
ObjectsCommunicationDocument
collections
reports
Case studies
Lessons Learnt
12
Knowledge Maturing Process
new ideasshared
vocabulary
communities
Best Practices standard text book
CollaborationCourses/
Curricula
Learning
ObjectsCommunication
Document
collections
reports
Case stude
Lessons Learnt
Distribution
in
Communities
Emergence
of ideasFormali-
zation
Ad-Hoc-
TrainingStandardi-
zation
Schmidt, A. (2005): Knowledge Maturing and the Continuity of Context
as a Unifying Concept for E-Learning & Knowledge Management, I-KNOW 2005
Knowledge management
E-Learning
HR Development
13MATURE - Continuous Social Learning in Knowledge Networks
Chacterizing
knowledge
maturing
14
Levels of knowledge maturing
Knowledge level
• Maturity is the property of internal constructs
• Increase in maturity is the result of learning
Artefact level
• Knowledge maturity becomes observable in artefacts that are
exchanged within collaborative learning processes
Individual vs. Collective
• Knowledge maturity is primarily individual
• Collective dimension is an abstraction/aggregation like the
notion of „collective knowledge“ as such
MATURE - Continuous Social Learning in Knowledge Networks
15
Criteria
Teachability
Implicit contextualization -> explicit linkage
Hardness
Legitimation & Commitment by the organization
• From individual, via community, to organization scope
MATURE - Continuous Social Learning in Knowledge Networks
16
... and maturing is complicated
NOT a strictly linear as the picture might suggest
And there is not a single maturing process, but myriad
of them
Complex phenomena
• Combination of different strands of development
• Branching and forking
• Modifications/improvements to „mature“ knowledge start at
lower levels of maturity and are then combined
• Complex interactions between parallel strands
• ...
MATURE - Continuous Social Learning in Knowledge Networks
17MATURE - Continuous Social Learning in Knowledge Networks
What can we
do with it?
Analyzing &
Overcoming
Disruptions
18
Distribution in
Communities
Emergence
of ideas
Formali-
zation
Ad-Hoc-
Training
Standardi-
zation
University of Innsbruck & FZI Research for Information Technologies
Analyzing Disruptions in the Process
new ideascommon
terminologyad hoc incorporation
into trainingentering into
common curricula
communicationartefacts
FAQ entriesforum contributions
text bookscourses
certificatesredesign of the
organisation
learning objects
patents
best practices
personal notes
project reports
case studieslessons learnt
formalstructure
Information artefacts
19University of Innsbruck & FZI Research for Information Technologies
Formalization vs. Ad-hoc Training
Classical barrier between E-Learning and KM
Technical Level
• document management systems (formalization)
• learning management systems (ad hoc training)
Organizational Level
• operating departments (formalization)
• HR development or training department (ad hoc)
Differences with respect to criteria
• legitimation: project teams/manager vs. training experts
• forms of learning: self-directed „information seeking“ vs.
ad hoc training
Solutions: e.g. SAP Knowledge Ramp Up Knowledge
Transfer
20University of Innsbruck & FZI Research for Information Technologies
Distribution in Communities vs.
Formalization
main issues are here human and social issues• detachment from the originator
• from social incentives (reputation, social esteem) to organizational
In terms of legitimations: • requires a transition from personal/informal communities to
formal organizational legitimation
Possible solutions:• increased visibility of the individual and her impact
• weblogs (with trackbacks)
• wikis
o visible contributions of the individual
o easy transition by adding legitimation (tagging it with a category)
21MATURE - Continuous Social Learning in Knowledge Networks
Introducing
a dynamic
perspective
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Overcoming top-down approaches
Many approaches are based on a top-down philosophy
• Teaching at universities
• Installing a Learning Management System
• Implementing a human resource development strategy
But this has often led to
• Lack of motivation on the user side
• Slow and cumbersome processes
• Unused potential of learner/employee creativity
The „maturing perspective“ enables bottom-up
participation
MATURE - Continuous Social Learning in Knowledge Networks
23MATURE - Continuous Social Learning in Knowledge Networks
Knowledge Maturing Process Model
24MATURE - Continuous Social Learning in Knowledge Networks
Knowledge Maturing Process Model (2)
process
maturing
25
Example: Competence Maturing
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Design processes as learning processes
Design processes have to be understood as learning
processes
• Interwoven modelling & application processes
(often work-integrated)
• Deepening the understanding along the modeling process
• Increasing level of formalization
• Should be subject to continuous improvement processes
Specializations
• task-embedded ontology engineering („ontology maturing“)
• distributed software engineering in complex domains
• reusability of software components
MATURE - Continuous Social Learning in Knowledge Networks
27MATURE - Continuous Social Learning in Knowledge Networks
Conclusions
28
Conclusions
The Knowledge Maturing Process is a macroscopical
description of interconnected individual learning
processes.
• a model for structuring real-world phenomena and analyzing
problems
• not explaining how learning takes places on a micro level, but
rather stating that it takes place differently depending on the
level of maturity.
MATURE IP
• Empirical foundations for knowledge maturing
• Knowledge maturing and distributed cognition theories
• Moving beyond an analytical framework
MATURE - Continuous Social Learning in Knowledge Networks
MATURE - Continuous Social Learning in Knowledge Networks
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Contact:
Scientific Coordinator
Andreas Schmidt
http://andreas.schmidt.name