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Knowledge management in organizations M  INFS 5072   Week 4: Meta knowledge (knowledge about knowledge)
Today ,[object Object],[object Object],[object Object],[object Object],[object Object]
Today ,[object Object],[object Object],[object Object],[object Object]
Consider ,[object Object],http://www.flickr.com/photos/photonoob/2164014945/
Ontology
Ontology ,[object Object],http://www.flickr.com/photos/memestate/2861351393/
Ontological questions ,[object Object],http://www.flickr.com/photos/olahus/237785510/
Ontological questions ,[object Object],[object Object],[object Object]
Ontology: pragmatics ,[object Object],http://www.flickr.com/photos/forresto/8956688/
Ontology: pragmatics ,[object Object],http://www.flickr.com/photos/coyotejack/1812312679/
Epistemology
Where does  knowledge come from? ,[object Object],[object Object],[object Object],[object Object],http://www.flickr.com/photos/lf-photodesign/337336415/
Epistemology ,[object Object],http://www.flickr.com/photos/sketch22/2933169920/
Epistemology ,[object Object],[object Object],[object Object],http://www.flickr.com/photos/artezoe/2382978574/
Epistemology: empiricism ,[object Object],[object Object],[object Object],http://www.flickr.com/photos/mosmi/49145544/
Epistemology: logical positivism   ,[object Object],[object Object],[object Object],[object Object],[object Object],http://www.flickr.com/photos/666_is_money/3135898114/
Epistemology: constructivism ,[object Object],[object Object],[object Object],http://www.flickr.com/photos/georgiesharp/160731642/
Example of logical positivism and constructivism ,[object Object],[object Object]
Ontology  and epistemology
Ontology and epistemology ,[object Object],[object Object],[object Object],[object Object],http://www.flickr.com/photos/gi/435888435/
Ontology and epistemology ,[object Object],[object Object],[object Object],http://www.flickr.com/photos/alessandracurti/2188036376/
Implications of  epistemology  and ontology  for  knowledge management
Social and scientific cultures  ,[object Object],[object Object],[object Object]
Logical positivists  and knowledge management  ,[object Object],[object Object]
Logical positivists  and knowledge management  ,[object Object]
Constructivists and knowledge management  ,[object Object],[object Object]
Constructivists and knowledge management  ,[object Object],[object Object]
Knowing that  vs. knowing how
Gilbert  Ryle ,[object Object],http://en.wikipedia.org/wiki/File:Gilbert_Ryle.jpg
Ryle : Knowing that ,[object Object],[object Object],[object Object]
Ryle : Knowing that ,[object Object],[object Object],[object Object]
Ryle : Knowing how ,[object Object],[object Object],[object Object]
Ryle : knowing how ,[object Object],[object Object],[object Object]
Separating  declarative from   procedural knowledge? ,[object Object],[object Object],[object Object],[object Object]
Separating  declarative from   procedural knowledge? ,[object Object],[object Object],[object Object]
Example of declarative and   procedural knowledge  ,[object Object],[object Object],[object Object]
Explicit vs.  tacit knowledge
Michael Polanyi ,[object Object],http://en.wikipedia.org/wiki/File:Michaelpolanyi1-2.jpg
Polanyi : explicit knowledge ,[object Object],[object Object]
Polanyi : explicit knowledge ,[object Object],[object Object],[object Object]
Polanyi : tacit knowledge ,[object Object],[object Object],http://www.flickr.com/photos/oybay/2122394412/
Polanyi : tacit knowledge ,[object Object],http://www.flickr.com/photos/nickrussill/146760299/
Polanyi : tacit knowledge ,[object Object],http://www.flickr.com/photos/nickrussill/146760299/ The knowledge iceberg 10% of knowledge is explicit and above water 90% of knowledge is tacit and below water - John Seely Brown
Polanyi : tacit knowledge ,[object Object],[object Object],[object Object]
Polanyi: the tacit to explicit continuum ,[object Object],http://www.flickr.com/photos/jakerome/3065903183/
Implications of tacit and explicit knowledge ,[object Object],[object Object],[object Object]
Example of tacit and explicit knowledge ,[object Object],[object Object]
Social capital and tacit  and explicit knowledge ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Cultural capital and tacit  and explicit knowledge ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Case study/application: Traditional teaching vs.  experiential learning
Traditional teaching http://www.flickr.com/photos/rich_w/60183650/ ,[object Object],[object Object],[object Object]
Experiential learning ,[object Object],[object Object]
Experiential learning ,[object Object],[object Object]
Experiential learning ,[object Object],[object Object]
Teaching-research nexus ,[object Object],[object Object]
Experiential learning ,[object Object],[object Object],[object Object],[object Object]
Experiential learning at UniSA
Philosophy and your education at UniSA and beyond ,[object Object],[object Object]
References ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Next week:  socio-technical theory

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Lecture 4 Meta Knowledge