Knowledge Maturing and the Participatory Enterprise
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The document discusses moving from top-down approaches to bottom-up approaches for learning in organizations. It proposes a model of "knowledge maturing" where learning emerges from collaboration and sharing of ideas between employees. To support this, it advocates using social and participatory technologies like wikis, tagging, and personal learning environments. The MATURE project aims to provide empirical validation and technical solutions for knowledge maturing through social learning networks in organizations.
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![Andreas Schmidt FZI Research Center for Information Technologies Knowledge Maturing and the Participatory Enterprise Online Educa 2008 Berlin, December 2008 [email_address] http://andreas.schmidt.name http://mature-ip.eu](https://image.slidesharecdn.com/200812matureaschmidtonlineeduca08-1228391349924498-8/85/Knowledge-Maturing-and-the-Participatory-Enterprise-1-320.jpg)
![Outline ,[object Object],[object Object],[object Object],[object Object],MATURE - Continuous Social Learning in Knowledge Networks](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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This document outlines a proposal for creating an online training program to teach corporate trainers how to develop distance learning programs. It will train managers over 3 days to gain skills in online teaching using tools like Articulate 360. The training will focus on identifying audiences, skills needed for effective online facilitation like creating engaging content and building trust. It will also cover learning theories like transactional distance theory and connectivism. Trainees will learn to use technology tools like learning management systems, infographics, simulations and will complete a final group project designing an online course using Articulate. The goal is to help managers revolutionize training by establishing user-friendly online programs.
Mature - a dynamic perspective on ontologies
1) The document discusses the MATURE project, which aims to support continuous social learning in knowledge networks through a bottom-up knowledge maturing process.
2) The knowledge maturing process model involves individuals developing new ideas that are then exchanged and discussed to develop a common terminology, which are then structured into documents and learning objects to disseminate knowledge more broadly.
3) The MATURE project seeks to reduce barriers to participation and knowledge sharing by providing tools and services in personal and organizational learning environments to support the collaborative and active knowledge maturing process.
Assessing The Tangible And Intangible Impacts Of The Convergence Of E-Learnin...
Learning comes through creating and applying knowledge, whilst learning increases an individual's and organization's knowledge asset. Both e-learning and knowledge management feed off the same root: learning, improved capacity to perform work tasks, ability to make effective decisions, and positively impact the world around us. The difference between KM and e-learning is a function of time; knowledge management is dynamic, e-learning is static. As a medium, e-learning allows for the sharing of knowledge that has been tested, researched and organized. Knowledge management is much livelier. Conversations and sharing understanding happens in real time. Through KM, tacit understanding can be communicated, problems can be jointly solved, and serendipitous connections are formed. KM is chaotic, current. KM is ecology; e-learning is the architecture. E-learning courses become outdated, while KM environments are continually fresh and reflective of current activity in a field. Anyway, the strengths of the two fields need to be brought together. KM should feed into e-learning in order for the content of the "course" to remain fresh and to tap learners into a sustained knowledge environment after the course is done and e-learning should feed into the KM environment to provide easy mechanisms for organizing information in the manner that most of the people function. There‟s no doubt that converging this two technology creates bigger impact in the learning process, but our discussion is focused to justify whether the convergence creates better value or not. In the light of the discussion, the conceptual link between these two key technologies has been drawn and several related issues are discussed.
Assessing The Tangible And Intangible Impacts Of The Convergence Of E-Learnin...
This document discusses the convergence of e-learning and knowledge management. It outlines similarities and differences between the two, including that they both focus on learning and knowledge acquisition but e-learning is more static while knowledge management is dynamic. The document also discusses issues with converging the two, such as overcoming cultural barriers to knowledge sharing and difficulties measuring the value of knowledge assets. Overall, the convergence of e-learning and knowledge management aims to improve organizational learning and decision-making through more effective sharing of knowledge resources.
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The document proposes an Electronic Supervision System Architecture (ESSA) to facilitate communication between supervisors and teachers in educational environments. ESSA would provide an online platform for skills development, experience sharing, group meetings, and discussions about teaching and administrative strategies. It would allow supervisors open access to monitor teachers' work and reduce workload by enabling more efficient communication. The proposed ESSA system is modeled after existing educational supervision systems and aims to incorporate technologies like online discussions, file sharing, and networking to better support supervision activities and create a collaborative learning environment using electronic means of communication.
Emergent Learning Model
The Emergent Learning Model takes the Open Context Model of Learning and organisational Architectures of PArticipation further and looks at how we might join up all modes of learning. Using the Bologna Process and EU i2015 & i2020 targets it rethinks the role of people and social processes, content and contexts as well as the roles of institutions and accreditation
Enterprise 2
Slides for a talk for an EVOLVE/Educamp talk on how social networking can be used to support learning in an Enterprise context
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The document discusses the challenges of competency modeling within companies. It notes that competency definitions are contextual, purpose-driven, and need to evolve over time. It also addresses how to define a framework that allows for evolution while maintaining some interoperability between use cases, and how to account for emerging requirements and enable smooth transitions between uses.
Digital Portfolios
Digital portfolios can ensure student success by engaging students and allowing learning managers to authentically assess student knowledge. Research found most teachers were unfamiliar with digital portfolios and how they support assessment and learning. Systems analysis revealed digital portfolios incorporate several interacting parts, including students, learning managers, schools, and assessment. Digital portfolios engage students as digital natives, support formative and summative assessment, and allow reporting that addresses learning standards. They help learning managers provide tailored support and planning.
Lieve Leroy how can grasshoppers change ict practices
The document discusses using a "grassroots" approach to encourage teachers to adopt new information and communication technologies (ICT) in their classrooms. Key aspects of the grassroots approach include allowing teachers to propose small-scale ICT projects, providing support and guidance during implementation, and disseminating successful projects. The approach has been used successfully in Zambia to motivate teachers with little ICT experience and increase ICT use in education.
Self directed learning-overview
Self-directed learning (SDL) describes a process where individuals take initiative to diagnose learning needs, formulate goals, identify resources, choose learning strategies, and evaluate outcomes. SDL thrives in environments that nurture and support learning for all employees. Organizations can promote SDL by providing open access to learning resources, knowledge sharing structures, learning experiences that integrate content, and leadership support. Leaders should assess how their organization currently supports or restricts SDL by reviewing access to resources, knowledge sharing capabilities, experience design, and coaching for learners.
Collaborative Learning of Organisational Knolwedge
This paper presents recent research into methods used in Australian Indigenous Knowledge sharing and looks at how these can support the creation of suitable collaborative envi- ronments for timely organisational learning. The protocols and practices as used today and in the past by Indigenous communities are presented and discussed in relation to their relevance to a personalised system of knowledge sharing in modern organisational cultures. This research focuses on user models, knowledge acquisition and integration of data for constructivist learning in a networked repository of or- ganisational knowledge. The data collected in the repository is searched to provide collections of up-to-date and relevant material for training in a work environment. The aim is to improve knowledge collection and sharing in a team envi- ronment. This knowledge can then be collated into a story or workflow that represents the present knowledge in the organisation.
Ijsrdv6 i120151
E-Learning is transfer of skills and knowledge by
the computer and network enabled. It includes out of & in
classroom educational experiences with the help of
technology. Early E-Learning systems are based on computer
based learning& training often which attempted to replicate
autocratic teaching styles where the role of the e-Learning
systems was to transfer knowledge, as opposed to this
systems developed later which were based on computer
supportive collaborative learning which encouraged the
shared development of knowledge.
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B. Ed Syllabus for babasaheb ambedkar education university.pdf
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Knowledge Maturing and the Participatory Enterprise
- 1. Andreas Schmidt FZI Research Center for Information Technologies Knowledge Maturing and the Participatory Enterprise Online Educa 2008 Berlin, December 2008 [email_address] http://andreas.schmidt.name http://mature-ip.eu
- 5. MATURE - Continuous Social Learning in Knowledge Networks Widening your perspective on knowledge & learning
- 6. Knowledge Maturing Process new ideas shared vocabulary communities Best Practices standard text book Collaboration Courses/ Curricula Learning Objects Communication Document collections reports Case studie Lessons Learnt Distribution in Communities Emergence of ideas Formali- zation Ad-Hoc- Training Standardi- 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
- 7. Maturing and Guidance MATURE - Continuous Social Learning in Knowledge Networks
- 8. Knowledge Maturing Process Model (2) MATURE - Continuous Social Learning in Knowledge Networks content maturing ontology maturing (incl. competencies) process maturing Schmidt et al. (2008): Conceptual Foundations for a Knowledge & Learning Architecture: Supporting Content, Process, and Ontology Maturing, I-KNOW 2008
- 10. Gardening and the SER-Model MATURE - Continuous Social Learning in Knowledge Networks seeding Re-seeding Re-seeding Re-seeding Evolutionary growth Evolutionary growth Evolutionary growth
- 12. MATURE - Continuous Social Learning in Knowledge Networks Technologies
- 15. MATURE - Continuous Social Learning in Knowledge Networks Summary
- 17. MATURE - Continuous Social Learning in Knowledge Networks Contact: Scientific Coordinator Andreas Schmidt [email_address] http://andreas.schmidt.name Join as an associate partner