MATURE Overview @ Associate Partner Network Meeting
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The document introduces MATURE, a project that aims to combine top-down organizational approaches to learning with bottom-up informal learning and knowledge sharing enabled by Web 2.0 technologies. The goal is to leverage intrinsic motivation to contribute individual learning activities for organizational goals and sustainable impact. MATURE will analyze real-world maturing practices to develop a conceptual model for knowledge maturing processes. It will create personal and organizational learning environments with reusable services to seed awareness of maturing activities. In the first year, MATURE conducted design studies to understand existing practices and develop its overall approach.
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![MATURE Continuous Social Learning in Knowledge Networks Scientific Coordinator Andreas Schmidt Department Manager FZI Research Center for Information Technologies, Karlsruhe, GERMANY [email_address] http://mature-ip.eu http://mature-ip.eu](https://image.slidesharecdn.com/1matureoverview-090505151355-phpapp02/85/MATURE-Overview-Associate-Partner-Network-Meeting-1-320.jpg)
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The knowledge maturing model is an analytical model that describes collective knowledge development phenomena by classifying them into characteristic phases and patterns. It aims to derive both technical and non-technical interventions by analyzing the activities and characteristics within each phase of knowledge maturation. The model holds that the development of knowledge artifacts does not always align with the true maturity of the knowledge, and this misalignment can sometimes need to be addressed.
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Motivation, affective aspects, and knowledge maturing
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User Centred Requirements Processes in MATURE: The Big Picture
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openAAL - the open source semantic middleware for ambient assisted living
Conceptual Foundations for a Knowledge & Learning Architecture: Supporting Co...
Conceptual Foundations for a Knowledge & Learning Architecture: Supporting Co...
Sustainable Competence Management with Ontology-Based Competency Catalogs
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MATURE - Continuous Social Learning in Knowledge Networks
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Characterizing Knowledge Maturing - A Conceptual Process Model Integrating E-...
Characterizing Knowledge Maturing - A Conceptual Process Model Integrating E-...
A Framework and Methodology for Building, Applying, and Updating Competence O...
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Integrating Motivational Aspects into the Design of Learning Support in Organ...
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MATURE - What we have learnt
1. The document discusses the MATURE project, which aims to enable continuous social learning and knowledge sharing in organizations.
2. It does this through developing a knowledge maturing model, tools to support content, processes, people and semantics, and evaluating their effectiveness.
3. The goal is to leverage intrinsic motivation to contribute to organizational learning and foster sustainable knowledge sharing, as top-down approaches alone have failed.
Integrating Motivational Aspects into the Design of Learning Support in Organ...
The document discusses integrating motivational aspects into the design of learning support systems in organizations. It presents an ethnographically-informed study of motivational factors and barriers. Based on this, it develops a model of motivational aspects at the individual, interpersonal, and work context levels. It then proposes a methodology for incorporating motivation into requirements engineering by immersing developers in the workplace, creating user personas, developing use cases, and conducting formative evaluations of prototypes. The goal is to systematically address motivation to help ensure sustainability and user acceptance of learning support solutions.
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.
Model Based Learning - the Learn PAd way
The document discusses model-based learning as implemented in the Learn PAd project. It describes Learn PAd's approach of using models to organize knowledge and learning activities for public administrators. Key points include:
- Learn PAd defines mechanisms to transform models into a collaborative infrastructure that keeps model structures and organizes learning around shared models.
- Models cover different perspectives like business processes, cases, data, competencies and organizations.
- A conceptual metamodel captures major concepts and relations, which are then refined in separate metamodels for different perspectives.
- The approach aims to make knowledge more accessible and help administrators perform, cooperate and reason about their activities.
Val Evans Sa Presentation
The document summarizes research into how social software technologies can support knowledge sharing and professional development among vocational education and training (VET) practitioners, as well as VET delivery. The research found that social software is valuable for enhancing knowledge sharing, development, and teaching/learning experiences when there is a willingness to share and collaborate in an enabling culture. It also found that social software aligns well with the needs of the "Net Gen" student demographic and may become ubiquitous like email. The research provides recommendations and strategies for selecting, developing, and implementing appropriate social software tools in VET organizations and classrooms.
Social Media in Learning and Talent Development
The article gives some best practices on how social media can be used for learning & talent development
Putting Elearning Into Practice
The document discusses various topics related to elearning including different types of elearning models, the role of Web 2.0 and social software, challenges of keeping content up to date and students engaged, and how other educational institutions are incorporating new technologies like wikis, podcasting and virtual worlds into their programs.
Model Based Learning - The Learn PAd Way
The document describes the Learn PAd project, which aims to develop holistic learning solutions for public administrations. It discusses trends in public administration learning and proposes a model-based learning approach. Learn PAd defines modeling methods across various perspectives (e.g. business process, competency) and develops mechanisms to transform models into a collaborative infrastructure. This infrastructure organizes learning and collaboration activities around shared models. The architecture includes components for modeling, model transformations to generate the infrastructure, and additional tools like simulation and feedback mechanisms.
Institutional Change - Emerge ALT-C09
The document discusses the use of next generation technologies and community development processes to build sustainable communities of practice for educational technology development projects. It notes that developing projects with an awareness of the wider field through social networking can improve project quality and benefits. The Emerge Project used Web 2.0 technologies and an Appreciative Inquiry approach to intentionally create positive change through a user-centered research-led community network. Sustainable communities require a balance between individual autonomy and institutional control.
Linking learning to business
This document provides an overview of the participating organizations and users in a study on factors that contribute to sustainable e-learning success. Fifteen diverse organizations from industries such as insurance, manufacturing, government, finance, telecoms, healthcare, IT, and consulting participated. Most organizations had over 5,000 employees located across multiple UK sites, Europe, or worldwide. The study found that organizations used a variety of e-learning tools and technologies and focused on aligning e-learning with business strategies to achieve measurable success. Business influence and engagement were found to be more important to e-learning success than training influence alone.
Supportive Systems for Professional Development
The SupSys project aims to develop an alternative system to traditional education and training models that supports continuous professional development. The system seeks to flexibly provide competency development solutions for companies and organizations. It will use contemporary media and online learning communities to continuously strengthen individuals' qualifications. The project involves researching and developing personal learning environments and collaborative networks to implement a progressive assessment of participants' skill development through a combination of formal and informal learning approaches.
Pres oh2 jobring-supsys-en-july2011-extend
The SupSys project aims to develop an alternative system to traditional education and training models that supports continuous professional development. The system seeks to flexibly provide competency development solutions to meet organizational needs. It will use contemporary media and online learning communities to strengthen individuals' qualifications over time. The project involves researching and developing personal learning environments and collaborative learning networks to foster cross-organizational learning and help small and medium-sized enterprises adopt effective lifelong learning approaches.
eLearning and Social Networking in Mentoring Processes to Support Active Ageing
Mentoring is a human resources development process often used to induct, introduce and guide staff into places of employment.
Training people on the job or using elderly people as mentors can be organised to address aspects like skill shortage in organisations, recruiting and retaining personal with the necessary knowledge and active involvement of older people. In this paper we present some aspects of mentoring, particularly the ICT support of such process and
give examples.
eLearning and Social Networking in Mentoring Processes to Support Active Ageing
Author: Ileana Hamburg
Mentoring is a human resources development process often used to induct, introduce and guide staff into places of employment.
Creating a distant learning environment for corporate trainers
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.
Struggle to success: How generative ai can transform your university experience?
Struggle to success: How generative ai can transform your university experience?Nurfadhlina Mohd Sharef
The document discusses the potential impacts of generative AI tools like ChatGPT on university education. It outlines some key points:
1. ChatGPT and other AI tools can help students with tasks like research, writing, and test preparation but universities need to ensure ethical use and prevent academic dishonesty.
2. Educators should redesign activities and assessments to focus on skills like critical thinking, communication, and experiential learning rather than just facts. Assessments should evaluate creation of artifacts rather than past problems.
3. While AI tools have limitations and can generate incorrect information, they can engage students in productive struggle if used to supplement rather than replace student effort. Universities must prepare studentsUsing social media for learning
Keynote at the University of Staffordshire University for the Sigma Network for Excellence in Mathematics and Statistics Support
Chapter 9 - Emerging Digital Resources: Easy and Accessible Online Tools
http://www.google.com/assistant/
Social Networking Sites Facebook: http://www.facebook.com
LinkedIn: http://www.linkedin.com
Ning: http://www.ning.com
Professional Forums NACADA Connect: http://connect.nacada.ksu.edu
Academic Advising Today: http://www.nacada.ksu.edu/AAT/index.htm
Advising Blogs Advising 2.0: http://advising2point0.blogspot.com
Advising in the Know: http://advisingintheknow.blogspot.com
Advising Admin: http://
Impact in the_context_of_social_inclusion
Teaching and technology can have a positive impact on social inclusion by helping to close the digital divide. Evidence from learner progress records, individual learning plans, and achievement data show that teaching with technology helps learners gain confidence, skills, and opportunities that contribute to their well-being and employability. To maximize this impact, the organization takes a holistic view of learners' development and adopts comprehensive approaches to evaluating outcomes.
071203 Final Presentation From Cr In Lisbon
The document discusses two projects that aim to promote the inclusion of older workers through electronic tools:
1) The eSangathan project used a collaborative work environment (CWE) with retiree experts in India and Sweden/Denmark. It found the CWE helped knowledge sharing and competency development.
2) The WISE Demographic Network project studied how building learning competency through e-learning tools can help older workers participate more in training. Its study found scaffolds in an e-learning tool helped older adults learn more successfully.
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Integrating Motivational Aspects into the Design of Learning Support in Organ...
Integrating Motivational Aspects into the Design of Learning Support in Organ...
eLearning and Social Networking in Mentoring Processes to Support Active Ageing
eLearning and Social Networking in Mentoring Processes to Support Active Ageing
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eLearning and Social Networking in Mentoring Processes to Support Active Ageing
Creating a distant learning environment for corporate trainers
Creating a distant learning environment for corporate trainers
Struggle to success: How generative ai can transform your university experience?
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Chapter 9 - Emerging Digital Resources: Easy and Accessible Online Tools
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The Changing World of Work and the Role of Identities
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Kompetenzmanagement im Zeitalter von Industrie 4.0: Ein Prozessmodell für agi...
Präsentation auf der GfA-Frühjahrstagung 2017 in Brugg (CH):
Angesichts des demographischen Wandels und der disruptiven Veränderung von vielen Industriebereichen durch die fortschreitende Digitalisierung/Industrie 4.0 sieht sich das Thema Kompetenzmanagement vor neuen Herausforderungen. Es geht nun vor allem um agile Herangehensweisen, die Umbruchssituationen und kreativen, auf Einzelsituationen angepassten Einzellösungen gewachsen sind. Der Beitrag stellt ein Kompetenzmanagementprozessmodell und dessen Anwendung auf konkrete Unternehmensbeispiele vor, das auf die wechselseitige Abhängigkeit von unterschiedlichen Ebenen (operativ, strategisch, normativ) und die Verknüpfung mit anderen Unternehmensprozessen abzielt. Dabei ist im besonderen Fokus der Einbau von Lernzyklen für ein Double-Loop-Learning, um die Zielsetzung und eingesetzte Methoden an die sich teilweise schnell verändernden Umgebungsbedingungen zu erreichen und doch auf ein stabiles systematisches Vorgehen setzen zu können.
Lerntechnologien und das berufliche Selbstverständnis: Warum wir tieferes Ler...
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7th International Workshop on Motivational and Affective Aspects - Keynote
Socio-technical patterns for motivational and affective aspects in technology enhanced learning
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Presentation at I-KNOW 2015, Special Track on Social Knowledge Management
Pattern-based approaches are becoming increasingly popular to
capture design experiences for a wider audience. This rises to
particular importance in participatory processes, such as user-driven design approaches. However, the creation process of such patterns is challenging, especially when it comes to motivational, affective and other soft factors. In this paper, we view the pattern development as a knowledge maturing process, i.e., a process of collective knowledge development. We describe the pattern development process, identify barriers in this process, and explain how various social learning approaches, such as peer coaching, social learning programmes (i.e., online courses with a collaborative focus), and reflective instruments in agile processes contribute to the key issue of decontextualizing and recontextualizing experiences in a continuous way.
Social Knowledge Management and the Knowledge Maturing Perspective
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Toward Motivational Design Patterns - 6th International Workshop on Motivatio...
The document outlines the agenda for the 6th International Workshop on Motivational and Affective Aspects in Technology-Enhanced Learning (MATEL 2015). The agenda includes 5 presentations on topics related to motivation and affect in technology-enhanced learning between 10:00-12:15. From 14:30-16:00 there will be a session on developing patterns to describe experiences and solutions related to motivational and affective aspects of socio-technical systems. In the afternoon participants will work on developing pattern structures to describe their own contributions and present results.
Designing for knowledge maturing: from knowledge driven software to supportin...
Software engineering has been transformed in recent years by understanding the interaction with customers and the target context as an ongoing learning process. Responsiveness to change and user-centered design have been the consequences. In a similar way, knowledge and ontology engineering are undergoing fundamental changes to acknowledge the fact that they are part of a collective knowledge maturing process. We explore three examples: (i) social media based competence management in career guidance, (ii) ontology-centered reflection in multi-professional environments in palliative care, and (iii) aligning individual mindlines in pratice networks of General Practitioners. Based on these, we extract four levels of designing for knowledge maturing and associated technical implementations. This shows that future technology support should especially target facilitation of self-organized, but tool-mediated knowledge development processes, where, e.g., workplace learning analytics can play a prominent role
5th Int. Workshop on Motivational & Affective Aspects in TEL - Developing pat...
This document outlines the agenda and concept of motivational design patterns that were discussed at the 5th International Workshop on Motivational and Affective Aspects in Technology-Enhanced Learning (MATEL 2014). The workshop included presentations on motivating learners and influencing emotions, as well as hands-on development of sample motivational design patterns. Patterns are proposed as a way to document best practices for motivating learners by providing structured descriptions of experiences in context. The document provides an example pattern structure and overview of how patterns could be used to convey experiential knowledge to newcomers in the domain.
Agile Project Management for Large-Scale Research Projects - An Introduction
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EmployID - Projektüberblick: Förderung der Weiterentwicklung des beruflichen ...
Technologien für die Förderung der Weiterentwicklung des beruflichen Selbstverständnisses in Arbeitsagenturen
Motivational & Affective Aspects in Technology Enhanced Learning: Topics, Res...
This document summarizes research on motivational and affective aspects in technology enhanced learning. It discusses how motivation is key to knowledge work and learning. Research in this area has been fragmented across different fields. Motivation can influence individuals to share knowledge, use tools, and adapt to new developments. Motivation to learn relates to implicit interest and explicit goals. Motivation to share knowledge is influenced by collaboration and social dynamics. Emotions are an emerging topic in technology enhanced learning with challenges that include a lack of common language and representations of emotions. The relationship between emotions, motivation, and learning outcomes is complex.
Linking Reflective Learning and Knowledge Maturing in Organizations
This document discusses linking reflective learning and knowledge maturing in organizations. It proposes that reflective learning is important for individual and team development but challenging to embed at the organizational level. Knowledge maturing provides a framework to explain knowledge development across individual, team, and organization scopes. The goal is to link reflective perspectives with the knowledge maturing model. Three propositions are outlined relating expertise, knowledge maturity, and discrepancies to reflection and knowledge maturing. Examples from care homes illustrate the propositions. The implications are that knowledge maturing can enrich reflection models and organizational learning, especially if individual expertise, knowledge maturity, and discrepancies are considered.
Wissensreifung - eine neue Perspektive auf den Umgang mit Wissen
Antrittsvorlesung am 5. Juni 2013 an der Hochschule Karlsruhe
In einer sich immer schneller verändernden Umgebung müssen
Unternehmen vorausschauend agieren, Innovationen in Produkte umsetzen
und ihre Prozesse verbessern und ihre Kompetenz weiterentwickeln. Hierzu
ist ein kontinuierlicher „Wissensfluss“ erforderlich, innerhalb dessen Ideen
weiterentwickelt werden. Das Modell der Wissensreifung beschreibt diesen
Wissensfluss und die damit verbundenen Informationsartefakte wie
Dokumente oder Modelle als kollektiven Lernprozess mit identifizierbaren
Phasen und charakteristischen motivationalen, sozialen oder
organisationalen Barrieren.
Dies eröffnet neue Perspektiven: wann kommt es auf Kreativität, wann auf
Offenheit und Dialog, wann auf Einigung an, wann lohnt sich Formalisierung
– und wann behindert sie nur? Dies betrifft die Ausgestaltung von Software-
Systemen, die Arbeitsorganisation, Führungsprinzipien, aber insbesondere
auch gängige Konzeptionen von Kompetenz-, Prozess- oder
Qualifikationsmanagement. Dies soll anhand typischer Probleme und neuen,
auf sozialen Medien basierenden Ansätzen aufgezeigt werden.
MATEL 2012: 3rd International Workshop on Motivational and Affective Aspects ...
The document summarizes the agenda and goals of the MATEL 2012 workshop on motivational and affective aspects in technology-enhanced learning. The workshop brought together researchers from different fields such as knowledge management, CSCW, HCI, and psychology to discuss understanding motivation through empirical evidence and designing systems to support motivation. Presentations covered topics like motivational models, designing tools to support collaborative reflection, and the influence of collaboration and self-regulated learning services on workplace motivation. The overall goal was to discuss addressing motivation in specific contexts by exploring relationships between goals, interests, emotions and motivation in groups versus individuals.
Ethnographically Informed Studies as a Methodology for Motivation Aware Desig...
This document summarizes two ethnographically informed studies conducted as part of the MATURE and MIRROR projects. For MATURE, researchers conducted immersive field studies of seven organizations over three weeks to understand real-world knowledge maturing practices. For MIRROR, researchers spent four days immersed in a hospital to study the role of affective aspects in reflection and motivational barriers between individual, team, and organizational levels. Both studies found that ethnographic elements provided a richer understanding of motivational aspects but that future studies should include longer preparation phases and make productive use of narratives from the fieldwork.
Verstehen, einbinden, verändern - Wissensreifungsprozesse gestalten
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Motivationale, soziale und kulturelle Faktoren im Wissensmanagement
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Wissensreifung - neue Perspektiven auf den Umgang mit Informationen
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The Changing World of Work and the Role of Identities
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Kompetenzmanagement im Zeitalter von Industrie 4.0: Ein Prozessmodell für agi...
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Lerntechnologien und das berufliche Selbstverständnis: Warum wir tieferes Ler...
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7th International Workshop on Motivational and Affective Aspects - Keynote
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Mobiles Peer Coaching zur Verbesserung der Teamarbeit und der gegenseitigen U...
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Facilitating Maturing of Socio-technical Patterns through Social Learning App...
Facilitating Maturing of Socio-technical Patterns through Social Learning App...
Social Knowledge Management and the Knowledge Maturing Perspective
Social Knowledge Management and the Knowledge Maturing Perspective
Toward Motivational Design Patterns - 6th International Workshop on Motivatio...
Toward Motivational Design Patterns - 6th International Workshop on Motivatio...
Designing for knowledge maturing: from knowledge driven software to supportin...
Designing for knowledge maturing: from knowledge driven software to supportin...
5th Int. Workshop on Motivational & Affective Aspects in TEL - Developing pat...
5th Int. Workshop on Motivational & Affective Aspects in TEL - Developing pat...
Agile Project Management for Large-Scale Research Projects - An Introduction
Agile Project Management for Large-Scale Research Projects - An Introduction
EmployID - Projektüberblick: Förderung der Weiterentwicklung des beruflichen ...
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Motivational & Affective Aspects in Technology Enhanced Learning: Topics, Res...
Motivational & Affective Aspects in Technology Enhanced Learning: Topics, Res...
Linking Reflective Learning and Knowledge Maturing in Organizations
Linking Reflective Learning and Knowledge Maturing in Organizations
Wissensreifung - eine neue Perspektive auf den Umgang mit Wissen
Wissensreifung - eine neue Perspektive auf den Umgang mit Wissen
MATEL 2012: 3rd International Workshop on Motivational and Affective Aspects ...
MATEL 2012: 3rd International Workshop on Motivational and Affective Aspects ...
Ethnographically Informed Studies as a Methodology for Motivation Aware Desig...
Ethnographically Informed Studies as a Methodology for Motivation Aware Desig...
Verstehen, einbinden, verändern - Wissensreifungsprozesse gestalten
Verstehen, einbinden, verändern - Wissensreifungsprozesse gestalten
Motivationale, soziale und kulturelle Faktoren im Wissensmanagement
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Wissensreifung - neue Perspektiven auf den Umgang mit Informationen
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The global retail industry has weathered numerous storms, with the financial crisis of 2008 serving as a poignant reminder of the sector's resilience and adaptability. However, as we navigate the complex landscape of 2024, retailers face a unique set of challenges that demand innovative strategies and a fundamental shift in mindset. This white paper contrasts the impact of the 2008 recession on the retail sector with the current headwinds retailers are grappling with, while offering a comprehensive roadmap for success in this new paradigm.
一比一原版(QMUE毕业证书)英国爱丁堡玛格丽特女王大学毕业证文凭如何办理
永久可查学历认证【微信：A575476】【(QMUE毕业证书)英国爱丁堡玛格丽特女王大学毕业证成绩单Offer】【微信：A575476】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：A575476】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：A575476】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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MATURE Overview @ Associate Partner Network Meeting
- 1. MATURE Continuous Social Learning in Knowledge Networks Scientific Coordinator Andreas Schmidt Department Manager FZI Research Center for Information Technologies, Karlsruhe, GERMANY [email_address] http://mature-ip.eu http://mature-ip.eu
- 2. MATURE - Continuous Social Learning in Knowledge Networks Short Introduction
- 3. MATURE Continuous Social Learning in Knowledge Networks Scientific Coordinator Andreas Schmidt Department Manager FZI Research Center for Information Technologies, Karlsruhe, GERMANY [email_address] http://mature-ip.eu http://mature-ip.eu
- 7. MATURE - Continuous Social Learning in Knowledge Networks What is knowledge Maturing?
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