Driving the Organizational Learning Cycle: The Case of Computer-Aided Failure...Ralf Klamma
Nonaka describes the process of creating knowledge in enterprises as an interplay of tacit and explicit knowledge. In the interdisciplinary German FOQUS project, industrial engineers and computer scientists have investigated information systems support for this process in the context of a specific knowledge creation strategy, "learning from failures". In the domain of failure management for complex production machinery, Nonaka’s socialization is supported by service-oriented workflows, externalization is supported by a
domain-oriented meta model facilitating the construction of failure models, combination and internalization are supported by formal conflict resolution techniques and informal hypermedia representations. All of these representations are held in a knowledge-based repository. An implementation of the approach is operational in the Aditec demonstration factory at Aachen.
Social Software @ Work - Wissensmanagement und E-Learning im Angesicht von Us...Matthias Görtz
Diskussionspapier anlässlich des Workshops "Social Software @ Work" der Heinrich-Heine Universität Düsseldorf zu Implementierungsdimensionen von Social Software im betrieblichen Wissensmanagement und Weiterbildung
Vortrag "Wissensmanagement Reloaded - Ein Ordnungsrahmen für den systemischen Umgang mit Wissen im Enterprise 2.0" den ich auf dem Bildungsforum der LearnTec 2011 in Karlsruhe gehalten habe.
Driving the Organizational Learning Cycle: The Case of Computer-Aided Failure...Ralf Klamma
Nonaka describes the process of creating knowledge in enterprises as an interplay of tacit and explicit knowledge. In the interdisciplinary German FOQUS project, industrial engineers and computer scientists have investigated information systems support for this process in the context of a specific knowledge creation strategy, "learning from failures". In the domain of failure management for complex production machinery, Nonaka’s socialization is supported by service-oriented workflows, externalization is supported by a
domain-oriented meta model facilitating the construction of failure models, combination and internalization are supported by formal conflict resolution techniques and informal hypermedia representations. All of these representations are held in a knowledge-based repository. An implementation of the approach is operational in the Aditec demonstration factory at Aachen.
Social Software @ Work - Wissensmanagement und E-Learning im Angesicht von Us...Matthias Görtz
Diskussionspapier anlässlich des Workshops "Social Software @ Work" der Heinrich-Heine Universität Düsseldorf zu Implementierungsdimensionen von Social Software im betrieblichen Wissensmanagement und Weiterbildung
Vortrag "Wissensmanagement Reloaded - Ein Ordnungsrahmen für den systemischen Umgang mit Wissen im Enterprise 2.0" den ich auf dem Bildungsforum der LearnTec 2011 in Karlsruhe gehalten habe.
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.
Designing for knowledge maturing: from knowledge driven software to supportin...Andreas Schmidt
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...Andreas Schmidt
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.
Ethnographically Informed Studies as a Methodology for Motivation Aware Desig...Andreas Schmidt
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.
The document discusses an ontology for describing user profiles, device capabilities, and contextual factors to enable runtime user interface adaptation. It presents an iterative approach to ontology modeling following ontology-centered design methodology. The current status reflects the first iterations which resulted in a draft ontology focused on user profiles and impairments, reusing vocabulary from existing ontologies. Next steps include further investigating adaptivity requirements.
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.
This document summarizes the findings of an interview study conducted with 136 companies in Europe to identify factors that influence knowledge maturing at the individual and organizational level. The study identified four clusters of organizations based on their knowledge maturing activities: best performing maturers, people- and awareness-oriented maturers, hesitant formalists. Organizational culture was found to be the most important contextual factor influencing knowledge maturing. Specifically, organizations with a culture of sharing resources and open communication were most successful at knowledge maturing. The top motivational barriers identified were organizational culture, lack of resources, and personal interdependencies between employees.
Competency Orientation within Companies: The Challenge of Different Requirem...Andreas Schmidt
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.
Dat nen gia re nhat, co hoi dau tu sinh loi ngay sau 4 thang. Thanh toan chi ...RELand.,Ltd
Dat nen gia re nhat, co hoi dau tu sinh loi ngay sau 4 thang. Thanh toan chi 95tr/nen (lien ke TP.HCM, san Gofl, TTHC hien huu, ha tang hoan chinh, so do trao tay).Lh: Mr Hậu - 0932438691
El documento resume los elementos clave del funcionalismo y sus interrelaciones. El funcionalismo considera que las partes de una sociedad están en relación funcional con el todo y se determinan mutuamente. Incluye el funcionalismo absoluto de Malinowski, el funcionalismo relativizado de Merton, y el funcionalismo estructural de Parsons. También cubre el énfasis del funcionalismo en el trabajo de campo y la interpretación de los hechos particulares en relación con la sociedad en su conjunto.
Analisis ruang lingkup non fisik manajemen kelas sdn banggle 2 kanigoro blitarNastiti Rahajeng
Dokumen tersebut membahas ruang lingkup manajemen kelas non fisik yang mencakup pengertian, pola, faktor, dan tahap interaksi antara guru dan siswa dalam proses pembelajaran di kelas. Dijelaskan pula faktor-faktor yang mempengaruhi interaksi serta tahapan instruksional dan evaluasi pembelajaran.
El documento discute que las escuelas están orientadas a la gestión del conocimiento, donde los profesores son trabajadores del conocimiento y los estudiantes están en formación para aprender a procesar conocimiento de por vida. También señala que las estrategias de enseñanza presentadas son procedimientos que los maestros usan de manera reflexiva y flexible para promover aprendizajes significativos en los estudiantes y son recursos para brindar ayuda pedagógica.
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.
Designing for knowledge maturing: from knowledge driven software to supportin...Andreas Schmidt
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...Andreas Schmidt
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.
Ethnographically Informed Studies as a Methodology for Motivation Aware Desig...Andreas Schmidt
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.
The document discusses an ontology for describing user profiles, device capabilities, and contextual factors to enable runtime user interface adaptation. It presents an iterative approach to ontology modeling following ontology-centered design methodology. The current status reflects the first iterations which resulted in a draft ontology focused on user profiles and impairments, reusing vocabulary from existing ontologies. Next steps include further investigating adaptivity requirements.
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.
This document summarizes the findings of an interview study conducted with 136 companies in Europe to identify factors that influence knowledge maturing at the individual and organizational level. The study identified four clusters of organizations based on their knowledge maturing activities: best performing maturers, people- and awareness-oriented maturers, hesitant formalists. Organizational culture was found to be the most important contextual factor influencing knowledge maturing. Specifically, organizations with a culture of sharing resources and open communication were most successful at knowledge maturing. The top motivational barriers identified were organizational culture, lack of resources, and personal interdependencies between employees.
Competency Orientation within Companies: The Challenge of Different Requirem...Andreas Schmidt
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.
Dat nen gia re nhat, co hoi dau tu sinh loi ngay sau 4 thang. Thanh toan chi ...RELand.,Ltd
Dat nen gia re nhat, co hoi dau tu sinh loi ngay sau 4 thang. Thanh toan chi 95tr/nen (lien ke TP.HCM, san Gofl, TTHC hien huu, ha tang hoan chinh, so do trao tay).Lh: Mr Hậu - 0932438691
El documento resume los elementos clave del funcionalismo y sus interrelaciones. El funcionalismo considera que las partes de una sociedad están en relación funcional con el todo y se determinan mutuamente. Incluye el funcionalismo absoluto de Malinowski, el funcionalismo relativizado de Merton, y el funcionalismo estructural de Parsons. También cubre el énfasis del funcionalismo en el trabajo de campo y la interpretación de los hechos particulares en relación con la sociedad en su conjunto.
Analisis ruang lingkup non fisik manajemen kelas sdn banggle 2 kanigoro blitarNastiti Rahajeng
Dokumen tersebut membahas ruang lingkup manajemen kelas non fisik yang mencakup pengertian, pola, faktor, dan tahap interaksi antara guru dan siswa dalam proses pembelajaran di kelas. Dijelaskan pula faktor-faktor yang mempengaruhi interaksi serta tahapan instruksional dan evaluasi pembelajaran.
El documento discute que las escuelas están orientadas a la gestión del conocimiento, donde los profesores son trabajadores del conocimiento y los estudiantes están en formación para aprender a procesar conocimiento de por vida. También señala que las estrategias de enseñanza presentadas son procedimientos que los maestros usan de manera reflexiva y flexible para promover aprendizajes significativos en los estudiantes y son recursos para brindar ayuda pedagógica.
Web-2.0-Plattformen können für die Kommunikation und die Information von Kunden, Mitarbeitern, Lieferanten großen Nutzen stiften – wenn sie richtig eingeführt, implementiert und akzeptiert werden. Damit sie tatsächlich systematisch und zielgerichtet eingesetzt werden, sind vor der Einführung dieser Plattformen Strukturen, Prozesse und Verantwortlichkeiten zu definieren und einzuüben. Dazu zählt, die Social-Media-Instrumente zu kennen und sinnvoll, also zielgruppenorientiert in den Kommunikationsmix zu integrieren. Entsprechend ist Medienkompetenz ein Schlüsselfaktor; klare Spielregeln für den Umgang mit Dialogmedien – intern wie extern genutzt – bieten Orientierung für die beteiligten Mitarbeiter, deren Akzeptanz eine wesentliche Voraussetzung ist für den Erfolg. Nicht nur die Einführung von Web-2.0-Instrumenten erfordert eine strikte Planung, die sich eng an den Kommunikationszielen ausrichtet und die Tools entsprechend zum integralen Bestandteil der Strategie werden lässt. Der tägliche Umgang mit interaktiver Kommunikation und die Generierung von Content sollen im Wechselspiel zwischen Aktion und Reaktion, zwischen Offenheit und Zurückhaltung funktionieren. Dies ist nur dann in der im Web 2.0 geforderten Spontaneität zu leisten, wenn die konzeptionelle Linie klar ersichtlich und verständlich ist.
Welche Methoden des persönlichen Wissensmanagements nutzen Sie,
und mit welchen Werkzeugen realisieren Sie diese Methoden?
Wissenswege. Methoden für das persönliche Wissensmanagement
Modul 09 - Bildungstechnologie Vertiefung
Hochschullehrgang eEducation3
Donau-Universität Krems
eingereicht bei
Mark Buzinkay, M.A. MSc MBA
Juni 2010
Heiko Vogl
Wissensreifung - eine neue Perspektive auf den Umgang mit WissenAndreas Schmidt
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.
Das Personalernetzwerk "Initiative Wege zur Selbst GmbH" e.V. hat eine Studie zu den Schlüsselkompetenzen für die neue Arbeitswelt durchgeführt. Titel "Kompetenzen für die neue Arbeitswelt - welche Metakompetenzen Mitarbeiter zukunftsfit machen". Im Rahmen des CLC Barcamps digital am 19.3.2020 wurde die Studie vorgestellt und die Session-Teilnehmer haben Ideen zur organisationalen Förderung dieser Metakompetenzen gesammelt.
NewWork und NewLearning Development Framework V05Jan Foelsing
NEUE VERSION V06 VORHANDEN:
https://www.slideshare.net/jfoelsing/new-work-new-learning-development-framework-v06
Diese Orientierungshilfe basiert auf dem Spiral Dynamics Modell aus der Entwicklungspsychologie. Adaptiert auf Organisationen und dem dazu passenden Lernprozessen.
Auch die Silos zwischen der Personalentwicklung und er Organisationsentwicklung müssen aufgehoben werden. Genau wie zwischen Lernen und Arbeiten.
New Work bedarf auch New Learning
Das macht bei uns die Hilfskraft. Über Potenziale des Web 2.0 für die Sozialw...Tina Guenther
Der Titel meines Vortrags ist bildlich gemeint. Damit möchte ich die weisungsbezogene Gestaltung institutioneller Internetseiten im Gegensatz zur eigenverantwortlichen internetöffentlichen Gestaltung außerhalb des Institutsumfelds wie in der Praxis des Bloggens thematisieren, und als Erklärungsansatz habe ich die Theorie der organisationalen Felder gewählt.Korrigierte Version der Präsentation mit Überarbeitung v.a. auf Folie 27.
The Changing World of Work and the Role of IdentitiesAndreas Schmidt
Pre-Conference Workshop at OEB 2017 (Online Educa Berlin) on professional identity and its transformation and how it relates to shaping change in today's workplaces.
Kompetenzmanagement im Zeitalter von Industrie 4.0: Ein Prozessmodell für agi...Andreas Schmidt
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...Andreas Schmidt
Präsentation über die Nutzung von modernen Lerntechnologien in europäischen Arbeitsagenturen zur Weiterentwicklung des beruflichen Selbstverständnisses (professional identity)
LEARNTEC, 24.01.2017, Karlsruhe
Facilitating Maturing of Socio-technical Patterns through Social Learning App...Andreas Schmidt
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.
Toward Motivational Design Patterns - 6th International Workshop on Motivatio...Andreas Schmidt
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.
Overview of EmployID presented at LearnTec 2015: Scalable and cost-effective facilitation of professional identity transformation in public employment servives"
Agile Project Management for Large-Scale Research Projects - An IntroductionAndreas Schmidt
Introduction into using agile project management in the context of multi-disciplinary, multi-national ICT research projects like those funded under EC's Framework Programme - prepared for the EmployID project (http://employid.eu)
Knowledge maturing - Learning Layers Theory CampAndreas Schmidt
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.
The document discusses using voice-based reflection to support workplace learning for busy professionals like general practitioners. It proposes creating reflection opportunities during time slots like commutes by allowing users to record voice responses to structured interview questions. These responses would be transcribed and sent back to allow practitioners to make their learning traceable for certification requirements while fitting it into their schedules. The questions would come from a community-developed bank that users could select, reuse or create their own decks of situational questions tailored to different types of users and situations.
Linking Reflective Learning and Knowledge Maturing in OrganizationsAndreas Schmidt
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.
This document presents a knowledge maturing model for continuous social learning in knowledge networks. It was created by Andreas Schmidt from Karlsruhe University of Applied Sciences. The model was presented at the Knowledge Camp event in Karlsruhe, Germany in October 2012. Contact information is provided for Andreas Schmidt and the Knowledge Maturing Consulting Network website for further information.
MATEL 2012: 3rd International Workshop on Motivational and Affective Aspects ...Andreas Schmidt
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.
Motivationale, soziale und kulturelle Faktoren im WissensmanagementAndreas Schmidt
Keynote im Workshop Motivationale, soziale und kulturelle Faktoren im Wissensmanagement, Professionelles Wissensmanagement (WM 2011), Innsbruck, 21. Februar 2011
Knowledge Maturing Activities and Practices Fostering Organisational Learni...Andreas Schmidt
This document summarizes the results of a study on knowledge maturing activities and practices that foster organizational learning. Interviews were conducted with companies across Europe to understand how they assess the importance of various knowledge maturing activities, barriers to those activities, and differences in approaches. The results show that reflecting on work practices, finding expertise, and sharing resources are among the most important activities. Companies tend to cluster into groups that are people-oriented, hesitant about formal processes, or focus on distribution. While restricting access to knowledge is controversial, perspectives differ at the organizational and individual level depending on factors like trust, information overload, and competitive advantages. Overall, the study provides insight into supporting knowledge sharing and maturing in professional contexts.
Ontologien für Fachportale - Voraussetzungen und Nutzenpotentiale
Wissensreifung - neue Perspektiven auf den Umgang mit Informationen
1. CONTINUOUS SOCIAL LEARNING IN KNOWLEDGE NETWORKS Wissensreifung – neue Perspektiven für den Umgang mit Informationen Andreas Schmidt Karlsruhe, 4. Februar 2011 http://mature-ip.eu
3. Viele Unternehmenssysteme werden als schwerfällig wahrgenommen Dokumentmanagement, Datenbanken, Geschäftsprozesse, Ontologien, Lernmanagement, … Oft überformalisiert, fehlende Akzeptanz MATURE - Continuous Social Learning in Knowledge Networks Mehr Agilität
4. Probleme Vorgegebene Strukturen/Modelle sind fest und nicht (einfach) änderbar Metadatenstrukturen, Prozessunterstützung, Taxonomien/Ontologien Die Modelle sind nicht angemessen Ihre Formalität entspricht nicht der Verständnistiefe der Realität Sie orientieren sich nicht an dem (sich verändernden) Nutzungsverhalten MATURE - Continuous Social Learning in Knowledge Networks
5. Modellierung als Lernprozess Hierzu muss man allerdings die Modellierung als Lernprozess verstehen: Von vagen Ideen zu allgemein akzeptierten, wohlverstandenen Konzepten Von einfachen Aufgaben zu verbindlichen strukturierten Abläufen Und die Lernprozesse laufen nicht während der Design-Phase, sondern zur Laufzeit ab MATURE - Continuous Social Learning in Knowledge Networks
7. Wissensreifungsmodell Schmidt et al. (2008): Conceptual Foundations for a Knowledge & Learning Architecture: Supporting Content, Process, and Ontology Maturing, International Conference on Knowledge Management (I-KNOW), 2008 MATURE - Continuous Social Learning in Knowledge Networks
8. Unterschiedliche Arten von Wissen contentmaturing processmaturing ontologymaturing (e.g., competencies) Schmidt et al. (2008): Conceptual Foundations for a Knowledge & Learning Architecture: Supporting Content, Process, and Ontology Maturing, International Conference on Knowledge Management (I-KNOW), 2008 MATURE - Continuous Social Learning in Knowledge Networks
9. Wissensreifungsmodell Entwickelt auf der Basis von Fallstudien von Unternehmenssituationen Ursprünglich Zusammenbringen von E-Learning und Wissensmanagement Im Rahmen des Projektes MATURE Empirische Studien (ethnographische Studien, Interviews mit 139 Unternehmen in Europa, Fallstudien) Partizipative Prototypenentwicklung und deren Evaluation als Design-basedresearch Ganzheitliche Sicht: Mensch, Organisation und Technik MATURE - Continuous Social Learning in Knowledge Networks
10. Forschungsthemen Wie lässt sich Wissensreifung beobachten, messen und steuern? Kriterien, Indikatoren, Aktivitäten, Guidance-Modelle Was sind Barrieren im Wissensreifungsprozess auf der Ebene des Individuums, der Kooperation und der Organisation? Analyserahmen, Möglichkeiten zur Überwindung Wie lässt sich Wissensreifung durch soziotechnische Lösungen fördern? Design-Prozess, „Maturing Services“ MATURE - Continuous Social Learning in Knowledge Networks
11. MATURE - Continuous Social Learning in Knowledge Networks The knowledgematuring model landscape
12. MATURE - Continuous Social Learning in Knowledge Networks Technische Unterstützung
13. Lernprozesse in der Informationsmodellierung Web 2.0: Inhalte können von einer großen Gruppe beigetragen werden und bewertet werden Nächster Schritt: Informationsmanagement 2.0 Strukturen und Vokabulare können ausgehandelt werden statt starrer Schemata und starrer kontrollierter Vokabulare Prozessmodelle werden bottom-up aus dem kollaborativen Task Management entwickelt (SAP) Grundprinzipien Niedrige Barrieren für breite Partizipation Nutzung sozialer Aushandlungsprozesse Gardening statt Kontrolle MATURE - Continuous Social Learning in Knowledge Networks
14. Gardening based on SER model MATURE - Continuous Social Learning in Knowledge Networks Reseeding Reseeding Reseeding Evolutionary growth seeding Evolutionary growth Evolutionary growth Schmidt et al. (2008): Conceptual Foundations for a Knowledge & Learning Architecture: Supporting Content, Process, and Ontology Maturing, International Conference on Knowledge Management (I-KNOW), 2008
15. MATURE - Continuous Social Learning in Knowledge Networks Simone Braun, Christine Kunzmann, Andreas Schmidt: People Tagging & Ontology Maturing: Towards Collaborative Competence Management In: From CSCW to Web2.0: European Developments in Collaborative Design, Springer, 2010 KollaborativesKompetenzmanagement
16. Kompetenzkataloge Kompetenzkataloge sind die Grundlage für existierende Kompetenzmanagementansätze Kontrollierte Vokabulare mit semantischen Beziehungen (Ontologien) Beschreiben Ist- und Sollkompetenzen von Mitarbeitern Problem Weiterentwicklung dieser Kataloge durch Expertengruppe schwerfällig Idee: Partizipative Weiterentwicklung MATURE - Continuous Social Learning in Knowledge Networks
17.
18. Neue Sicht auf Kompetenzkataloge MATURE - Continuous Social Learning in Knowledge Networks
21. Stellschrauben für kulturbewusste Gestaltung Die Umsetzung von People Tagging in einer konkreten Umgebung muss die Unternehmenskultur berücksichtigen Mögliche Stellschrauben Wer darf taggen? Wer darf getaggt werden? Kontrolle über verwendete Tags/Vokabular Sichtbarkeit von Tagging-Informationen Semantik von Tagging Suchstrategien MATURE - Continuous Social Learning in Knowledge Networks
22. SKOS und Koexistenz Nutzung von SKOS als Formalismus Leichtgewichtige Instanzontologien skos:broader, skos:narrower und skos:related entsprechen dem, was „normale“ Nutzer zu differenzieren vermögen Zusätzlich skos:prefLabel, skos:altLabel, skos:hiddenLabel Verfeinerungen der Relationen ermöglicht Koexistenz von unterschiedlichen Formalitätsgraden MATURE - Continuous Social Learning in Knowledge Networks
23. Reifung von Kompetenzen MATURE - Continuous Social Learning in Knowledge Networks formal and measurable definitions of competencies Individual “topics” New topics Taken up Contacts Shared and structured vocabulary for expertise Negotiated topics competence frameworks Shared expertise judgments stable core competencies and their instantiations Individual judgments “competence map” Tags get reused or structured other people’s knowledge about individual experiences gets reused Company uses assessment of expertise for wider context and decides on priorities for expertise developments Agreementabout vocabulary parts and people profiles has been reached New topics judged to be interesting/important used as a tag for a person or resource
24. People Tagging Demonstrator Unterstützung des Gardening-Prozesses durch Nutzung von Indikatoren: Nutzung, Agreement, etc. Empfehlung von Gardening: Vereinigen, Verfeinern, Formalisieren, Evaluationen Bereits mehrere Usability-Evaluationen mit jeweils > 20 Nutzern Konzeptuelle Evaluation Pilot bei ConnexionsNorthumberland MATURE - Continuous Social Learning in Knowledge Networks
26. Zusammenfassung und Ausblick Informationsmanagement-Infrastrukturen müssen bewusst den Reifungsprozess berücksichtigen Angemessene Repräsentationsformen (keine Über- oder Unterformalisierung) Modelle müssen kontrolliert änderbar werden Überdenken von Berechtigungskonzepten „Gardening“ als Prinzip Stichwort: Enterprise 2.0 Mehr Partizipation Soziale Aushandlungsprozesse bewusst einsetzen Kulturbewusste Gestaltung MATURE - Continuous Social Learning in Knowledge Networks
27. Kontakt Dr. Andreas SchmidtScientific Coordinator MATURE IPFZI Forschungszentrum Informatik, Karlsruheandreas.schmidt@fzi.dehttp://andreas.schmidt.name http://mature-ip.eu MATURE - Continuous Social Learning in Knowledge Networks