The enhancement of collaborative learning through integrated knowledge management systems: E-learning model

There are still a few educational platforms that apply a Knowledge Management System (KMS) concept in conducting its operational work. In addition, several obstacles associated with e-learning implementation trigger the in-effectiveness of collaborative learning. However, the concept of Knowledge Management (KM) from a Sharia perspective has significant implications for education systems. This research, therefore, explored the relevance of the Learning Management System (LMS), KM theory, and Sharia education perspective on the development of the Integrated Knowledge Management System (IKMS) Framework. The IKMS components and structures are literature reviewed and then qualitatively justified through the focus group discussion which involved some students, lectures, and experts from two Sharia-based Universities in Indonesia. To verify and test the framework, an IKMS-Edu system was developed by focusing on the adoption of a controlling agent system in the online discussion. Herein, filtering and summarization technology was embedded into IKMS-Edu towards a smart controlling agent. This agent adopted the operational work of IKMS-Edu framework leveraging in four constructs activities viz., knowledge creation and knowledge acquisition (construct 1), knowledge organization and knowledge storage (construct 2), knowledge dissemination and knowledge retrieval (construct 3), and knowledge evaluation and feedback (construct 4). To date, the statistical evaluation of the IKMS-Edu system’s acceptance is conducted by disseminating the questionnaires. The mean scores revealed 40.45% of the respondents strongly agreed, and 42.18% agreed on the proposed framework and prototype system thus the framework aided in performing the IKMS during the collaborative learning activities. As such, this evidence provides the strong support that IKMS-Edu significantly enhanced the effectiveness of collaborative learning by considering the Sharia values of trust, knowledge, virtue, psychosocial, and civilization development into knowledge management activities

Involving Users to Improve the Collaborative Logical Framework

In order to support collaboration in web-based learning, there is a need for an intelligent support that facilitates its management during the design, development, and analysis of the collaborative learning experience and supports both students and instructors. At aDeNu research group we have proposed the Collaborative Logical Framework (CLF) to create effective scenarios that support learning through interaction, exploration, discussion, and collaborative knowledge construction. This approach draws on artificial intelligence techniques to support and foster an effective involvement of students to collaborate. At the same time, the instructors’ workload is reduced as some of their tasks—especially those related to the monitoring of the students behavior—are automated. After introducing the CLF approach, in this paper, we present two formative evaluations with users carried out to improve the design of this collaborative tool and thus enrich the personalized support provided. In the first one, we analyze, following the layered evaluation approach, the results of an observational study with 56 participants. In the second one, we tested the infrastructure to gather emotional data when carrying out another observational study with 17 participants

Exploring the relationship between oil and gas organizational culture and the management of tacit knowledge.

Ten years after the Deepwater Horizon disaster, knowledge management practices directed toward utilizing employee tacit knowledge remain underdeveloped within oil and gas operations. This is despite the management of tacit knowledge being an environmental safeguard, providing collaborative information on learning experiences to reduce environmental/financial risk, and promoting environmentally sustainable practices. Managing tacit knowledge is a research theme with limited exploration within an oil and gas context. This research addresses this gap and analyzes two oil and gas companies of differing size and scale. A qualitative investigation with key stakeholders is undertaken based on Hansen et al.'s "Codification vs. Personalization" framework. The findings of this research support that the organizational culture within the two oil and gas companies influences their attitudes and behaviors towards their management of tacit knowledge. It identifies an organizational culture that is short-term in focus, reactionary, risk-averse and possessing a fear of change. Factors for limiting effective management of tacit knowledge include organizational structure (especially the use of temporary contractors), hiring policies, and approaches to codification and personalization. These current practices leave a picture of an industry that uses knowledge management strategies for individual and organizational "competitive advantage" rather than for wider beneficial sharing and collaborative learning

Enhancing the Performance of Chinese High Education Institutions through Collaborative Governance: A Dynamic Performance Management Approach

With the development of the knowledge economy, knowledge generation and application has been a powerful engine for economic development and global competition. Higher Education Institutions (HEIs) are under great pressure to improve their performance in teaching, research and the third mission, to respond to the changing social needs actively. This doctoral thesis is aimed at proposing a framework to enhance the performance of Chinese HEIs through collaborative governance using a dynamic performance management approach. Based on a literature review of performance management in Chinese HEIs, a conceptual framework is proposed to enhance the performance of teaching, research and the third mission in Chinese HEIs by 1) identifying the end results of the collaborative governance; 2) finding respective performance drivers for achieving end results and 3) building-up, preserving, and deploying a proper endowment of strategic resources. Especially, the performance drivers can be gauged to examine the performance of collaborative governance. A comparative case study of a consulting project and a joint lab was conducted to demonstrate the power of the conceptual framework to foster collaborative governance between HEIs and external organizations to enhance HEIs’ performance, specifically in the Chinese context. Firstly, it provides a framework to map and model the structure and process of collaborative governance. This framework allows us to make explicit expected end results, performance drivers and related strategic resources. Secondly, by the means of the causal loop diagrams depicting the underlying processes and mechanisms of the conceptual framework, this can engage HEIs and external organizations in a learning process to foster understanding, consensus and commitments. Finally, the conceptual framework can facilitate the implementation or improvement of collaborative governance practices by cascading overall organizational goals among different actors and analyzing alternative policies with the “learning device”. The case study shows that collaborative governance can enhance Chinese HEIs’ performance by (1) providing additional resources to support the research activities, such as funding, field research opportunities, data and application scenarios; (2) improving the efficiency of service delivery and relevance of research with field knowledge and external stakeholders’ active participation; (3) contributing to the improvement of teaching through new cases, new knowledge and learning-by-doing opportunities in projects. Furthermore, the active interaction with external stakeholders builds mutual understanding, trust, shared norms and good relationships, which in turn create critical strategic resources to enhance future collaborations. This thesis is a trial to enhance Chinese HEIs’ performance through collaborative governance. Future research can also introduce the objective view and the subjective view of dynamic performance management to further examine the processes and activities, and the responsibility of different decision-makers in the collaborating process. Besides, the development of simulation models can help strengthening the substantive validity of the conceptual framework and the case studies. Finally, it would be worthy to investigate the impact of the proposed framework in non-Chinese HEIs.With the development of the knowledge economy, knowledge generation and application has been a powerful engine for economic development and global competition. Higher Education Institutions (HEIs) are under great pressure to improve their performance in teaching, research and the third mission, to respond to the changing social needs actively. This doctoral thesis is aimed at proposing a framework to enhance the performance of Chinese HEIs through collaborative governance using a dynamic performance management approach. Based on a literature review of performance management in Chinese HEIs, a conceptual framework is proposed to enhance the performance of teaching, research and the third mission in Chinese HEIs by 1) identifying the end results of the collaborative governance; 2) finding respective performance drivers for achieving end results and 3) building-up, preserving, and deploying a proper endowment of strategic resources. Especially, the performance drivers can be gauged to examine the performance of collaborative governance. A comparative case study of a consulting project and a joint lab was conducted to demonstrate the power of the conceptual framework to foster collaborative governance between HEIs and external organizations to enhance HEIs’ performance, specifically in the Chinese context. Firstly, it provides a framework to map and model the structure and process of collaborative governance. This framework allows us to make explicit expected end results, performance drivers and related strategic resources. Secondly, by the means of the causal loop diagrams depicting the underlying processes and mechanisms of the conceptual framework, this can engage HEIs and external organizations in a learning process to foster understanding, consensus and commitments. Finally, the conceptual framework can facilitate the implementation or improvement of collaborative governance practices by cascading overall organizational goals among different actors and analyzing alternative policies with the “learning device”. The case study shows that collaborative governance can enhance Chinese HEIs’ performance by (1) providing additional resources to support the research activities, such as funding, field research opportunities, data and application scenarios; (2) improving the efficiency of service delivery and relevance of research with field knowledge and external stakeholders’ active participation; (3) contributing to the improvement of teaching through new cases, new knowledge and learning-by-doing opportunities in projects. Furthermore, the active interaction with external stakeholders builds mutual understanding, trust, shared norms and good relationships, which in turn create critical strategic resources to enhance future collaborations. This thesis is a trial to enhance Chinese HEIs’ performance through collaborative governance. Future research can also introduce the objective view and the subjective view of dynamic performance management to further examine the processes and activities, and the responsibility of different decision-makers in the collaborating process. Besides, the development of simulation models can help strengthening the substantive validity of the conceptual framework and the case studies. Finally, it would be worthy to investigate the impact of the proposed framework in non-Chinese HEIs

Theoretical and Empirical Models of Organizational Learning Processes in Knowledge Management

Introduction. This study undertakes a comprehensive exploration of existing instructional organizational models, spanning various disciplines within contemporary educational theory and knowledge management practice. The core objective is to propose an all-encompassing model tailored specifically to the preparation of future educational managers. This model places a significant emphasis on integrated educational strategies, further enriched by the integration of organizational learning processes in the context of knowledge management. Aim and tasks. This study critically examines established models of organizational learning processes with the goal of developing a tailored model for training future educational managers. The goal is to equip aspiring educational managers with integrated didactic skills based on analyses of existing educational models that include concept analysis, model evaluation, and theoretical framework establishment. Result. Organizational learning principles drive data-driven refinement, collaborative cross-disciplinary strategies, and leadership development. Sharing best practices enhances strength, whereas iterative feedback processes mitigate its limitations. This dynamic framework encourages adaptable education, fostering continuous improvement in teaching methods, curricula, and managerial training for a sustained educational evolution. Leveraging insights from existing models, the primary aim is to establish an instructional framework that seamlessly integrates a diverse range of content. Notably, the suggested model for training educational managers integrates teaching methodologies, character development, and methodological support for cultivating cultural learning skills, all underpinned by organizational learning processes within the domain of knowledge management. Furthermore, this integrated model incorporates progressive learning objectives that progressively increase in complexity and span the methodologies and resources employed to ensure effective learning outcomes based on comprehensive feature assessment techniques that gauge understanding and competencies. Conclusions. This study navigates the landscape of models, culminating in the proposal of an integrated framework that caters to comprehensive aspiring training. This model facilitates the harmonious amalgamation of various subjects, and proficiencies introduce organizational learning processes within the domain of knowledge management. By fostering a multidisciplinary and holistic approach, this model equips future educators with the multifaceted demands of modern primary education while adequately managing knowledge within their organizational contexts

A knowledge-based framework to facilitate E-training implementation

Dissertação para obtenção do Grau de Mestre em Engenharia Eletrotécnica e de ComputadoresNowadays, there is an evident increase of the custom-made products or solutions demands with the objective to better fits to customer needs and profiles. Aligned with this, research in e-learning domain is focused in developing systems able to dynamically readjust their contents to respond to learners’ profiles demands. On the other hand, there is also an increase of e-learning developers which even not being from pedagogical curricula, as research engineers, needs to prepare e-learning programmes about their prototypes or products developed. This thesis presents a knowledge-based framework with the purpose to support the creation of e-learning materials, which would be easily adapted for an effective generation of custom-made e-learning courses or programmes. It embraces solutions for knowledge management, namely extraction from text & formalization and methodologies for collaborative e-learning courses development, where main objective is to enable multiple organizations to actively participate on its production. This also pursues the challenge of promoting the development of competencies, which would result from an efficient knowledge-transfer from research to industry

Learning co-operatively : Networking engagement and experience

In the UK context, one of the consequences of the new settlements for Further and Higher Education is that post-16 education is becoming ever more limited and limiting. Specifically older candidates potentially engaging with continued or advanced learning for the first time (or those re-entering education following redundancy, forced career change or educational and career interruption) are largely excluded or dissuaded from opportunities. Addressing these needs will require a close partnership between multiple agencies currently affecting educational engagement or delivering qualifications. It will demand a fresh assessment of the role of culture led learning, enterprise learning and citizen inspired knowledge exchange in a relationship with professional educators in both the public and private sector. The Learning Co-operative is a concept currently under investigation via a broad and inclusive collaborative partnership in the Salford City region. It aims to provide an over-arching framework for rhizomatic education and open shell curriculum management and a comprehensive learning progression framework entirely owned by the participant. A careful design perspective and sensitively structured on-line environment incorporating tools for the personalisation and presentation of learning can cut across different types of provision or endeavour and support the concept of a Co-operative Learning Network. There is then the problem of designing learning recognition so that it may be accumulated and transferred as credit reliably between differing contexts. The major consideration in all of this is one of ownership and how might the individual address their learning assets and start to take control of their own representation, future development and investment choices. The emerging concept of a Co-operative Learning Action Network is an idea sponsored by the University of Salford. It moves us towards a common framework for learning recognition and progression; supporting flexible and active life-wide learning through collaborative endeavour and participation