KFTKGA: Knowledge Flow Tracer and Growth Analyzer for Community Learning

The advances in building learning technology now have to emphasize on the aspect of the individual learning besides the popular focus on the technology per se. Unlike the common research where a great deal has been on finding ways to build, manage, classify, categorize and search knowledge on the server, there is an interest in our work to look at the knowledge development at the individual’s learning. We build the technology that resides behind the knowledge sharing platform where learning and sharing activities of an individual take place. The system that we built, KFTGA (Knowledge Flow Tracer and Growth Analyzer), demonstrates the capability of identifying the topics and subjects that an individual is engaged with during the knowledge sharing session and measuring the knowledge growth of the individual learning on a specific subject on a given time space

Analysis of Web 2.0 Technologies for Problem-Based and Colloborative Learning

The advancement seen on the Web during the last decade has put the users in the center of the interaction. A similar tendency is apparent in education, thus making the blend of Web 2.0 technology and learning a natural part of instructional environment. The geographical spread of the students has meant that most discussions have been restricted to instances when the students are physically on campus by virtue of their scheduled classes. By using Web 2.0 technologies, students are able to collaborate remotely, at a time that suits them. The purpose of this research was to investigate and analyze the potential of using Web 2.0 tools in collaborative learning. Several interviews were conducted with users and expert opinions were sought to gather empirical data to determine which tools are suitable for collaborative learning. This project comes up with a framework for Web 2.0 tools through an organized assortment of literature and existential data to describe the benefits of these tools

Knowledge creation community portal for research development

Developing thesis research remains the central requirement of graduation for most universities. Lack of personal knowledge and experience are among the main challenges facing post graduate students during their research completion. Failure to resolve these issues could lead to drop out or delay their graduation. It is considered that previously unacquainted research students who have already gone through the research writing can be a good knowledge and experience resource for those who have just started. It is a highly desirable to help post graduate students in order to overcome their difficulties in research development through facilitating experience and knowledge-sharing. Online communities and social networking have become important aspects in information systems technology nowadays. Developing or emerging these online communities for connecting educators can establish a powerful form of sustained professional learning. The purpose of this study is to develop web based community of knowledge-creation for research development, to help post graduate students overcome their research development difficulties, and to achieve such strategically professional sustainability. Multi-methodological approach was used for this study as it is more advisable for information system development research. The research was started by observation, literature review, and interviews to understand the current situation and identify required web tools and knowledge conversions within research development activities; next a questionnaire is used to develop the proposed model. Finally the information system was developed based on the proposed model. The user acceptance test proofs that the proposed model and developed system can successfully implemented and help post graduate students to overcome their difficulties

Embedding a Blended Learning Approach From First Year

As DIT strives to enhance the transition of students into third level education, a number of priority areas were identified as part of the ongoing STEER (Student Transition, Expectations, Engagement, Retention) initiative. Ultimately the onus is on DIT to enable students to become self-directed learners. Blended learning is positioned as a solution to aid in this transition. It has been described as the combination of traditional face-to-face teaching methods with authentic online learning activities (Davies & Fill, 2007, p. 817). However, it is not without risk to assume that first year students have a natural affinity with blended approaches, as Garrison and Vaughan (cited in Moore & Gilmartin, 2010, p.4) opined those who have grown up with interactive technology are not always comfortable with the information transmission approach of large lectures. Students expect a relevant and engaging learning experience . The purpose of our project is to provide a rationale for redesigning a module for blended delivery and how blended learning can be implemented, with specific focus on first year undergraduate modules. It is hope that this report can help address current challenges in the application of blended learning, and also make a definite contribution to the laudable STEER goals. This report will initially consider the background to blended learning and the challenges associated with the approach, before finally exploring the practical implications of introducing blended learning to early stage students in a staged fashion and presenting a practical How to guide for blended learning

Web 2.0 Use and Organizational Innovation: A Knowledge Transfer Enabling Perspective

Over the last several years, a variety of Web 2.0 applications has been widely adopted by individual users and recently has received great attention from organizations. While an increasing number of organizations have started utilizing Web 2.0 applications in hopes of boosting collaboration and driving innovations, only a small number of different theoretical perspectives are available in the literature that facilitate a further understanding of the phenomenon of organizational adoption of Web 2.0 to drive innovation. In this paper, we propose a theoretical model explicating this phenomenon from the perspective that Web 2.0 use enhances knowledge transfer by fostering the emergence of informal networks, weak ties, boundary spanners and social capital. This model conceptualizes the process through which organizations drive innovations by utilizing Web 2.0 applications. Based on this perspective, suggestions for organizations to facilitate this process are also provided

Knowledge Conversion on Naracerita: The Students’ Inheritance of Digital Folklore Based on Media

Educational efforts to maintain national culture can provide learning resources in readings obtained from certain regional cultures. With intangible cultural wealth, such as folklore or fairy tales, Indonesian culture will experience extinction or cannot be found again if the story is not collected. The narrator\u27s folklore writing platform is a digital platform as a local cultural heritage, in this case, folklore, by converting implicit knowledge into explicit knowledge to be passed down to students as a source of learning and reference. This study uses an ex-post-facto descriptive survey approach to 95 respondents during the socialization of the storytelling platform by exploring how knowledge conversion on the storytelling platform uses the SECI model as a source of knowledge conversion, how storytellers help provide open-source learning materials digitally, storytellers help students learn, help motivate to read & write stories and how are the characteristics of storytelling content to provide Indonesian cultural treasures. This study shows the inheritance of local culture from folklore that students can read and as an alternative source of student learning. There is a systematic knowledge conversion process on the storytelling platform. This research also covers the benefits and effects of local cultural heritage on student

Exploring Mechanisms in Tacit Knowledge Externalization: Preliminary Findings from Participatory Agricultural Innovation Practices in Ethiopia

Tacit knowledge is embedded in people’s experiences, expertise, know-how, skills, techniques, insights, judgments, actions or behaviors. This knowledge is a source of innovation that can provide dynamic responses to context specific problems. Effective exploitation and management of tacit knowledge is critical, but the subject of tacit knowledge in general and the process of its externalization and sharing in particular are still relatively unexplored and not fully understood. In addition, the agricultural sector has rarely been the topic of inquiry in research related to tacit knowledge elicitation and most previous studies focus on high tech industries and business organizations. This paper explored what mechanisms are being used to externalize tacit knowledge and what factors impact this process given the context of participatory agricultural research in Ethiopia. We applied a qualitative case study method using an in-depth semi-structured interviews, focus group discussions and document analysis as data collection tool

Knowledge Management for Learning: ICT System Affordances and the Impact of Order of Use

Knowledge management (KM) is an important activity in corporations and organizations and is well suited as a learning activity in higher education. However, integrating such activities for learning requires alignment between required activities and information technology (IT) system affordances. Using KM-based assignments requiring individual and collaborative (group) Internet-based research, this study explores the affordances of two different ITs: one the university’s learning management system, and the other a Web 2.0 social digital curation system (Pearltrees). Results suggest that, despite already being familiar with Moodle, students found Pearltrees not complex and generally compatible with their learning activities, although their perceptions were impacted by whether they used Pearltrees for the first or second assignment. Students’ comments indicated that mature discussion capabilities and a visual interface with the ability to organize digital resources were some of the most important affordances for tools used in KM learning activities

CAPTURING AND SHARING LESSONS LEARNED ACROSS BOUNDARIES: A VIDEO-BASED APPROACH

In light of emerging product development trends, such as Product-Service Systems, manufacturing organizations are obliged to collaborate across functional and organizational borders. Hence, companies are increasingly investigating how to leverage knowledge management practices to enhance their dynamic learning capabilities to achieve continuous process improvements. Many researchers assert that lessons learned practices are possible ways for organizational learning, which allows for continuous capturing and sharing of experiential knowledge across boundaries in order to learn both from mistakes and successes. However, many organizations fall short in capturing and sharing lessons from projects and applying them in new situations. The purpose of this paper is to propose a video-based approach and related guidelines for capturing and sharing lessons learned in a dynamic manner across functional and organizational boundaries. Based on laboratory experiments as well as validation activities conducted in collaboration with an aerospace manufacturer, this paper compares the video-based approach with a more traditional text-based approach of documenting lessons learned from projects. The paper describes the results of testing activities conducted with a video-based lessons learned prototype and the authors reflect on its implications for design practice management in the aerospace industry

Web 2.0 Use and Knowledge Transfer: How Social Media Technologies Can Lead to Organizational Innovation

The concept of Web 2.0 has gained widespread prominence in recent years. The use of Web 2.0 applications on an individual level is currently extensive, and such applications have begun to be implemented by organizations in hopes of boosting collaboration and driving innovation. Despite this growing trend, only a small number of theoretical perspectives are available in the literature that discuss how such applications could be utilized to assist in innovation. In this paper, we propose a theoretical model explicating this phenomenon. We argue that organizational Web 2.0 use fosters the emergence and enhancement of informal networks, weak ties, boundary spanners, organizational absorptive capacity, which are reflected in three dimensions of social capital, structural, relational, and cognitive. The generation of social capital enables organizational knowledge transfer, which in turn leads to organizational innovation. Based on this model, suggestions for organizations to facilitate this process are also provided, and theoretical implications are discussed