Building Knowledge from Experience: Reflective Thinking as a Mediating Process for Collaborative Knowledge Building

This paper describes a model for analysing collaborative knowledge building (CKB) process during a group activity. Singh et al’s (2007) model of CKB process is used for analysing the process using data from an educational case. The concept of CKB activity system is developed based on the constructs of activity theory for analysing the case. The analysis of the case used constructs from reflective thinking to highlight the processes used by participants to collaboratively build knowledge. The findings of the study identified four additional cycles of reflective thinking activities that have been used to modify the CKB process model. The four additional cycles represent the mediating processes and tools used by the participants to build knowledge. The modified model of a CKB process together with the CKB activity system can be used as the unit of analysis for developing a cohesive theory for understanding and analysing CKB

Development of the EIS concept and its implementation in the RAN

Executive information systems (EIS) and Executive support systems (ESS) are a form of decision support system (DSS) for senior executives. This paper presents an overview of the EIS concept and its implementation in the Royal Australian Navy. The terms EIS and ESS are defined, and their relationship to other forms of decision support are discussed in terms of their purpose and function. The difference between management functions dealing with operational and tactical issues and those dealing with strategic issues are also adressed as these concepts are fundamental to the development of user oriented decision support systems. The development of the EIS concept as it would apply to a particular organisation is discussed and the methodology, pitfalls and successful strategies are described. The RAN has implemented an EIS and this report briefly discusses the development and implementation of an EIS drawing on that experience. Finally, the value of an EIS will be addressed, some observations will be made on the future of EIS and DSS, and recommendations put forward as to what research avenues could provide useful results

Surfacing assumptions behind work design for teleworkers using focus groups and gss to enbale task analysis /

Compilation of task inventories are used by many organisational researchers, usually using manually facilitated data gathering techniques. The task inventory is useful as a basis for identifying training requirements, documenting changes in work-related task performance, and in job classification studies. In this project the task inventory is used as a means to investigate telework practices amongst a group of knowledge workers. The use of Group [Decision] Support Systems (GSS) technologies is seen as one means of substantially improving the way in which tasks lists are compiled and authenticated. This application of a GSS is illustrated by reporting the results of fieldwork involving knowledge workers. The process gains are highlighted, and insight into the development of a task list as the basis for a task inventory is provided

Investigating the support of reflective activities by collaborative technologies : an activity theory based research model

This paper describes an extension of Stahl’s (2000) model of collaborative knowledge building. Three cycles of reflective thinking activities are added to the original model in order to support the investigation of the role of reflection in collaborative knowledge building. The model is combined with activity theory to make reflective thinking activities the unit of analysis. This fosters the investigation of participants articulating and making explicit their own knowledge (cycle 1), the analysis of participants engaging in collaborative reflective discourse to develop shared understanding (cycle 2), and studying the participant’s use of reflective conceptual artefacts (cycle 3) to formalize and objectify knowledge. The extended model also supports the study of how collaborative technology may support reflective activities. The paper concludes with comments on how this model may be applied

Group SolutionS : GSS and community informatics

Group SolutionS is a dedicated research, teaching, and consulting unit functioning within Central Queensland University that assists groups to address operational and planning problems. The increasing use of Group Support Systems (GSS) techniques confirms the unit’s broad commitment to community informatics in the interest of furthering facilitated decision making processes. Located in the Rockhampton CBD, Group SolutionS utilises two distinct GSS formats as permanent installations. The first system, the Grouputer® - an Australian development, includes a fully portable kit to support field situations or meetings at a client’s site. The second system, MeetingWorks®, is based on methods under development in the United States. The co-location of these two forms of GSS provides an ideal opportunity to gauge the relative merits of different approaches with groups or teams. Such an operating perspective engenders both creativity and serendipity, acknowledged cornerstones in innovative practice. Armed with a simple brief expressed as a “commitment to helping groups solve problems”, Group SolutionS is establishing a foothold as a dedicated local service provider. Group SolutionS can be located at the following URL: http://gss.cqu/edu.au

Activity as the focus of information systems research

Activity as the focus of information systems researc

Developing a conceptual model to describe the work of knowledge workers : reconciling actions, tasks and activities

We develop a conceptual model of a knowledge work activity system, based on a study of the relative time spent on tasks amongst academics at work. Through a critical discussion of tasks as an object of study, and not as a unit of analysis, we apply the epistemological lens of the Systemic-structural Theory of Activity (SSTA), a branch of Activity Theory, to theorize knowledge work activity. Knowledge work is a recognized facet of competent organization and competitive positioning. Situated as knowledge workers are, on the cusp of the socio-technical and the socio-cultural milieu, we argue that an opportunity exists for information systems researchers to reveal how both 'task' and 'activity', as objects of study, are instrumental in clearing misunderstanding as to what constitutes knowledge work. The relationship between terms such as task', 'action', and 'activity' are integral from the perspective of task analysis, and this underscores the review of recent research literature in Activity Theory. We contend that, through SSTA, both theoretical and practical interpretation of taskholder behaviour oopens a way forward from which to gauge the moderating influence of task features on the knowledge work of individuals along with the mediating influence of socio-technical or socio-cultural artefacts

From boardroom to mainstream classroom : educational informatics to enhance instruction and learning

This paper reports on an investigation into the use of Group Support Systems (GSS) technology to enhance mainstream classroom instruction and enable teacher assessment and evaluation mechanisms. From a social informatics perspective these preliminary findings are reviewed in order to highlight the level of interest being shown in a number of Australian schools. There is much to report with respect to how an informatics can help integrate learning activities within classrooms, schools, and across communities. Moreover, the use of GSS underscores particular social requirements en route to developing learning partnerships between teachers and students P-12. Such initiatives point to advancing curriculum initiatives in literacy and numeracy, critical thinking, and teamwork in classrooms. To shed some light on the application of a media rich approach involving GSS, reference is made to the use of a conversational framework to model instructional practices. Here the classroom is seen as a community of learners adopting an active learning approach by substantially improving the quality of learning by leveraging instructional processes. Aside from gains for students where equal participation and rapid compilation of ideas can support critical thinking, further gains relative to teacher diagnosis and assessment are described

Developing a conceptual model for knowledge sharing

Knowledge sharing in an organization is a complex process with many factors influencing the activity. This paper reviews research on the topic and identifies many of the variables (or factors) identified by previous authors. We also identify where such factors have been measured empirically or investigated using qualitative techniques. Some shortcomings are identified and a possible avenue of research suggested that will provide further insight into what drives knowledge sharing in a modern organization. The paper focuses on describing the underlying conceptual framework for studying the problem using the individual knowledge worker and the knowledge sharing activity as the unit of analysis