Web 2.0 and knowledge management for local government in England – A model for the public sector?

PURPOSE Delivering success in the public and private sector requires staff to have access to the best knowledge possible about how to do their jobs well so a major challenge for employers is how to ensure their staff are making decisions based on the latest knowledge of best practice. 21st century professionals and policy makers are increasingly being required to demonstrate that their practice and decision making is evidence based. This paper examines a new public sector knowledge management initiative across local government in England and Wales which aims to improve knowledge sharing across local government. In response to a number of drivers for improvement, the Improvement and development Agency for local government in England (IDeA) has harnessed web 2.0 tools to support knowledge creation and sharing, and just in time learning to create a professional networking online environment - a ‘Facebook’ type environment for local government. The result is an pnline Communities of Practice for local government initiative . DESIGN This initiative was launched across local government in England and Wales in January 2008 and an arrangement with the local government improvement services in Scotland provides similar access to local government officers there. At the time of writing the initiative has over 30,000 members in over 700 online communities with new members joining every day. The knowledge management strategy discussed in this paper was developed following a review of knowledge management literature and an analysis of the specific needs of the local government sector by the Improvement and Development Agency for local government in England. The data reported come from a number of sources including web statistics which are collected automatically and interviews carried out to identify ways in which the initiative is having impact. RESEARCH LIMITATIONS/IMPLICATIONS The impact of knowledge management initiatives can be hard to quantify but the paper outlines some proxy measures which give some indication of the value for money of this knowledge management strategy. PRACTICAL IMPLICATIONS The argument is made that online communities of practice can very quickly provide advantages and significant cost benefits to the public sector in spite of the limitations of the software and the fact that working practices will take many years to change. It is argued that the approach set out in this article provides a model for other public sector organisations. ORIGINALITY/VALUE Knowledge transfer and research impact are areas in England of concern to both government and academics who in the REF 2013 will be judged on the impact of their research This online communities of practice initiative is a new way of knowledge sharing and working across a whole public sector. It has the potential to revolutionise the ways professionals learn and carry on learning as well as the relationships between academics and potential users of research However, the establishing and managing of such an initiative requires national leadership on behalf of a sector

National models for CPD: The challenges of C21st knowledge management

Teacher quality is the most critical factor in improving educational outcomes (McKinsey, 2007). This paper proposes analytical frameworks for national models for continuing professional development (CPD). It examines the unacknowledged problem of the quality and extent of the evidence base underpinning teachers’ CPD. In the 21C through the use of ICTs the research and evidence base underpinning educational practice surely could be made accessible to all teachers and all providers of initial teacher training and CPD. The evidence base available internationally appears to be patchy. Yet this is taken for granted in the literature, and is rarely if ever acknowledged in the discourse about school and system improvement. This lack of research based professional knowledge, is a particular problem for subject specialist issues and is further compounded by the fact that research published in journals is not generally designed around questions teachers want answered. In short, the knowledge that is produced and the management of it within the education sector is lacking systemic organisation and dissemination. The paper outlines opportunities which exist for low cost interlinked national and international e-infrastructures to be developed to support knowledge sharing, but such collaboration may pose an insurmountable challenge for national and international agencies

The Autism Toolbox : An Autism Resource for Scottish Schools

The Autism Toolbox will draw upon a range of practice experience, literature and research to offer guidance for authorities and schools providing for children and young people with Autism Spectrum Disorders (ASD)

Why older adults spend time sedentary and break their sedentary behavior: a mixed methods approach using life-logging equipment

Older adults are recommended to reduce their sedentary time to promote healthy ageing. To develop effective interventions identifying when, why, and how older adults are able to change their sitting habits is important. The aim of this mixed-method study was to improve our understanding of reasons for (breaking) sedentary behavior in older adults. Thirty older adults (74.0 [+/- 5.3] years old, 73% women) were asked about their believed reasons for (breaking) sedentary behavior, and about their actual reasons when looking at a personal storyboard with objective records of activPAL monitor data and time-lapse camera pictures showing all their periods of sedentary time in a day. The most often mentioned believed reason for remaining sedentary was television/radio (mentioned by 48.3%), while eating/drinking was most often mentioned as actual reason (96.6%). Only 17.2% believed that food/tea preparation was a reason to break up sitting, while this was an actual reason for 82.8% of the study sample. Results of this study show that there is a discrepancy between believed and actual reasons for (breaking) sedentary behavior. These findings suggest developing interventions utilizing the actual reasons for breaking sedentary behavior to reduce sedentary time in older adults

Improving the professional knowledge base for education: Using knowledge management (KM) and Web 2.0 tools

Improving education systems is an elusive goal. Despite considerable investment, international studies such as the OECD Teaching and Learning International Survey (TALIS) project and the McKinsey Report How the world’s best performing schools come out on top indicate that improving teacher quality is more important than increased financial investment. Both reports challenge governments, academics and practitioners to adopt new ways of sharing and building knowledge. This paper makes the case for national education systems to adopt tried and tested knowledge management and web 2.0 tools used by other sectors and highlights the neglected potential of teacher educators as agents for improvement

The skinny on CCN2

The CCN family of matricellular proteins directly or indirectly affects development and differentiation. A recent report written by Tan and colleagues (Am J Physiol Cell Physiol 295: C740–C751 2008) shows that CCN2 inhibits adipocyte differentiation. This commentary summarizes these observations

Egr-1 inhibits the expression of extracellular matrix genes in chondrocytes by TNFα-induced MEK/ERK signalling

Introduction TNFα is increased in the synovial fluid of patients with rheumatoid arthritis and osteoarthritis. TNFα activates mitogen-activated kinase kinase (MEK)/extracellular regulated kinase (ERK) in chondrocytes; however, the overall functional relevance of MEK/ERK to TNFα-regulated gene expression in chondrocytes is unknown. Methods Chondrocytes were treated with TNFα with or without the MEK1/2 inhibitor U0126 for 24 hours. Microarray analysis and real-time PCR analyses were used to identify genes regulated by TNFα in a MEK1/2-dependent fashion. Promoter/ reporter, immunoblot, and electrophoretic mobility shift assays were used to identify transcription factors whose activity in response to TNFα was MEK1/2 dependent. Decoy oligodeoxynucleotides bearing consensus transcription factor binding sites were introduced into chondrocytes to determine the functionality of our results. Results Approximately 20% of the genes regulated by TNFα in chondrocytes were sensitive to U0126. Transcript regulation of the cartilage-selective matrix genes Col2a1, Agc1 and Hapln1, and of the matrix metalloproteinase genes Mmp-12 and Mmp-9, were U0126 sensitive – whereas regulation of the inflammatory gene macrophage Csf-1 was U0126 insensitive. TNFα-induced regulation of Sox9 and NFKB activity was also U0126 insensitive. Conversely, TNFα-increased early growth response 1 (Egr-1) DNA binding was U0126 sensitive. Transfection of chondrocytes with cognate Egr-1 oligodeoxynucleotides attenuated the ability of TNFα to suppress Col2a1, Agc1 or Hapln1 mRNA expression. Conclusions Our results suggest that MEK/ERK and Egr1 are required for TNFα-regulated catabolic and anabolic genes of the cartilage extracellular matrix, and hence may represent potential targets for drug intervention in osteoarthritis or rheumatoid arthritis