Archive for April, 2005
Mixed posts collected and preserved in my Feedreader (FeedDemon) during my paused blog life.
Why Does Knowledge Management Still Matter, by Rex Davenport
Planning for Neomillennial Learning Styles by By Chris Dede at Educause Quarterly
Shifts in students’ learning style will prompt a shift to active construction of knowledge through mediated immersion
The 18 commandments of Knowledge-conscious managers by Martin Dugage via elearnspace
I like the idea that Knowledge Management is really about Knowledge Conscious Management, or to put it differently, Managing in the Knowledge Age as Professor Klaus North puts it. Incidentally, this explains why it is so difficult to introduce in 20th century organizations, which do not recognize mastery of knowledge flows as a source of competitive advantage.
Connecting people with content by Shawn Callahan
Organisations are still jumping to the conclusion that they absolutely need a ‘knowledge repository’ to successfully harness employee know-how. While a database (let’s be honest with ourselves, it’s just a database) can be an important part of a knowledge solution, by itself, it’s typically an expensive waste of time. This white paper provides an alternative approach where content generated by subject matter experts (SME) creates new social networks, which in turn can provide useful pointers to content held in the ‘knowledge repository.’ People access the database at points recommended by the subject matter expert in context of the seeker’s current need. It’s a type of social indexing. While the paper takes a sales force application area, the solution is widely applicable.
Concept map vs. mindmap Denham Grey
Difrence between Concept map and Mind map
Connectivism is a learning theory for the digital age. Learning has changed over the last several decades. The theories of behaviourism, cognitivism, and constructivism provide an effect view of learning in many environments. They fall short, however, when learning moves into informal, networked, technology-enabled arena.
Dealing with a legacy school system from Creating Passionate Users
The traditional classroom model (learners as passive listener/receiver, emphasizing memorization over thinking) violates pretty much everything we know about how learning actually happens, although kids managed to memorize and learn and graduate in spite of this.
The paradox for knowledge workers is this: the more time you spend in gaining knowledge, the less time you have to apply it. The reverse is also true. We must strike a proper balance between learning and doing. Most people have their nose to the grindstone. Very few spend enough time, energy and money in a quest to gain and process knowledge.
Educating the Net Generation from EDUCAUSE, February 23, 2005
Elements of Effective e-Learning Design by Andrew R. Brown and Bradley D. Voltz
Preparing and developing e-learning materials is a costly and time consuming enterprise. This paper highlights the elements of effective design that we consider assist in the development of high quality materials in a cost efficient way. We introduce six elements of design and discuss each in some detail. These elements focus on paying attention to the provision of a rich learning activity, situating this activity within an interesting story line, providing meaningful opportunities for student reflection and third party criticism, considering appropriate technologies for delivery, ensuring that the design is suitable for the context in which it will be used, and bearing in mind the personal, social, and environmental impact of the designed activities. Along the way, we describe how these design elements can be effectively utilized by contextualizing them with examples from an e-learning initiative.
Group, formal learning & Informal learning by Albert IP
In informal learning, we choose to participate in groups we like. We read blogs in line with our own thinking – as part of our continuous growth. On the other hand, we find information with the aim of solving immediate problems – just-in-time information, not just-in-case! Will my bias towards something increase due to my continual reading of material that reinforce my original bias? or will I be more inclusive of other ideas because I read wider?