Knowledge Maturing - a different perspective on learning

Slide 1: Andreas Schmidt & Pablo Franzolini Knowledge Maturing – a different perspective on learning http://mature-ip.eu andreas.schmidt@fzi.de EATEL Summer School 2008 http://andreas.schmidt.name Ohrid June 2008

Slide 2: Outline  Widening your perspective on learning  Characterizing knowledge maturing  What can we do with it? • Analyzing and overcoming disruptions • Introducing a dynamic perspective  Conclusions MATURE - Continuous Social Learning in Knowledge Networks 2

Slide 3: Widening your perspective on learning MATURE - Continuous Social Learning in Knowledge Networks 3

Slide 4: The other 80%  Formal learning contexts • Universities, schools • Formal trainings and certification in companies  ... and the other 80% Cross 2003 MATURE - Continuous Social Learning in Knowledge Networks 4

Slide 5: Structuring the Learning Landscape Document Learning Courses/ Communication Collaboration collections Objects Curricula Emergence Distribution Ad-Hoc- Formali- Standardi- of ideas in Training zation zation Communities shared reports new ideas vocabulary best practices standard text book case studies communities lessons Learnt Schmidt, A. (2005): Knowledge Maturing and the Continuity of Context as a Unifying Concept for E-Learning & Knowledge Management, I-KNOW 2005 5

Slide 6: Emergence of ideas  Main Goal • Develop new ideas and exploit your creativity  Forms of Learning • Brainstorming, creativity techniques  Hot topics • Personal knowledge management MATURE - Continuous Social Learning in Knowledge Networks 6

Slide 7: Distribution in Communities  Main Goal • Exchange experiences with others and develop new ideas collaboratively • Develop a shared understanding  Forms of Learning • Cooperative learning • Collaborative working  Hot topics • Finding experts/communities • Social networks, awareness • Design of/intervention into collaboration processeses • Integration into working processes MATURE - Continuous Social Learning in Knowledge Networks 7

Slide 8: Formalization  Main Goal • Existing documents as helpers for problem solving and passsing on of experiential knowledge  Forms of Learning • Information seeking • „Reading documents“  Hot topics • Locating documents • Creation of documents as an active learning process • Integrate pedagogical into documents for everyday use 8

Slide 9: Ad-Hoc Training/Deployment  Main Goal • Teach advanced learners/practitioners in focused areas about updated/more specialized topics  Forms of Learning • Short trainigs, learnign objects, tutorials  Hot topics • Embedding into the context of the learner • Detecting learning needs and generate recommendations • rapid authoring 9

Slide 10: Standardization  Main Goal  Teach novices a larger field  Forms of learning  Lecture, training  Text book, e-learning course  Aspects  Course design, adaptivity  Assessment, certification, competencies 10

Slide 11: Document Learning Courses/ Communication Collaboration collections Objects Curricula Emergence Distribution in Formali- Ad-Hoc- Standardi- of ideas Communities zation Training zation shared reports vocabulary best practices standard new ideas text book Case studies communities Lessons Learnt Informal Learning Formal learning Expert in the knowledge area Novice

Slide 12: Knowledge Maturing Process HR Development Knowledge management E-Learning Document Learning Courses/ Communication Collaboration collections Objects Curricula Emergence Distribution Ad-Hoc- Formali- Standardi- of ideas in Training zation zation Communities shared reports new ideas vocabulary Best Practices standard text book Case stude communities Lessons Learnt Schmidt, A. (2005): Knowledge Maturing and the Continuity of Context as a Unifying Concept for E-Learning & Knowledge Management, I-KNOW 2005 12

Slide 13: Chacterizing knowledge maturing MATURE - Continuous Social Learning in Knowledge Networks 13

Slide 14: Levels of knowledge maturing  Knowledge level • Maturity is the property of internal constructs • Increase in maturity is the result of learning  Artefact level • Knowledge maturity becomes observable in artefacts that are exchanged within collaborative learning processes  Individual vs. Collective • Knowledge maturity is primarily individual • Collective dimension is an abstraction/aggregation like the notion of „collective knowledge“ as such MATURE - Continuous Social Learning in Knowledge Networks 14

Slide 15: Criteria  Teachability  Implicit contextualization -> explicit linkage  Hardness  Legitimation & Commitment by the organization • From individual, via community, to organization scope MATURE - Continuous Social Learning in Knowledge Networks 15

Slide 16: ... and maturing is complicated  NOT a strictly linear as the picture might suggest  And there is not a single maturing process, but myriad of them  Complex phenomena • Combination of different strands of development • Branching and forking • Modifications/improvements to „mature“ knowledge start at lower levels of maturity and are then combined • Complex interactions between parallel strands • ... MATURE - Continuous Social Learning in Knowledge Networks 16

Slide 17: What can we do with it? Analyzing & Overcoming Disruptions MATURE - Continuous Social Learning in Knowledge Networks 17

Slide 18: Analyzing Disruptions in the Process common formal ad hoc incorporation entering into new ideas terminology structure into training common curricula Emergence Distribution in Formali- Ad-Hoc- Standardi- of ideas Communities zation Training zation Information artefacts communication text books artefacts project reports learning objects courses personal notes patents certificates FAQ entries case studies redesign of the forum contributions lessons learnt best practices organisation University of Innsbruck & FZI Research for Information Technologies 18

Slide 19: Formalization vs. Ad-hoc Training  Classical barrier between E-Learning and KM  Technical Level • document management systems (formalization) • learning management systems (ad hoc training)  Organizational Level • operating departments (formalization) • HR development or training department (ad hoc)  Differences with respect to criteria • legitimation: project teams/manager vs. training experts • forms of learning: self-directed „information seeking“ vs. ad hoc training  Solutions: e.g. SAP Knowledge Ramp Up Knowledge Transfer University of Innsbruck & FZI Research for Information Technologies 19

Slide 20: Distribution in Communities vs. Formalization  main issues are here human and social issues • detachment from the originator • from social incentives (reputation, social esteem) to organizational  In terms of legitimations: • requires a transition from personal/informal communities to formal organizational legitimation  Possible solutions: • increased visibility of the individual and her impact • weblogs (with trackbacks) • wikis o visible contributions of the individual o easy transition by adding legitimation (tagging it with a category) University of Innsbruck & FZI Research for Information Technologies 20

Slide 21: Introducing a dynamic perspective MATURE - Continuous Social Learning in Knowledge Networks 21

Slide 22: Overcoming top-down approaches  Many approaches are based on a top-down philosophy • Teaching at universities • Installing a Learning Management System • Implementing a human resource development strategy  But this has often led to • Lack of motivation on the user side • Slow and cumbersome processes • Unused potential of learner/employee creativity  The „maturing perspective“ enables bottom-up participation MATURE - Continuous Social Learning in Knowledge Networks 22

Slide 23: Knowledge Maturing Process Model MATURE - Continuous Social Learning in Knowledge Networks 23

Slide 24: Knowledge Maturing Process Model (2) process maturing MATURE - Continuous Social Learning in Knowledge Networks 24

Slide 25: Example: Competence Maturing MATURE - Continuous Social Learning in Knowledge Networks 25

Slide 26: Design processes as learning processes  Design processes have to be understood as learning processes • Interwoven modelling & application processes (often work-integrated) • Deepening the understanding along the modeling process • Increasing level of formalization • Should be subject to continuous improvement processes  Specializations • task-embedded ontology engineering („ontology maturing“) • distributed software engineering in complex domains • reusability of software components MATURE - Continuous Social Learning in Knowledge Networks 26

Slide 27: Conclusions MATURE - Continuous Social Learning in Knowledge Networks 27

Slide 28: Conclusions  The Knowledge Maturing Process is a macroscopical description of interconnected individual learning processes. • a model for structuring real-world phenomena and analyzing problems • not explaining how learning takes places on a micro level, but rather stating that it takes place differently depending on the level of maturity.  MATURE IP • Empirical foundations for knowledge maturing • Knowledge maturing and distributed cognition theories • Moving beyond an analytical framework MATURE - Continuous Social Learning in Knowledge Networks 28

Slide 29: http://mature-ip.eu Contact: Scientific Coordinator Andreas Schmidt andreas.schmidt@fzi.de http://andreas.schmidt.name MATURE - Continuous Social Learning in Knowledge Networks