Towards a sustainable knowledge policy in a university learning environment Frederik Truyen, K.U.Leuven Apresentação adaptada para fins didáticos por João José Saraiva da Fonseca

Ferramentas na web Online collaboration Wikipedia Wiki’s Blogs Social bookmarking Delicious Mind-mapping Folksonomies Tagging / Tagclouds Social networking Linked-In Facebook Hives Social sharing YouTube Flickr Slideshare RSS-feeds K.U.Leuven

Online collaboration

Wikipedia

Wiki’s

Blogs

Social bookmarking

Delicious

Mind-mapping

Folksonomies

Tagging / Tagclouds

Social networking

Linked-In

Facebook

Hives

Social sharing

YouTube

Flickr

Slideshare

RSS-feeds

Changing expectations on knowledge K.U.Leuven

Knowledge as social construction Social constructivism An ever increasing percentage of our knowledge is about our own creations, like artifacts and concepts (e.g. organisational psychology studies abstract concepts like “job satisfaction” etc.) These concepts gain their meaning from the social context (Lave & Wenger 1991) K.U.Leuven

Social constructivism

An ever increasing percentage of our knowledge is about our own creations, like artifacts and concepts

(e.g. organisational psychology studies abstract concepts like “job satisfaction” etc.)

These concepts gain their meaning from the social context (Lave & Wenger 1991)

Knowledge in the network Connectivism Sharing of responsibility for knowledge Deference to experts (Kripke 1980) Reasonable grounds to accept something from a known expert (Burge 1979) Participative knowledge model Stakeholders Testimony (Burge 1993) Development of procedures K.U.Leuven

Connectivism

Sharing of responsibility for knowledge

Deference to experts (Kripke 1980)

Reasonable grounds to accept something from a known expert (Burge 1979)

Participative knowledge model

Stakeholders

Testimony (Burge 1993)

Development of procedures

Knowledge in the network Externalisation of knowledge (Clarck & Chalmers 1998) On a macro level External memory (knowledge is stored) (Bush 1945) Translation into organisations, structures Consolidation into artifacts Integration into software External validation On a micro level We weave our personal knowledge trail on our portable, mobile, iPod, PDA, … Socialization of knowledge (Goldman 1999) What we know is what others accept that we know, we are entrusted with knowledge Acculturation of our environment: we are gradually operating in a more and more knowledgeable, intelligible domain K.U.Leuven

Externalisation of knowledge (Clarck & Chalmers 1998)

On a macro level

External memory (knowledge is stored) (Bush 1945)

Translation into organisations, structures

Consolidation into artifacts

Integration into software

External validation

On a micro level

We weave our personal knowledge trail on our portable, mobile, iPod, PDA, …

Socialization of knowledge (Goldman 1999)

What we know is what others accept that we know, we are entrusted with knowledge

Acculturation of our environment: we are gradually operating in a more and more knowledgeable, intelligible domain

K.U.Leuven

Knowledge reach The knowledge reach is related to our activities, and the required granularity to support our actions We do not all need the same depth of knowledge on a specific topic (Kripke 1980) Social organization helps to make available the knowledge we need when we need it (Goldman 1999) K.U.Leuven

The knowledge reach is related to our activities, and the required granularity to support our actions

We do not all need the same depth of knowledge on a specific topic (Kripke 1980)

Social organization helps to make available the knowledge we need when we need it (Goldman 1999)

Knowledge development circle Knowledge is passed on from experts to stakeholder communities, where it is merged with practice to yield more concrete, specific knowledge This way, a knowledge development circle emerges where at one time one acts as an expert, at another one uses other experts’ insights as a professional K.U.Leuven

Knowledge is passed on from experts to stakeholder communities, where it is merged with practice to yield more concrete, specific knowledge

This way, a knowledge development circle emerges where at one time one acts as an expert, at another one uses other experts’ insights as a professional

Just-in-Time delivery The true revolution in the knowledge economy can be compared with the evolution in logistics and transport We are heading to Just-in-time delivery of knowledge K.U.Leuven

The true revolution in the knowledge economy can be compared with the evolution in logistics and transport

We are heading to Just-in-time delivery of knowledge

Impact on (e)Learning Weaving the web of knowledge K.U.Leuven

Universitaire meerwaardeketen K.U.Leuven LCMS Wiki’s, blogs, forums, groups, shared spaces, conferencing ... E-Learning Information oriented Knowledge oriented

Learning changes Knowledge becomes a personal journey in a social environment (think about E-Portfolio) Learning is reaching the network of stakeholders Learning is getting accepted in the circle of “those in the know” It requires taking responsibility for knowing K.U.Leuven

Knowledge becomes a personal journey in a social environment (think about E-Portfolio)

Learning is reaching the network of stakeholders

Learning is getting accepted in the circle of “those in the know”

It requires taking responsibility for knowing

Track while Scan In a wide sweep, we keep track on a whole range of adjacent knowledge fields, without going into details We trust others to do so … Depending on the need, we will engage specific details in depth We learn others to trust we are doing so … K.U.Leuven

In a wide sweep, we keep track on a whole range of adjacent knowledge fields, without going into details

We trust others to do so …

Depending on the need, we will engage specific details in depth

We learn others to trust we are doing so …

K.U.Leuven Learning activities and their relative importance Sara Lee/DE (source: AKC, 2002) No local de trabalho Internet Eventos especiais

Knowledge workers Knowledge workers and researchers Introduce themselves in a « community of practice » (Wenger …) Mix private and professional knowledge development Gain authority Have good situational awareness of the knowledge network Feel responsible for a particular knowledge domain Weave their personal web of knowledge, often on their laptop and other mobile devices K.U.Leuven

Knowledge workers and researchers

Introduce themselves in a « community of practice » (Wenger …)

Mix private and professional knowledge development

Gain authority

Have good situational awareness of the knowledge network

Feel responsible for a particular knowledge domain

Weave their personal web of knowledge, often on their laptop and other mobile devices

Ethical dimension of knowledge Learning then becomes getting involved in a reference-community in a reliable way Taking and granting responsibility is becoming crucial There is an imperative to mutual quality assessment and control One will always have to assess, at the boundaries of one’s own core competence domain, how “loosely” one is allowed to know things to be able to perform in a professional way K.U.Leuven

Learning then becomes getting involved in a reference-community in a reliable way

Taking and granting responsibility is becoming crucial

There is an imperative to mutual quality assessment and control

One will always have to assess, at the boundaries of one’s own core competence domain, how “loosely” one is allowed to know things to be able to perform in a professional way

Professional knowledge … Traditional Knowledge as … a requirement a commodity an effect an output Today Knowledge as … a responsibility a resource a task an asset K.U.Leuven

Traditional

Knowledge as …

a requirement

a commodity

an effect

an output

Today

Knowledge as …

a responsibility

a resource

a task

an asset