Knowledge Management 2009 Course 1 Tim Hoogenboom & Bolke de Bruin http://www.timhoogenboom.nl
Contents of Today <ul><li>Introducing ourselves </li></ul><ul><li>Course setup and setting </li></ul><ul><li>Rules of enga...
Learning <ul><li>If I ask you to develop an information system supporting learning </li></ul><ul><li>What would it look li...
Introduction <ul><li>Bolke de Bruin </li></ul>
Introduction <ul><li>Tim Hoogenboom </li></ul><ul><li>Vattenfall Benelux Group (Nuon) </li></ul><ul><li>Process Manager </...
Course Setup <ul><li>> </li></ul><ul><li>> </li></ul><ul><li>> </li></ul>
Rules of engagement <ul><li>> </li></ul><ul><li>> </li></ul><ul><li>> </li></ul>
Objectivism / Subjectivism <ul><li>Two dominant philosophies in knowledge management and learning </li></ul>4 3 knowledge ...
What / Why Objectivism <ul><li>What </li></ul><ul><li>Turning rich things into manageable and disembodied objects </li></u...
What / Why subjectivism <ul><li>What </li></ul><ul><li>Organizing for multiple realities </li></ul><ul><li>Understanding h...
Look at the world <ul><li>Information Management and Knowledge Management predominantly objectivistic </li></ul><ul><li>Ob...
Enter Social Media! <ul><li>Specialist laude the social media revolution: </li></ul><ul><li>Internet is becoming more and ...
Archetypes IT-based systems <ul><li>Setting social software apart from other IT-based systems… </li></ul><ul><li>Informati...
Indeterminedness of Reality <ul><li>Our engineering methods help us in dealing predictable social configuration, dealing w...
We know how to be social? <ul><li>Undersocialized  conceptions of human action. </li></ul><ul><li>Oversocialized  concepti...
So again <ul><li>Please give me a community </li></ul><ul><li>What would it look like? </li></ul>
Relevancy Wenger <ul><li>Wenger is relevant because it provides us with a social learning theory </li></ul><ul><li>Wenger ...
Positioning Wenger <ul><li>Social Learning Theory </li></ul><ul><li>Design for Communities of Practice </li></ul>4 3 knowl...
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Knowledge Management 2009

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Knowledge Management 2009

  1. 1. Knowledge Management 2009 Course 1 Tim Hoogenboom & Bolke de Bruin http://www.timhoogenboom.nl
  2. 2. Contents of Today <ul><li>Introducing ourselves </li></ul><ul><li>Course setup and setting </li></ul><ul><li>Rules of engagement </li></ul><ul><li>Setting the scene </li></ul><ul><ul><li>The quest for learning </li></ul></ul><ul><ul><li>The rise of … Social Media </li></ul></ul><ul><ul><li>Going wicked, or not </li></ul></ul><ul><ul><li>Designing for Learning </li></ul></ul>
  3. 3. Learning <ul><li>If I ask you to develop an information system supporting learning </li></ul><ul><li>What would it look like? </li></ul>
  4. 4. Introduction <ul><li>Bolke de Bruin </li></ul>
  5. 5. Introduction <ul><li>Tim Hoogenboom </li></ul><ul><li>Vattenfall Benelux Group (Nuon) </li></ul><ul><li>Process Manager </li></ul><ul><li>Maatschap Member </li></ul><ul><li>Boulevard Café </li></ul><ul><li>Running </li></ul><ul><li>Lectures, Conferences and Publications </li></ul>
  6. 6. Course Setup <ul><li>> </li></ul><ul><li>> </li></ul><ul><li>> </li></ul>
  7. 7. Rules of engagement <ul><li>> </li></ul><ul><li>> </li></ul><ul><li>> </li></ul>
  8. 8. Objectivism / Subjectivism <ul><li>Two dominant philosophies in knowledge management and learning </li></ul>4 3 knowledge 2 1 information subjectivism objectivism
  9. 9. What / Why Objectivism <ul><li>What </li></ul><ul><li>Turning rich things into manageable and disembodied objects </li></ul><ul><li>Pursuing objective truths </li></ul><ul><li>Realizing economic value through exchange </li></ul><ul><li>Market way of organizing </li></ul><ul><li>Why </li></ul><ul><li>Exchange requires ownership, which requires objectification </li></ul><ul><li>Why not </li></ul><ul><li>Yet unfair and inhuman (books on Amazon do not resemble (social) value, only (economic) value) </li></ul>
  10. 10. What / Why subjectivism <ul><li>What </li></ul><ul><li>Organizing for multiple realities </li></ul><ul><li>Understanding how people construct and maintain their relations with each other and with their objects </li></ul><ul><li>Value of rose is neither in the rose (object) neither in its price (economic value), solely in its symbol for love (symbolic value). </li></ul><ul><li>Why </li></ul><ul><li>Lives up to a more humane approach of living together </li></ul><ul><li>Why not </li></ul><ul><li>Symbolic value cannot easily be captured </li></ul>
  11. 11. Look at the world <ul><li>Information Management and Knowledge Management predominantly objectivistic </li></ul><ul><li>Objectivism does not provide a solid foundation for Information Management, nor Knowledge Management </li></ul><ul><li>Subjectivism does not provide a solid foundation for Information Management, nor Knowledge Management </li></ul><ul><li>So we need to combine reification and participation </li></ul>
  12. 12. Enter Social Media! <ul><li>Specialist laude the social media revolution: </li></ul><ul><li>Internet is becoming more and more ‘social’ is proclaimed </li></ul><ul><li>Social software contributes to learning competences of its participants is proclaimed </li></ul><ul><li><<web2.0>> examples </li></ul><ul><li>However do we truly understand such a subjectivistic outlook on IT-based systems? </li></ul><ul><li>If so, what is our design theory to organize for social learning, </li></ul><ul><li>if not we are walking on thin ice </li></ul>
  13. 13. Archetypes IT-based systems <ul><li>Setting social software apart from other IT-based systems… </li></ul><ul><li>Information systems improve information supply and exchange </li></ul><ul><li>Knowledge systems match questions and answers </li></ul><ul><li>Social systems trigger sociality and social relations in practice </li></ul>
  14. 14. Indeterminedness of Reality <ul><li>Our engineering methods help us in dealing predictable social configuration, dealing with tame problems. </li></ul><ul><li>Traditional engineering methods succeed less designing for wicked problems, as social reality is. </li></ul><ul><li>The question is then: </li></ul><ul><li>How do we deal with these subjectivistic/wicked conceptions of learning that we envisage in social media </li></ul>
  15. 15. We know how to be social? <ul><li>Undersocialized conceptions of human action. </li></ul><ul><li>Oversocialized conceptions of human action. </li></ul><ul><li>The isle of Utopia has never been build, although prescribed fairly accurately by Thomas More… </li></ul><ul><li>Perhaps a realistic conception of the social is something IT professionals interpret, yet do not understand </li></ul>
  16. 16. So again <ul><li>Please give me a community </li></ul><ul><li>What would it look like? </li></ul>
  17. 17. Relevancy Wenger <ul><li>Wenger is relevant because it provides us with a social learning theory </li></ul><ul><li>Wenger is relevant because it provides us with design frameworks that afford for learning </li></ul><ul><li>Wenger is relevant because it provides us building blocks of social configurations that enable learning </li></ul>
  18. 18. Positioning Wenger <ul><li>Social Learning Theory </li></ul><ul><li>Design for Communities of Practice </li></ul>4 3 knowledge 2 1 information subjectivism objectivism
  19. 19. Assignment

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