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Knowledge Management 2009

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Course 1

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

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