Oman qaboos

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Oman qaboos

  1. 1. KM vs. eLearning Stephen Abram March 7, 2011
  2. 2. Josephus Flavius Josephus
  3. 3. <ul><li>“ Knowledge in a database is like food in a freezer. Nothing ever came out in better shape than it went in.” </li></ul><ul><ul><ul><ul><li>Frances Cairncross, The Company of the Future </li></ul></ul></ul></ul>
  4. 5. Bricks in the Wall <ul><li>Knowledge Management </li></ul><ul><li>eLearning </li></ul><ul><li>LMS Learning Management Systems </li></ul><ul><li>LCMS Learning Content Management Systems </li></ul><ul><li>Portals </li></ul><ul><li>Intranets </li></ul><ul><li>Search and Display Tools </li></ul><ul><li>Taxonomy and Classification Tools </li></ul><ul><li>Storytelling </li></ul><ul><li>Technology </li></ul>
  5. 6. A Few Definitions <ul><li>&quot;Successful knowledge transfer involves neither computers nor documents but rather interactions between people.&quot; </li></ul><ul><li>Tom Davenport </li></ul>People like librarians, teachers, counselors, advisors, . . .
  6. 7. Taking The Knowledge Positioning <ul><li>Data >>> </li></ul><ul><li>Transformations are: </li></ul><ul><li>Applying standards </li></ul><ul><li>SGML, HTML, Fields, Tags, MARC, normalizing . . . </li></ul><ul><li>Information >>> </li></ul><ul><li>Transformations are: </li></ul><ul><li>Representing data: </li></ul><ul><li>Display, Chart, Format, Publish, Aggregate, Picture, Graph, Sort, Rank, Highlight, etc. </li></ul>
  7. 8. Taking The Knowledge Positioning
  8. 9. Knowledge is not the path to: <ul><li>WISDOM </li></ul>
  9. 10. Taking The Knowledge Positioning <ul><li>Behaviour </li></ul><ul><li>Decisions that result in action, even if that action is non-action </li></ul><ul><li>Key success factors are intelligent, informed and impactful results </li></ul><ul><li>Has value in proportion to its results in the context of the individual or social organization </li></ul>
  10. 11. Taking The Knowledge Positioning
  11. 12. Transformational Process <ul><li>Data </li></ul><ul><li>Information </li></ul><ul><li>Knowledge </li></ul><ul><li>Behaviour </li></ul><ul><li>Norm </li></ul><ul><li>Form </li></ul><ul><li>Transform </li></ul><ul><li>Perform </li></ul>$uccess
  12. 13. Information Engagement Levels Read/View Argue/Defend Present/Teach Simulate/Live Act on/ Discuss Content Source Situation Dr. Thomas Davenport
  13. 14. Look at your Ecology . . . View the Relationships How is learning happening?
  14. 15. When do Innovation and Creativity occur? How are ideas turned into action?
  15. 16. Information Literacy <ul><li>Information literacy is integrally tied every aspect of applying learning: </li></ul><ul><ul><li>Mathematical logical thinking skills </li></ul></ul><ul><ul><li>Scientific method </li></ul></ul><ul><ul><li>Criticism, interpretation and comprehension </li></ul></ul><ul><ul><li>Analytical thinking </li></ul></ul><ul><ul><li>Interpretive and imaginative- music, art & phys ed. </li></ul></ul><ul><ul><li>Inter and Intrapersonal skills - TAP, Guidance, etc. </li></ul></ul><ul><li>There is an imperative for organizations to encourage a lifelong curriculum - a personal learning strategy </li></ul>
  16. 17. Content Driven E-Business nCompass Web Content Management Managing the Content that Fuels your E-business Your Enterprise Content & Web Applications Your Employees <ul><li>Corporate Information </li></ul><ul><li>Policies and Procedures </li></ul><ul><li>Project Information </li></ul><ul><li>Product / Services Information </li></ul>Knowledge Management Your Partners Channel Management <ul><li>Product Information </li></ul><ul><li>Services Information </li></ul><ul><li>Marketing Collateral </li></ul><ul><li>Sales Tools </li></ul><ul><li>Promotions </li></ul>Your Clients CRM <ul><li>Product Information </li></ul><ul><li>Services Information </li></ul><ul><li>Customer Care </li></ul><ul><li>Account Information </li></ul>Your Prospects <ul><li>Product Information </li></ul><ul><li>Services Information </li></ul><ul><li>Industry Information </li></ul><ul><li>Account Information </li></ul>E-Commerce
  17. 18. Faceted Hybrid Approach
  18. 19. A Definition of e-Learning Synchronous or asynchronous learning that is conducted over Internet, Intranet, Extranet or other Internet-based technologies IDC Canada
  19. 20. Product Segmentation Pedagogical Paradigm Region Learning Content
  20. 21. Product Segmentation Pedagogical Paradigm Region K to 12 Academic IT Skills Soft Skills Learning Content
  21. 22. Product Segmentation Pedagogical Paradigm Region K to 12 Academic IT Skills Soft Skills Learning Content Learning Infrastructure
  22. 23. Product Segmentation Pedagogical Paradigm Region K to 12 Academic IT Skills Soft Skills Learning Content Learning Management Systems Authoring Tools Collaboration Tools Special Add-ons and Plug-ins Learning Infrastructure
  23. 24. Product Segmentation Pedagogical Paradigm Region K to 12 Academic IT Skills Soft Skills Learning Content Learning Management Systems Authoring Tools Collaboration Tools Special Add-ons and Plug-ins Learning Infrastructure Learning Services
  24. 25. Product Segmentation Pedagogical Paradigm Region K to 12 Academic IT Skills Soft Skills Learning Content Learning Management Systems Authoring Tools Collaboration Tools Special Add-ons and Plug-ins Learning Infrastructure Education Consulting Technical Consulting Mentoring & Coaching Hosting Services Learning Services
  25. 26. Product Segmentation Pedagogical Paradigm Region K to 12 Academic IT Skills Soft Skills Learning Content Learning Management Systems Authoring Tools Collaboration Tools Special Add-ons and Plug-ins Learning Infrastructure Education Consulting Technical Consulting Mentoring & Coaching Hosting Services Learning Services Text-Based Training
  26. 27. Product Segmentation Pedagogical Paradigm Region K to 12 Academic IT Skills Soft Skills Learning Content Learning Management Systems Authoring Tools Collaboration Tools Special Add-ons and Plug-ins Learning Infrastructure Education Consulting Technical Consulting Mentoring & Coaching Hosting Services Learning Services Text-Based Training Technology-based Training
  27. 28. Product Segmentation Pedagogical Paradigm Region K to 12 Academic IT Skills Soft Skills Learning Content Learning Management Systems Authoring Tools Collaboration Tools Special Add-ons and Plug-ins Learning Infrastructure Education Consulting Technical Consulting Mentoring & Coaching Hosting Services Learning Services Text-Based Training Technology-based Training Classroom-based Training United States Canada Europe Latin America Asia Middle East
  28. 29. Simplify These Interfaces
  29. 30. Simplify This Interface!
  30. 34. Grocery Stores
  31. 35. Grocery Stores
  32. 36. Grocery Stores
  33. 38. Cookbooks, Chefs . . .
  34. 39. Cookbooks, Chefs . . .
  35. 40. Meals
  36. 43. The new bibliography and collection development KNOWLEDGE PORTALS KNOWLEDGE, LEARNING, INFORMATION & RESEARCH COMMONS
  37. 45. Chefs, counsellors, teachers, magicians <ul><li>Librarians play a vital role in building the critical connections between information, knowledge and learning. </li></ul>
  38. 46. Sensemaking
  39. 47. Emboldened Librarians hold the key
  40. 48. GOOG The nasty facts about Google & Bing and consumer search: SEO Content Farms Advertiser driven Geotagging
  41. 49. News Flash “ The Internet and technology have now progressed to their infancy”
  42. 50. Intelligence and Learning Styles <ul><li>Visual/Spatial (Picture Smart) </li></ul><ul><li>Verbal/Linguistic (Word Smart) </li></ul><ul><li>Musical/Rhythmic (Music Smart) </li></ul><ul><li>Logical/Mathematical (Number Smart) </li></ul><ul><li>Bodily/Kinesthetic (Body Smart) </li></ul><ul><li>Interpersonal (People Smart) </li></ul><ul><li>Intrapersonal (Self Smart) </li></ul><ul><ul><li>Piaget, Bloom, Gardner, etc. </li></ul></ul>
  43. 51. Understanding Your Intellectual Capital <ul><li>Logical/Mathematical Intelligence: </li></ul><ul><li>NUMBER SMART </li></ul><ul><ul><li>Thinks conceptually </li></ul></ul><ul><ul><li>Skilled in reasoning, logic and problem solving </li></ul></ul><ul><ul><li>Explores patterns, categories and relationships </li></ul></ul><ul><ul><li>Manipulates the environment to experiment in a controlled way </li></ul></ul><ul><ul><li>Questions and wonders about natural events </li></ul></ul><ul><ul><li>Scientists, engineers, computer programmers, accountants </li></ul></ul>
  44. 52. Understanding Your Intellectual Capital <ul><li>Interpersonal Intelligence: </li></ul><ul><li>PEOPLE SMART </li></ul><ul><ul><li>Thinks and processes by relating, co-operating and communicating with others </li></ul></ul><ul><ul><li>Leaders among peers </li></ul></ul><ul><ul><li>Uncanny ability to sense feelings and intentions of others </li></ul></ul><ul><ul><li>Understands people, mediates conflict </li></ul></ul><ul><ul><li>Organizer, communicator, at times manipulative </li></ul></ul><ul><ul><li>Street smart, has many friends </li></ul></ul><ul><ul><li>Counselors, business people, politicians, community organizers </li></ul></ul>
  45. 53. Understanding Your Intellectual Capital <ul><li>Bodily Kinesthetic Intelligence: </li></ul><ul><li>BODY SMART </li></ul><ul><ul><li>Processes knowledge through bodily sensation </li></ul></ul><ul><ul><li>Excellent fine-motor co-ordination </li></ul></ul><ul><ul><li>Gut feelings about things </li></ul></ul><ul><ul><li>Great at mimicking your best or worst qualities and mannerisms </li></ul></ul><ul><ul><li>Needs to move around, often labeled hyperactive </li></ul></ul><ul><ul><li>Athletes, dancers, actors, mimes, clowns </li></ul></ul>
  46. 54. Understanding Your Intellectual Capital <ul><li>Musical/Rhythmic Intelligence: </li></ul><ul><li>MUSIC SMART </li></ul><ul><ul><li>Thinks in sounds, rhythms and patterns </li></ul></ul><ul><ul><li>Sings, hums, whistles to themselves </li></ul></ul><ul><ul><li>Immediately responds to music </li></ul></ul><ul><ul><li>Performs and appreciates music and leads in songs </li></ul></ul><ul><ul><li>Sensitive to environmental sounds: crickets, bells, ambient music </li></ul></ul><ul><ul><li>Strong opinions of others' music </li></ul></ul><ul><ul><li>Choirs, orchestra, bands, disc jockeys, theatre </li></ul></ul>
  47. 55. Understanding Your Intellectual Capital <ul><li>Linguistic/Verbal Intelligence: </li></ul><ul><li>WORD SMART </li></ul><ul><ul><li>Thinks in words </li></ul></ul><ul><ul><li>Highly developed auditory skills </li></ul></ul><ul><ul><li>Plays with sounds in language </li></ul></ul><ul><ul><li>Great story tellers, tall tales and jokes </li></ul></ul><ul><ul><li>Loves seeing, saying and hearing words </li></ul></ul><ul><ul><li>Heads are frequently stuck in a book </li></ul></ul><ul><ul><li>Likes to write </li></ul></ul><ul><ul><li>Teachers, journalists, writers, lawyers, translators </li></ul></ul>
  48. 56. Understanding Your Intellectual Capital <ul><li>Spatial/Visual Intelligence: </li></ul><ul><li>PICTURE SMART </li></ul><ul><ul><li>Thinks in images and pictures </li></ul></ul><ul><ul><li>Clear visual images and representations </li></ul></ul><ul><ul><li>Knows the location of everything </li></ul></ul><ul><ul><li>Fascination with machines and contraptions </li></ul></ul><ul><ul><li>Inventors, architects, engineers, mechanics </li></ul></ul>
  49. 57. Understanding Your Intellectual Capital <ul><li>Intrapersonal: </li></ul><ul><li>SELF SMART </li></ul><ul><ul><li>Skilled in inner focusing </li></ul></ul><ul><ul><li>Displays a strong personality </li></ul></ul><ul><ul><li>Deep awareness of inner feelings, dreams and ideas </li></ul></ul><ul><ul><li>Reflective and analytical </li></ul></ul><ul><ul><li>Tends to shy away from team activities </li></ul></ul><ul><ul><li>Recognizes self strengths and weaknesses </li></ul></ul><ul><ul><li>Requires private space and time </li></ul></ul><ul><ul><li>Self-employed, researchers, theorists, philosophers </li></ul></ul>
  50. 58. TYPES OF LEARNING <ul><li>Perceptual learning </li></ul><ul><li>Stimulus-response learning </li></ul><ul><li>Motor learning </li></ul><ul><li>Relational learning </li></ul><ul><li>Spatial learning </li></ul><ul><li>Episodic learning </li></ul><ul><li>Observational learning </li></ul>
  51. 59. <ul><li>&quot;In Time Of Profound Change, The Learners Inherit The Earth, While The Learned Find Themselves Beautifully Equipped To Deal With A World That No Longer Exists.&quot; </li></ul><ul><li>Eric Hoffer </li></ul>
  52. 60. Trans-Literacy: Move beyond reading & PC skills <ul><li>Reading literacy </li></ul><ul><li>Numeracy </li></ul><ul><li>Critical literacy </li></ul><ul><li>Social literacy </li></ul><ul><li>Computer literacy </li></ul><ul><li>Web literacy </li></ul><ul><li>Content literacy </li></ul><ul><li>Written literacy </li></ul><ul><li>News literacy </li></ul><ul><li>Technology literacy </li></ul><ul><li>Information literacy </li></ul><ul><li>Media literacy </li></ul><ul><li>Adaptive literacy </li></ul><ul><li>Research literacy </li></ul><ul><li>Academic literacy </li></ul><ul><li>Reputation, Etc. </li></ul>
  53. 61. Puzzle pieces … turning information into Knowledge
  54. 62. Principles Access means putting knowledge anywhere and everywhere AND ensuring that it’s an appropriate vehicle for the audience
  55. 63. <ul><li>Principles </li></ul><ul><li>Collaboration is </li></ul><ul><li>keystone of Knowledge, </li></ul><ul><li>the concept of partnering with customers, </li></ul><ul><li>outcome driven – it’s the way the customer uses & shares </li></ul><ul><li>crosses and blurs lines </li></ul>
  56. 64. <ul><li>Principles </li></ul><ul><li>Life and Work are Learning Environments </li></ul><ul><li>it learns from itself – ( process & post mortems ) </li></ul><ul><li>it absorbs & adapts from others – product, content and structure </li></ul><ul><li>it provides a learning imperative for task-based performance </li></ul>
  57. 65. <ul><li>Principles </li></ul><ul><li>Our bread and butter </li></ul><ul><li>We deliver the ….. So What … </li></ul><ul><li>We understand how and why knowledge fits </li></ul><ul><li>We can explain what it means </li></ul><ul><li>We know why & how citizens can use it </li></ul>
  58. 66. <ul><li>Principles </li></ul><ul><li>… ..More Bread and Butter </li></ul><ul><li>We have it </li></ul><ul><li>We can deliver it </li></ul><ul><li>We know how to use it </li></ul><ul><li>We can organize it so it is accessible </li></ul>
  59. 67. <ul><li>Principles </li></ul><ul><li>Research is one of the pieces </li></ul><ul><li>It takes all of the pieces to complete the puzzle </li></ul><ul><li>Our goal is to deliver ………. </li></ul>
  60. 68. The Knowledge Economy
  61. 69. Look at your Ecology . . .
  62. 70. Taking The Knowledge Positioning <ul><li>Transformational Leadership </li></ul><ul><li>Focus on where the transformations occur </li></ul><ul><li>Focus on the Learning Organization </li></ul><ul><li>Productize your contributions </li></ul><ul><li>Turning Information into Knowledge and Putting Knowledge to Work TM </li></ul>
  63. 71. Taking The Knowledge Positioning <ul><li>Transformational Focus </li></ul><ul><li>Start with the Behaviours you need </li></ul><ul><li>Understand the skills and competencies needed to perform the key behaviours </li></ul><ul><li>Focus on CONTEXT - user first then display </li></ul>
  64. 72. The Law of Unintended Consequences Unpredictable Exciting Challenging Fun Surprising
  65. 73. Questions? Thanks! Stephen Abram VP Gale Cengage Learning Stephen’s Lighthouse blog 416-669-4855 [email_address]

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