Leveraging Web 2.0 tools to create a collaborative PLE

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Leveraging Web 2.0 tools to create a collaborative PLE

  1. 1. Leveraging Web 2.0 tools to establish a collaborative Personal Learning Environment (PLE)<br />Professor Eric Tsui<br />KMRC, HKPolyU<br />
  2. 2. Knowledge ManagementVsPersonal Knowledge Management<br />
  3. 3. Personal Meta Competences<br />Retrieving Information<br />KM Process<br />Locate / capture<br />PKM Skills<br />Problem Solving<br />Evaluation Information<br />Communication<br />Organising Information<br />Transfer / Sharing<br />Apply<br />Creativity<br />Collaborating Information<br />Analysis<br />Create<br />Analysing Information<br />Learning<br /> Organisational Performance<br />Mental Agility<br />Presenting Information<br />External Information Awareness<br />Reflection<br />Securing Information<br />Internal Knowledge Dissemination<br />Effective Decision Architecture<br />Organisational Focus<br />Continue Innovation<br />PKM Research Model(Ricky Cheong & Eric Tsui)<br />
  4. 4. Global Survey on Personal KM<br />Respondent’s Profile<br /><ul><li>Locations
  5. 5. Africa: 4.1%
  6. 6. Americas: 36%
  7. 7. Asia: 35.5%
  8. 8. Europe: 20.3%
  9. 9. Oceania: 4.1%
  10. 10. Stage of Adoption (Roger, 1962)
  11. 11. Knowledge Stage: 23.9%
  12. 12. Persuasion Stage: 5%
  13. 13. Decision Stage: 8%
  14. 14. Implementation Stage: 28.2%
  15. 15. Confirmation Stage: 21.6%</li></li></ul><li>Findings from global PKM survey<br />The research findings provide empirical evidence for the PKM Framework by Avery et al. (2001) <br />Personal Knowledge Management plays important roles in KM Processes<br />Personal Knowledge Management contributes to individuals’ competences<br />Personal Knowledge Management contributes to an organisation’s competences<br />The values of PKM for individuals directly affect the values of PKM for an organisation. Individual knowledge workers are key agents for organisational learning (Argyris & Schon 1978)<br />
  16. 16. A PKM 2.0 model(Source: R. Cheong and E. Tsui (2010); The roles and values of personal knowledge management: An exploratory study, to appear in VINE Journal of Information and Knowledge Management Systems.)<br />
  17. 17. Traditional Learning Environment Vs Personal Learning Environment (PLE)<br />
  18. 18. Some challenges in a PLE/VLE<br />Information Overload<br />Sustainability & quality of contributions<br />Knowledge Classification & Navigation<br />Content authoring by the masses<br />Development & tracking of personal competencies<br />…<br />
  19. 19. Information Overload & its consequences<br />
  20. 20. Use of RSS feeds and tagging to create a co-learning environment<br /><ul><li>Selective RSS feeds, filters & aggregators to supplement static content
  21. 21. Tagging & annotation of articles
  22. 22. Sharing, searching & navigation of articles by tags
  23. 23. Knowledge Classification & Navigation via shared tags</li></li></ul><li>
  24. 24.
  25. 25. Some challenges in a PLE/VLE<br />Information Overload<br />Sustainability & quality of contributions<br />Knowledge Classification & Navigation<br />Content authoring by the masses<br />Development & tracking of personal competencies<br />…<br />
  26. 26. Structure & how it affects the contribution and quality of Knowledge<br />+<br />Quality<br />Clustered<br />
  27. 27. Using a Wiki for forum discussions<br />
  28. 28. Experiment with a ‘Clustered Wiki’<br />Group 1<br />Group 2<br />Group 3<br />Group 4<br />
  29. 29. Experiment with a ‘Clustered Wiki’<br />Edit<br />Read and Compare<br />
  30. 30. Result of the ‘Clustered Wiki’ experiment<br />18.96<br />4.67<br />1%<br />60%<br />
  31. 31. Quality of knowledgeSource : Lila Rao et al, Toward Defining knowledge dimension of knowledge systems, 2009<br />Accuracy<br />Consistency<br />Currency<br />Interoperability<br />Degree of Context<br />Degree of Details<br />Degree of Importance<br />Sharing<br />Usefulness<br />Volatility<br />
  32. 32. Some challenges in a PLE/VLE<br />Information Overload<br />Sustainability & quality of contributions<br />Knowledge Classification & Navigation<br />Content authoring by the masses<br />Development & tracking of personal competencies<br />…<br />
  33. 33. Use of Social Bookmarking and Mashups to enhance knowledge navigation<br />
  34. 34. Collaborative<br /> tagging <br /> tools<br />Internal<br />External<br />TaxoFolk algorithm<br />Taxonomy<br />Temple Street got an OPERA <br />Can visit a BEACH at here<br />
  35. 35. Some challenges in a PLE/VLE<br />Information Overload<br />Sustainability & quality of contributions<br />Knowledge Classification & Navigation<br />Content authoring by the masses<br />Development & tracking of personal competencies<br />…<br />
  36. 36. RAPIDS (Rapid Authoring Platform for Instructional Design of Scenarios)<br />
  37. 37. Using RAPIDS for scenario authoring<br />Reusable Artefacts<br />Real and imaginary scenes, characters, icons<br />Rapid Authoring<br />Ease of Creation<br />Competency profiling with Quizzes & Scorecard<br />Mix & Match different scenes to compose a new scenario<br />
  38. 38. Integration of RAPIDS into WebCT<br />
  39. 39. Key Observations<br />PKM values and competencies are directly related to organisational performance<br />PKM is rapidly gaining interest but most of the existing frameworks are still based on the traditional Web<br />Web 2.0 and social software enable knowledge workers to set up a PLE/VLE in a pervasive and ubiquitous environment<br />Quality of knowledge, sustainability of contributions, mass authoring & ability to combat information overload are crucial<br />Significant research is still needed for ‘fusing’ personal and enterprise knowledge<br />

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