Knowledge Management 2009 Introduction

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  • Voordat we starten, uiteraard eerst wat mededelingen rondom het huishouden hier bij Kennismanagement:- Heeft iedereen toegang tot Blackboard?- Sheets worden gepost na elke les, een aantal uur erna.- Heeft iedereen het boek kunnen aanschaffen, het is dit college al nodig, maar zeker de volgende colleges- Heeft iedereen zich ingeschreven?- Participatielijst rondsturen- Mondeling tentamen, laatste vak, wrapup volgt hier meer over.- Dan tot slot heeft iedereen al kennis genomen van het feit dat er rond dit vak een blog is gestart, te weten kennismanagement.wordpress.comDeze blog zal na autorisatie (op verzoek) toegankelijk zijn voor jullie zodat we met zijn allen elkaar op de hoogte kunnen houden van praktijkvoorbeelden van de theorie in dit vak. We hopen dat iedereen hierop actief gaat participeren en de discussie aangaat, omdat wij geloven dat een blog en het bloggen helpt bij het begrijpen en herkennen en zingeven van de theorie van Wenger!
  • Wat was ook al weer...
  • Wat is management eigenlijk?Management is gerichtbeinvloedenOm bepaaldedoelentebehalen,En daarbijbeinvloedhij intern (demensen) als extern (de omgeving)
  • Dan maar eens kijken wat kennis is – we beginnen objectivistischBoisotkomt van het idee data informatiekennisData = set van stimuli die we kunnenonderscheiden, kleur, smaak etc.Informatie = het kunnenrelateren van de data naariets van betekenis, het onderscheiden van kleur en hunbetekenis, het kunnenrelateren van eenstoplicht..Kennis = een set vanwaarchijnlijkheidsverdelingenwaaropeenindividuzijnactiekanbepalen. Als het groen is kanikvoor 100% ervanuitgaandatikveiligkanoversteken.Ditkennisbegripredeneertvanuit het individue, het is eenindividue die voor het stoplichtstaat.Ofwelditkennisbegrip is indiviualistisch.Die set van waarschijnlijkheidsverdelingen, die kennis, is ookeenvorm van abstractie en codificatievanuit het inividu, datiemandeenideeeheeft.Voortsals het een set is van waarschijnlijkheidsverdelingen,dan is de ervaring etc. al gecodifieerd en zoudezeeenvoudigtekopieerenzijnnaareenwillekeurigeander, ofwel de kennis s al disembodied. Het verkrijgen van die kennis, is danookleren. En leren is eenstapgewijsprocesvoor het indivdiue, danBoisotalsvolgtheetbeschreven.
  • Een kleine oefening: we doen ‘m nu samen.Wat is het verschil tussen één zoeloe voor een stoplicht in de woestijn en een groep zoeloes?
  • Lessen uit de zoeloe case
  • Laten we er eens op een subjectivistische manier nmaar kijkenHoe kijkteen subjectivist naarkennis..In iedergeval conform de zulu case, erzijnverschillendeinterpretaties…. Ofwelerzijnmeerderewaarheden.En datbetekentdat we moetenweten van elkaarwatonzeverschillenzijn, of we zullenmoetenonderhandelen over de betekenis.En als we verschillendebetekenissenleren, danbetekentdatdat we onsbestaande repertoire uitbouwen, Ditdoen we met elkaar, en dsu is sprake van sociaalleren.Het is volgenssubjectvistenookgeen set (zoalsobjectivisten) maareen capability. Eenvermogenomonderscheidtemaken, en omdattekunnendienen we dussociaalteleren, waaruitkennislogischerwijsvoortvloeit.
  • Is the social ooitgebouwd?The isle of Utopia has never been build, although prescribed fairly accurately by Thomas Moore…Utalitairmensbeeld, namelijkiedereenhandeltuiteigenvoordeel.. Iedeeenhandeltrationeel en is uit op eigenwaarde, en let niet op de relatie met andere op zichheen (individuealistichmensbeld).Undersocialized conceptions are rationalekijk op relaties, namelijk het feitdat je eenHyvesuitnodigingaccepteerthoudt in dat je vrienden bent. Oversociaalmensbeeld, gaatervanuitdatiedereenaltruiitisch is alshijdaar de middelenvoorkrijt. Gooieen internet open en kennisvloeitrijkelijik.
  • Knowledge Management 2009 Introduction

    1. 1. INTRODUCTION<br />Towards a Subjectivist View<br />Knowledge <br />Management <br />2009<br />TimHoogenboom<br />Bolke de Bruin<br />
    2. 2. Course<br />learning<br /> A subjectivist view on KM<br />knowledge<br />organizational<br />learning theory<br /><br />social<br /> designforlearning<br /> practice based approaches<br />communities of practice<br /> identity<br />30<br /> exams<br /> guest<br /> wrapup<br />professional<br />social media<br />oral<br />
    3. 3. Not so fast...<br />
    4. 4. Today<br />Exploring the Main Topics<br />Knowledgemanagement<br />Organizational learning<br />Social Media<br />
    5. 5. Course background<br />
    6. 6. Subjectivism <br />Objectivism <br />Information Management<br />Nosolid foundation for<br />Knowledge Management<br />Objectivist by default<br />
    7. 7. Objectivism<br />What<br /><ul><li>Turning rich things into manageable and disembodied objects
    8. 8. Knowledge = inherent properties
    9. 9. Pursuing objective truths via codification and abstraction
    10. 10. Realizing economic value through exchange
    11. 11. Supply driven</li></ul>Why<br /><ul><li>Exchange requires ownership, which requires objectification</li></ul>Why not<br /><ul><li>Yet unfair and inhuman (books on Amazon do not reflect societal value, only economic value)</li></li></ul><li>Subjectivism<br />What<br /><ul><li>Negotiating meanings intersubjectively about objects by participating in social practices
    12. 12. Knowledge = interactional properties
    13. 13. Organizing for multiple negotiated realities
    14. 14. Understanding symbolic value through participation
    15. 15. Demand and supply driven</li></ul>Why<br /><ul><li>Lives up to a more humane approach of living together</li></ul>Why not<br /><ul><li>Symbolic value cannot easily be captured</li></li></ul><li>If we were to find a working<br />definition for Knowledge Management what would it be?<br />Discussion<br />
    16. 16. Managementis gerichtbeinvloeden<br />that’s easy<br />
    17. 17. Anobjectivist perspective<br />Boisot 1999<br />a setof probability distributions<br />Knowledge<br />held by an agent<br />orienting his/her actions <br />individualistic<br />disembodied <br />learning is step-by-step process<br />
    18. 18. Codified<br />Abstract<br />Uncodified<br />Diffused<br />Concrete<br />Undiffused<br /> <br />How do we ‘manage knowledge’?<br />Anobjectivist perspective<br />Boisot 1999<br />I<br />E-Min<br />(minimum chaos, <br />maximum order)<br />V-Max<br />(maximum value, minimum diffusion, maximum structure)<br />E-max<br />(maximum chaos, <br />minimum order)<br />II<br />V-Min<br />(Minimum value, maximum diffusion, minimum structure)<br />
    19. 19.  <br />How do we ‘learn’?<br />An objectivist perspective<br />Boisot 1999<br />diffusion<br />absorption<br />E-Min<br />(minimum chaos, <br />maximum order)<br />abstraction<br />V-Max<br />(maximum value, minimum diffusion, maximum structure)<br />Codified<br />E-max<br />(maximum chaos, <br />minimum order)<br />impacting<br />V-Min<br />(Minimum value, maximum diffusion, minimum structure)<br />Abstract<br />problem solving<br />Uncodified<br />Diffused<br />scanning<br />Concrete<br />Undiffused<br />
    20. 20. Objectivist view<br />Knowledge Management<br />right information<br />right time<br />right place<br />right person<br />
    21. 21. Let’s give that a thought!<br />.. a little exercise<br />collective<br />individual<br />
    22. 22. So…<br />If knowledge <br />…cannot be codified <br />…cannot be abstracted<br />No final solution<br />and<br />the problem situation is wicked<br />Many actors<br />No definitive answers<br />Can knowledge be shared as an object?<br />Or do we need another perspective?<br />
    23. 23. Learning to be free<br />
    24. 24. different interpretations<br />negotiated meaning<br />social learning<br />communities of practice<br />What is knowledge?<br />Asubjectivist perspective<br />Kennis<br />het vermogenomonderscheidtemaken<br />
    25. 25. How do we ‘learn’?<br />Asubjectivist perspective<br />Huber 1999<br />More <br />people do <br />different things<br />together<br />SOCIAL <br />MEDIA SYSTEMS<br />More peoplecomprehend different interpretations<br />KNOWLEDGEMANAGEMENT SYSTEMS<br />More peopledevelop different interpretaties<br />More peoplelearn more<br />INFORMATIONSYSTEMS<br />Someonelearnssomething<br />that has potentialvalue<br />Different interpretations<br />Collective learning<br />
    26. 26. Organizational Learning<br />Wenger<br />Learning is an individual process – no, it’s social too<br />Learning has a beginning and an end – no, it’s continuous and life-long<br />Learning is best done in separate environments – no, in social practices<br />Learning is the result of teaching – no, learning is part of everyday life<br />
    27. 27. Positioning <br />A Social Theory<br />of Learning<br />Wenger, E. (1998) Communities of Practice: Learning, Meaning, and Identity, Cambridge University Press, Introduction: A social theory of learning<br />
    28. 28. A SubjectivistApproach towards Knowledge Management<br />to enhance<br />the capability<br />organizational discipline<br />to differentiate<br />to learn<br />
    29. 29. OrganizationalLearning<br />communities<br />of practice<br />learning<br />in doing<br />WENGER<br />learning<br />bydoing<br />institutionalizedstructures<br />BOISOT<br />Huber, George P. (1991) Organizational learning: The contributing processes and the literatures. Organization Science, 2: 88-115.<br />
    30. 30. Learning in Doing<br />
    31. 31. Begrippenjacht<br />1 Watzijn de kernbegrippen van Wenger?<br />2 Geefdaarvaneenstrakkedefinitie!<br />
    32. 32. what we do<br />Practice to<br />historical and social context<br />what we do<br />providing structureand meaning<br />nexus of memberships<br />participation in practices<br />legitimating <br />Identity<br />to participate<br />Learning<br />to negotiate meaning<br />enhancing ability<br />to belong<br />everyday life<br />mind set<br />framingexperiences<br />to fit<br />Meaning<br />regularly interact<br />group of people<br />sharing passionor concern <br />Community of Practice<br />something they do<br />learnto do it better<br />
    33. 33. = Social?<br />
    34. 34. But what is social … ?<br />... to follow<br />... to associate<br />
    35. 35. UTOPIA<br />undersocialized and oversocialized conceptions of human action<br />
    36. 36. ExploringSocial Media<br />Bouman, W., Hoogenboom, T., Jansen, T., De Bruin, B. & Huizing, A. (2007). The realm of sociality: Notes on the design of social software. Conference proceedings of the 28th ICIS. Montreal, Quebec, Canada.<br />
    37. 37. Archetypes of IT-basedsystems<br />
    38. 38. Tweakers – Tech FAQ<br />What is the manifestation of this IT-based system…<br />
    39. 39. Google – Search Engine<br />What is the manifestation of this IT-based system…<br />
    40. 40. Mininova – Bittorrent Platform<br />What is the manifestation of this IT-based system…<br />
    41. 41. Last.FM – Social Recommender<br />What is the manifestation of this IT-based system…<br />
    42. 42. Flickr– Photo Sharing Platform<br />What is the manifestation of this IT-based system…<br />
    43. 43. KM2009– Wordpress Blog<br />What is the manifestation of this IT-based system…<br />
    44. 44. IT Knowledge Exchange – Forum<br />What is the manifestation of this IT-based system…<br />
    45. 45. Archetypes of IT-basedsystems<br />
    46. 46. Wenger is relevant for Knowledge Management <br />because he provides us with <br /> a social learning theory<br />a design framework to afford for learning<br />building blocks of social configurations that <br />enable learning<br />Relevancy<br />Wenger, E. (1998) Communities of Practice: Learning, Meaning, and Identity, Cambridge University Press, Epilogue: Design<br />
    47. 47. Becomeknowlegeableonsocial media <br />(thatmeansjoin, look, participate)<br />Buy the book, if you already didn’t<br />Readchaptersaccording to coursedescription<br />(onBlackboard)<br />Next week<br />
    48. 48. Expectations<br />How did we do?<br />
    49. 49. T I M H O O G E N B O O M<br />
    50. 50.
    51. 51. DefiningSocial Media<br />SeeingWenger’stheory in action<br /><ul><li>An IT-based system, engagedby its users as an unfolding objectfor constructing and reproducing their social relations
    52. 52. A mediator of object-centered sociality</li></ul>Bouman, W. & Hoogenboom, T. (2008). A league on its own: Towards a new ontology for social software. Conference proceedings of the 4th International Conference on OLKC. Amsterdam, The Netherlands.<br />
    53. 53. Communities of Practices<br />actuallyform<br />pursuesociallearningtheoryorganizations<br />Wenger, E. (1998) Communities of Practice: Learning, Meaning, and Identity, Cambridge University Press, Introduction: A social theory of learning<br />
    54. 54. Positioning Wenger<br />Two dominant philosophies in knowledge management and learning<br />Information and knowledge are granules of understanding representing objective realities / Objectifying the world / Inherent <br />properties are known via codification and abstraction / Transferable/ RationalizingTruth / Focus supplyside / Knowledge <br />management is the gathering, refining, storing of information or knowledge / Organize as market exchange / IT is neutral <br />medium / Objectification grants valuation / knowledge = information = data = objects<br />Knowledge is a set of distinctive evaluations / organizing for multiple realities / understanding object-centered sociality / <br />people learn by engaging in local practices / negotiable / Negotiation of meaning / Trigger and facilitate communities of <br />practice / IT is value loaden / Objects grant purposeful relations / knowing = networking = negotiation<br />Huizing, A. (2007) Objectivist bydefault: Whyinformation management needs a new foundation, in Huizing, A. & Vries, E.J. de (Eds), InformationMngt: Setting the Scene, PerspectivesonInformation Management Series, 1:73-90<br />

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