This document provides a final report on the "Getting to Grips with Knowledge Management" online course delivered in 2005. It summarizes that 58 students enrolled in the course but 9 withdrew, with 33 submitting portfolios on time and 5 receiving extensions. Feedback was positive, with most students finding the guided readings and briefings useful and the group discussions less so. Suggested improvements included reducing the workload, increasing time between activities, and making buddy group discussions confidential. Overall the feedback was positive and many students had ideas for applying what they learned.
Professor Lourdes Guàrdia, How to evaluate generic Competences using Web 2.0:...mediazoo
One of the demands that today’s society is making of the European Space of
Higher Education (ESHE) is the establishment of a system that favors providing students with a comprehensive education that aims to achieve the optimum development of the skills needed in our current society. Another requirement concerns reforming the methodologies applied in classrooms, focusing the emphasis on learning and evaluation (personal, social and professional) based on competences and giving students a more prominent role in these processes. This social and academic framework is based on an organic model of information in which information is reused, reinterpreted and returned.
We are talking about promoting complex methodological changes which involve the redefinition of the whole concept of learning and evaluation which are key aspects of the education system. Faced with this outlook, the Open University of Catalonia (UOC) has devised a new transverse evaluation instrument based on learning competences: the eTransfolio.
Professor Lourdes Guàrdia, How to evaluate generic Competences using Web 2.0:...mediazoo
One of the demands that today’s society is making of the European Space of
Higher Education (ESHE) is the establishment of a system that favors providing students with a comprehensive education that aims to achieve the optimum development of the skills needed in our current society. Another requirement concerns reforming the methodologies applied in classrooms, focusing the emphasis on learning and evaluation (personal, social and professional) based on competences and giving students a more prominent role in these processes. This social and academic framework is based on an organic model of information in which information is reused, reinterpreted and returned.
We are talking about promoting complex methodological changes which involve the redefinition of the whole concept of learning and evaluation which are key aspects of the education system. Faced with this outlook, the Open University of Catalonia (UOC) has devised a new transverse evaluation instrument based on learning competences: the eTransfolio.
SYNERGY Induction to Pedagogy Programme - Evaluation of the Learning Resource...Sarah Land
The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Evaluation of the Learning Resources’ and provides content which provides an introduction to the basic concepts of quality in peer education, how to assess the quality of learning materials produced by peer educators and also an introduction to some common European standards and toolkits for evaluating online education.
These slides are available in English, Finnish, German, Greek, Italian and Romanian.
SYNERGY Induction to Pedagogy Programme - Evaluation of the Environment (ENGL...Sarah Land
The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Evaluation of the Environment’ and provides content which relates to self and peer assessments, some challenges of peer-learning in online environments and quality criteria in peer learning.
These slides are available in English, Finnish, German, Greek, Italian and Romanian.
SYNERGY Induction to Pedagogy Programme - Evaluation of the Learning Resource...Sarah Land
The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Evaluation of the Learning Resources’ and provides content which provides an introduction to the basic concepts of quality in peer education, how to assess the quality of learning materials produced by peer educators and also an introduction to some common European standards and toolkits for evaluating online education.
These slides are available in English, Finnish, German, Greek, Italian and Romanian.
SYNERGY Induction to Pedagogy Programme - Evaluation of the Environment (ENGL...Sarah Land
The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Evaluation of the Environment’ and provides content which relates to self and peer assessments, some challenges of peer-learning in online environments and quality criteria in peer learning.
These slides are available in English, Finnish, German, Greek, Italian and Romanian.
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the ninth of ten learning packages produced in the DigiCare project as support materials for implementing the DigiCare model and supporting teachers with ready-made materials.
The learning packages are designed to be adaptable to the specific needs of each Higher Education Institution (HEI) and healthcare student group. While they provide essential information, they are not exhaustive in their coverage. Active pedagogical tools are incorporated into the packages, which can be employed during theory lessons. Each presentation includes a Notes section below the slides, offering ideas for teachers and recommendations for further reading.
The learning packages can be translated, edited, and supplemented with additional content as desired. The packages can be used as a complete set or individually, based on the specific requirements of users. Each learning package is accompanied by an introductory slides and the final slide provides information about the subsequent package in the series.
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the eighth of ten learning packages produced in the DigiCare project as support materials for implementing the DigiCare model and supporting teachers with ready-made materials.
The learning packages are designed to be adaptable to the specific needs of each Higher Education Institution (HEI) and healthcare student group. While they provide essential information, they are not exhaustive in their coverage. Active pedagogical tools are incorporated into the packages, which can be employed during theory lessons. Each presentation includes a Notes section below the slides, offering ideas for teachers and recommendations for further reading.
The learning packages can be translated, edited, and supplemented with additional content as desired. The packages can be used as a complete set or individually, based on the specific requirements of users. Each learning package is accompanied by an introductory slides and the final slide provides information about the subsequent package in the series.
Information Literacy for Masters studentsSheila Webber
This was presented at the Konstanz Workshop on Information Literacy, Konstanz (Germany) 9th November 2007. In it I a) describe a "search/teach" activity undertaken with taught Masters students at the University of Sheffield and b) introduce Second Life (which I am using with undergraduate students).
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
ENGL 421
CHAPTER 10: ANALYTICAL REPORTS
NAME:__________________
ID:_____________________
SECTION:_____________
Task: Write an executive summary of the research article uploaded on your Moodle page. Your summary should paraphrase the article, highlighting its main points, methodology, result, discussion, and conclusions.
Short Research Report
164 December 2017, Vol. 9, No. 4 AJHPE
Teaching and assessment strategies require constant personal reflection
as to whether these approaches adequately prepare students to meet the
discipline-specific knowledge base of the profession (‘hard skills’), while
simultaneously developing behavioural and attitudinal skills that empower
them to become more socially aware and responsible citizens (‘soft skills’).[1]
Integrating soft skills with hard skills is a conceptual principle that higher edu-
cation promotes and requires, more recently popularised as ‘graduate attri-
butes’.[2] Adapting teaching and assessment practices towards addressing this
need from a basic medical science and clinically applied perspective, creates
the opportunity and platform to be innovative in identifying new strategies
and expanding on conventional practices. Consequently, team learning has
become popular in many medical training institutions. In anatomy, the
limited dissection potential of the cadaveric brain, and the complexity of
the three-dimensional stuctures within it, further creates a substrate for
innovative learning.
This case study highlights the effectiveness of a team project that
embraces the elements of hard and soft skills, team learning and self-directed
learning. Topics provided required the preparation and presentation of
models through a video clip as a newly created art form, so as to adopt the
contemporary social theme: selfies 2015. As it was an innovative curricular
activity, it was considered giving specific attention to and evaluating the
project from a student’s perspective. More importantly, the project provided
a simple strategy that can be used to integrate hard and soft skills, as has
become a requirement of most curricula.
Objectives
A class activity has been used as a strategy to integrate hard and soft skills
through the concept of a popular social theme related to the creation of an
art form, and to evaluate the students’ perception of the project in terms of
expanding subject knowledge, personal appeal and enjoyment, and future
considerations.
Methods
Each team, comprising 5 - 6 students, was allocated a topic in neuroanatomy
and was required to prepare a model to demonstrate a particular aspect.
Each of the three topics formed part of the neuroanatomy syllabus, but was
not taught through formal lectures and practicals. For these topics, student
teams were required to prepare a model relevant to the topic and produce
a 15-minute video clip incorporating the model as a class presentation.
Typically, each of the ...
Program evaluation and outdoor education: An overviewJames Neill
This presentation discusses program evaluation in outdoor education. What is it? Why do it? What methods are there? How can data be analysed? How can results be used? We will consider several example program evaluation studies and available tools and resources. There will also be opportunity to workshop your own program evaluation needs.
Main presentation page: http://wilderdom.com/wiki/Neill_2010_Program_evaluation_and_outdoor_education:_An_overview
A workshop on Practice Learning opportunities and opportunities for individuals wishing to mentor student social workers. Contributor: Learning Network West
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. University of SheffieldSchool of Health & Related
Research (ScHARR)
FOLIO Programme of courses for health care librarians
Getting to Grips with Knowledge Management (G2G)
Course 2005
Final Report
Alan O’Rourke
Andrew Booth
Lynda Ayiku
Anthea Sutton October 2005
2. Report contents: Page
1. Executive summary 3
2. Course details 3
3. Analysis of participants and other stakeholder data 4
4. Analysis of course evaluation feedback 4
5/6. Educational innovations and issues /Technical innovations and issues 6
7. Administrative issues 6
8. Proposed future developments 7
Appendices: A: student course evaluation and comments (available on request)
B: details of course content 9
1. Executive Summary
Getting to Grips with Knowledge Management (G2G) was the ninth on-line interactive course in a
series of twelve commissioned by the NeLH as part of the FOLIO Programme. Andrew Booth
(Programme Director), Alan O’Rourke (Programme Manager), Anthea Sutton and Lynda Ayiku
(Learning Resource Coordinators) as the course team have developed both content and delivery. The
course was open to all librarians providing services to NHS staff in the UK. The course team facilitated
a JISC e-mail list, which provided the main medium for teaching, with links to briefings and other
material on the FOLIO Web-pages, with a subsidiary e-mail list for student support and administrative
issues.
For previous courses, we have presented the workload as roughly equivalent to attendance at a two-day
workshop. For this course, after reflecting on student feedback on the time they have put in to compete
previous FOLIO courses, we suggested that devoting two to four hours per week to the tasks and
exercises should allow the compilation of a good portfolio. For this specific course, participation
involved:
1. Receiving about thirty e-mail communications (approximately one per day)
2. Reading one or two weekly briefings or PowerPoint presentations.
3. Pursuing guided readings and reflective exercises.
4. Contributing to group work with five or six buddies (typically one per week).
5. Completing individual tasks for their portfolios.
6. Reflecting on aspects of knowledge management (such as identifying knowledge champions) in the
students’ own workplaces.
7. Completing an on-line quiz and a competition.
8. Compiling a portfolio of personal and group activities for submission to the course facilitators.
9. Completing a course evaluation form.
The NeLH has validated the course and participants fulfilling these minimum requirements received a
certificate of attendance, classified as pass, honours or distinction depending on the depth of learning
demonstrated by their portfolio.
There was a good level of interest in this course, although we were able to accommodate all students
for whom this course was a priority training need. Fifty-eight students commenced the course, but nine
withdrew. Thirty-three students submitted their portfolios within the course timetable, and we granted
five extensions because of extenuating circumstances. In all we received 38 completed portfolios
(including extensions) and all these passed with five gaining distinction marks.
2. Course Details
Course title: Getting to Grips with Knowledge Management
Course Code: G2G
3. Web pages: http://www.nelh.nhs.uk/folio/g2g/home.htm
Discussion list archive: http://www.nelh.nhs.uk/folio/g2g/archive.htm
Module co-ordinator: Dr Alan O’Rourke
Other staff involved: Mr Andrew Booth, Ms Lynda Ayiku, Miss Anthea Sutton
Course aims: This course aimed to provide practical skills in delivering knowledge management (KM)
techniques at a local or organisational level.
Course objectives: by the end of this course participants should be able to:
• Understand the importance of KM in health care.
• Identify the main considerations to be taken into account when planning a KM strategy.
• Use KM tools to meet the needs of their organisation or community
• Prepare a planned approach to developing a "community of practice".
• Identify strategies to enable them to sell the benefits of KM at an organisational or local level.
• Evaluate the effectiveness of KM techniques.
• Engage with fellow participants in discussing practical KM problems and situations.
Content (see appendix B):
We designed the course around a “Story-Board” format, with a wide selection of student activities,
including reading, reflection, a quiz, a case study and a debate. For some activities, students worked
alone, developing written ideas for their portfolios based on instructions in e-mails and briefing on
web-pages. For other tasks they worked in small inter-active groups of five or six “buddies.”
3. Analysis of participant and other stakeholder data
Applications: we received 54 applications for this course, and we enrolled four other students on this
course.
Enrollments: 58 participants enrolled. Nine participants withdrew from the course, mainly because of
work commitments.
Feedback: we received completed feedback forms from 32 participants. We invited students who
dropped out to complete the questionnaires based on the sections of the course they had attempted.
Portfolio submission: we received 33 portfolios within the course timetable and granted five students
extensions for their portfolio submission, on grounds such as ill-health: all those granted extensions
submitted portfolios within the extension period. Eleven students neither submitted portfolios nor
sought extensions.
.
Applications / expressions of interest: 54
32 completed feed back forms (55%)
58 enrolled students (in 10 “buddy groups”, each of 5 or 6)
49 students still on the course at the end
9 students withdrew during the course
4. 38 completed portfolios (78 % of those completing the course)
11 students failed to submit portfolios ( none of these had requested extensions)
Portfolio grading: ten student portfolios met the standards for a pass, twenty-three for an honours pass
and five were of high enough standards to gain distinctions.
4. Analysis of Course Evaluation Feedback
(a copy of the full text of this is available from the course team on application)
Enjoyment of the course: 28/32 respondents agreed or strongly agreed that the course was enjoyable;
two disagreed and two had no opinions either way.
Knowledge of information needs analysis: 31/32 respondents agreed or strongly agreed that they
knew more about information needs analysis after completing the course; one disagreed.
Future plans for use of what participants had learnt on the course: 32 participants responded. One
did not intend to use the course materials at all; and six had no definite projects in mind. Suggestions
for more specific application of course materials included:
• Contributing to information governance and Freedom of Information Act work
• Introducing a skills directory and setting up an internal database of expertise
• Supporting communities of practice in primary care
• Developing organizational Knowledge Management strategies
as illustrated by the following quotes:
I plan to improve on KM strategies in place in my organisation and initiate new ones. I plan to
highlight how KM can benefit the organisation and raise the profile of KM by explaining what
KM is to my manager.
Through establishing communities and getting knowledge champions! Also using ideas of good
practice e.g. contacts directory.
Course objectives: 29 / 32 respondents agreed or strongly agreed that the course fulfilled its
objectives; one disagreed; one disagreed strongly; and one had no opinions either way.
Quality of course material: 30 / 32 respondents rated the course material as good or very good; and
two as average.
Usefulness of course material:
Number of respondents ranking this material theNumber of respondents ranking this material the
Type of material: most useful: least useful:
Group exercises 1 5
Individual exercises 7 0
Group discussion 4 9
Briefings 8 0
Case studies 1 2
Guided readings 11 2
Quiz 0 14
Enjoyment of course material: (*one respondent left these blank)
Number of respondents ranking this material theNumber of respondents ranking this material the
Type of material: most enjoyable*: least enjoyable:*
Group exercises 2 4
5. Individual exercises 4 4
Group discussion 5 9
Briefings 4 0
Case studies 5 3
Guided readings 4 5
Quiz 7 6
Use of the G2G website: thirteen respondents accessed the site more than ten times during the course;
ten between five and ten times; nine fewer than five times. No respondents said they had not used it.
Usefulness of the G2G website: 29 /32 respondents said it was useful or very useful; one described it
as average; and two had no opinions either way.
Interaction with your designated buddies during the G2G course: 31 respondents had interacted;
one had not. Main reasons for poor participation in the buddy groups included:
• Lack of responses from other buddies or the group mentor.
• Disjointed discussions, because of individual buddies tackling tasks at differing rates.
• Technical problems with the e-mail
• One student suggested that time limits on group tasks might produce prompter responses.
Success of the buddy scheme: 19/32 respondents felt that the scheme was very or moderately
successful; eight were neutral towards it; four felt it was moderately unsuccessful; one felt it was very
unsuccessful.
Course facilitation: 27/32 respondents said it was good or very good; three described it as average;
two had no opinions either way.
Changes to the course: 17 respondents replied, but five of these felt the course structure and delivery
did not require modification. Twelve others had specific suggestions, sometimes more than one per
respondent including:
• More advice about who to refer questions about the course to (the respondent felt that the
instructions as the beginning of the course provided contacts for administrative queries, but not
questions about the course content)
• Not using an on-line format, as although the material was of good quality, this format did not
allow enough time to do it justice.
• Dropping the buddy system totally
• More space between e-mails for task completion, or fewer e-mails, or a longer but less intense
course.
• Sending course e-mails early in the morning
• Checking that all links and URLs work
• Setting time limits for tasks (especially where they are part of a sequence, and the student may
be dependent on another buddy posting their contribution)
Further comments on theG2G course: Twenty-one respondents offered other comments. Most of
these were positive. One felt that time on such course was actually better spent than at face-to-face
sessions, but that they missed direct interaction, and the that the buddy system did not provide a
suitable substitute. Another criticism was that buddy discussions were too public and should be partly
at least confidential within the group. One felt that the need for group work to produce portfolio outputs
cramped the discursive element of the groups, and reduced debate to a “question and answer” format.
There was also a seasonal issue: this course ran into the summer period, and one respondent felt that
buddies going on holiday reduced input to group work.
6. Future courses: 28 / 32 participants would do another FOLIO course; four were uncertain. Twenty-
nine would recommend FOLIO course to colleagues; and three were uncertain.
Summary: overall, the feedback was positive, and many students had practical ideas for using what
they had learned. Clearly, some students did not like either the absence of direct contact or the buddy
exercises. Some activities (such as guided readings) were more popular; students disliked the group
discussion; oddly they viewed the quiz as enjoyable, but of limited use, although it may thus have
fulfilled its rôle as providing light relief from more studious tasks.
5. Educational Innovations and Issues and 6. Technical Innovations and Issues
There were no specific educational or technical innovations in this course compared to earlier FOLIO
courses.
7. Administrative Issues
We advertised the course widely through the healthcare LIS network and via suitable e-mail lists (e.g.
Evidence-based libraries), inviting students to register their interest.
In addition to the JISC-mail list used for teaching the course, we have established a separate e-mail list
(folio@sheffield.ac.uk) to handle administrative rather than educational issues. All the course team are
members of this list and can reply to student queries while copying their reply to the course team to
ensure a co-ordinated response. We notify students about this list and encourage them to use it for
matters such as absences, difficulty contacting buddies, and problems accessing course web-pages.
There is a page of Frequently Asked Questions (FAQs) for the course at: http://www.nelh.nhs.uk/folio/
g2g/faqs.htm
At the close of the course, we specifically informed students that they should return completed
portfolios to the course administrator, and include their preferred postal address, to which we later sent
their certificates of completion according to the assessed quality of the portfolio.
8. Proposed future developments
None at this stage.
Appendix A: student course evaluation and comments
Available from the FOLIO team on request
9
Appendix B: details of course content
Day / Message Material provided: Student activity Portfo
1. Introduction Contact details for course; housekeeping; key web-pages
2. Group icebreaker Introductory message Develop icebreaker Icebre
3. Questionnaire On-line questionnaire about KM Completion of questionnaire
4. Briefing 1 What is knowledge management? Reading briefing
5. PowerPoint Knowledge management in a PCT Reading PowerPoint
6. Buddy exercise Mallard Valley PCT case study (from PowerPoint) Group discussion Organ
7. Guided reading Paper by Ferguson on KM Reading to answer specific questions Answe
8. Briefing Components of a KM Strategy Reading briefing
9. Knowledge audit Various resources about knowledge audits Reading
10. Knowledge champions Knowledge champions Identify local knowledge champions List of
11. Knowledge mapping Knowledge mapping Buddy group discussion Organ
12. Readiness Knowledge management questionnaire Questionnaire completions Respo
13. Environment scanning Environment scanning Application to own work place Organ
7. 14. Briefing Classifying and Codifying Knowledge Reading briefing
15. Quiz Quiz questions* Completion of quiz Quiz a
16. Group discussion Information about intranets Group discussion on intranets Organ
17. Skills directories NeLH Knowledge Management Specialist toolkit Reading
18. Resource sharing Digital Libraries Network weblog Reading weblog to answer questions Answe
19. Knowledge harvesting Sue Andrews' article: Late-harvested knowledge Reading and reflection
20. Competition Competition questions Competition answers
21. Briefing Briefing Communities of Practice Reading briefing
22. PowerPoint The NeLH Specialist Libraries as a community of practiceReading PowerPoint
23. Individual exercise Further information on communities of practice Reading / reflection on Communities of Reflec
practice
24 Individual exercise Selling the benefits of KM Debate about evaluating KM Contri
25. Group debate Methods of evaluating KM Identification of themes
26. Briefing Knowledge Transfer and Knowledge Exchange Reading
27. Competition results Competition results
28. Action plan Devising action plan to promote KM Action
29. Summary Course summary Reflection Person
30. Course conclusion Message about administrative tasks, portfolios, buddies Sending farewell message to buddy;
Quiz answers and extension of submission dates. completion of portfolio and post-course
questionnaires.
Post-course Two reminders about completion of portfolios and
feedback
*On-line forms no longer active.