This document discusses knowledge management and organizational learning. It introduces Nonaka's model of the spiral of knowledge, which describes how tacit and explicit knowledge are converted between individuals and groups through socialization, externalization, combination, and internalization. Key points include:
- Knowledge exists in both tacit and explicit forms, located in individuals and groups.
- Knowledge is shared and created through various channels like communities of practice or documentation.
- Organizations can translate individual knowledge into collective knowledge through learning processes.
- Nonaka's spiral model shows how knowledge is transformed between tacit and explicit at each stage.
This document discusses theories of learning and higher education. It begins by outlining objectives around developing a theory of theory, explaining its uses for understanding educational development, locating higher education in the context of wider societal institutions, and applying the concept of a hidden curriculum. It then discusses reflective practice and the role of formal theory versus experience. Different orientations and functions of theory are presented, including inductive/deductive, holistic/generative, and predictive/explanatory/generative/typifying/falsifiable. Institutions of society and production versus reproduction are contrasted. The hidden curriculum and critical theory are also discussed.
keynote at the European Conference on Educational Research in Cádiz, pre-conference on emerging researchers. About networked learning for lifelong learning for all
Bm 08 organizational_knowledge and learningDiana Diana
This document discusses organizational knowledge and the concepts of tacit and explicit knowledge. It explains that knowledge workers are central to the new knowledge economy. Knowledge is explained as processed information, and tacit knowledge is described as practical knowledge known through direct experience rather than rational processes. The document also outlines Ikujiro Nonaka's model of knowledge conversion between tacit and explicit forms through socialization, externalization, combination, and internalization.
Presentation about the importance of conversation given at the Scottish Knowledge Management Network meeting held at the Subsea7 offices in Aberdeen on 3 February 2011.
Innovation is a practice, a mindset and a set of skills that can be consistently applied, perhaps not by everyone, but many skills can be practiced and strengthened to make you a better innovator.
This document summarizes a conversation between C. Otto Scharmer and Ikujiro Nonaka about knowledge creation. Nonaka discusses how his interest shifted from information processing to knowledge creation. He realized information processing was insufficient to explain innovation, which stems from subjective beliefs. Nonaka differentiates between tacit and explicit knowledge and proposes four modes of knowledge conversion: socialization, externalization, combination, and internalization. Through the dynamic interaction of these modes, personal knowledge becomes organizational knowledge.
This document discusses various aspects of networked literacies. It covers topics such as blogging, social networking, open teaching, crowdsourcing content, real-time collaboration, issues with inappropriate content and verifiability online. It also discusses concepts like new media texts, the abundance of information, multimodal expression, complex authorship, expanding audiences, and the importance of social connections and digital reputation. Overall, the document examines how networks and new media are changing literacy and the skills needed to navigate online spaces.
1. The document discusses different types of data that could be used in writing a paper about developing an online learning module.
2. It identifies six sources of data: notes from development meetings, the process of module development, student engagement records, learning discussions, and student evaluations.
3. The document considers positioning the paper as "professional development" or "research" and debates the hierarchical relationship between the two. It questions treating knowledge as ideology-free.
This document discusses theories of learning and higher education. It begins by outlining objectives around developing a theory of theory, explaining its uses for understanding educational development, locating higher education in the context of wider societal institutions, and applying the concept of a hidden curriculum. It then discusses reflective practice and the role of formal theory versus experience. Different orientations and functions of theory are presented, including inductive/deductive, holistic/generative, and predictive/explanatory/generative/typifying/falsifiable. Institutions of society and production versus reproduction are contrasted. The hidden curriculum and critical theory are also discussed.
keynote at the European Conference on Educational Research in Cádiz, pre-conference on emerging researchers. About networked learning for lifelong learning for all
Bm 08 organizational_knowledge and learningDiana Diana
This document discusses organizational knowledge and the concepts of tacit and explicit knowledge. It explains that knowledge workers are central to the new knowledge economy. Knowledge is explained as processed information, and tacit knowledge is described as practical knowledge known through direct experience rather than rational processes. The document also outlines Ikujiro Nonaka's model of knowledge conversion between tacit and explicit forms through socialization, externalization, combination, and internalization.
Presentation about the importance of conversation given at the Scottish Knowledge Management Network meeting held at the Subsea7 offices in Aberdeen on 3 February 2011.
Innovation is a practice, a mindset and a set of skills that can be consistently applied, perhaps not by everyone, but many skills can be practiced and strengthened to make you a better innovator.
This document summarizes a conversation between C. Otto Scharmer and Ikujiro Nonaka about knowledge creation. Nonaka discusses how his interest shifted from information processing to knowledge creation. He realized information processing was insufficient to explain innovation, which stems from subjective beliefs. Nonaka differentiates between tacit and explicit knowledge and proposes four modes of knowledge conversion: socialization, externalization, combination, and internalization. Through the dynamic interaction of these modes, personal knowledge becomes organizational knowledge.
This document discusses various aspects of networked literacies. It covers topics such as blogging, social networking, open teaching, crowdsourcing content, real-time collaboration, issues with inappropriate content and verifiability online. It also discusses concepts like new media texts, the abundance of information, multimodal expression, complex authorship, expanding audiences, and the importance of social connections and digital reputation. Overall, the document examines how networks and new media are changing literacy and the skills needed to navigate online spaces.
1. The document discusses different types of data that could be used in writing a paper about developing an online learning module.
2. It identifies six sources of data: notes from development meetings, the process of module development, student engagement records, learning discussions, and student evaluations.
3. The document considers positioning the paper as "professional development" or "research" and debates the hierarchical relationship between the two. It questions treating knowledge as ideology-free.
Harnessing Educational Technology To Boost Confidence, Creativity and Social ...Sylvia's English Online
This document discusses harnessing educational technology to boost creativity. It covers several topics: 1) Using technology to develop students' social and emotional skills through collaborative activities. 2) Drawing on theories like Vygotsky's zone of proximal development to structure learning experiences that challenge students. 3) Integrating timeless teaching approaches like storytelling, task-based learning, and humanistic language teaching with digital tools to foster creativity.
Norm Gayford presented on the history and challenges of technical writing courses, particularly those offered online or through distance learning. He discussed how the field has evolved through different modalities like telecourses and online learning. Some challenges discussed included engaging students in online discussions and conversations, as well as ensuring students understand conventions in their fields. The presentation argued for taking an artistic/creative approach to technical communication and online learning. It also highlighted some common misconceptions about how students learn best.
Helen Beetham discusses the need for universities to rethink how knowledge and thinking are practiced in their curriculums in a post-pandemic world. She argues that curriculums should value sustainability thinking, decolonization, digital practices like design thinking and coding, and data literacy. Universities also need to foster critical thinking about technology and its impacts. To prepare students for uncertain futures, curriculums should incorporate futures thinking exercises to imagine alternative futures and the knowledge needed to thrive in them.
This presentation sketches a few projects and concepts that I'm interested in that illustrate potential opportunities for modeling civic intelligence for the common good.
This document summarizes key concepts from works about new media literacies and participatory culture by Henry Jenkins. It discusses how participatory culture shifts the focus of literacy from individual expression to community involvement, requiring new social skills like collaboration, networking, and collective intelligence. These skills build on traditional literacies. The document also examines concepts like transmedia navigation, multimodality, appropriation, and how new approaches to reading and writing are emerging that focus on participation, motivation, and sharing meanings across media. It advocates for teaching these new media literacies in classrooms.
The document discusses various perspectives on critical thinking. It defines critical thinking as the intellectually disciplined process of conceptualizing, applying, analyzing, synthesizing, and evaluating information. Other definitions view it as actively conceptualizing and reaching conclusions. Critical thinking is important for understanding ideas, evaluating arguments, and solving problems systematically. It also discusses how to foster critical thinking through establishing a culture of dialogue, building personal meaning profiles for learners, understanding students' interests, and challenging students to share their thoughts. The final thoughts discuss how the influx of information poses challenges to obtaining thoughtful insights and the importance of allowing time for reflection.
How Informal Learning Networks Can Transform EducationAlec Couros
Keynote presentation for ASI 2010, York University, Toronto, Ontario - August 2010.
Mashup of several presentations. More info available at http://couros.wikispaces.com/asi2010
This document introduces StoryTech, which is a process for using stories to consciously transform personal and collective narratives for strategic purposes. StoryTech views stories as the fundamental building blocks for how humans construct models of reality. It is presented as a modern application of an ancient storytelling technique that is especially important today given the rise of an idea-based economy. The document outlines what stories are, their power and purpose, and how the StoryTech process works to help individuals explore and expand their future choices by creating new roles and contexts for themselves through storytelling exercises.
Culture and learning in the digital age: experiences from Brussels and the w...Frederik Questier
F. Questier, Culture and learning in the digital age: experiences from Brussels and the world, Guest lecture at Communications University of China, School of Distance and Continuing education, 14/10/2010. On request of the audience, an introduction to Belgian culture was added.
Learning for knowledgeable action: A mini presentation Nov 6 2013Lina Markauskaite
Foundational ideas that underpin rethinking of Epistemic Fluency and Knowlegeable Action in Professional Learning. Learning as creating epistemic environment and conci(ienci)ous self
The document discusses several topics related to the roles of information professionals in a digital world, including:
1) Information professionals need to reexamine their purpose and roles given changes in technology and society, and may need to take on new functions like curating digital collections and providing digital reference services.
2) There is debate around what defines a "digital librarian" and whether these roles are simply extensions of existing librarian work or require new skills like web publishing and multimedia indexing.
3) Accessing information through physical documents is no longer adequate; information professionals must focus on developing skills and knowledge to help others make sense of information in a digital environment.
As someone who has taught technical writing at the community college level since 1989, seeing it morph and move through various iterations nudged and guided by changes in technologies, settings/venues, politics, and pedagogy, I will present a discussion of the history and current challenges in eLearning modality and how we attempt to achieve those technical communication hallmarks. The goal is to strengthen and ‘repaint’ the bridge between education and professional practice, making the case that the seeming ‘pragmatism’ of technical writing enables its survival.
This document provides information about anthropology and ethnographic research methods. It defines anthropology as the study of what it means to be human and examines culture and human behavior through comparative and cross-cultural research. It describes ethnography as a qualitative research approach that relies on participant observation to understand cultural systems, practices, and beliefs. Key ethnographic research methods discussed include taking an inductive approach, mapping social networks and resource flows, and understanding reciprocity within cultural groups.
Media literacy in the 21st century isacs 2012lmittler
This document discusses skills needed for success in the 21st century. It identifies seven key skills: critical thinking, collaboration, agility, initiative, communication, analyzing information, and curiosity. Media literacy is also discussed as an important competency. Students should develop skills with technology tools, build relationships to solve problems, design information for various audiences, and manage multiple streams of data. Developing these skills will help students learn through experience and apply their knowledge.
This document introduces the learning theory of connectivism, which argues that learning occurs through the formation of connections within neural networks and between individuals. It describes how connectivism is suited for a digital age characterized by decentralization, democratization, and distributed knowledge. The theory emphasizes that learning resides in diversity of opinions and connections rather than in one individual. Key aspects of connectivism include pattern recognition, connecting specialized information sets, and filtering information to create coherence.
Language as social sensor - Marko Grobelnik - Dubrovnik - HrTAL2016 - 30 Sep ...Marko Grobelnik
At the HrTAL2016 conference I presented the talk on "Language as a Social Sensor to operate with Knowledge". The talk included a section on language as an interface between physical nature and the world of human mind and human society. The role of language as a 'sensor'has several consequences in uncertainties and inexactness of the language evolution, as we know it. The talk was accompanies with several live demonstrations of the systems on semantic annotation (wikifier.org) and media monitoring (eventregistry.org).
This document discusses connectivism and lifelong learning in the digital age. It defines connectivism as a learning theory where learning and knowledge are distributed across networks, and learning consists of forming connections. It also discusses how the half-life of knowledge is decreasing and more knowledge is "soft", meaning it changes rapidly. It suggests incorporating connectivism into classrooms by teaching its basic concepts, defining networks and their implications, and using tools like blogs and wikis to facilitate lifelong learning through connection and adaptation to changing information.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Harnessing Educational Technology To Boost Confidence, Creativity and Social ...Sylvia's English Online
This document discusses harnessing educational technology to boost creativity. It covers several topics: 1) Using technology to develop students' social and emotional skills through collaborative activities. 2) Drawing on theories like Vygotsky's zone of proximal development to structure learning experiences that challenge students. 3) Integrating timeless teaching approaches like storytelling, task-based learning, and humanistic language teaching with digital tools to foster creativity.
Norm Gayford presented on the history and challenges of technical writing courses, particularly those offered online or through distance learning. He discussed how the field has evolved through different modalities like telecourses and online learning. Some challenges discussed included engaging students in online discussions and conversations, as well as ensuring students understand conventions in their fields. The presentation argued for taking an artistic/creative approach to technical communication and online learning. It also highlighted some common misconceptions about how students learn best.
Helen Beetham discusses the need for universities to rethink how knowledge and thinking are practiced in their curriculums in a post-pandemic world. She argues that curriculums should value sustainability thinking, decolonization, digital practices like design thinking and coding, and data literacy. Universities also need to foster critical thinking about technology and its impacts. To prepare students for uncertain futures, curriculums should incorporate futures thinking exercises to imagine alternative futures and the knowledge needed to thrive in them.
This presentation sketches a few projects and concepts that I'm interested in that illustrate potential opportunities for modeling civic intelligence for the common good.
This document summarizes key concepts from works about new media literacies and participatory culture by Henry Jenkins. It discusses how participatory culture shifts the focus of literacy from individual expression to community involvement, requiring new social skills like collaboration, networking, and collective intelligence. These skills build on traditional literacies. The document also examines concepts like transmedia navigation, multimodality, appropriation, and how new approaches to reading and writing are emerging that focus on participation, motivation, and sharing meanings across media. It advocates for teaching these new media literacies in classrooms.
The document discusses various perspectives on critical thinking. It defines critical thinking as the intellectually disciplined process of conceptualizing, applying, analyzing, synthesizing, and evaluating information. Other definitions view it as actively conceptualizing and reaching conclusions. Critical thinking is important for understanding ideas, evaluating arguments, and solving problems systematically. It also discusses how to foster critical thinking through establishing a culture of dialogue, building personal meaning profiles for learners, understanding students' interests, and challenging students to share their thoughts. The final thoughts discuss how the influx of information poses challenges to obtaining thoughtful insights and the importance of allowing time for reflection.
How Informal Learning Networks Can Transform EducationAlec Couros
Keynote presentation for ASI 2010, York University, Toronto, Ontario - August 2010.
Mashup of several presentations. More info available at http://couros.wikispaces.com/asi2010
This document introduces StoryTech, which is a process for using stories to consciously transform personal and collective narratives for strategic purposes. StoryTech views stories as the fundamental building blocks for how humans construct models of reality. It is presented as a modern application of an ancient storytelling technique that is especially important today given the rise of an idea-based economy. The document outlines what stories are, their power and purpose, and how the StoryTech process works to help individuals explore and expand their future choices by creating new roles and contexts for themselves through storytelling exercises.
Culture and learning in the digital age: experiences from Brussels and the w...Frederik Questier
F. Questier, Culture and learning in the digital age: experiences from Brussels and the world, Guest lecture at Communications University of China, School of Distance and Continuing education, 14/10/2010. On request of the audience, an introduction to Belgian culture was added.
Learning for knowledgeable action: A mini presentation Nov 6 2013Lina Markauskaite
Foundational ideas that underpin rethinking of Epistemic Fluency and Knowlegeable Action in Professional Learning. Learning as creating epistemic environment and conci(ienci)ous self
The document discusses several topics related to the roles of information professionals in a digital world, including:
1) Information professionals need to reexamine their purpose and roles given changes in technology and society, and may need to take on new functions like curating digital collections and providing digital reference services.
2) There is debate around what defines a "digital librarian" and whether these roles are simply extensions of existing librarian work or require new skills like web publishing and multimedia indexing.
3) Accessing information through physical documents is no longer adequate; information professionals must focus on developing skills and knowledge to help others make sense of information in a digital environment.
As someone who has taught technical writing at the community college level since 1989, seeing it morph and move through various iterations nudged and guided by changes in technologies, settings/venues, politics, and pedagogy, I will present a discussion of the history and current challenges in eLearning modality and how we attempt to achieve those technical communication hallmarks. The goal is to strengthen and ‘repaint’ the bridge between education and professional practice, making the case that the seeming ‘pragmatism’ of technical writing enables its survival.
This document provides information about anthropology and ethnographic research methods. It defines anthropology as the study of what it means to be human and examines culture and human behavior through comparative and cross-cultural research. It describes ethnography as a qualitative research approach that relies on participant observation to understand cultural systems, practices, and beliefs. Key ethnographic research methods discussed include taking an inductive approach, mapping social networks and resource flows, and understanding reciprocity within cultural groups.
Media literacy in the 21st century isacs 2012lmittler
This document discusses skills needed for success in the 21st century. It identifies seven key skills: critical thinking, collaboration, agility, initiative, communication, analyzing information, and curiosity. Media literacy is also discussed as an important competency. Students should develop skills with technology tools, build relationships to solve problems, design information for various audiences, and manage multiple streams of data. Developing these skills will help students learn through experience and apply their knowledge.
This document introduces the learning theory of connectivism, which argues that learning occurs through the formation of connections within neural networks and between individuals. It describes how connectivism is suited for a digital age characterized by decentralization, democratization, and distributed knowledge. The theory emphasizes that learning resides in diversity of opinions and connections rather than in one individual. Key aspects of connectivism include pattern recognition, connecting specialized information sets, and filtering information to create coherence.
Language as social sensor - Marko Grobelnik - Dubrovnik - HrTAL2016 - 30 Sep ...Marko Grobelnik
At the HrTAL2016 conference I presented the talk on "Language as a Social Sensor to operate with Knowledge". The talk included a section on language as an interface between physical nature and the world of human mind and human society. The role of language as a 'sensor'has several consequences in uncertainties and inexactness of the language evolution, as we know it. The talk was accompanies with several live demonstrations of the systems on semantic annotation (wikifier.org) and media monitoring (eventregistry.org).
This document discusses connectivism and lifelong learning in the digital age. It defines connectivism as a learning theory where learning and knowledge are distributed across networks, and learning consists of forming connections. It also discusses how the half-life of knowledge is decreasing and more knowledge is "soft", meaning it changes rapidly. It suggests incorporating connectivism into classrooms by teaching its basic concepts, defining networks and their implications, and using tools like blogs and wikis to facilitate lifelong learning through connection and adaptation to changing information.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
5. Channels of knowledge sharing
Tacit (disinclination to be
formalized, externalized)
Explicit
Person to person (bound
to the immediate context
of its creation)
Communities of practice,
social network
(apprenticeship,
participation, ritual, custom)
Oral communication
(speech, lecture,
conversation, question
answering,
performance)
Impersonal (mediated,
transcends time and
space; carried by media)
Embodied knowledge
(embodied or encapsulated in
organization or other
artifacts
Documentation
codification (literature,
record, computer
program)
6. Organizational learning
• How organizations translate individual insights
and knowledge into collective knowledge and
organizational capacity
– Skeptics: learning is essentially an individual
activity
• Yet, sometimes the whole is larger the sums of its parts
(synergy)
• Both individuals and organizations are learning entities.
8. Spiral of knowledge
• “The centerpiece of the Japanese approach is that recognition
that creating new knowledge is not simply a matter of
“processing objective information”. Rather, it depends on
tapping the tacit and often highly subjective insights,
intuitions, and hunches of individual employees and making
those insights available for testing and use by the company
as a whole. ”
– The knowledge-creating company (Nonaka Ikujiro, 1991) HBR.
9.
10. The spiral of knowledge (Takeuchi & Nonaka, 1995)
parking, sports
Com vs. innovation
Synthesize
11. From tacit to tacit: socialization
• Where tacit knowledge can be converted into tacit
knowledge through interactions between individuals,
whether it is through language, observation,
imitation, or practice
– synchronizing fireflies
13. Socialization (cont.)
• Apprenticeship
– Learning through observation, imitation and practice
(“mirror neuron”)
– Shared experience in specific contexts
– Emotions and commitment
– Not merely transfer of information, but also finding or
forming one’s identity in a community
14. Redundancy
• The conscious overlapping of company
information, business activities, and
managerial responsibilities.
• Create a common cognitive ground
– Internal competition
– Proliferation of information
– Strategic rotation
15. Externalization
• A process of articulating tacit knowledge into
explicit concepts.
– In the shapes of writings, metaphors, analogies,
concepts, hypotheses, or models.
16. From tacit to explicit: articulation
• Find a way to express the inexpressible
– Conceptualization; theorization
• Smile curve; M-shape Society
– Story telling
• Ichiro Suzuki's bat
– Metaphor and model
• A way of perceiving or intuitively understanding one thing by
imaging another thing symbolically
18. Make implicit explicit
• 1. Story-telling (parable), metaphor
• 2. Codification (skin diagnosis)
• 3. Identify novel patterns in data (book
buying)
19. Metaphor
• from the Greek for "transference," is the use of language
that designates one thing to designate another in order
to characterize the latter in terms of the former.
• a statement that characterizes one thing in terms of
another thing, juxtaposing concepts from separate
domains of experience. Metaphor can be used to
describe abstract or unfamiliar topics, and to express
ideas difficult to convey with literal language.
– James Geary on Metaphor
20. “Meme”, a metaphor
Meme (“Memory” + “gene”) the mind “virus” (Richard
Dawkins )
Any idea or behavior that can pass from one person to
another by learning or imitation. Examples include thoughts,
ideas, theories, gestures, practices, fashions, habits, songs,
and dances
21. Metaphor in the creative process
• Theory of Automobile Evolution, p. 5
– What image does “evolution” conjure up?
– The image of sphere
– “Man-maximum, machine-minimum”
– Tall boy product concept
• Umbrella concept
– “Optoelectronics”
» The merging of microelectronics with optical technologies
• Cannon’s mini-copier
– Disposable beer can
22. Vision and corporate culture
• At AVIS, We try harder
• RR makes the finest car in the world
• "Our [Amazon's] vision is to be earth's most
customer centric company; to build a place
where people can come to find and discover
anything they might want to buy online.“
• We devote this university to the spirit of the
universe
23. From explicit to tacit: internalization
• Reading, studying
– Communication (perfect copy) vs.
– Innovation (somewhat not so perfect)
• Creativity in the interpretation of existing materials
• Learning by doing
– Driving, swimming, cooking
25. From implicit to explicit
•“Articulation (converting tacit knowledge into explicit
knowledge) and internalization (using that explicit knowledge to
extend one’s own tacit knowledge base) are the critical steps in
this spiral of knowledge. The reason is that both require the
active involvement of the self – that is, personal commitment. ”
•Teaching and learning not merely transfer of information
27. Combination
• Systematic knowledge
• Discrete pieces of explicit knowledge can be
combined into a new whole
• Combination knowledge of different originals often a
way of innovation
– Scientists develop a patch which can inject
medicines through the skin without causing any pain.
< http://news.bbc.co.uk/go/em/fr/-
/2/hi/health/7002482.stm
– http://www.teslamotors.com/
28.
29. Innovative combinations
• “I don’t have to invent anything…It’s out there
somewhere if I can just find it and integrate it…Inventing
is frustrating, it’s dangerous, it’s expensive, and inventors
should avoid it whenever possible. Be a systems
integrator. ” Dean Kamen, inventor of the Segway
32. Art and computer
the
“I wonder if the Bilbao Guggenheim is a work of architecture
at all? Perhaps it belongs to the category of exhibition and
fairground displays, of giant inflatables and bouncy castles.”
– J G Ballard.
33. • “I started making shapes that were hard to
draw. That led us to the computer and to Catia
software which made me realize the
possibilities and the level and degree of
accuracy you could create in your documents
and your relationships because of the
software.”
Frank Gehry
34. "one of the most remarkable creative statements of
the last half-century, in any artistic form. It is also
profoundly flawed, a gigantic torso of burstingly
noisy music that absolutely refuses to resolve itself
under any recognized guise.“
The Penguin Guide to Jazz
35. From explicit to explicit: combination
• Synergy : the whole is greater than the sum of
its parts
– 1+1>2
• Synthesizes information from many different
sources
– Synthesizing knowledge of persons
– Synthesizing codified knowledge (information)
– Synthesized data (data mining: make explicit the implicit)
• searching for patterns, rules and interesting insights from collected
(business) data
38. Refrences
• Nonaka, I. (1990). Management of Knowledge Creation. Tokyo: Nihon Keizai
Shinbun-sha.
• Xu, F. 2013. "The Formation and Development of Ikujiro Nonaka's Knowledge
Creation Theory." Pp. 60-76 in Towards Organizational Knowledge: The Pioneering
Work of Ikujiro Nonaka, edited by G. von Krogh et al. Basingstoke, UK: Palgrave
Macmillan.
• Nonaka, Ikujiro; Takeuchi, Hirotaka (1995), The knowledge creating company: how
Japanese companies create the dynamics of innovation, New York: Oxford
University Press, ISBN 978-0-19-509269-1
• Nonaka, I. & Konno, N. (1998). The Concept of Ba: Building a Foundation for
Knowledge Creation. California Management Review, vol. 40, is. 3, (pp.45).
• Gourlay, Stephen (2006). "Conceptualizing Knowledge Creation: A Critique of
Nonaka's Theory". Journal of Management Studies. 43 (7): 1415–1416, 1421.
Critique of information processing view,
Free access to company information
Strategic rotation, redundancy, common cognitive ground
No one department or group of experts has the exclusive responsibility for creating new knowledge
But, they all need a somewhat ambiguous VISION
You can fax data and information, but not knowledge
“Knowledge is the capacity for effective action.” Peter Senge
“Capacity for effective action is not a thing. ..one person cannot get it and give it to another (unless it’s externalized)”
… if you know how to walk and I do not, can you “give walking” to me?
“If HP knew what HP knows, we would be three times as profitable”
Lew Platt, former CEO of HP.
When the whole is larger than the sums of its parts
(My own goal and the goal of the collective )
Synergy
Individuality; innovation; creativity
Humnaoids that are enhanced with cybernetic implants, giving them improved mental and physical abilities.
The minds of all borg are connected via implants to a hive, a collective mind, orchestrated by the Borg Queen
Networking; communication/diffusion of information
Human and machine (bike gears; tour de France, gears forbidden; the purity of human, )
Human and machine/synergy/feeling rather useless without my laptop/ or other actors such as collaborators
The necessary extension of the self (uploading our memory so we can concentrate on other more advanced stuff, such as synthesize information and knowledge of different origins.)
Organization learning
Individuality vs. collectivism
Assimilation/internalization/the giving of Chi from mentor to the pupil in martial art movies
Ants, bees, school of fish
Forum and communities; social navigation; information scent and pheromone
Wisdom of crowds (how is possible)
Blog colony is a dictatorship; ultimate goals
Innovation?
From being told what to do, to challenge status quo
School of fish;
Pick up habit, expression in our surrounding; use “catch phase” as a sign of trust
Redundancy and the measure of information by “degree of surprise”
Social capital:
Ability to share (language; jargons; accent e.g. the use of Taiwanese in certain areas with certain people)
Opportunity to share (stage or plateform)
Willingness to share
Disposable bear can, disposable drum
The leaders’ wealth of figurative language and imagination is an essential factor in eliciting tacit knowledge from project members.
Poetic language/
Yes We Can vs. Maverick
1. An unbranded range animal, especially a calf that has become separated from its mother, traditionally considered the property of the first person who brands it.
2. One that refuses to abide by the dictates of or resists adherence to a group; a dissenter.
Xerox’ technicians sharing stories with each other during lunch break, instead of studying use manuals.
Religion, Zen master (I have already put it down, haven’t you.), Jesus telling parables. /framing
Einstein's story about his father giving you a compass as a gift
Transferring value; the “Fu-bell” story.
“metaphors create novel interpretation of experience by asking the listener to see one thing in terms of something else”
and “create new ways of experiencing reality” thus, “metaphors are one communication mechanism that can functionto reconcile discrepancies in meaning.”
Eisenstein's story of his father giving him a compass
When Albert Einstein was four or five years old, his father gave him a magnetic pocket compass to play with while he was sick in bed.
Even as an old man, Einstein wrote of this compass with its needle always, mysteriously turning to the north, "I can still remember...that this experience made a deep and lasting impression on me. Something deeply hidden had to be behind things" (qtd in Ulmer 19).
In a study of creative thinking in the sciences, Gerald Hopkins observes that such early experiences, memories and images often trace a pattern of thinking, a turn of mind, that anticipates the discoveries and insights that these scientists make in their maturity. Hopkins calls these patterns "themata" (qtd. in Ulmer 20).
On proceeding to the spot, I found that nearly all the deaths had taken place within a short distance of the [Broad Street] pump. There were only ten deaths in houses situated decidedly nearer to another street-pump. In five of these cases the families of the deceased persons informed me that they always sent to the pump in Broad Street, as they preferred the water to that of the pumps which were nearer. In three other cases, the deceased were children who went to school near the pump in Broad Street... With regard to the deaths occurring in the locality belonging to the pump, there were 61 instances in which I was informed that the deceased persons used to drink the pump water from Broad Street, either constantly or occasionally...
The result of the inquiry, then, is, that there has been no particular outbreak or prevalence of cholera in this part of London except among the persons who were in the habit of drinking the water of the above-mentioned pump well.
I had an interview with the Board of Guardians of St James's parish, on the evening of the 7th inst [Sept 7], and represented the above circumstances to them. In consequence of what I said, the handle of the pump was removed on the following day.
—John Snow, letter to the editor of the Medical Times and Gazette
Snow later used a dot map to illustrate the cluster of cholera cases around the pump. He also used statistics to illustrate the connection between the quality of the water source and cholera cases. He showed that the Southwark and Vauxhall Waterworks Company was taking water from sewage-polluted sections of the Thames and delivering the water to homes, leading to an increased incidence of cholera.
Greenhouse effect
Theory of automobile evolution
Proponents theorize that memes may evolve by natural selection in a manner analogous to that of biological evolution. Memes do this through the processes of variation, mutation, competition, and inheritance, each of which influence a meme's reproductive success. Memes spread through the behavior that they generate in their hosts. Memes that propagate less prolifically may become extinct, while others may survive, spread, and (for better or for worse) mutate. Memes that replicate most effectively enjoy more success, and some may replicate effectively even when they prove to be detrimental to the welfare of their hosts.[7]
A field of study called memetics[8] arose in the 1990s to explore the concepts and transmission of memes in terms of an evolutionary model.
Dawkins used the term to refer to any cultural entity that an observer might consider a replicator. He hypothesised that one could view many cultural entities as replicators, and pointed to melodies, fashions and learned skills as examples. Memes generally replicate through exposure to humans, who have evolved as efficient copiers of information and behaviour. Because humans do not always copy memes perfectly, and because they may refine, combine or otherwise modify them with other memes to create new memes, they can change over time. Dawkins likened the process by which memes survive and change through the evolution of culture to the natural selection of genes in biological evolution.[6]
Dawkins defined the meme as a unit of cultural transmission, or a unit of imitation and replication, but later definitions would vary.
Memes, analogously to genes, vary in their aptitude to replicate; successful memes remain and spread, whereas unfit ones stall and are forgotten. Thus "better" memes are selected.
Memes first need retention. The longer a meme stays in its hosts, the higher its chances of propagation are. When a host uses a meme, the meme's life is extended.[15] The reuse of the neural space hosting a certain meme's copy to host different memes is the greatest threat to that meme's copy.[16]
Not simply copying, but something more is added, all the texts are subject to individual interpretations.
Inter-indexing – intra indexer inconsistency
Need to revise your work constantly
Genetic Mutation: a flaw from communication viewpoint, but essential for evolution
Combination of perspectives generate new innovations
Not merely recipients of information but actively take part in the interpretation of texts
“The confusion created by the inevitable discrepancies in meaning that occur in any organization might seem like a problem. In fact, it can be a rich source of knowledge….”
“it is important to emphasize that a company’s vision needs also to be open-ended, susceptible to a variety of different and even confliciting interpretations. ”
Systematic knowledge
Seat post and bike fitting
is a Silicon Valley-based company that designs, manufactures and sells electric cars andelectric vehicle powertrain components.
Tesla Motors gained widespread attention by producing the Tesla Roadster, the first fully electric sports car.[3]Its second model is the Model S, a fully electric luxury sedan. While still expensive, it is substantially cheaper than the Roadster.
Tesla also sells electric powertrain components, including lithium-ion battery packs, to other automakers, including Daimler and Toyota.[4] Tesla's CEO, Elon Musk, has said he envisions Tesla as an independent automaker,[5] aimed at eventually mass producing fully electric cars at a price affordable to the average consumer.
911 intelligence: a failure to combine different pieces of information: terrorist connection apply student visa + people who learned piloting flight without wanting to know how to land.
Systematic knowledge: e.g. bike fitting. Fro and aft of a bike seat, seat height, bar height….
Mashup
a web service or application that combines data or functionality from two or more external sources to create a new service
Weather broadcast mashup
Book review mashup
Printing press and wine press
Gutenberg, a goldsmith by profession, he created his type pieces from a lead-based alloy which suited printing purposes so well that it is still used today.
Codex replacing scroll is a book made up of a number of sheets of paper, vellum, or similar, with hand-written content
Computer assisted design
Frank G
original drawings by Frank Gehry of the Guggenheim Bilbao
Bitches Brew is a studio double album by jazz musician Miles Davis, released in April 1970 on Columbia Records. The album continued his experimentation with electric instruments previously featured on his critically acclaimed In a Silent Way album. With the use of these instruments, such as the electric piano and guitar, Davis rejected traditional jazz rhythms in favor of a looser, rock-influenced improvisational style.
Paradigm, to explain knowledge advance, become a metaphor for a fundamental/revolutionalized change, from pc to tablet