Using performance-feedback-revision when teaching KM

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These slides summarise how we take a PFR approach when teaching our 4th year KM module at Edinburgh Napier University. The students are encouraged to use PFR in their learning, but we also use it as an approach to improving the course content over time. The slides include examples of PFR-like cycles from different subject areas, and a link to youtube video of a peer-reviewed rap on the subject.

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Using performance-feedback-revision when teaching KM

  1. 1. Performance-Feedback-RevisionPeter Cruickshank / Hazel HallSchool of Computing<br />
  2. 2. PFRPerformance-Feedback-Revision<br />Using feedback on earlier work <br />to revise current output and <br />enhance future performance<br />Explained to the students<br />in the context of biological evolution, where the processes of P-F-R are continuous<br />in the first formal lecture of the module the students watch Baba Brinkman’s Performance-Feedback-Revision rap<br />…in the context of the development of academic work<br />
  3. 3. Students need to understand basis for feedback...<br />
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  6. 6. ...and how they will be performing<br />
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  10. 10. When you participate you can learn a lot in classes. The revision at home is much easier.<br />
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  15. 15. Quick feedback is essential<br />
  16. 16. Report structure<br />
  17. 17. Report content<br />
  18. 18. Use feedback!<br />
  19. 19. Value and impact of course work set-up<br />Classes<br />Excellent attendance<br />Highly participative sessions<br />Advanced, engaged discussion of the research literature<br />Student performance<br />Obvious lack of leeway for extensions due to tight module structure, and the staged nature of the activities that build up to the assessment tasks, will encourage you to get your work completed on time<br />The high level of engagement will improve your confidence to be critical in your evaluation of the material that we cover in the module <br />Excellent assessment results in both the course work and the exam <br />The impact of the approach that we use in this module should be felt in other modules, e.g. Honours projects<br />
  20. 20. But we get feedback too<br />
  21. 21. Feedback – impact of the course work approach<br />Now I can evaluate papers and assess them. I no longer read something and take it as truth.<br />Having tasks set for each week forces me to study.<br />The content of the module was really learned during the semester instead of being learned right before the exam.<br />You are actually made to do work… As a result I feel confident about passing the module.<br />This is a module where I feel like I have been able to achieve a great deal… I feel that I have developed a ‘deep’ understanding of the topic and this is very satisfying.<br />Class participation helps with understanding of difficult topics.<br />[Group work in class] is valuable, occasionally very entertaining, and worthwhile to have the experience because this is how work is often done in industry.<br />Support from the lecturers and the weekly reading made the module rewarding and interesting.<br />Interesting module, thoroughly enjoyed as all efforts will be well rewarded at the end.<br />Private study tasks keep you on track and help with exam study and assessments.<br />All students are prepared so group work is effective.<br />
  22. 22. Fingers crossed for more happy “customers”<br />Now I feel confident about most topics and have a good understanding about KM – a good reflection!<br />Very good feedback before and after assignments.<br />One of the best modules.<br />It is an interesting module that has provided me with new information and techniques that help in managing lots of things to do with knowledge management.<br />The module adds another dimension to one’s own personal view of society and organisations.<br />Challenging and interesting – it has increased my interests.<br />I just like everything about the module.<br />I liked the module very much. Very good teaching style.<br />I find this module helps in understanding previous modules better. Overall it is a module that everyone should participate in – covers a wide range of interesting subjects.<br />Very good. It should be core to all Business and Information Systems programmes.<br />An interesting module. Lecturers are kind and helpful.<br />I really enjoyed this module – Thanks!<br />This module has proven the most rewarding of all modules taken. Absolutely superb!<br />Excellent module – very useful for the real world.<br />Enthusiasm all the way! Encouragement all the way! I learnt a whole lot!<br />
  23. 23. A recurring theme<br />Some examples<br />
  24. 24. Acquisition of knowledge, skills, understanding, behaviour and values<br />Something is learned if a person or collective respond differently to a task at first hand <br />The more you know, the more you can learn <br />Learning is? <br />24<br />INF10102<br />
  25. 25. Three ways of learning (Confucianism) <br />25<br />INF10102<br />
  26. 26. OADI cycle of individual learning<br />Observe-Asses-Design-Implement cycle<br />(Kofmann in Kim 1993)<br />26<br />INF10102<br />
  27. 27. The Deming cycle <br />Management & planning process<br />Operative process<br />27<br />INF10102<br />
  28. 28. The Deming cycleSeems familiar?<br />…it’s the Observe-Asses-Design-Implement cycle from earlier<br />28<br />INF10102<br />
  29. 29. The fifth discipline Personal mastery <br />Organisations learn only through individuals who learn, therefore individuals need to commit to learn. <br />“People with high levels of personal mastery are continually expanding their ability to create the results in life they truly seek” <br />Personal vision <br />Checking & <br />re-checking <br />if vision is <br />ambitious & <br />realistic <br />Current reality <br />29<br />INF10102<br />
  30. 30. KM strategy evaluation<br />
  31. 31. The Five Levels of Process Maturity<br />31<br />CSN11113<br />
  32. 32. COBIT Framework<br />BUSINESS OBJECTIVES AND<br />GOVERNANCE OBJECTIVES<br />INFORMATION<br />C O B I T<br />F R A M E W O R K<br />ME1 Monitor and evaluate IT performance.<br />ME2 Monitor and evaluate internal control.<br />ME3 Ensure compliance with external requirements.<br />ME4 Provide IT governance.<br />PO1 Define a strategic IT plan.<br />PO2 Define the information architecture.<br />PO3 Determine technological direction.<br />PO4 Define the IT processes, organisation and relationships.<br />PO5 Manage the IT investment.<br />PO6 Communicate management aims and direction.<br />PO7 Manage IT human resources.<br />PO8 Manage quality.<br />PO9 Assess and manage IT risks.<br />PO10 Manage projects.<br />Integrity<br />Efficiency<br />Effectiveness<br />Availability<br />Compliance<br />Confidentiality<br />PLAN<br />AND<br />ORGANISE<br />MONITOR<br />AND<br />EVALUATE<br />Reliability<br />IT<br />RESOURCES<br />DS1 Define and manage service levels.<br />DS2 Manage third-party services.<br />DS3 Manage performance and capacity.<br />DS4 Ensure continuous service.<br />DS5 Ensure systems security.<br />DS6 Identify and allocate costs.<br />DS7 Educate and train users.<br />DS8 Manage service desk and incidents.<br />DS9 Manage the configuration.<br />DS10 Manage problems.<br />DS11 Manage data.<br />DS12 Manage the physical environment.<br />DS13 Manage operations.<br />Applications<br />Information<br />Infrastructure<br />People<br />DELIVER <br />AND<br />SUPPORT<br />AI1 Identify automated solutions.<br />AI2 Acquire and maintain application software.<br />AI3 Acquire and maintain technology infrastructure.<br />AI4 Enable operation and use.<br />AI5 Procure IT resources.<br />AI6 Manage changes.<br />AI7 Install and accredit solutions and changes.<br />ACQUIRE<br />AND<br />IMPLEMENT<br />
  33. 33. Business Objectives:<br />Goals of the organisation<br />Business<br />Security Policy<br />Business Context:<br />Laws, Risks, Costs<br />IS or Computer<br />Security Policy<br />Computer Environment:<br />Functions, Threats,<br />Costs…<br />Security audit in context<br />You’ll remembers the computer security policy and practices should be the end result of a business driven process<br />Computer<br />Security Practices<br />33<br />CSN11113<br />
  34. 34. Business Objectives:<br />Goals of the organisation<br />Business<br />Security Policy<br />Business Context:<br />Laws, Risks, Costs<br />IS or Computer<br />Security Policy<br />Computer Environment:<br />Functions, Threats,<br />Costs…<br />Security audit in context<br />Audit closes the loop by testing whether actual practise reflect policies , and that policies support business objectives<br />You’ll remembers the computer security policy and practices should be the end result of a business driven process<br />Computer<br />Security Practices<br />34<br />CSN11113<br />
  35. 35. KM strategy evaluation<br />Post-implementation output indicators<br />Increased financial return<br />Higher volume of knowledge-based transactions <br />Transformation of (information) content<br />Increase in use of organisational knowledge<br />Growth of knowledge resources<br />Higher project survival/success rates<br />Increased customer satisfaction<br />What have we learned? What do we do next?<br />Deming cycle<br />
  36. 36. Performance-Feedback-RevisionConclusions<br />The frequency with which students are asked to provide feedback on one another’s work encourages the development of skills in critical evaluation<br />The main challenge is to persuade the students to adopt the system from the start<br />some come to class in the second week not having prepared the private study exercise …and are sent away<br />An “after action review” exercise is then held to consider <br />(a) what should have happened<br />(b) what actually happened<br />(c) the reasons why (a) and (b) did not match<br />(d) how to ensure that this does not happen again in the future<br />This process could work for any module that requires the completion of private study tasks<br />
  37. 37. Performance-Feedback-Revision rap<br />Next slide: Baba Brinkman and the <br />http://www.youtube.com/watch?v=hod20AzYB4o<br />
  38. 38. Thank You<br />

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