Also the knowledge itself changed. Often it is not clear in advance what kind of data knowledge will be needed.
In the accelerated world the factor time becomes the most important issue.
Therefor the question is: How can knowledge be created effectivly - in the less possible amount of time?
According to Sperber and Wilson human beings are "effecient information-processing devices" (1). That is the difference between us and other beings. This observation describes data knowledge, facts and understandable learning processes. In these learning processes data knowledge is exactly defined and prepared before starting to learn.
Michael Polanyi used as early as in 1967 the terminus "tacid knowledge" to describe the silent and intimate learning processes that we carry in ourselves. He describes them as "we know more than we can say" (2). Knowledge itself has to be redefined. There is a difference between explicit knowledge that can be achieved for ex.through quantitative methods and implicit, silent and subconscious knowledge that constitutes itself on the emotional level and that can be explored using psychological methods.
Naeve moves it in 2005 even further. He defines (spirit) knowledge as one on inspiring fantasies / imaginations based process (3). Each fantasy has a context, a goal and a target group. Knowledge can here only be measurable in a specific context and it can only be evaluated inside a certain projectframe. To create learning processes therefor means confronting students with their fantasies and their imagination. This process is orientated on the students themselves and not on the teachers.
Therefor the teachers play the role of architectural designers and moderators. The learning and teaching management are significant. A. Naeve calls the needed information architecture "Public Knowledge and Learning Management Environment" (4), briefly PKLME based on open source and semantic web. There are seven knowledge functions: knowledge cartography, knowledge library, knowledge composition, knowledge coaching, knowledge transmission with realtime answering, knowledge analysis/reflection and knowledge mentoring.
Knowledge cartography is based on on context maps designed knowledge fields. The knowledge library provides content for these fields. During the process of knowledge composition modules are developed out of the content fields. The knowledge coaching provides the process of transmission in timebased order. In the knowledge transmission this process is executed. The analysis/reflection part opens up the space for profound knowledge and questions. During the knowledge mentoring these questions are discussed and evaluated.
During the learning processes silent intimate learning processes are interacting with explicit learning processes creating together a "knowledgecreationspiral" (5). This spiral moves through individual acting to collaborative processes towards institutional transformation.
Knowledge creation is therefor a spiral rotating process. Individual knowledge is transformed into knowledge networking of many persons on many levels.
(1) Sperber, D. and Wilson, D. (1995) "Relevance", 2nd ed. Blackwell Publishing, Oxford
(2) Polanyi, Michel (1967) "The Tacit Dimension", New York, Anchor books
(3) Naeve, A. (2005) "The human semantic web - shifting from knowledge push to knowledge pull", International Journal of Semantic Web and Information Systems, Vol. 1, No. 3, July - September, pp.1-30
(4) Naeve, A. (2001a) "The knowledge manifold - an educational architecture that supports inquuty-based customizable forms of E-learning",Proc. 2nd European Web-Based Learning Environments Conference, 24-26 October, Lund, Sweden, pp 200-212
(5) Takeuchi, H. and Nonaka, I. (Eds) (2004) "Hitotsubashi on Knowledge Management, Wiley & Sons (Asia), Singapore.
This abstract is based on the text "A modeling Approach to study learning Processes with a focus on knowledge creation" by Ambjoern Naeve, Pertti Yli-Luoma, Milos Keavcik and Militiadis D. Lytras.
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