KMi Publications

External Publications

7 publications | Joe Corneli


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Corneli, J. and Mikroyannidis, A. (2012) Crowdsourcing Education on the Web: A Role-based Analysis of Online Learning Communities, in eds. Okada, A. Connolly, T. Scott, P.J., Collaborative Learning 2.0: Open Educational Resources, pp. 272-286, IGI Global

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Corneli, J., Jucovschi, C. and Mikroyannidis, A. (2011) PlanetMath Redux: Web 2.0 infrastructure for mathematical problem solving, Workshop: Technology-Enhanced Learning for Mathematics and Science (TELMAS) at 6th European Conference on Technology-Enhanced Learning (ECTEL): Towards Ubiquitous Learning, Palermo, Italy

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Corneli, J. and Mikroyannidis, A. (2011) Personalised Peer-Supported Learning: The Peer-to-Peer Learning Environment (P2PLE), The PLE Conference 2011, Southampton, UK

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Corneli, J. and Mikroyannidis, A. (2011) Personalised and Peer-Supported Learning: The Peer-to-Peer Learning Environment (P2PLE), Digital Education Review, 20, pp. 14-23

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David, C., Ginev, D., Kohlhase, M. and Corneli, J. (2010) eMath 3.0: Building Blocks for a social and semantic Web for online mathematics & ELearning, 1st International Workshop on Mathematics and ICT: Education, Research and Applications, Bucharest, Romania, eds. Ion Mierlus-Mazilu

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Corneli, J. and Mikroyannidis, A. (2010) Live Annotation and Content Discovery in Personal Learning Environments, Workshop: 3rd Workshop on Mashup Personal Learning Environments at 5th European Conference on Technology-Enhanced Learning (ECTEL'10): Sustaining TEL, Barcelona, Spain, 638, CEUR Workshop Proceedings

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Corneli, J. (2010) Gravpad, Demo at WikiSym 2010, Gdańsk, Poland Proceedings of the 6th International Symposium on Wikis and Open Collaboration, ACM

 
 
 

Knowledge Management is...


Knowledge Management
Creating learning organisations hinges on managing knowledge at many levels. Knowledge can be provided by individuals or it can be created as a collective effort of a group working together towards a common goal, it can be situated as "war stories" or it can be generalised as guidelines, it can be described informally as comments in a natural language, pictures and technical drawings or it can be formalised as mathematical formulae and rules, it can be expressed explicitly or it can be tacit, embedded in the work product. The recipient of knowledge - the learner - can be an individual or a work group, professionals, university students, schoolchildren or informal communities of interest.
Our aim is to capture, analyse and organise knowledge, regardless of its origin and form and make it available to the learner when needed presented with the necessary context and in a form supporting the learning processes.