External Publications

2013 [18]

2012 [97]
2011 [137]

2010 [191]

2009 [166]

2008 [191]

2007 [145]

Earlier Publications [787]

Tech Reports

2012 [3]

2011 [4]

2010 [3]

2009 [6]

2008 [8]

2007 [4]

Earlier Tech Reports [197]

Books [8]

JIME
 

News

 
KMi Publications

Journal of Interactive Media in Education


JIME was launched in 1996 as a freely accessible, archived, peer reviewed electronic journal for the dissemination and debate of research in educational, interactive multimedia. Founded by Diana Laurillard, and co-edited from the start by Simon Buckingham Shum and Tamara Sumner (now at U. Colorado Boulder), JIME has established itself as a small scale, experimental e-journal which is widely cited for its innovative web-based, conversational peer-review process, its practice of co-publishing web review discussions with articles, its use of embedded multimedia demonstrations of systems. Published and supported solely by the Open University, JIME uses state of the art technologies to demonstrate the potential of 'internet native' scholarly publishing and discourse.

The JIME website has the full text of all articles, review debates and background research articles on our experiences as researchers and publishers: http://www-jime.open.ac.uk/
 
KMi Publications Event | SSSW 2013, The 10th Summer School on Ontology Engineering and the Semantic Web Journal | 25 years of knowledge acquisition
 

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.