KMi Publications

Tech Reports

6 Tech Reports | Peter Scott


Symmetrical support in FlashMeeting: a naturalistic study of live online peer-to-peer learning via software videoconferencing
Techreport ID: kmi-07-01
Date: 2007
Author(s): Peter Scott, Linda Castaņeda, Kevin Quick, Jon Linney
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Knowledge work in nursing and midwifery: an evaluation through computer mediated communication
Techreport ID: kmi-06-10
Date: 2006
Author(s): Fiona Brooks, Peter Scott
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Heroic failures in disseminating novel e-learning technologies to corporate clients: a case study of interactive webcasting
Techreport ID: kmi-05-01
Date: 2005
Author(s): Peter Scott, Kevin Quick
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Will Technology Enhanced Learning ever deliver 'genuine' innovation?
Date: 2004
Author(s): Peter Scott
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Assisted Electronic Communication in Nursing
Techreport ID: kmi-04-09
Date: 2004
Author(s): Peter Scott, Fiona Brooks, Kevin Quick, Maria Macintyre, Christine Rospopa
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'You got tagged!': the city as a playground
Techreport ID: kmi-04-03
Date: 2004
Author(s): Yanna Vogiazou, Bas Raijmakers, Ben Clayton, Marc Eisenstadt, Erik Geelhoed, Jon Linney, Kevin Quick, Josephine Reid, Peter Scott
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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.