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Tech Report kmi-00-08 Abstract


Rapid Knowledge Construction: A Case Study in Corporate Contingency Planning Using Collaborative Hypermedia
Techreport ID: kmi-00-08
Date: 2000
Author(s): Albert M. Selvin and Simon J. Buckingham Shum
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Many knowledge management (KM) efforts revolve around managing documents in a repository or enabling better real-time communication. An ideal approach would combine these with the ability to create knowledge content that can be either formal or informal in nature, in a rapid, real-time manner. We will call this Rapid Knowledge Construction (RKC). This paper describes the concepts underpinning our approach to RKC, and provides a case study of the approach in an industry context. The Compendium approach, which has been applied in projects in both industry and academic settings, facilitates the rapid creation of the content of a KM repository, by combining collaborative hypermedia, group facilitation techniques, and an analytical methodology rooted in knowledge acquisition and structured analysis. Compendium addresses key challenges for the successful introduction of KM technologies into work practice: (i) customization for different use contexts; (ii) integration of formal and informal communication; (iii) integration of both prescribed and ad hoc representations; (iv) validation and cross-referencing of the repository 'on the fly' at the point of entry; (v) conversion of organizational documents / emails into a hypertext database, and (vi) conversion of hypertext databases into organizational document formats.

Publication(s):

Selvin, A. M. and Buckingham Shum, S. J. (2002). Rapid Knowledge Construction: A Case Study in Corporate Contingency Planning Using Collaborative Hypermedia. Knowledge and Process Management, Vol. 9, Issue 2, pp. 119-128.  < http://www3.interscience.wiley.com/cgi-bin/abstract/93514037/START >
 
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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.