External Publications

2012 [88]

2011 [136]
2010 [191]

2009 [166]

2008 [191]

2007 [145]

Earlier Publications [788]

Tech Reports

2012 [3]

2011 [4]

2010 [3]

2009 [6]

2008 [8]

2007 [4]

Earlier Tech Reports [197]

Books [8]

JIME

KMi Tools



 

News

 
KMi Publications

Tech Reports

Tech Report kmi-01-02 Abstract


JIME: An Interactive Journal for Interactive Media
Techreport ID: kmi-01-02
Date: 2001
Author(s): Simon Buckingham Shum and Tamara Sumner
Download PDF Web Version

How can new media positively transform scholarly practices? In this article, we describe the Journal of Interactive Media in Education (JIME: www-jime.open.ac.uk). JIME's peer review process is designed to promote multidisciplinary dialogue through the use of a purpose-designed Web document-discussion interface. This innovative peer review model and the resulting 'enriched' digital documents illustrate some of the possibilities for promoting knowledge construction and preserving intellectual products in digital scholarly publications. We present JIME's technical infrastructure, editorial policy, and peer review process, and discuss how these features are used to support the journal's goals. Finally, we conclude by considering what aspects of our approach might be suitable for eJournals in other disciplines.

Publication(s):

Buckingham Shum, S. and Sumner, T. (2001). JIME: An Interactive Journal for Interactive Media. First Monday, 6, (2), February, 2001
 
KMi Publications
 

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.