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Tech Report kmi-02-01 Abstract


Conceptualising work activity for CAL systems design
Techreport ID: kmi-02-01
Date: 2002
Author(s): Daisy Mwanza
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As computing technology has increasingly become relevant to people ’s everyday lives, emphasis is being placed on ensuring Computer Assisted Learning (CAL) tools support users in ways that are meaningful to them. This requirement has highlighted the need to understand the complex and often dynamic social and cultural organisation of collaborating individuals in context. Here, the aim is to conceptualise the natural flow and evolution of work practices so as to inform the design of these systems. This paper reports on empirical findings of an investigation into the design requirements for a CAL system for supporting knowledge sharing activities in an organisation.

Keywords:

Information systems, collaboration, mediated, professional, case study.

Correspondence:

Daisy Mwanza, Knowledge Media Institute, The Open University, Walton Hall, Milton Keynes, MK7 6AA.
Email: D.Mwanza@open.ac.uk

Publication(s):

In the Journal of Computer Assisted Learning, March, 2002 (18), issue number 1, pages 84 - 92, Blackwell Science Ltd, UK.
 
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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.