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Tech Report kmi-05-01 Abstract


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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In principle, it should be easier to disseminate novel learning concepts based in technology enhanced learning to companies. Unfortunately, many corporations seem to be extremely risk averse, and the challenges inherent in the new models seem to be very hard for them to accept. This paper uses the deployment of interactive webcasting systems to present a series of case studies of dissemination successes and failures. We will suggest that the key to successful deployment is in making critical innovation (and its risk) invisible to the client, whilst matching their expectations with an "appropriate" level of technology. This work has led to a new dissemination portal Prolearn.TV.

Publication(s):

Proceedings of the 4th International Symposium on Information and Communication Technologies, Cape Town, South Africa. Jan 3-6, 2005. ACM Press. ISBN 0-9544145-6-X
 
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.