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Tech Report kmi-96-04 Abstract


On the Future of Journals: Digital Publishing and Argumentation
Techreport ID: kmi-96-04
Date: 1996
Author(s): Simon Buckingham Shum, Tamara Sumner and Diana Laurillard
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The emergence of the internet and the World Wide Web (WWW) have profound implications for the dissemination of scholarly work, particularly in the area of submission, review, and publication of journals. However to date, much of the impact of these new technologies has been on digitising the products of journal publication; the scholarly processes involved in reviewing journal publications remain unchanged and unsupported. We are using computer-supported collaborative argumentation (CSCA) tools to rethink and redesign the process of scholarly debate at the heart of journal reviewing. This paper describes the design principles behind our Csca approach, how they are currently being realised in the context of a specific new journal publication, and discusses some of the issues that this approach raises.

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To be presented at HCI'96, Annual HCI Conference of the British Computer Society, London, 20-23 August, 1996.
 
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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.