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Tech Report kmi-99-01 Abstract


Collaborative Sense-Making in Design: Involving Stakeholders via Representational Morphing
Techreport ID: kmi-99-01
Date: 1999
Author(s): Simon J. Buckingham Shum and Albert M. Selvin*
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A central concern in CSCW research is to understand, and represent, the perspectives of the different stakeholders in the design process. This paper suggests collaborative sense-making as a way to view the process toward creating mutually intelligible representations. In order to do this, we describe the types of obstacles that can impede representational literacy across communities of practice coming together in a design effort. We then offer representational morphing as a strategy for addressing these obstacles, and show how it has been implemented in an approach and hypermedia groupware environment named Project Compendium. We conclude by reflecting on the key features of the approach and collaborative tool support which have contributed to this project1s success to date. * Bell Atlantic Corporation Network Systems Advanced Technology 400 Westchester Avenue White Plains, NY 10604 U.S.A.
 
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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.