KMi Seminars
Greenstone Tales
This event took place on Thursday 11 February 2010 at 14:00

 
Dr David Bainbridge University of Waikato, New Zealand

The Greenstone software typifies what we have perhaps come to think of as the "classic" form of digital library: Web based with access to content through searching and browsing. Countless digital libraries have been formed with Greenstone since its release on SourceForge in 2000: from historic newspapers to books on humanitarian aid; from eclectic multimedia content on pop-artists to curated First editions of works by Chopin; from scientific institutional repositories to personal collections of photos and numerous other document formats. In this talk I will track the history of the project and reflect on the lessons we have learned over this time. Greenstone is also a highly versatile framework for research. In our lab we are experimenting with forms of digital library software that challenge the status quo. In this talk I will demonstrate a range of these prototypes. In particular:

A realistic books visualizer that brings back many of the advantages of the codex that were lost with the move to accessing content through Web pages and its ubiquitous scroll-bar.

An iPod that has been reprogrammed to become a self-contained portable digital library that has truly vast storage -- available at your fingertips, wherever you are.

Seamless Web editing that removes the barrier between readership and authorship. Edit *any* Web page in the world, and have it stored in your own private digital library for later access.

 
KMi Seminars
KMi 2013 - A review of the year

Download the KMi 2013 Review of the year iBook to your iOS device or alternatively as a PDF.

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.