KMi Seminars
A Minimum Effort Distributed Library for KMi
This event took place on Thursday 19 May 2005 at 13:30

 
Tom Heath KMi, The Open University

John's original challenge was this: "So Tom if you manage to setup a running system (technology + people) which captures over 50% of what is on the shelves in KMi and maintains this for at least 3 months I'll buy you a bottle of champagne (or equivalent other alcohol)". We've made some progress and would like to share it; we hope you'll bring your lunch, come and see the demo, and help decide whether we deserve the bottle of champagne.

Background
Back in February I was looking for a book which wasn't in the OU Library but I was sure someone in KMi would have a copy; sure enough Dileep did, but I had to ask everyone explicitly before I found this out. This kick-started a discussion about whether some form of library for KMi was desirable or feasible, and what form this might take. Spurred on by academic curiousity and John's offer of alcohol, Mark and I have made some progress towards this. The work has been driven by the principle of maximum benefit for minimum effort, so we've emphasised a distributed approach and reuse of existing resources wherever possible. We'll be demo'ing what we've done tomorrow at 1:30pm in the Podium, and talking a little bit about how the work ties in with our individual PhD work in community networks and in social knowledge discovery online.

 
KMi Seminars 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.