Mo re ove r, the communica-tion with digital re s o u rces will encompass tacit and explicit knowledge, conve yed in images, speech, text, graphics, and multi-ple media at once.. T h e g
Trang 1What is e-Knowledge?
Tr a n s f o rmi ng e-Knowledge
2 4
I n t e rfaces with Knowledge Sourc e s
To d a y, knowledge is made available thro u g h
c o n versation, books, other physical re p re-sentations, and graphical user interf a c e s with digital sources of explicit know l e d g e
In the future, individuals will enjoy more
n u m e rous and capable interfaces with digital re s o u rces The range of interf a c e options with digital knowledge will
i n c rease dramatically Individuals will communicate with digital devices thro u g h speech, handwriting, gestures, and/or
key-b o a rding Output will key-be re c e i ved on a wider variety of ambient, mobile, or per-sonal displays Mo re ove r, the communica-tion with digital re s o u rces will encompass tacit and explicit knowledge, conve yed in images, speech, text, graphics, and multi-ple media at once
A far richer combination of schematic, graphics, simulations, and syntheses of
k n owledge will be used to array know l-edge relationships Individuals and gro u p s
w o rking on projects will be able to arrange, display, and manipulate complex combinations of knowledge in a variety of amenable ways Previous generations
d e veloped skills in manipulating and pre-senting knowledge Fu t u re generations will hone greater skills in analyzing, reframing, utilizing, and sharing know l-edge—at a faster pace and in real time
Intensity of Engagement with Knowl -edge Sourc e s To d a y’s pre vailing model
of engagement with digital know l e d g e
re s o u rces re q u i res concentration on a
key-b o a rd and mouse communication thro u g h
a GUI display Attention is re q u i red and actions taken on the body of know l e d g e
a re consciously dire c t e d
In our Knowledge Age future, individuals will engage knowledge sources in a va r i e t y
of modes ranging from ambient/peripheral
to direct/highly engaged Mo re ove r, the capability to deploy agents to perf o r m
k n owledge searches and aggregation will facilitate brief periods of engagement
fol-l owed by movement to other tasks whifol-le the
s e a rches and aggregation are conducted The physical act of engaging knowledge will
be more intense, enabling users to engage, manipulate, and combine an avalanche of images, text, audio, and other media
Time Sequence for Accessing Knowledge.
To d a y, most knowledge is pre - a c q u i re d and collected for decision-making,
p roduct development, and policymaking The shelf life of decisions is set by the timeframes for change in the enviro n m e n t and timeframe to assemble know l e d g e
n e c e s s a ry for decisions
In our future, we will develop the capacity
to seek and manipulate knowledge with
g reat fluidity and speed To a far gre a t e r extent than today, users will acquire and use
k n owledge on a just-in-time basis Pl a i n language communication with expert / e xe
c-u t i ve data warehoc-uses will become common practice for managers, analysts, customer service re p re s e n t a t i ves, and eve n consumers Alternative sources and
per-s p e c t i veper-s can be conper-sidered, per-selected, and/or abandoned rapidly The shelf life of
n e e d - t o - k n ow knowledge and the time to make knowledge-based decisions will decline dramatically The knowledge assim-ilation and decision-making experiences will fuse and change substantially
Reliance on Agents, Expert Advice,
S y n t h e s i s To d a y’s generation of agents and search engines are puny in compari-son with the knowledge-seeking tools and the knowledge repositories that will emerge over the coming five to ten ye a r s
In our future, these agents will be
perva-s i ve, powe rful, and plentiful Mo re ove r, the knowledge repositories and mark e t-places they access will be extensive and easily used
Having all the information in the world at
o n e’s fingertips is a curse, not a blessing, for most individuals Consequently, most individuals will rely heavily on vetted (re
f-e rf-ef-ed) sourcf-es of information, provf-e n
It’s not the strongest of the
species that survive, nor the
most intelligent, but the ones
most responsive to change
Charles Darwin
Trang 2m a rketplaces, and syntheses of insight
p rovided by re c o g n i zed experts Eve n
when they use agents to collect know l e d g e
and insight, many individuals will dire c t
the agents to favor vetted sourc e s
Ability to Multi-task Knowledge Stre a m s
To d a y’s knowledge navigators quickly fill
their personal know l e d g e - p rocessing
band-widths Multi-tasking is limited seve rely by
the state of today’s knowledge tools
The combination of high amenity
inter-faces, ambient re s o u rces, agents, and
peer-re v i ewed knowledge marketplaces will
dra-matically reduce the time re q u i red for
k n owledge search and synthesis Know
l-edge navigators will be able to draw upon
m o re streams of knowledge at one time
without ove rwhelming their limited
atten-tion capacity
Amenity of the Knowledge Experience.
Amenity has been achieved by traditional
means of acquiring and sharing know
l-e d g l-e — c o n vl-ersation, books, nl-ew s p a p l-e r s ,
other print media, television, video, and
the like These media usually fit seamlessly
into our lives On the other hand, today’s
experience of engaging digital know l e d g e
is still uncomfortable and distinct fro m
o n e’s other activities
In our future, engagement with digital
k n owledge will acquire amenity The
phys-ical interfaces, means of interacting,
lan-guages, and other aspects of the know l e d g e
experience will be familiar and easy In
some cases they be peripheral,
indistin-guishable, even invo l u n t a ry For know l e d g e
d e n i zens buying into accelerated know
l-edge sharing, perva s i ve interactivity and
k n owledge engagement will be as much a
p a rt of life as bre a t h i n g
The Challenge of Accommodating
D i ff e rent Knowledge Experiences
As we enter this brave new world of
quantum leaps in the velocity and
accel-eration of knowledge assimilation, a
variety of challenges will emerge T h e
g reatest will be the divide between what
Ma rc Prensky labels “digital native s”
(net or digital generation people), who
a re comfortable with using digital tools
to accelerate ways of experiencing
k n owledge, and “digital immigrants”
(some generation X people and most
Ba by Boomers), who are programmed to experience knowledge in slow, sequential, and long-shelf-life ways As digital native s embrace the new ways of experiencing
k n owledge, think of the existing gaps that will become chasms in our
organiza-t i o n s — b e organiza-t ween managers and fro n organiza-t - l i n e
w o rkers, between faculty and learners,
b e t ween boards of directors and staffs
To a greater extent than we pre v i o u s l y thought, people can acquire new ways of thinking and experiencing know l e d g e But it is hard work The easy part of the
e - k n owledge re volution will be deve l o p-ing the infrastru c t u res, tools, pro c e s s e s , and competencies for e-knowledge use among the d i g e r a t i The harder task will
be for organizations to enable and
incen-t i v i ze boincen-th digiincen-tal naincen-tives a n d d i g i incen-t a l
immigrants to embrace new ways of expe-riencing know l e d g e
New Experiences Shape New Behaviors, Practices, and Social
G ro u p i n g s
How will new ways of experiencing
k n owledge change the behavior and social patterns of knowledge-seeking individuals and enterprises in the Knowledge Age?
And how could that lead to new social and economic stru c t u res and processes based
on knowledge? The following practices of people on the leading edge of the Know l-edge Age may yield some clues
S w a rming Preteens in Finland, young pro-fessional in Ko rea, and Senate staffers in Washington D.C all have one thing in common: they swarm Swarming is the behavior pattern of groups of amorphous
g roups of cell phone users who communi-cate to one another about where the best
What is e-Knowledge?
Tr a n s f o r ming e-Kno wledg e 2 5
The real danger is not that computers will begin to think like men, but that men will begin to think like computers.
Sydney Harris
Trang 3p a rty is, what movie they all want to see, or which of several meetings they need to attend, then swarm together in response to the information It’s all about finding the best experience Ne t w o rks of swarmers are leaderless, responding to information and
i n t e r a c t i v i t y Swarming can be frivolous or deadly serious In Edinburgh, a network of avid female swarmers descends on whateve r local nightspot Prince William is re p o rt e d
to be patronizing On the other hand, Philippine President Joseph Estrada was done in by “s m a rt mobs” organized by swarming for the purpose of protesting his
m a s s i ve corruption The U.S military has
e ven commissioned a study on “Sw a r m i n g and the Fu t u re of Conflict.” Sw a r m i n g occurs in both physical (cell phone or pager messages stimulate the swarm) and virt u a l (e-mail or IM messages attract virtual visi-tors) enviro n m e n t s
Blogging and Klogging Blogging is short for “Web logging,” a practice that’s taken off in the past year or so, and now invo l ve s
h u n d reds of thousands of practitioners Bloggers create a personal Web page with notes, comments, news-feeds, and ideas on things they consider import a n t
What is e-Knowledge?
Tr a n s f o rming e-Knowled ge
2 6
Digital Natives (Net or Digital Generation)
• Receive information fast, use Internet as first sourc e
• Parallel process, multi-task
• P refer to understand data
t h rough non-verbal interactions, such as
s i m u l a t i o n s
• P refer graphics before their text
• Random access via hypert e x t
• P refer to access pro b l e m s
t h rough games rather than
“serious “work
Digital Immigrants (Baby Boomers, Some Generation X)
• Slower processing of inform a -tion, use Internet after other
s o u rc e s
• Sequential processing, focus on single tasks
• P refer to understand data
t h rough use of hardwon exper -tise in data manipulation via
s p readsheets and similar tools
• First text, then graphics
• Step-by-step access
• Work and learning are serious
e n d e a v o r s
Adapted from: Marc Prensky, Digital Natives, Digital Immigrants, 2002.
The hardest thing to explain is
the glaringly evident which
everybody had decided not to
see
Ayn Rand
Trang 4They update these notes and ideas
fre-quently and engage interested viewers to
c o n verse back-and-forth on those points
While some blogs are n’t much more than
online diaries, others include intere s t i n g
insights and tradecraft, and know l e d g e
relating to a person’s job These so-called
“ k n owledge blogs,” or k l o g s , begin to look
like something that could be a va l u a b l e
component of a knowledge network of
community of practice They may be
especially useful as a mechanism for
sur-facing new ideas, which the community
of practice could evaluate and pro m o t e
for further consideration
P e e r-to-Peer (P2P) Interactions. T h e
most well known example of P2P music
e xchange software is Na p s t e r, which enables
distributed users to share the music
con-tained on their machines with a distributed
n e t w o rk of other others/contributors Ot h e r
examples of P2P functionality include the
Intel Ph i l a n t h ropic Pe e r - t o - Peer pro g r a m
which linked two million PCs around the
world to support medical re s e a rch T h e
Gro ove provides encrypted, shared space
that can be used for work g roup
collabora-tion among distributed, P2P participants in
communities of practice, corporate sales
f o rces, or other dispersed groups of users
P2P interactions are a key element of
com-munities of practice and will be a central
f e a t u re, in some form, of tomorrow’s know
l-edge sharing enviro n m e n t s
In the area of P2P technologies for learning,
the Knowledge Management Re s e a rc h
Group in Stockholm have participated in the
d e velopment of Edutella, a search serv i c e
based upon context descriptions It is an
educational application that is a pro t o t y p e
for learning on the Semantic Web and
designed to enrich the Semantic Web with a
“Conceptual We b.” Its “driving vision is a
learning web infrastru c t u re which will make
it possible to exc h a n g e / a n n o t a t e / o r g a n i ze
and personalize / n a v i g a t e / u s e / reuse modular
learning re s o u rces, supporting a variety of
courses, disciplines and unive r s i t i e s ”
( Nilsson, et al 2002)
Knowledge workers will depend on vibrant communities of practice and
p e e r-to-peer networks to engage in
a rapid-fire, perpetual exchange of ideas and insights involving their tradecraft Tacit knowledge and insight will be cultivated and share d
to a greater degree and with
g reater velocity than is possible
t o d a y New ideas will churn and be evaluated by the community.
Evolving New Behaviors to Support
e - L e a rning and Knowledge Management.
The future social/collaborative / c o m m u-nity environments and behaviors of the
K n owledge Age will evo l ve over time, shaped by the “p u l l” of knowledge seekers
needs, rather than the “p u s h” of
technol-ogists or dot.coms’ latest offering du jour.
Various kinds of communities of practice will be the epicenters of development
What is e-Knowledge?
Tr a n s f o r m ing e-Knowledg e 2 7
S o u rces and Reading on “Experiencing Knowledge” and Changing Behaviors and Practices
W Brian Arthur 2002 Is the Information Revolution Dead? If History Is a
Guide, It Is Not Business 2.0, March, 65–72.
John Seely Brown 2000 The Social Life of Information San Francisco: Jossey
Bass
Joel Garreau 2002 Cell Biology: Like the Bee, This Evolving Species Buzzes and
Swarms Washington Post, July 31.
Jennifer Hoffman 2002 Peer-to-Peer: The Next Hot Trend in e-Learning?
Learning Circuits, February 16.
Intel Philanthropic Peer-to-Peer Program www.intel.com/cure/overview.htm Mikael Nilsson, Matthias Palmér & Ambjörn Naeve 2002 Semantic Web
Metadata for e-Learning—Some Architectural Guidelines WWW2002
Proceedings kmr.nada.kth.se/papers/SemanticWeb/p744-nilsson.pdf
George Partington 2002 Blogging: Electronic Postings and Links Push
Information to the Surface Worldcom.com, July 26
Otis Port 2002 The Next Web Business Week, March 4, 96–102.
Marc Prensky 2001 Digital Natives, Digital Immigrants On the Horizon,
November/December
Mikela Tarlow 2002 Digital Aboriginal—The Direction of Business Now:
Instinctive, Nomadic, and Ever-Changing New York: Warner Books
Trang 5To d a y’s pioneering examples are
state-of-t h e - a rstate-of-t pracstate-of-tices Our challenge is state-of-to move
b e yond these existing concepts and expe-riences to envision a world in which our
k n owledge experiences and competencies will be dramatically different from the
h e re and now
Moving Beyond Digitizing and Webifying Existing Practices
In applying the tools of ICT to any field
of endeavo r, the organization’s first incli-nation is to digitize and Webify existing content, processes, and practices , as it has been with learning and knowledge man-agement But after digitizing course packs, texts, technical manuals, and organiza-tional pro c e d u res, practitioners have begun to understand how to use ICT tools
to create new forms, processes, and prac-tices for learning and knowledge manage-ment The early forms of new practices are being invented, but they need unifying and guiding principles
Ob s e rving this process yields an import a n t insight: individuals are the “hero e s” of
p rocess transformation Individual practi-tioners typically are the ones who see that
m e rely digitizing existing practices does not reap the expected dividends Or g a n i-zational routines, principles, and practices
h a ve substantial inertia Changes are
t y pically originated by individuals—
change-agents who are experienced prac-titioners, whose insights into practice enable them to understand how successful examples of innovation can be used to change the organization
The Danger of Misappro p r i a t i n g
Te rms and Concepts
A common scene is repeated eve ry day in
v i rtually eve ry know l e d g e - d r i ven enter-prise ranging from universities to
corpora-tions to professional societies Leaders listen to discussions of transformational uses of knowledge networks, communities
of practice, content marketplaces, and similar concepts and respond with the
o b s e rvation, “ Oh, that’s just another term
for what we’ve been doing for ye a r s ” Or,
“we’ve always had a community of pra c t i c e ”
Or, “we wrote the book on knowledge net
-w o rk s ” These contentions are likely to be
false One of the greatest dangers facing
k n owledge enterprises is having the terms and concepts of knowledge transformation
m i s a p p ropriated and misused But this is
a predictable downside to the Know l e d g e Age brought about by our immersion in information-rich environments that can
g i ve rise to information overload and
orga-nizational knowledge m i s- m a n a g e m e n t
To create a genuine e-knowledge revolution re q u i res changes in our world view of knowledge and how
it is experienced It also re q u i re s new terminology and fre s h metaphors to describe knowledge and the knowledge ecology of
o rg a n i z a t i o n s
e-Knowledge Has Much
in Common with the Practices
of e-Business
e- Business is more than e-commerce It is
the use of ICT to transform the way orga-nizations conduct business e-Bu s i n e s s practices have transformed practices and
p rocesses in eve ry industry they have touched e-Business enables enterprises to fundamentally change their re l a t i o n s h i p s with customers, members, learners,
sup-p l i e r s / sup-p a rtners, and/or other stakeholders
In the process, enterprises create new blends of physical and virtual re s o u rc e s and experiences that have never before been possible
What is e-Knowledge?
Tr a n s f o rming e-Knowled ge
2 8
New circumstances call for
new words, new phrases
and for the transfer of old
words to new objects.
Thomas Jefferson
We are entering a new era of
design: new objects, new
metaphors.
John Gage
Beyond Existing Knowledge Concepts and Experiences
Trang 6Like e-business, e-knowledge uses ICT to
transform relationships, processes, and
value propositions relating to the cre a t i o n ,
management, and sharing of know l e d g e
This is a good place to begin: with the
expectation that e-knowledge will
dramat-ically transform processes and practices
But the upside of e-knowledge extends
f u rther to enhance our capacity to adva n c e
k n owledge and even wisdom
New Visions, New Te rms, New
Experiences, and New Behaviors
Transformation often re q u i res a new
vo c a b u l a ry Old words carry the baggage
of established, implicit meanings T h e
same is true for existing disciplinary and
topical constructs and familiar
organiza-tional stru c t u res Learning and know
l-edge management have well understood
meanings today As they change into
something quite different from today’s
practice, what new visions, terms, and
practices will be necessary ?
And what new experiences? How can we
d e velop new knowledge patterns in the
large segments of the work f o rce and
learning force whose mental patterns and
p re fe rences are well established, eve n
e n t renched in a slow, sequential, patterned
a p p roach to learning and knowledge assim-ilation? How can we use our anticipation of these emerging conditions to accelerate and shape their development and pre p a re for a
f u t u re for e-knowledge that improves
our-s e l veour-s, our inour-stitutionour-s, and our our-society?
Transformation will re q u i re new compe-tencies and behaviors from know l e d g e
w o rkers of all kinds For example, we need
to dramatically enhance our capacity to
c u l t i vate and share tacit knowledge, espe-cially the tradecraft and bits of know - h ow relating to learning in context The new patterns of behavior that evo l ve over the next few years—be they a superc h a r g e d version of swarming and klogging, con-ducted in peer networks and communities
of practice, or something altogether
dif-f e re n t — a re likely to surprise us It’s less
i m p o rtant that we be able to pre c i s e l y
p redict that new behavior Rather, we need
to be able to cultivate and nurt u re it
Uses of Fore s i g h t About e-Knowledge
Tra n s f o rming e-Know l e d g e aims to
moti-vate re f l e c t i ve foresight on the future of
e-k n owledge Richard A Slaughter (2002)
of the Australian Fo resight Institute iden-tifies three kinds of fore s i g h t :
• Pragmatic foresight is the most
common, directed at simply carrying out
t o d a y’s business better Fo resight can be used to yield greater efficiency and pro-ductivity in a straightforw a rd manner
• Pro g re s s i ve foresight is different,
con-taining an explicit commitment to sys-temic improvement It is linked to
e f f o rts to reform business practices in
v i ew of wider social and enviro n m e n t a l concerns Re i n venting processes, pro d-ucts, and services to achieve these goals
is the essence of pro g re s s i ve fore s i g h t
• Civilizational foresight takes yet another
leap into the future, seeking to under-stand the characteristics of the next leve l
of civilization, lying beyond the curre n t configuration of technology/industrial/ capitalistic interests and paradigms It is based on the view that we are invo l ved in long-term shifts tow a rds a more sustain-able world Using the civilizational fore-sight lens forces us to question the
w o r l d v i ews and paradigms that will drive
f u t u re society and its enterprises
The chart on the following page compare s and contrasts some of the changes that the future of transformative e-know l e d g e will hold
What is e-Knowledge?
Tr a n s f o r min g e- Kno wledge 2 9
Civilizational e-Knowledge
F o re s i g h t
In visioning our e-knowledge
f u t u res, a key consideration should
be the capacity to use global e-knowledge to reach a higher plane
of sustainable development and societal well-being.
Our visions of the e-knowledge
f u t u re should engage a wide range
of possibilities, including transfor -mational change.
P ro g ressive e-Knowledge
F o re s i g h t Guided by pro g ressive fore s i g h t , individuals and organizations can begin to reinvent and innovate
p rocesses and practices for learn -ing and knowledge management.
Individuals and enterprises can build the perspectives and compe -tencies that will lead to significant,
p ro g ressive change.
Pragmatic e-Knowledge
F o re s i g h t
Individuals and organizations can
use foresight of e-knowledge to
i m p rove the efficiency and pro d u c
tivity of existing learning and knowl
-edge management practices.
Individuals and enterprises can take
immediate actions that will acceler
-ate their readiness for
e-knowledge and improve existing
c i rc u m s t a n c e s
Sl a u g h t e r’s framework below can serve as a guide to our foresight about e-knowledge in the following ways
Trang 7What is e-Knowledge?
Tr a n s f o rming e-Knowledge
3 0
• Vision: In its infancy, e-knowledge is a digitized,
Webified extension of today’s practices.
• Digitize existing sourc e s of data, information and
knowledge, using existing concepts, definitions, and
p a r a d i g m s
• L e a rning objects contain codified content.
• L e a rning object-based content for courses focuses
on text and course pack-type materials.
• Explicit learning objects a re the primary support i n g
element of emerging e-learn i n g
• P ro p r i e t a ry, vertical channels s e rve to aggre g a t e
content (publishers, disciplinary content
repositories, learning management systems, and
a s s o c i a t i o n s )
• Consumers are fru s t r a t e d in their eff o rts to cre a t e
personalized aggregations of e-knowledge.
• Publishers contro l the capacity of individual faculty,
p rofessionals, and practitioners to make e-knowledge
available to the marketplace Text book, trade book,
u n i v e r s i t y, and association publishers occupy dominant
power positions.
• Most learning is tactical within org a n i z a t i o n s ,
focusing on filling specific knowledge gaps thro u g h
l e a rning experiences.
• Knowledge management practices develop in
leading-edge org a n i z a t i o n s Limited in scope and penetration
of organizational decision making in most
o rg a n i z a t i o n s
• Knowledge is experienced through first generation
p rototype tools Proof of concept applications exist
t o d a y Rapid, parallel access of knowledge fro m
online sources is possible in most settings.
• Knowledge is treated as a strategic re s o u rce in
leading-edge enterprises Only a few leading-edge
enterprises have the perspective and tools to use
knowledge to establish competitive advantage.
• V i s i o n : e-Knowledge will enable new practices, including the transformation of relationships, processes, and practices relating to the creating, learn i n g , management, and sharing of knowledge e-Knowledge can change the foundation of society and org a n i z a t i o n s
• C reate new sources and practices , including new standards, stru c t u re s ,
p r ocesses, best practices, business models, and strategies for creating and exchanging data, information and knowledge Create genuinely new
experiences for users of e-knowledge.
• e-Knowledge objects contain codified content, insight, context, and guides to
e ffective use
• e-Knowledge content for courses includes text and course pack-like materials, plus explicit knowledge, guides to effective use, and access to communities of practice where tacit knowledge resides New ways emerge to comprehend and use both explicit and tacit knowledge.
• Explicit and tacit learning content a re key to learning, especially for
o rganizational and advanced tradecraft learn i n g
• Horizontal, open channels develop for accessing, aggregating, and
d e t e rmining value of content Diff e rent levels of repositories and meta-marketplaces arise Legal, technical, and financial standards for knowledge assets management emerg e
• Consumers are empowere d to personalize aggregations of content and insight Many consumers become producers of content as well (e.g., through weblogs,
or “klogs” and participation in content marketplaces Organizations use “klogs” among communities of practice to identify and share tacit knowledge).
• Individual faculty, professionals, and practitioners can create and exchange knowledge directly through institutional repositories and marketplaces Individual producers are empowered Demand aggregators also gain power.
• Strategic learning becomes the norm within organizations Clear
o rganizational goals and perf o rmance objects drive personalized, perpetual
l e a rning Learning is closely associated with communities of practice.
• Knowledge management is practiced perv a s i v e l y Process and tradecraft knowledge is regularly captured and shared by all enterprises Knowledge management tools enable organizational goals, strategies, and perf o rmance to
be pervasively linked to individual, team, and organizational learn i n g
• Knowledge will be experienced in truly transformative ways, enabled by
p e rvasive computing Using plain language activation and interactivity, faster, reliance on intelligent agents, expert synthesis and evaluation, shorter shelf life, just-in-time analysis Graphic and other modes of presentation
• Knowledge is treated as a strategic re s o u rce in all successful enterprises Higher standards are set for the strategic use of knowledge Successful enterprises speed up their processes and change their dynamics and culture
to use knowledge to compete eff e c t i v e l y
The First Steps: Embry o n i c The Futures: Tr a n s f o rm a t i v e
Trang 8Tr a n s f o r ming the e- Knowledge Ind ust ry 3 1
C H A P T E R
Vignettes from the
e-Knowledge Future
• Tales from the Not-So-Distant Future
• Other Vi s i o n s
• Understanding Our e-Knowledge Future
2 S t o rytelling is essential to having a conversation about change.
I t ’s a fundamental instrument in the knowledge navigator’s toolkit And it’s easier to confront today’s challenges by thinking from the
f u t u re backward Vignettes from the e-knowledge
f u t u re include snapshots from the
e v e ryday lives of denizens
of the Knowledge Age These vignettes are drawn from all over the globe Perpetual learn e r s engaged in formal and inform a l
l e a rning experiences A manager
of a pharmaceutical company dependent on continuously
re f reshed tacit knowledge A faculty member at a successful distributed learning enterprise The chief solutions officer at a major enterprise An active member of a professional society that is indispensable to his practice The chief learn i n g
o fficer at a government agency leading the way in strategic
l e a rning A manager of a blended
l e a rning center The re l a t i o n s h i p development officer at an e-content exchange.
Also included are snippets of vignettes created by other future voyagers with re f e rences to more complete inform a t i o n
Planning from these future s
b a c k w a rd provides the vision pull that enables the development of
e x p e d i t i o n a ry e-knowledge initiatives and migration paths.
Trang 9Content Syndication: Digitizing e-content and making it available through knowledge exchanges
Ubiquitous Technology: Environments
in which cheap, low-power computers with convenient displays are embedded in everyday environments—home, work, schools, automobiles, and public places
Also called ambient technology, meaning
completely surrounding, encompassing and available
Mobile Technology: People carry mobile digital devices (PDAs, notebooks, organizers, smart cell phones and variations) that enable them to engage communication and information and reshape their activities
P e rvasive Technology: Surrounding, ubiquitous and mobile technology, operating together
Supply Aggregators: Providers of content to e-knowledge marketplaces who aggregate content Includes universities, associations and other enterprises
Demand Aggre g a t o r s :Users of e-content from marketplaces who aggregate demand from users Includes universities, for-profit learning enterprises, associations and corporations
D i s i n t e rmediating: When the value chain is reinvented, middlepersons can be removed, or disintermediated Over time, new opportunities to provide value appear
in the value web, resulting in the appearing of new value-added providers
This is called re-intermediation
Digital Natives: Persons who are at home in the digital environment and comfortable with the patterns and cadences of digital practices
Digital Immigrants are everybody else.
e-Knowledge Repositories:
Places where the digital bits of e-knowledge are collected, aggregated and managed for use by a team, an enterprise, practitioners in a particular industry or academic discipline, or a consortium of organizations Most early repositories are vertical channels, limited by proprietary software or ownership issues
I n t e roperability: The ability of data, applications, and platforms to
communicate with one another
Open Sourc e :Applications and devices whose source codes are known and operate according to open standards
Indispensable Relationships:
K n owledge is a key ingredient in enter-prises forging relationships with learners, members or customers that are indispens-able to their living, working, and learning
Migration Paths: The emergent routes followed by enterprises in developing e-knowledge infrastructures and competencies
E x p e d i t i o n a ry :Describes an evolving, adaptive approach to strategy, product development, and competency acquisition that allows rapid response to change and emerging insight
Mentats: Human experts who serve as synthesizers of what is important in particular areas of expertise
Academic Enterprise Systems (AES): College and university systems which combine elements of course management, learning management, and content management, accessible through enterprise portals Called learning and content management systems (LACMS) outside academe
Tr a n s f o rming e-Knowled ge
3 2
Vignettes from the e-Knowledge Future
If you want understanding,
you have to reenter the human
world of stories If you don’t
have a story, you don’t have
understanding.
David Weinberger
Trang 10The emergence of e-knowledge will
pro-foundly affect eve ryone e-Knowledge users
will develop new roles and functions
Existing knowledge management and
learning processes will be re i n vented New
practices will be developed and re f i n e d
Most persons in knowledge-rich
enter-prises will discover significant roles as both
p roviders and consumers of e-know l e d g e
They will continue these roles thro u g h o u t
their care e r s
People understand the future best thro u g h
stories, anecdotes and tales This is
espe-cially true when the future is a “jump shift”
f rom the past The following stories
illustrate how the e-Knowledge In d u s t ry
w i l l affect the daily lives of learners,
e m p l oyees, customers, clients, and know
l-edge providers in the not-so-distant future
These individuals are all hypothetical, but
their organizations and conditions are
based on today’s re a l i t y, extrapolated
s e veral years into the future
Storytelling, when linked directly
to a company’s strategic and cultural
context, is a powerful means of
simultaneously building strategic
competence and strengthening
organizational character.
Douglas Ready, 2002
V ignettes from the e-Knowledge Future
Tr a n s f o r min g e- Kno wledge 3 3
Tales From the Not-So-Distant Future
Michelle Bodine, USA
Perpetual Learn e r, Wisconsin Department of We l f a re
Graeme Jackson, Australia
F a c u l t y, University of Southern
Q u e e n s l a n d
Masazumi Sato, Japan
M a n a g e r, Nippon Roche
P h a rm a c e u t i c a l s
Conrad Elliott, USA
M e m b e r, Computer Society
of the IEEE
Susan Dixon, USA
Enterprise Solutions Off i c e r,
Vi rginia Te c h
Ynez Delgado, USA
Chief Knowledge Off i c e r, American Society for Tr a i n i n g and Development (ASTD)
Han Chou, China
M a n a g e r, Blended Learn i n g
C e n t e r s
J u rgen Schmidt, Germ a n y
Mobile Learn e r
Christine Haddad, United Kingdom
Chief Relationship Off i c e r, Knowledge Content Exchange
Vi g n e t t e P r i m a ry Focus
Reinvention of undergraduate and graduate learning provides a transition to a life of perpetual
l e a rn i n g
A globally distributed learn i n g enterprise for which
content/knowledge management
is a strategic advantage.
Tacit knowledge is a key enterprise asset, understood,
s h a red, and leveraged.
This professional society’s body of knowledge transforms perpetual
l e a rning, professional meetings, and work.
Enterprise application solutions
c reate new value from technology
i n v e s t m e n t s e-Knowledge and art i f i c i a l intelligence establish “ambient e-intelligence” capabilities that members use to transform their
e n t e r p r i s e s
“Bricks and clicks” combination of physical and virtual re s o u rces are key for Third World learn i n g Mobile work and learning changes the patterns and cadences of personal and pro f e s s i o n a l
p r a c t i c e Knowledge marketplaces cre a t e new relationships for knowledge
s h a r i n g