eknowledge transformation phần 4 doc

From the start, this infrastru c t u re was based on the vision of just the right content, to just the right persons, at just the right time, on just the right device, in just the right

R e s o u rces of Intere s t

Hagel, John and John Seely Brown.

2001 Your Next IT Strategy Harvard Business Review, October, 105–113.

Norris, Donald M 2002 Assuring Value

from Your Technology Investment White

Paper, October

Ynez Delgado—

Chief Knowledge Off i c e r, American Society for Tr a i n i n g and Development, USA

Y n ez Delgado is the chief know l e d g e officer at the American Society of Tr a i n-ing and De velopment, the world’s

p remier professional association and leading re s o u rce on workplace learning and performance issues ASTD's mem-bership includes nearly 70,000 people,

w o rking in the field of workplace perf o r-mance in 100 countries worldwide ASTD provides information, re s e a rc h , analysis and practical information

d e r i ved from its own re s e a rch, the know l-edge and experience of its members, its

c o n f e rences, expositions, seminars, pub-lications and the coalitions and part n e r-ships it has built through re s e a rch and policy work Its members work in nearly 20,000 multinational corporations, small and medium sized businesses, gove r n-ment agencies, colleges and unive r s i t i e s Since joining ASTD’s staff five years ago

in 2002, Delgado has presided over a transformation in the use of knowledge at ASTD, which has influenced best prac-tices at thousands of enterprises in which its members work This transformation has been shaped by ASTD’s notion that

“a m b i e n t” knowledge describes the

e m e r ging e-knowledge environment Like oxygen, this perva s i ve, constantly ava i l a b l e

re s o u rce serves you on demand in

what-e vwhat-er contwhat-ext is most what-effwhat-ectivwhat-e

E x e m p l a ry Tr a n s f o rmed Elements

• Ambient knowledge combined with artificial intelligence to create “ambient e-intelligence”

• “Input Once, Use Anywhere”

• Expeditionary development of applications platforms

• Cost accounting for the cost and price of knowledge

• Users Group became community of practice in ambient e-intelligence

Ambient e-Intelligence. Delgado has

e n g a g e d A S T D ’s senior leadership and member leaders in taking this principle to the next level Sp e c i f i c a l l y, they have merged e-knowledge with artificial intelli-gence, to create the next generation of

col-l e c t i ve intecol-lcol-ligence This so-cacol-lcol-led “a m b i e n t

e - i n t e l l i g e n c e” has created a parallel con-sciousness that serves the organization by constantly learning, growing and gathering intelligence through the dynamic interac-tions of its members and sensors In the emerging Knowledge Ec o n o m y, this

k n owledge infrastru c t u re among the most valuable organizational assets it enables measurable and radical increases in per-sonal and organizational pro d u c t i v i t y

Input Once, Use Anywhere ASTD

part-n e red with Kpart-nowledge Media, Ipart-nc (KMI)

to develop the knowledge infrastru c t u re that would enable ambient e-intelligence From the start, this infrastru c t u re was based on the vision of just the right content, to just the right person(s), at just the right time, on just the right device, in just the right context, and for just the right environment KMI’s motto of “input once, use anywhere” was reflected in the

d e velopment of reusable know l e d g e objects through manual, automated, and real-time indexing and tagging T h e s e

k n owledge objects can be repurposed and reused in a wide range of ASTD pro d u c t s ,

s e rvices, and experiences

We are a community of

practice, but also a community

of learners, trying to keep ahead

of the waves of change

Tina Sung

E x p e d i t i o n a ry Development of the Appli

-cations Platform ASTD did not re a c h

this plateau of performance ove r n i g h t

R a t h e r, ASTD and KMI worked in an

e x p e d i t i o n a ry manner to pro g re s s i ve l y

incorporate new standards, technologies

and practices into its enterprise

applica-tions infrastru c t u re and soluapplica-tions Some of

the accumulated milestones that enabled

Delgado to discover the emerging practice

of ambient e-intelligence included:

• Consolidation of Kn owledge St a n d a rd s

A S T D ’s platforms we re initially

compli-ant with SCORM 1.2 and have

pro-g ressed throupro-gh SCORM 4.0 as the core

s t a n d a rds for knowledge re u s e

• Fusion of Learning and Kn ow l e d g e

Management A S T D / K M I ’s platform

has achieved intero p e r a b i l i t y, enabling

the fusion of knowledge management

and learning

• Automated Kn owledge Creation and

In d exing One of De l g a d o’s

funda-mental reasons for selecting the K M I

platform was its use of automated

tagging, indexing, and taxo n o m y

generation Over time, these tools have become even more robust, dramatically reducing the cost of knowledge re u s e

• Incorporation of Artificial In t e l l i g e n c e (AI) Tools A rtificial intelligence has

combined with intelligent agents to

i n t e r p ret natural language queries and

d e l i ver knowledge as needed

• Kn owledge Reuse Arc h i t e c t u res O ve r

time, ASTD has achieved its vision of reusing and repurposing know l e d g e objects in any setting and context

Delgado has used these capabilities to fuse performance measurement, ASTD’s distributed processes, and know l e d g e

m a n a g e m e n t

Cost Accounting for the Cost and ROI

of Knowledge. O ver the past five ye a r s , Delgado has pro g re s s i vely implemented activity-based costing, allowing ASTD to

b e n c h m a rk and measure the improve m e n t

in its processes These measurements have become a fundamental element in ASTD’s enhancement of its relationship with members and non-member customers

e-Knowledge systems are context neutral.

Bill Redeen

Users Group Becomes Community of Practice in Ambient e-Intelli gence.

Because of the leading-edge capabilities made possible through the KMI applica-tions platform, its users group has become

a re c o g n i zed community of practice in ambient e-knowledge T h rough part i c i p a t-ing in this community, Y n ez Delgado has gained fresh insights on the use of ambient e-intelligence by leaders in different

indus-t ry secindus-tors such as: Defense Technical In f o r-mation Center, re p o s i t o ry of re s e a rch and

d e velopment for US De p a rtment of Defense (DoD); Defense Acquisition Un

i-ve r s i t y, winner of distinguished distance learning program of the year; Cable &

Wi reless, a leader in ambient e-intelligence applications, and others

Vignettes from the e-Knowledge Future

Tr a n s f o r min g e- Kno wledge 4 5

R e s o u rces of Intere s t

National Press Club Breakfast Se m i n a r and We b c a s t 2002 Integrating

E-learning, Learning Management and

K n owledge Management, Joint Know l-edge Media, Inc and Au t o n o m y Ju n e

13 www k n ow l e d g e - m e d i a c o m

Redeen, Bi l l 2002 SCORM 1.2/1.3:

K n owledge Reuse, Constraints and

Recent Case Studies ADL Pl u gfest 6 Presentation and We b c a s t De f e n s e

Acquisition Un i ve r s i t y August 3

w w w a d l n e t o r g / i n d e x c f m ? f u s e a

c-t i o n = Pl u gf e s c-t 6 S c h e d u l e

Han Chou—

M a n a g e r, Blended Learn i n g Centers, Guandong Pro v i n c e ,

C h i n a

Han Chou manages a regional network

of “blended learning centers” in the Guandong Province of China T h e s e centers we re originated in the late 1990s

by an international education and train-ing infrastru c t u re company, which used its multiple, on-site delive ry mechanisms

to serve students throughout the Pa n -Asian territory, including Japan, China,

Ko rea, the Philippines, Indonesia, So u t h-east Asia, Australia, New Zealand, In d i a , and Pa k i s t a n

Meeting the Needs of Pan Asia.T h e s e centers arose in response to the part i c u-lar needs of learners in remote areas of Pan Asia Lacking sufficient ICT

infra-s t ru c t u re in homeinfra-s and buinfra-sineinfra-sinfra-seinfra-s to

s u p p o rt distance learning, distance learn-ing center companies worked with com-munities to establish locally ow n e d , sophisticated learning labs, with In t e r n e t ,

v i d e o - c o n f e rencing capabilities, and

any-w h e re from 20 to 120 computer any-work sta-tions Su b s e q u e n t l y, other smart

c l a s s room features we re added Ot h e r companies like India-based NIIT and educational providers like Informatics in

Si n g a p o re, the STI Educational Ne t w o rk

in the Philippines, the Australian Centre for Language (ACL), RMIT Un i versity in Australia and INTI College in Ma l a y s i a

we re early players in establishing learning centers in various parts of Asia

E x e m p l a ry Tr a n s f o rmed Elements

• Initially based on need for ICT-rich physical places for blended learning in Third World

• “Bricks and clicks” combination is key

• Pervasive ICT and knowledge management infrastructure is key

• On-the-ground relationship with learners is strategic ; CRM is a critical discipline

• Relationships with a range of universities and other learning providers, using consistent infrastructures and processes

• Dramatic reduction in the cost/price of the elements of learning—content, interactivity, space, assessment, certification

• Leverage of infrastructure, best practices, and business models— establish centers in U.S., Europe, other developed centers

• Evolution into fused-use physical space for work, learning, and other activities

• Place remains a critical ingredient in the equation

Han Chou’s responsibilities focus on

s e veral key issues:

• w o rking with locales to develop and enhance learning center facilities and attract learners through re l a t i o n s h i p s with government ministries, businesses, and local organizations;

• assuring the successful integration of learning and other support services into the local blended learning centers; and

• p roviding feedback on satisfaction, con-tinuous improvement, and new serv i c e s and/or offerings re q u i re d

Blending Learning Solutions From the

s t a rt, learning center companies prov i d e d

a mixture of the infrastru c t u res, serv i c e s ,

Instructional programs that are

experienced out of context are

becoming too numerous and too

long for employees or customers

who are time-limited and

urgent

Gloria Gerry

and relationships with learning prov i d e r s

n e c e s s a ry to support blended learning It s

c o re infrastru c t u re included:

• a global server network that took

band-width to the local learning centers and

u s e r s ;

• a content object re p o s i t o ry (COR)

that made course content perpetually

a va i l a b l e ;

• a student information system (SIS)

func-tioning in a multi-point, multilingual

mode to integrate all the learning and

a d m i n i s t r a t i ve functions;

• a CRM system for analyzing customer/

learner data, assessing learner

satisfac-tion, and conducting marketing, sales

and service interactions for potential

s t u d e n t s ;

• continuous publishing systems (CPS)

enabling authors to write, edit, approve ,

and deliver documents/learning content

f rom their computers via the Internet to

a common database that generated both

h a rdcopy and electronic materials for

s e rving an online Learning Ma n a g e m e n t

System (LMS); and

• a browser-based LMS linking with the

SIS to provide trainers, lecturers, and

students with advanced instru c t i o n a l ,

learning, and community-building tools

Local Learning Centers as Gateways.

Accessed from local learning centers, these

i n f r a s t ru c t u res and services provided the

g a t eway to learning offerings from accre

d-ited learning providers Local learning

centers forged relationships with

interna-t i o n a l l y - k n own educainterna-tional providers, who

o f f e red learning using enterprise infrastru

c-t u re, processes, proc-tocols, and re l a c-t i o n s h i p s

with local learning centers By 2002, the

learning center company had forged a

strategic relationship with a variety of

col-leges, centers, polytechnics, and unive r s i t i e s

in Australia and New Zealand and with the

Global Un i versity Alliance, founded by

Athabasca Un i versity (Canada), Au c k l a n d

Un i versity of Technology (New Ze a l a n d ) ,

George Washington Un i versity (USA),

Hogeschool Brabant International Bu s i n e s s

School (Netherlands), Royal Me l b o u r n e Institute of Technology (Australia), Un i-versity of South Australia, Un i i-versity of Glamorgan (UK), Un i versity of De r by (UK), and the Un i versity of Wi s c o n s i n , Milwaukee (USA)

The “bricks and clicks”

combination off e red by blended

l e a rning centers proved decisive

in introducing distributed learn i n g into the Pan-Asian marketplace.

The “on-the ground” re l a t i o n s h i p with learners and local leaders

p roved essential in attracting and

s e rving learners Initially, the blended learning centers focused

on non-degree and associate-level

o fferings Baccalaure a t e - l e v e l and degree programs were added pro g ressively as the model spre a d

Finding Lower-Cost Solutions to Fit the Needs of the Marketplace In the course

of time, the learning center model

pro-g re s s i vely refined its approach to create a highly scalable model for learning that yielded significant cost savings in either a blended or virtual learning application

While different learning providers we re

u t i l i zed, the learning center company’s

i n f r a s t ru c t u res and services we re used to reduce the cost of content, interactivity, space, assessment, and cert i f i c a t i o n Content cost was reduced using the content object re p o s i t o ry (COR) and con-tinuous publishing systems (CPS) to

c reate, reuse, update, leverage, and scale basic course content Using local mentors and learner-to-learner interactivity to replace faculty-to-learner engagement for basic issues reduced the cost of faculty

i n t e r a c t i v i t y Physical space costs we re borne by local learning centers Assess-ment and certification of competency

we re built into the learning process in a highly efficient, technology-support e d mechanism These cost reductions enabled the learning center company to compete

e f f e c t i vely with other providers in the Pa n Asian mark e t p l a c e

Physical space for learning can still be attractive and necessary

in the Knowledge Age Indeed, most great, good public places in the twenty-first century will have physical places where people can go to fuse work, learn i n g ,

re c reation, contemplation, and personal development.

Food and drink will be part of the mix as well.

Deploying a New Model to Markets in

E u rope and the Americas O ver time, the learning center company was able to leve r-age its infrastru c t u re, best practices, and business models to introduce the blended learning center model to the U.S., Eu ro p e , and other developed countries Fo r g i n g alliances with a variety of part n e r s — s m a l l business development centers, office incu-bators, and community associations—the learning center company provides

non-c redit and degree programs from anon-cnon-cre d-ited institutions at a lower price than is

a vailable through traditional distance learning offerings

Meanwhile, the blended learning centers

in Pan-Asia have taken a different evo l

u-t i o n a ry su-tep as well In many communi-ties, they have evo l ved into centers for a wider variety of community-based func-tions beyond learning and job training, including small business re s e a rch and incubation, cultural, and entert a i n m e n t centers and work and learning centers for emerging businesses This model has expanded to metropolitan areas that we re not served by previous generations of blended learning centers

R e s o u rces of Intere s t

Australian Gove rn m e n t / World Ba n k

2002 The Vi rtual Colombo Pl a n

w w w d e ve l o p m e n t g a t ew a y c o m a u / vc p h t m l

Vignettes from the e-Knowledge Future

Tr a n s f o r min g e- Kno wle dge 4 7

J u rgen Schmidt—

Mobile Learn e r, Germ a n y

Jurgen Schmidt is business deve l o p m e n t manager for his local chamber of

com-m e rce, and is also re g i s t e red on an exe c

u-t i ve MBA course Mosu-t of his fellow students use their lunch period to work on the joint assignments that are a feature of the course and then share ideas using email But in his job, he is usually trave l-ing back to the office at that time This is because eve ry morning he is sent to the

p remises of members or pro s p e c t i ve members of the chamber of commerc e

On those visits, he often spots business

o p p o rtunities for the people he is visiting, and knows he has a good chance of quickly turning those opportunities into real pro-jects, if he is able to have immediate access

to all the information held in his office

Eve ry afternoon, there is a meeting of all the departmental managers, and he has to attend just in case they want his advice on business development, although most of the discussion is on issues that have nothing to do with him so in general he just sits at the back and gets on with reading his in-tray When that meeting finishes, he has to write re p o rts on his visits The chamber of commerce has a clear-desk policy, meaning that eve ry day’s

re p o rts and other administration must be completed before staff can go home

E x e m p l a ry Tr a n s f o rmed Elements

• Mobile work and learning environments

• Ability to compete on time much enhanced by using mobile communications in a secure way to ensure anywhere, anytime access to other people and to knowledge repositories

Schmidt used to work long hours, but then

he discove red mobile computing and ambient intelligence Now, he is connected

w h e n e ver he wants, to whatever and

w h o m e ver he wants Both while he is trav-elling to clients, and during his visits, he has immediate access to all of the facilities

a vailable in his office He also subscribes to various instant alert services; they send mes-sages to his phone via SMS (for text) and MMS (for pictures) His phone passes the messages to his laptop, which is connected

to it using Bluetooth His laptop connects automatically to the nearest wire l e s s

n e t w o rk, using open standard pro t o c o l s such as 802.11a or b Special security pro-tocols, arranged pre v i o u s l y, are observed to

e n s u re that the transactions are private He gets details of calls for tenders (requests for

p roposals) that are re l e vant to the people he

is visiting During his visits, he can join in

‘ad hoc’ work g roups, using 802.11a or b

w i reless cards to link his laptop to their office network, to share information At any time he can check his office files, set up

a conference call with colleagues back at the office, send emails and many other tasks that we re previously only possible when he got back to the office Previously ‘d e a d’ time, spent travelling or sitting passively in meetings, becomes available At noon, he can join in discussions with his fellow stu-dents, even though he is sitting in the train, returning from visits

During his sometimes boring afternoon meetings, he can write his visit re p o rts and send them as emails to the office

admin-i s t r a t o r Ladmin-ife admin-is less stressed He now has time to look at ways to become even more

p ro d u c t i ve He sets aside some of his fre e time to undertake some benchmarking of other chambers of commerce and to check out their ways of managing know l e d g e And he sends off his MBA assignment, which these days he is able to submit we l l

b e f o re the deadline

R e s o u rces of Intere s t

• Mobilearn Project www m o b i l e a r n o r g

Education systems are

communication systems and

therefore they are networks

which can exist at different

fractal levels

John Tiffin and Lalita

Rajasingham

Christine Haddad—

Chief Relationship Off i c e r,

Knowledge Content Exchange

(An e-Knowledge Marketplace),

United Kingdom

Christine Haddad is the chief re l a t i o n s h i p

officer for the Knowledge Content Exc h a n g e

( KCE), an e-knowledge re p o s i t o ry that has

set itself up as a meta marketplace for

e-k n owledge from all sources—colleges and

u n i versities, textbook and trade publishers,

p rofessional and trade associations,

corpo-rations, individual faculty, re s e a rchers, and

practitioners The marketplace is built on

an open standards arc h i t e c t u re that enables

the collection, management, updating,

repurposing, metering, and exchange of

content from all sources and of all types,

including explicit and tacit knowledge T h e

KCE rew a rds both providers and users of

learning content It rationalizes the

distri-bution of shares of the intellectual pro p e rt y

re venues that result when learning objects

and other materials are used

E x e m p l a ry Tr a n s f o rmed Elements

• Marketplace works with organizations

to establish intellectual property rules,

rights, and exchanges

• Individual and organizational

providers are empowered to aggregate

supply and leverage their ability to

aggregate demand

• Marketplace aggregates supply of

content from many sources—publishers,

universities, professional societies, and

trade associations, learning

management system companies, others

• Marketplace pool explicit and tacit

knowledge plus performances and

experiences

• Value added through a variety of

s e rvices—content assessment and re v i e w,

a g g regations of knowledge re c o m m e n d e d

by ex p e rts, assessment, use search engines,

and other user support tools

• Micropayments for content and insight

of various kinds

• Most users do not want to build content aggregations from scratch—rely on recommendations

• Changing definition of expertise—many more experts can provide content and insight; other experts evaluate and recommend; networks of expert content and insight develop.

• Unit price for explicit content declines dramatically, higher prices for performances and experiences

• Relationships and capacity to aggregate supply and demand are highly strategic;

content becomes commoditized

• Wide range of pricing options and levels

of granularity Setting Organizational Protocols and

P rocesses for Knowledge Sharing T h e KCE is much more than a technology engine Wo rking with individual organiza-tions, professional societies, and trade asso-ciation leaders, it has developed the basic elements of knowledge asset management:

• sets of relationships with aggregators of supply and aggregators of demand;

• p rotocols, pro p e rty rights processes, and legal agreements for organizations, spec-ifying the intellectual pro p e rty shares for organizations and their employees; and

• b e n c h m a rks on the technical, opera-tional, and cultural needs of know l e d g e asset management and sharing

For example, when a university or corpo-rate university aggregates and uses a col-lection of content for a course, intellectual pro p e rty shares are distributed

to the author of the content (and her

e m p l oye r, if appropriate) and to the uni-versity using the content These pro c e s s e s

h a ve become the de facto s t a n d a rd and

s a ve organizations millions in the pro c e s s costs of digitizing and metering content

Haddad forges the relationships with organizations that participate in the KSCE, negotiating exchange rates and

p rotocols and facilitating the

organiza-t i o n’s parorganiza-ticipaorganiza-tion in boorganiza-th organiza-the supply and demand side of the equation

V ignettes from the e-K nowledge Future

Tr a n s f o r ming e- Kno wledge 4 9

Knowledge repositories can help reinforce an organization’s cultural rituals and routines.

Thomas Davenport and Laurence Prusak

Content marketplaces enfranchise

many new providers of content.

They also empower consumers.

They enable the combination and

exchange of digitized,

contextualized content fro m

d i ff e rent publishers and in many

d i ff e rent forms These

marketplaces enable the

c rystallization of complex

networks of expertise and access

to communities of practice.

P e rf o rmances, experiences, and

other high value products are

made available as well.

A New Approach to Content Aggre g a t i o n

The KCE makes it possible to combine

content from different publishers and to

a g g regate collections of knowledge in

dif-f e rent levels odif-f granularity—entire texts,

chapters, sections/topics, and paragraphs

plus individual simulations, graphics, and

videos Some faculty and other users pre f e r

to search, evaluate, and combine at the

topic level Howe ve r, most prefer to

aggre-gate content at the chapter level or to

select competing content on the re c o

m-mendations of distinguished peer eva l u

a-tors The KCE aggregates content fro m

p roviders like MERLOT who employ

their own content re v i ewers So m e

re v i ewer relationships are negotiated by

Ha d d a d who has attracted a wide

spec-t rum of experspec-t evaluaspec-tors, ranging fro m

re c o g n i zed practitioners and content

e x p e rts to distinguished critical thinkers

who provide periodic assessments of the

best new ideas or learning objects they

h a ve discove red, on a monthly basis

Pro-fessional societies and trade associations

c reate a “p re f e r red selection” of the best

n ew content in their body of know l e d g e ,

which commands a premium price

Ex p e rts are paid a small share when their

recommendations result in a purc h a s e

Horizontal Marketplaces.Ma rk e t p l a c e s such as the KCE have dramatically changed the marketplace for digital content The ve rtical silos of traditional content providers are broken up by the

h o r i zontal stru c t u re of mark e t p l a c e

e xchanges The intellectual pro p e rty va l u e

of publishers’ content is driven down by competition from new, individual authors who are engaged in the mark e t p l a c e

t h rough their universities, associations, and other organizations The exc h a n g e does not just contain textual content;

graphics, simulations, and videos of per-formances and interactive experiences are also available The exchange contains

e valuations of and linkages to communi-ties of practice, providing access to the ongoing creation of insights

Insights from Experts The mark e t p l a c e redefines the meaning of “e x p e rts.” To d a y, publishers establish the experts thro u g h selection, development, and publication of text In the future, a far broader selection

of professionals and practitioners will be enfranchised to provide content expert i s e

t h rough these marketplaces Exc h a n g e s will also contain re f e rences to networks of

e x p e rts in a vast variety of hybridize d fields of expertise Even in an era of

pow-e rful spow-earch pow-enginpow-es, human pow-exppow-ertispow-e and judgment is relied upon to identify what is really significant in most fields of

e n d e a vo r Communities of practice have arisen around the influence of key expert s

As chief relationship officer, Ha d d a d

f o l l ows both an architectural and a bio-logical model; he specifically enlists the

s e rvices of re c o g n i zes experts in some are a s and provides the framew o rks and pro t o-cols that enable natural experts to emerge

in these new disciplines

Making Partners Smarter—and Richer.

One of Ha d d a d’s key roles is work i n g with organizational partners to prov i d e guidance in preparing their know l e d g e and metadata in ways that it can be re p u r-posed in other fields and disciplines

Many professional societies and trade associations have found that their sales of learning objects and access to communi-ties of practice have increased by a factor

of ten to new consumers outside their usual industry markets The American Association of Pharmaceutical Scientists and the CSIEEE have been especially suc-cessful in driving sales of their learning objects and access to tacit knowledge in

n ew, secondary mark e t p l a c e s

R e s o u rces of Intere s t

Crow, Raym 2002 The Case for

Institutional Repositories White Paper,

Release 1.0 Washington: SPARC www.arl.org/sparc

McElroy, Patrick 2002 A New Paradigm

for Acquiring, Managing, and Distributing Content in Higher Education Institutions White Paper.

July

Young, Jeffrey R 2002 Superarchives

Could Hold All Scholarly Output

Chronicle of Higher Education, July 5.

V ignettes from the e-Knowledge Future

Tr a n s f o r min g e- Kno wledge 5 1

Here’s to the future! The only limits are the limits of the imagination Dream up the kind of world you want to live

in, dream out loud, at high volume

Bono

S c e n a r i o

Augmented Reality thro u g h

Ubiquitous Computing

By Chris Dede

“Alec and Arielle strolled through Ha rva rd

Ya rd on the way to the museum to collect

data for their class assignment Each

carried a handheld device that pulsed

e ve ry time they walked past a building

This signaled that the building would

s h a re information about its arc h i t e c t u re ,

h i s t o ry, purpose, and inhabitants using

i n t e r a c t i ve wireless data transfer Alec

usually stopped to use his handheld to ask

questions about an interesting looking

location To d a y, he was in a hurry and

i g n o red the pulses.”

“ Inside the museum, they split up to work

on their individual assignments W h e n

Alec typed his re s e a rch topic into the

museum computer, it loaded a building

map into his handheld device, with

flash-ing icons showflash-ing exhibits on that subject

At each exhibit, Alec could capture a

digital image on his handheld device,

d ownload data about the artifacts and

links to related Web sites, and access

alter-n a t i ve ialter-nterpretatioalter-ns about the exhibit

To ensure that the server sends him

infor-mation tailored to his native language,

reading level, and learning style, his

hand-held device automatically supplies

infor-mation about Alec’s age and backgro u n d ”

Complete viewing this vignette, and find

others, at Cite Challenges Grand Web page:

w w w c i t e j o u r n a l o r g / g r a n d c h a l l e n g e s

S c e n a r i o

‘Dimitrios’ and the Digital Me ( D - M e )

“ It is four o’clock in the afternoon, Dimitrios, a 32 year-old employee of a major food-multinational, is taking a coffee at his office’s cafeteria, together with his boss and some colleagues He doesn’t want to be exc e s s i vely bothered during this pause Ne ve rtheless, all the time he is receiving and dealing with incoming calls and mails.”

“ He is proud of ‘being in communication with mankind’: as are many of his friends and some colleagues Dimitrios is wearing, embedded in his clothes (or in his own body), a voice activated ‘g a t ew a y’

or digital avatar of himself, familiarly

k n own as ‘D-Me’ or ‘Digital Me’ A

D - Me is both a learning device, learning about Dimitrios from his interactions with his environment, and an acting device offering communication, pro c e s s-ing and decision-maks-ing functionality

Dimitrios has partly ‘p ro g r a m m e d’ it

h i m s e l f, at a ve ry initial stage At the time,

he thought he would ‘u p g r a d e’ this initial data periodically But he didn’t He feels quite confident with his D-Me and re l i e s upon its ‘intelligent’ re a c t i o n s ”

Complete viewing this vignette, and find others at:

w w w c o rd i s l u / i s t / i s t a g h t m Scenarios for Ambient Intelligence in

2 0 1 0

Other Vi s i o n s

Other writers have crafted vignettes of the e-knowledge future

Sample the following and complete your journ ey on-line.

These vignettes from our e-know l e d g e

f u t u re re p resent a true “jump shift” in

h ow people in many professional and aca-demic settings experience know l e d g e They capture the essence of how all kinds

of people will use the perva s i ve

atmos-p h e re of e-knowledge to change the ways they live, work, learn, and enrich their personal development Yet in many ways, these vignettes are familiar They contain elements that we all re c o g n i ze fro m leading-edge practitioners in today’s

d e veloping e-knowledge enviro n m e n t Howe ve r, they are quite different fro m today in an important way: the seamless,

p e r s o n a l i zed, and transformative use of

e-k n owledge that will be possible in the

f u t u re, but is not fully possible today,

e ven in demonstration settings

Even leading-edge enterprises cannot live the future port r a yed in these vignettes—

yet The development of numerous,

neces-s a ry elementneces-s of the e-knowledge teleconeces-sm

a re still in our future:

• t ruly perva s i ve, interoperable, and scal-able standards and e-knowledge

infra-s t ru c t u reinfra-s and marketplaceinfra-s;

• seamless integration of the stru c t u re s and techniques of e-knowledge in enter-prises;

• we l l - d e veloped competencies in the use

of e-knowledge for individuals, teams, communities, and enterprises; and

• p roven capacity to re i n vent pro c e s s e s and rew a rd new patterns of behavior

Some of the elements of this future will

be developed externally and/or by gro u p s

of individuals or enterprises Others are within the grasp of individuals and each organization Our e-knowledge vision can and must vault into the future Howe ve r, our actual pro g ress is more methodical,

e vo l u t i o n a r y, and exploratory It is about charting migration paths that

a re e x p e d i t i o n a ry.

E x p e d i t i o n a ry e-knowledge initiatives enable individuals and enterprises to chart migration paths to their e-knowledge future

T h rough these initiatives, enterprises will develop ICT

i n f r a s t ru c t u res to support

e - l e a rning and knowledge management, reinvent pro c e s s e s , and build competencies, discover what works in the use of

e-knowledge and reinvent best practices, business models and

s t r a t e g y Such initiatives are our

p robes into the future of

e - k n o w l e d g e

Pa rticular migration paths va ry by

indus-t ry, enindus-terprise, and seindus-tindus-ting Mi g r a indus-t i o n paths are built on two elements: re vo l

u-t i o n a ry vision and expediu-tionary acu-tion The essential animating element of migra-tion paths is a keen understanding of the

t r a n s f o r m a t i ve power of e-knowledge A clearly articulated vision of the e-know l-edge future provides vision pull t h a t

enables enterprises to use evo l u t i o n a ry,

e x p e d i t i o n a ry initiatives to eve n t u a l l y

a c h i e ve truly transformative outcomes

Understanding Our e-Knowledge Future Through narrative,

we construct, reconstruct,

in some ways reinvent

yesterday and tomorrow.

Jerome Bruner

Tr a n s f o r ming the e- Knowledge Ind ust ry 5 3

C H A P T E R

Paths to the e-Knowledge Future

• Revolutionary Vision, Expeditionary Strategy

• The e-Knowledge Imperative

• Paths to the e-Knowledge Future

• Tracking the Indicators of e-Knowledge Economy

3

The Knowledge Economy re q u i re s

l e a rning to be tied dire c t l y, immediately and explicitly to the

p e rf o rmance of individuals, teams, communities of practice and the enterprise e-Knowledge will change how learners experience knowledge, especially just-in-time knowledge and tradecraft-rich knowledge In the pro c e s s

e - l e a rning and knowledge management will both grow and become fused

Knowledge Age learning will focus

on the strategic needs of the enterprise, not just filling competency gaps or developing human capital for future use Strategic, enterprise learn i n g will balance between stru c t u re d /

d i rected learning and

u n s t ru c t u red/autonomic learn i n g

D i rected learning will be launched

by enterprises to communicate and change their strategy, culture and/or products and serv i c e s

It will involve individuals, teams

or the entire enterprise.

Autonomic learning will originate within the enterprise, initiated by individuals and communities of practice at grassroots level.

It relies on enterprise

i n f r a s t ru c t u res but will not be explicitly directed by enterprise-level leadership

E x p e d i t i o n a ry migration paths to the e-knowledge future will be enabled by changes in We b technologies, standards, and marketplaces for e-knowledge A second driver will be developments

in enterprise knowledge ecologies

— i n f r a s t ru c t u res, pro c e s s e s , capabilities and cultures These two forces will enable cascading cycles of reinvention in enterprise best practices, business models and strategies for both e-learn i n g and knowledge management.