Managing Knowledge about Knowledge Management:

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Managing Knowledge about Knowledge
ManagementPractising What We Teach

• Gillian Ragsdell, Loughborough University

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Aims Objectives

• To demonstrate the value of remaining aware of
  the knowledge creation process during the
  delivery of a knowledge management module
• Improved learning experience
• For lecturers and students
• Applicable to the delivery of all subjects

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Structure

• Setting the Scene
• Module
• Model of teaching
• Analysis based on the SECI model
• Socialisation
• Externalisation
• Combination
• Internalisation
• Feedback
• Quantitative
• Qualitative
• Summary

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Setting the Scene

• Module
• Managing Projects Managing Knowledge
• Interplay between theory and practice
• Davis 1993 model of teaching
• Subject, setting, teacher, student
• Increasing flexibility

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The Complexity of Knowledge

• is a fluid mix of framed experience, values,
  contextual information, and expert insights that
  provides a framework for evaluating and
  incorporating new experiences and information.
  Davenport and Prusak, 2000, p5
• Tacit and explicit knowledge
• Knowledge management
• Creation
• Capture
• Sharing
• Use

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SECI Model
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Socialisation

• Passing on of tacit knowledge by sharing
  experiences
• Remove conceptual and physical barriers to
  holding conversations
• Trust
• Familiarity
• Group dynamics
• Participation
• Lecturer is a facilitator of change and a
  storyteller

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Externalisation

• Tacit knowledge is expressed as explicit
  knowledge
• Assists in capturing knowledge
• Note taking
• Discussion thread of VLE
• Slides
• Academic papers
• Lecturer is a source of tacit knowledge, a
  supplier of documentation, a channel to other
  peoples stories and a moderator of discussions
  on VLE

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Combination

• Explicit knowledge is converted into more complex
  explicit knowledge
• Individuals will read between classes and
  synthesise ideas
• Feedback of comments on group readings during
  contact time
• Lecturer is a facilitator and an expert guide to
  resources in the subject

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Internalisation

• Explicit knowledge is embodied into tacit
  knowledge
• Students have different starting points
• Blooms taxonomy
• Link students experiences with theory
• Lecturer is a facilitator of learning and an
  expert in the subject

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Feedback

• Quantitative
• Attendance
• Pass rates
• Average marks
• Qualitative
• Students participated actively in class
• She talks to students, exchanges and shares!
• Stimulates and provokes thinking.
• Different activities kept momentum (physically
  and cognitively).

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Summary

• Difficult to isolate influences on success
• Other models could provide a lens through which
  to view modules
• Other perspectives could be taken eg student