Learning object repositories as knowledge management systems

PurposeThe aim of this paper is to examine empirically the relevance of the theory of deferred action for knowledge management systems (KMS) design in practice.Design/methodology/approachThe study adopts a case study approach to examine knowledge work and knowledge management in virtual teamwork in a large UK telecommunications company to understand the occurrence of emergent knowledge and how it is managed by virtual team leaders. The section in the company studied is described as a “knowledge intensive organization” dealing with the company's e‐commerce activities.FindingsThe analysis confirms the complex adaptive system hypothesis – a complex system adapts to its environment through self‐organization. The data reveal the behaviour of the virtual team to be self‐organizing and adaptive to its environment. It confirms the knowledge tacitness hypothesis and social embeddedness of knowledge hypothesis as important determinants of knowledge sharing. Specifically, the data reveal the main issues concerning knowledge sharing practices of virtual team workers and the crucial team leader's role in the effectiveness of the teams' capability to develop social links to externalise and share tacit knowledge to accomplish tasks.Research limitations/implicationsIn this paper, the authors contribute “emergent knowledge” as a third category of organizational knowledge in addition to the existing tacit and explicit knowledge that needs to be considered when designing KMS. It also derives socio‐technical systems design principles based on the theory of deferred action, and a tentative development process with metrics is then proposed for KMS design that caters for emergent, tacit, and explicit knowledge.Practical implicationsExisting models such as the SECI model do not acknowledge emergent knowledge or its conversion into explicit knowledge. The theory of deferred action is invoked to derive design principles, termed deferred systems design principles, to depict how explicit knowledge, tacit knowledge, and emergent knowledge can be represented to design knowledge management systems for “emergent organizations”.Originality/valueThe study contributes to the limited research and lack of consideration of emergent knowledge as an integral part of organizational knowledge, especially in an era of emergent organizations.

Vatandaş olma ile ilgili kavramsal anlayış, bireylerin okulda doğrudan öğretim ve ders kitapları aracılığıyla edindiği açık bilgiler kadar, sosyo-kültürel ve siyasal ortamlarda edindiği örtük deneyimsel bilgiyi de içermektedir. Vatandaş olma ile ilgili edindiğimiz açık ve örtük kavramsal bilgi, vatandaş olarak sahip olduğumuz değerlerimizi, tutumlarımızı ve ortaya koyduğumuz davranışlarımızı da etkiler. Bu araştırmanın amacı, ortaokul yedinci sınıf öğrencilerinin vatandaş kavramına ilişkin örtük ve açık bilgilerini belirlemektir. Araştırma yakınsayan paralel karma yöntem kullanılarak gerçekleştirilmiştir. Vatandaş kavramı ile ilgili örtük bilgiyi belirlemek için seçilen 27 öğrenci, tipik durum örneklemesi ile açık bilgiyi belirlemek amacıyla seçilen 124 öğrenci ise basit seçkisiz örnekleme ile belirlenmiştir. Veriler, üç devlet okulunda öğrenim gören yedinci sınıf öğrencileri arasından gönüllü ve veli izni olan öğrencilerden toplanmıştır. Çalışmada örtük bilgi, repertuar ağı tekniği (RGT) ile elde edilmiştir. Açık bilgi, yedi açık uçlu sorudan oluşan bir test kullanılarak toplanmıştır. Örtük bilgi için elde edilen nitel veriler, içerik analizi ve İdiogrid 2.4 programı ile çözümlenmiştir. Öğrencilerin açık bilgi için testte verdikleri yanıtlar bütüncül rubrik ile puanlanmıştır. Verilerin analizinde frekans, yüzde, aritmetik ortalama, standart sapma, t–testi ve tek yönlü ANOVA kullanılmıştır. Araştırma sonucunda, öğrencilerin vatandaş kavramıyla ilgili örtük bilgilerine bakıldığında vatandaşı en fazla “İyi insan” olarak anlamlandırdıkları, buna karşılık en az “Hakları olan birey” olarak anlamlandırdıkları belirlenmiştir. "Bir vatandaş olarak ben" merkezi elementi ile "Nasıl bir vatandaş olmayı arzuluyorum?, “Çevremdeki diğer insanlara göre bir vatandaş olarak ben" ve "Nasıl bir vatandaş olmak zorundayım?" merkezi elementleri arasındaki farkı yansıtan öz değerlerine (Öklid katsayısı) göre öğrencilerin büyük çoğunluğunun vatandaş olma ile ilgili kendilerine ait öz değerlerinin yüksek olduğu saptanmıştır. Araştırmada öğrencilerin çoğunluğunun vatandaş kavramına ilişkin açık bilgilerinin "birinci düzeyde-yetersiz" olduğu, az sayıda öğrencinin "ikinci düzeyde-kısmen yeterli" olduğu; “üçüncü düzeyde-çoğunlukla yeterli” ve “dördüncü düzeyde-yeterli” puan alan öğrencinin olmadığı tespit edilmiştir. Öğrencilerin açık bilgi testinden elde ettikleri puanların ortalamaları arasında anne eğitim düzeyine, farklı kültürel özelliklere sahip arkadaşları olmasına ve evde konuşulan dillere göre anlamlı farklılık saptanırken, okulun bulunduğu yere, cinsiyete, baba eğitim düzeyine ve ana diline göre anlamlı farklılık tespit edilememiştir.

Resources and activities generated by teachers, by teacher-to-students and students-to-students interactions constitute a significant asset of considerable added-value that is worthy to be shared and possibly reused among educational communities worldwide. Moreover, these resources and activities can be considered as the “knowledge” of the educational communities, which should be managed, shared and reused effectively. Therefore, a number of international initiatives have emerged recently that recognize this potential and attempt to provide solutions for facilitating the sharing and the reuse of educational resources and activities. As a result a number of Learning Object Repositories (LORs) have been developed and are currently in operation. However, most of the existing LORs are designed more as “digital repositories of educational resources” rather than as “Knowledge Management” (KM) systems that support organizing and sharing of the educational communities' knowledge. Within this framework, in this paper we study the design and the implementation of 12 existing LORs from a KM perspective. As a result, we propose a list of essential LORs' operations that meet the current demands of web-facilitated educational communities and ultimately aim to facilitate the creation, sharing and application of “knowledge” among their members.

Knowledge Management (KM) has become an important term in the construction industry. Knowledge management involves creating, securing, capturing, coordinating, combining, retrieving and distributing knowledge. The knowledge can be reused and shared among the involved engineers and experts to improve the construction process and reduce the time and cost of solving problems. Sharing and reusing knowledge depends on acquiring and preserving both tacit knowledge and explicit knowledge as the property of a corporation. This study addresses application of knowledge management in the construction phase of construction projects and proposes a construction map-based knowledge management (MBKM) concept and system for general contractors. This paper proposes a practical methodology to capture and represent construction project knowledge by using knowledge map. Using knowledge maps, users can get an overview of available and missing knowledge in core project areas and take appropriate management in tacit and explicit knowledge. Also, a portal system is developed to assist and present project-related knowledge by providing keyword and map search. The MBKM system is then applied in a case study of a construction precast office building in Taiwan to verify our proposed methodology and demonstrate the effectiveness of sharing knowledge special in the construction phase. By effectively using information and web technologies during the construction phase of a project, knowledge can be captured and managed to benefit future projects. The combined results demonstrate that, an MBKM-like system can be an effective tool for all experts and engineers participating for construction projects by utilizing the knowledge management concept and web technology.

Developing an activity-based knowledge management system for contractors

Purpose Tacit and explicit knowledge sharing play crucial roles in today’s rapidly changing business environment, particularly in fostering innovation. However, uncovering tacit knowledge sharing remains complex. The purpose of this study is to analyze the mediating roles of tacit and explicit knowledge in the relationship between a knowledge-sharing culture and organizational creativity. Design/methodology/approach In this study, the authors developed an extended analytical process to analyze the impact of explicit and tacit knowledge on a knowledge-sharing culture and organizational creativity. This process combines two analytical techniques: necessary condition analysis (NCA) and partial least squares structural equation modeling (PLS-SEM). NCA identifies essential bottlenecks for a specific outcome, while PLS-SEM uncovers strong connections between predictor and outcome variables. The authors applied these analyses to a sample of 155 IT experts from a leading telecom company in the Turkish ICT industry to test the relevant hypotheses. Findings The findings of this study indicate that tacit knowledge, rather than explicit knowledge, partially mediates the relationship between a knowledge-sharing culture and organizational creativity. This mediating role of tacit knowledge is particularly pronounced in the ICT sector. Additionally, the impact of organizational capabilities on organizational creativity is amplified by higher levels of tacit knowledge sharing. Originality/value The effect of organizational capabilities on organizational creativity was found to increase because of tacit knowledge sharing compared to explicit knowledge sharing, depending on the knowledge-sharing climate.

Delirium is a common symptom of acute illness which is potentially avoidable with early recognition and intervention. Despite being a growing concern globally, delirium remains underdiagnosed and poorly reported, with limited understanding of effective delirium education for undergraduate health profession students. Digital resources could be an effective approach to improving professional knowledge of delirium, but studies utilising these with more than one profession are limited, and no evidence-based, interdisciplinary, digital delirium education resources are reported. This study aims to co-design and evaluate a digital resource for undergraduate health profession students across the island of Ireland to improve their ability to prevent, recognise, and manage delirium alongside interdisciplinary colleagues. Utilising a logic model, three workstreams have been identified. Workstream 1 will comprise three phases: (1) a systematic review identifying the format, methods, and content of existing digital delirium education interventions for health profession students, and their effect on knowledge, self-efficacy, and behavioural change; (2) focus groups with health profession students to determine awareness and experiences of delirium care; and (3) a Delphi survey informed by findings from the systematic review, focus groups, and input from the research team and expert reference group to identify resource priorities. Workstream 2 will involve the co-design of the digital resource through workshops (n = 4) with key stakeholders, including health profession students, professionals, and individuals with lived experience of delirium. Lastly, Workstream 3 will involve a mixed methods evaluation of the digital resource. Outcomes include changes to delirium knowledge and self-efficacy towards delirium care, and health profession students experience of using the resource. Given the dearth of interdisciplinary educational resources on delirium for health profession students, a co-designed, interprofessional, digital education resource will be well-positioned to shape undergraduate delirium education. This research may enhance delirium education and the self-efficacy of future health professionals in providing delirium care, thereby improving practice and patients' experiences and outcomes. Not applicable.

Today, preparing future teachers for the use of digital educational resources is the most pressing issue of Higher Education. They contribute to the effective organization of the educational process in accordance with the requirements of the modern information society, but also become a universal tool for the harmonious adaptation of students to a rapidly changing information society, training the personality of a competent specialist capable of professional self-realization. First of all, digital educational resources are ready-made interactive multimedia products aimed at achieving a didactic goal or solving certain educational tasks. Currently, the effectiveness of their use is not only to generate interest in the information educational environment, but also to ensure the degree of access to information and improve the quality of Education. Using digital educational resources, the authors independently develop the intellectual potential of students and increase the knowledge base.Using them creatively, we tried to find out whether it is possible to present the educational process in an interesting and informative way. The article provides a comprehensive analysis of the theoretical and methodological literature, clarifies the following concepts and offers a definition: "digital educational resources ", " readiness of a future teacher to use digital educational resources". In addition, during the practical experiment, a course program "digital educational resources-a tool for professional self - development" was developed, aimed at forming the assimilation of digital educational resources by future specialists as a tool for professional self-development. The research uses theoretical, Emeric methods, the questionnaire "knowledge of digital educational resources" (in author's processing), N. P. Fetiskin "diagnostics of the implementation of needs for professional self-development", N. R. Molochnikov "assessment of opportunities for self-development". 82 students of Atyrau University took part in the experimental work Keywords: digitalization of education, digital educational resources, computer, multimedia, interactivity, accessibility.

In the context of the information age, digital educational resources have become a crucial support for promoting high-quality development in higher education. With the deepening advancement of the national education informatization strategy, a wide array of digital teaching platforms, online courses, academic databases, and other resources are becoming increasingly abundant, providing unprecedented convenience for teaching, research, and learning for university faculty and students. However, while the total amount of resources has increased, their actual utilization efficiency still faces numerous challenges, issues such as uneven resource distribution, varying levels of information literacy among teachers and students, poor platform user experience, and inadequate resource-sharing mechanisms. These issues constrain the full potential of digital educational resources and hinder further improvements in teaching and learning quality. Therefore, how to guide university faculty and students to efficiently utilize digital educational resources has become a key issue in the current digital transformation of higher education. This paper is based on the connotation and characteristics of digital educational resources, based on the current state of digital resource utilization in higher education, this study systematically explores practical pathways and strategies for faculty and students to effectively utilize digital resources, encompassing dimensions such as collaborative teaching, platform optimization, skill enhancement, and institutional innovation. Research indicates that enhancing digital literacy among teachers and students, establishing an integrated resource-sharing platform, improving incentive and training mechanisms, and promoting resource integration and innovative applications are crucial measures to ensure the efficient utilization of digital educational resources and achieve educational modernization.

This study examined the relative importance of middle school students' explicit knowledge and tacit knowledge in carrying out open‐ended laboratory investigations. The results indicate that the students provided with explicit knowledge through instruction performed significantly better in overall achievement in such investigations than those using only tacit knowledge. However, the performance over the duration of the study (7 weeks) of those students provided with explicit knowledge improved for some integrated process skills, while for other skills, the explicit knowledge gave no significant advantage over those provided with tacit knowledge. These findings have important implications on what teachers should emphasize when teaching open‐ended laboratory investigations.

The purpose of decision support systems (DSS) is knowledge management, not numbers or algorithms. Knowledge management is the practice of adding actionable value to information; by capturing tacit knowledge and converting it to explicit knowledge; by filtering, storing, retrieving and disseminating explicit knowledge; and by creating and testing new knowledge. The purpose of this paper is to propose, as an extension to the model management system of a DSS, a knowledge management system (KMS) that provides storage and retrieval operations, as well as intelligent analysis of explicit knowledge in a DSS. The primary goal of the KMS is to provide the user with an easy-to-use, computer-assisted platform that enhances the articulation, integration and understanding of the knowledge management process in decision support.

ABSTRACTWe empirically analyze the effects of a company’s community of practice and knowledge management system on knowledge management activities and management performance. We gather data by administering surveys to large- and mid-sized companies in Seoul, Gyeonggi, and other regions of Korea. The company samples collected are statistically analyzed using methods: hierarchical analysis and structural equation modeling. First, the community of practice has a positive effect on the knowledge management system. Second, both community of practice and knowledge management system positively affect knowledge management activities, of which the latter has a greater effect. Third, both factors also positively impact innovation performance, of which community of practice has a greater effect. The knowledge management system is not statistically significant in the structural equation model. Fourth, knowledge management activities positively affect innovation performance. The findings highlight the importance of refining and developing knowledge-based processes to lead an entire organization to higher innovation performance.

This paper presents a case study of the present Knowledge Management practices at the Goethe Institute (GI) Libraries or Information centres. GI Libraries are serving as Public Libraries and because of their dynamic features, they invite everyone from all over the world to get information and knowledge about German culture, politics, society, and education. In this paper, I have studied explicit and tacit knowledge practices in GI Libraries. This paper mainly focuses on the concept of KM at GI Libraries in managing the knowledge and information in the digital environment. Research methodology obtained in this paper about theoretical and technical KM with the implementations of WEB 2.0 as a KM tool used by the GI Libraries are totally through the Email Questionnaire from GI libraries and GI websites. This paper also shows and explains how tacit and explicit knowledge are managed and distributed under the umbrella of social networking tools, WEB 2.0 Technology, and other networking tracks by Goethe- Institute Libraries. The implementation of KM concept and practices at GI has the potential of improving customer services by quickly providing new authentic information to communities of different nations. GI Libraries and their librarians convert the intellectual assets of workers and staff members in the organization into higher productive forces.

Abstract— The accounting field has remained to explain itself in the context of tacit knowledge because only explicit knowledge is processed in the accounting field, which is embedded in knowledge management systems as accounting information systems. The main objective of this study is to clarify the hierarchy of knowledge, which consists of data, information, knowledge, and wisdom. Afterward, it should be understood correctly the processes of knowledge in organizations, called the knowledge management life cycle model, to separate knowledge management generations from the dark side perspective. Consequently, the paper emphasizes that the dark side of knowledge management based on the fifth generation is the accounting field due to the tacit knowledge capacity as well as the term of knowledge conception because understanding knowledge ecology, which takes place within the fifth generation, is very far from the accounting field. Keywords— Dark side of knowledge management, fifth generation of knowledge management, knowledge hierarchy, knowledge management life cycle model, accounting field.

Knowledge management (KM) is crucial for successful project completion in the construction industry, where tacit knowledge, embedded in individuals’ experiences, plays a critical role. However, capturing and transferring this knowledge across projects is challenging due to the temporary nature of construction teams and the reluctance of individuals to share their expertise. Traditional KM methods, such as interviews and videos, often fail to capture tacit knowledge due to various barriers, including organisational culture, limitations of technology, and individual factors like knowledge hoarding. This study investigates a novel approach to overcome these barriers and effectively capture tacit knowledge in construction. This study proposes a storytelling-based approach for capturing tacit knowledge within a Knowledge Management System (KMS). Participants contributed their knowledge directly through stories within the KMS, unlike previous studies that relied on interviews or videos. This method aims to address the reluctance to share tacit knowledge by empowering individuals to share their experiences in a comfortable and engaging format. The study’s validation methodology incorporates two elements: (1) extensive research was conducted on KM, storytelling, and existing methods for capturing tacit knowledge, and (2) issues concerning tacit knowledge capture were identified based on the research. This study contributes to the field of KM in construction by: (a) proposing a novel storytelling-based approach for capturing tacit knowledge, (b) addressing the limitations of traditional KM methods in construction, and (c) offering a framework for implementing storytelling-based KM within KMS. The proposed storytelling approach has the potential to overcome existing barriers and contribute to the effective capture and utilisation of tacit knowledge in construction projects. This can lead to improved project performance, reduced rework, and knowledge transfer across projects within the industry. Keywords: Tacit Knowledge, Knowledge Management