eknowledge transformation phần 4 doc

R e s o u r ces 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 v elopment, the world’s p r emier professional association and leading re s o u r ce on workplace learning and performance issues. ASTD's mem- bership includes nearly 70,000 people, w o r king 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 v ed 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 g ing 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 v er context is most effective. E x e m p l a r y Tr a n s f o r med 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 intelligence. This so-called “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 Knowledge Media, Inc. (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 v elopment 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. Vignettes from the e-Knowledge Future Tr a n s f o r ming e-Knowledge 4 4 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 solutions. 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 through 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 e xing. 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 r et natural language queries and d e l i v er knowledge as needed. • Kn o wledge 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 v er the past five ye a r s , Delgado has pro g re s s i v ely 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-Intelligence. 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 sectors 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 ming e-Knowledge 4 5 R e s o u r ces 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 o wledge 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 o wledge 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 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 r e 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 r ea, 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 r e in homes and businesses to s u p p o r t 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 work sta- tions. Su b s e q u e n t l y, other smart c l a s s r oom features we r e 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 r y Tr a n s f o r med 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 , Vignettes from the e-Knowledge Future Tr a n s f o r ming e-Knowledge 4 6 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 r y 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 r y (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 e way 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 educational providers, who o f f e red learning using enterprise infrastru c- t u re, processes, protocols, and re l a 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 v ersity of Glamorgan (UK), Un i v ersity 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 r ving 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 r e u t i l i z ed, the learning center company’s i n f r a s t ru c t u r es and services we r e 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 r eate, 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 r e 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 r e, 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 accre 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 r y step 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 r tual 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 ming e-Knowledge 4 7 J u r gen 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 r ce, and is also re g i s t e r ed on an exe c u- t i v e MBA course. Most 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 r y 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 r ts on his visits. The chamber of commerce has a clear-desk policy, meaning that eve ry day’s re p o r ts and other administration must be completed before staff can go home. E x e m p l a r y Tr a n s f o r med 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. Life 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 Vignettes from the e-Knowledge Future Tr a n s f o r ming e-Knowledge 4 8 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 r y 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 r ocesses 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 r ks 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 o ye r, if appropriate) and to the uni- versity using the content. These pro c e s s e s h a v e 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 r otocols and facilitating the organiza- t i o n’s participation in both the supply and demand side of the equation. Vignettes from the e-Knowledge Future Tr a n s f o r ming e-Knowledge 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 r ystallization 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 of 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 r oviders 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 r um of expert evaluators, ranging fro m re c o g n i z ed 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 r eate a “p re f e r red selection” of the best n e w 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 r tical silos of traditional content providers are broken up by the h o r i z ontal stru c t u re of mark e t p l a c e e x changes. The intellectual pro p e r ty 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 r ough 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 r ts in a vast variety of hybridize d fields of expertise. Even in an era of pow- e r ful search engines, human expertise 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 o ws both an architectural and a bio- logical model; he specifically enlists the s e r vices of re c o g n i z es experts in some are a s and provides the framew o r ks 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 e w, 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. Vignettes from the e-Knowledge Future Tr a n s f o r ming e-Knowledge 5 0 Vignettes from the e-Knowledge Future Tr a n s f o r ming e-Knowledge 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 r y 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 showing 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 interpretations 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 o wn 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-making functionality. Dimitrios has partly ‘p ro g r a m m e d’ it h i m s e l f, at a ve r y 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. Vignettes from the e-Knowledge Future Tr a n s f o r ming e-Knowledge 5 2 These vignettes from our e-know l e d g e f u t u r e re p r esent 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 v e 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 v eloping 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 z ed, and transformative use of e- k n o wledge that will be possible in the f u t u r e, 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 r y elements of the e-knowledge telecosm 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 res and marketplaces; • seamless integration of the stru c t u re s and techniques of e-knowledge in enter- prises; • we l l - d e v eloped 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 r ess is more methodical, e vo l u t i o n a ry, and exploratory. It is about charting migration paths that a r e e x p e d i t i o n a ry. E x p e d i t i o n a r y 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 r y by indus- t r y, enterprise, and setting. Mi g r a t i o n paths are built on two elements: re vo l u - t i o n a r y vision and expeditionary action. 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 v e 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 r y initiatives to eve n t u a l l y a c h i e v e 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 rming the e-Knowledge Industry 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. [...]... Strategic learning uses knowledge management systems to “push” personalized, directed learning to employees on a perpetual basis It also develops the infrastructures necessary to support autonomic learning 54 Tr a n s f o rmi ng e-Knowledge support online management of course content, registration, grading, and other supports LMS: Learning Management Systems support online and blended learning Learning Content... knowledge management and dramatically enhance their capabilities; 2) the manner in which expeditionary migration paths can be used to discover the precise combination of elements necessary for success in the eknowledge future; and 3) the ability to track the primary elements of the emerging e-knowledge practice, both in one’s own enterprise and generally, in order to position for success Tr a n s f o r ming... e-view by Deloitte Consulting and Deloitte and Touche, 2001, 10–11 60 Tr a n s f o rmi ng e-Knowledge Paths to the e-Knowledge Future The Power of the Value Net So the basic idea of a value chain for eknowledge must be expanded to the notion of a value net Some refer to this as a value web, a value stream, or a value constellation This value net will be nonlinear and orthogonal It will accommodate... existing Internet-based accessibility to knowledge resources has reduced unit prices, slashing the profitability of content providers serving their traditional customers Finding new markets for their eknowledge and creating new, value-added knowledge products is a critical challenge for traditional knowledge providers confronting the e-Knowledge Economy Reaching, Attracting and Serving New Markets . 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. rvices, and experiences. Vignettes from the e-Knowledge Future Tr a n s f o r ming e-Knowledge 4 4 We are a community of practice, but also a community of learners, trying to keep ahead of the. D ’s platforms we re initially compli- ant with SCORM 1.2 and have pro- g ressed through 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