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Teaching & Learning as Knowledge Management

Teaching & Learning as Knowledge Management. Mary Ann Malloy, PhD October 2013. ** Rev iew this briefing in “Notes Page” view, then “Fit to Window” and Zoom to read the narrative!. IMHO*. ** The ideas I’m sharing today are my own, not official positions of my employer or our customers.

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Teaching & Learning as Knowledge Management

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  1. Teaching & Learning as Knowledge Management Mary Ann Malloy, PhD October 2013 ** Review this briefing in “Notes Page” view, then “Fit to Window” and Zoom to read the narrative!

  2. IMHO* ** The ideas I’m sharing today are my own, not official positions of my employer or our customers.

  3. 3 “Bytes”

  4. What led you to choosea STEM Career? “What can we replicate from your STEM journey to create more scientists and engineers?”

  5. Welcome to the STEM Factory??!

  6. Nature or Nurture…?

  7. My STEM Journey 1987 PhD (S/W Reliability • 1997 1977 • 1986 MS, Comp Sci (Public Key Encryption) 1981 BS, Applied Math BA, French 1965

  8. …I can do it!...

  9. Where “meta-disciplines” connect?

  10. “Wisdom hierarchy” more relevant, decision-quality information = more knowledge potential

  11. Knowledge Management is a “meta-discipline” Requires drawing from a wide range of disciplines & technologies, including: • Cognitive science • Artificial intelligence • Document management • Library / information science • Organizational science • Natural Language • Information / Knowledge representation • Semantic networks • Simulation • Technical writing • Object-oriented information modeling • Relational / object databases • Electronic publishing technology • World Wide Web • Help-desk technology • Performance support systems • Expert / knowledge base management systems (KBMS) • Computer-supported collaborative work(groupware) • Decision support systems • Search / discovery engines

  12. Intellectual capital (aka, knowledge, know-how) is a valuable asset. • It can be managed as effectively as physical assets. • People (WHO) • Processes (WHAT) • Technology (HOW)

  13. Students in the 21st century are… • living in an increasingly fluid, interconnected, and complex world • learning in a global classroom • borderless, virtual, open-source software, 24X7 digital resources-on-demand • as much in need of skills as they are of content • wielding tools that make it possible to locate, acquire, and create knowledge more quickly than ever before • inclined to find information by accessing the Internet via cellphones & computers, or chatting with friends on a social networking site • mirroring the 21st-century workplace • By working collaboratively in teams, accomplish more than many individuals • likely to experience several career changes in their lifetimes • lifelong learners • having to master not just the 3 Rs, but also the 4 Cs • creativity, critical thinking, communication, and collaboration …Learn to learn, share, grow…traits they share with KM practitioners and knowledge workers

  14. Be an advocatefor your students • Encouraged • Given latitude • Offered choices • Provided appropriate guidance • Pushed • Left to languish……………. .. • Overwhelmed by decisions • Micro-managed • Taught to the “average” or “Overloaded” • Warned not to fail • Someone’s “do-over” • Challenge with enrichment • Positively reinforced • Allowed to march to his/her own drummer

  15. Knowledge Café Hands-on exercise

  16. What is it? • A Knowledge Café is a means of bringing together a group of people to have an open, creative conversation on a topic of mutual interest to: • share ideas and insights • gain a deeper understanding of the subject and related issues • surface their collective knowledge • inspire better decision-making and innovation http://www.gurteen.com/gurteen/gurteen.nsf/id/X000629AA/

  17. “Speed session …” • Distribute “How-to” sheet, paper and markers • Question: • What are the barriers to effective STEM learning in a traditional classroom setting, and how can we overcome them? • Identify small groups • Take no more than 5 minutes to converse. • Identify the scribe. • Discuss barriers/solutions • A wrap-up warning will be given at 4 minutes for groups to earmark up to 3 topic ideas. • Reconvene “plenary” • Spokesperson from each group will share findings. • Need not be the scribe; it’s OK to say “we don’t know the solution.”

  18. Do you want to play???Example of free online resource (not an endorsement!) http://kmquest2.gw.utwente.nl/KMquestIntro/index.html

  19. Wrap up • Every STEM journey is unique. • Not everyone will want to make it, nor should we expect this. • Be a positive role model of “life-long learning” to your students. • Be prepared to learn from them, too (knowledge exchange) • Remind parents to encourage, not push. • KM, Teaching and Learning are all about “knowledge transfer” • KM practitioners, knowledge workers and 21st century students require similar skill sets. • The “Café” approach can be effective for eliciting knowledge because it is conversation-based.

  20. Questions / Comments

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