Presentation on theme: "Copyright Kari Branjord, Toru Iiyoshi, & Paul Treuer, 2006"— Presentation transcript:
1Copyright Kari Branjord, Toru Iiyoshi, & Paul Treuer, 2006 Copyright Kari Branjord, Toru Iiyoshi, & Paul Treuer, This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the authors.
2Knowledge Management What is it? Why do you need to know? How do you support it?Kari Branjord, University of MinnesotaToru Iiyoshi, Carnegie Foundation for the Advancement of TeachingPaul Treuer, University of Minnesota Duluth
3Knowledge Management: Presentation Outline How should Higher Education integrate knowledge management tools and process? (Kari Branjord)National Agenda to Advance the Scholarship of Teaching (Toru Iiyoshi)Campus Implementation of Knowledge Management Tools (Paul Treuer)Summary and Questions
4How should Higher Education integrate knowledge management tools and process? What is knowledge management?Why is knowledge management important in higher education?What are knowledge management tools in higher education?What is the framework for understanding knowledge management?
5Framework for Knowledge Management SelectivityRepurposabilityInteroperabilityIndividual Control and OwnershipOpenness
6Selectivity Example: A researcher is completing a grant proposal. With whom should she collaborate?What should she include?How should she highlight her accomplishments?How does she hone her research question?
7Selectivity definedNot all knowledge is created equal. Determine that which is important prior to moving forward. This includes the idea of compressing complex knowledge into a simpler presentation. Brown talks about not crushing knowledge under its own weight. This is not to say that it should be diluted; rather it should be distilled to its essence and presented in clear and obvious ways. Without forethought, the workgroup and/or institution will drown in information and knowledge and not be able to do anything about it.
8Selectivity example 2Enterprise Integration: How do you choose what to integrate?Criteria can include value to the individual, contribution to accelerating a process, credibility with the intended audience, etc.High value targets for integration are demographic data, academic records, job information, etc.Ideas I didn’t think about: Portfolio should integrate with RefWorks and del.icio.us
9RepurposabilityA tenure track faculty member has created entries for every presentation he has given in his areas of interest. How can this information be reused?Tenure reviewAnnual performance reviewGrant proposalSharing with studentsCollaboration with peersWhat if it were granular enough to be (re)combined with other artifacts to tell a more compelling story?
10Repurposability defined There are several concepts included in this term. Terms such as granularity, re-usability, and enter-once-use-many fall under this heading. In order for knowledge to be useful, it must be small enough to (re)combine with other pieces of knowledge, yet large enough to be meaningful. If individuals have to constantly re-enter knowledge or information that is already known to another system, sharing will diminish. No one has time to rehash the same stuff; individuals must be able to reuse the knowledge they have already documented.
11Repurposability example 2 A medical resident creates a bibliography for a research project. She wants to continue to add to it as she develops research or personal interest in the area. She shares it:With peers to obtain further knowledgeWith her program director who can help focus her research even more effectivelyAs part of her professional development records at annual review timeIn an application to be head resident
12InteroperabilityImagine the different roles a person plays in life. At each transition, he wants to preserve his history and continue to build upon his base of knowledge.A student starts a Portfolio as an undergraduate at the U of M.This student goes to Grad School at IU.Upon earning his PhD, he is awarded a tenure-track position at a UMD.As a tenured professor, he is involved in research, public engagement, and teaching.His knowledge never stops growing. This requires constant management and re-evaluation, as well as the ability to move his Portfolio information as he changes institutions.
13Interoperability Defined Is a corollary to repurposability. It is not enough to be able to reuse collections of knowledge within a system; systems must be aware of the knowledge that other systems house and must be able to access it. This requires standards and integration technologies. Trusted sourcing and cross-system authentication is vital. Knowledge does not exist in just one domain; it must be permitted to “live” outside of a particular context, such as a class.
14Individual Control and Ownership Defined Knowledge creation is an invisible activity that occurs in the human brain (Davenport, 1998). Only when this becomes explicit with supporting artifacts can it be shared. The knowledge that a person possesses or created is her own. It becomes more valuable, and the rate of acquisition accelerates when a person is participating in communities or groups. Thus, KM technologies, by definition, facilitate this sharing of knowledge in social networking. It is imperative, however, that the focus and highest level of consideration be given to the individuals rights to control and responsibilities to share.
15Individual C & O example A professor has been pursuing a research interest for years. She wants to propose a new course in her department to share this knowledge.First, she selects artifacts to demonstrate that her area is significant and appropriate for undergraduate education.She pulls work products from her sponsored projects, her blog, her community of practice site, and her bibliographyShe shares the proposal and supporting documentation and ideas electronically with colleagues inside and outside her university.As she receives feedback, she modifies her proposal, continuing the cycle until she is satisfied that it is good enough to propose officially.Her new course is approved, and the learning objects she gathered populate her course web site, and the approved proposal is uploaded to the administrative systems.
16OpennessThe information management group of a public institution has a very open, non-hierarchical environment. They work to ensure that everyone from the public to the president to the individual has access to the information needed in a context that makes it useful. Given this mission, their department culture contributes to knowledge management.Staff share their findings with one another. Holding knowledge is not power; sharing knowledge is powerful.No secrets are kept between the workers and the management.Ideas are documented and shared in all directionsPrioritization of projects occurs as a group, using best practice methods to estimate size, duration, and value.
17Openness definedKM technologies and processes must escape proprietary boundaries. This is not an advertisement for open source. This is to suggest that only when knowledge is shared and made explicit to all is it truly valuable. When it is exposed, others can comment and build upon it, make connections in new ways, and return the ideas and knowledge to the originator in enriched forms. While open source software is an example of this in practice, the connectedness the internet permits can enable all knowledge processes to behave this way.
18National Agenda to Advance the Scholarship of Teaching and Learning Mission, vision, and work of the Knowledge Media Laboratory (KML) of the Carnegie FoundationScholarship of Teaching and LearningKEEP Toolkit, Workspace, and Knowledge RepositoriesExamples of Best Practices;Carnegie Academy for the Scholarship of TeachingCarnegie Initiative on the DoctorateHoward Hughes Medical InstituteOpen Education: MERLOT, and OSPI
19Knowledge Media Laboratory (KML): Mission, Vision, & Work The Carnegie Foundation’s Knowledge Media Laboratory helps educational institutions take advantage of the growing power of emerging technologies and new media to turn the knowledge implicit in effective teaching and learning into ideas, theories, and resources that can be used widely in a variety of contexts and situations.
20Scholarship of Teaching and Learning (SoTL) Make teaching and leaning visible and publicReview and reflect on each other’s workLearn and build on each other’s work
21Scholarship of Teaching and Learning (SoTL) Make teaching and leaning visible and publicReview and reflect on each other’s workLearn and build on each other’s workHow can technology support educational knowledge representation, sharing, and building?KEEP ToolkitCommunity WorkspaceKnowledge Repositories(Galleries & Exhibitions)
22Make Teaching and Leaning Visible and Public Help select and organize resources, artifacts, data, and evidence related to teaching and learningPrompt analysis and reflectionHelp transform collections of “stuff” into compelling and engaging knowledge representationsHelp present individual and collective knowledgeKEEP Toolkit(http://www.cfkeep.org)
23Make Teaching and Leaning Visible and Public To examine, select and organize teaching and learning objects and transform them into visually appealing and intellectually engaging knowledge representation (with reflections) is a daunting task.
24KM Framework #1: Selectivity The KEEP Toolkit provides the user with the necessary guidance and scaffolding for better selection, organization, reflection and representation through “flexibly-designed” templates (including frameworks, prompts and directions).Scholarship of T&L Project Course Transformation Class Anatomy
25An Example Template (Carnegie Initiative on the Doctorate)
26KM Framework #2: Repurposability/Reusability An Example: Teacher Education
27KM Framework #2: Repurposability/Reusability How can we use “captured” pedagogical knowledge and experience to study the use of OERs ?How can we make this process engaging, rewarding and sustaining that helps improve the quality of OERs?“Triple Play” in Teacher Education (Carnegie Quest Project)Teacher EducatorsStudent TeachersExperienced Teachers
28KM Framework #3: Interoperability/Portability KEEP Toolkit + Community Workspace(Carnegie Academy for the Scholarship of Teaching)
29KM Framework #4: Individual Control/Ownership Multi-layered knowledge representationsfor deep collective understanding(CASTL Campus Program,CASTL, CID, HHMI,and many others)InstitutionsDepartmentsLink, stitch, exhibit, and remix knowledge representations and objects(Creative Commons?)FacultyStudents
30KM Framework #5: Openness Toward Building a National/International Distributed-Knowledge Network of Teaching and LearningCID GalleryMERLOT GalleryOSP Case Studies GallerySmart Indexing &Federated-Search ToolsKML GalleryCASTL GalleryKEEP Toolkit Users: 8,300+Snapshots: 33,000+Projects/Initiatives: 100+Public Snapshot Archive
31Implementing KM: Challenges and Issues Departments’, Faculty’s, and students’ lack of incentiveTechnical and intellectual challengesTime efficiencyReturn on investmentLack of support and guidance for the developmental reflective processesKnowledge representation “literacy” issues (reflective writing, multimedia composition, etc.)Sustainability
32Implementing KM: Keys to Success Link KM initiatives with present and future needs (e.g., on-going transformation/reform efforts at your institution)Have stakeholders involved in planning and actionFind/develop useful tools and resources to make your KM processes most efficient and painless (ideally engaging and rewarding)Invite key faculty/programs/departments to pilotDocument and share successes and challengesRecognize excellence and make it publicBuild a support capacity to sustain your efforts
33Campus Implementation of Knowledge Management Tools Vision: The University of Minnesota Duluth’s Knowledge Management Center (KMC) is committed to evaluation, assessment, development, and deployment of tools for managing personal, educational, and professional records.Chancellor Kathryn A. Martin speaking at KMC Grand Opening in August 2005
34Campus Implementation of Knowledge Management Tools StudentsFacultyStaffUMD’s Knowledge Management Center
35Best Practice: ePortfolio use by UMD’s Chemical Engineering Program Entry Wizard prompts students to put artifacts in ePortfolioArtifacts are repurposed for:Admission to programGraduation from programABET accreditationEmployment following graduation
36Best Practice: ePortfolio use by UMD’s Chemical Engineering Program SelectivityRepurposabilityInteroperabilityIndividual Control and ownershipOpenness
37Best Practice: ePortfolio use by UMD’s Chemical Engineering Program Implementation TipsChemical Engineering faculty identify portfolio learning artifacts for entry wizards and presentation templatesPortfolio sharing is a requirement, used for summative purposes at key programmatic milestonesAll students are taught how to use portfolio in a freshman course. Faculty are taught how to use portfolio in short workshops.Course projects and assignments throughout program meet identified portfolio requirements
38Best Practice: Health Services Use of Managed Information System Health Services enters and shares information and knowledge through MIS system, a web-based, password protected, database for entering and sharing:Strategic ObjectivesMeasuresEvaluation
39Best Practice: Health Services Use of Managed Information System Health Services is part of Academic Support and Student Life (ASSL):Management by objectivesUnit and Process TeamsQuarterly ReviewsBaldrige AssessmentsMIS System
40Best Practice: Health Services Use of Managed Information System SelectivityRepurposabilityInteroperabilityIndividual Control and OwnershipOpenness
41Best Practice: Health Services Use of Managed Information System Implementation TipsThe Health Services director, assisted by an administrative aide, developed strategies and measuresThe objectives and measures were peer reviewedThe process of developing objectives and measures was done by all HS Staff.Results and evaluative comments are shared with HS staff, Group Leaders, Process Teams, and administratorsResults are tied to unit planning process action steps
42Emerging Best Practice: UM Enterprise System Advising Tools On-line UM System Advising Tools are integrated in ePortfolio platform:Advisee ListAPAS Report (degree Audit)Academic Profile inUM Advisor ReportsCollege of Natural Resources Advising
43Emerging Best Practice: UM Enterprise System Advising Tools On-line UM System Advising Tools are integrated in ePortfolio platform:Advisee ListAPAS Report (degree Audit)Academic Profile inUM Advisor ReportsGrad PlannerCollege of Natural Resources Advising
44Knowledge Management: Summary and Questions Knowledge is created in an information-rich world through processesTechnology facilitates creation and sharing of knowledgeHigher Education is an environment where knowledge is created and sharedKM is about contextualizing information and knowledge through the use of rapidly evolving on-line/electronic communication tools