professor emeritus the hong kong polytechnic...
TRANSCRIPT
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Knowledge Management,
Learning and Innovation in the
Digital Age :
Role of Library
WB.LeeProfessor Emeritus
The Hong Kong Polytechnic University
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Knowledge Management and
Innovation Research Centre (KMIRC)
智識管理及創新研究中心
•Research 研究
•Teaching/ Training 教學/培訓
•Consultancy 顧問服務
•International Conferences 國際會議
•MAKE Award (最受推崇知識型企業大獎)
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Research Areas
Organizational Learning
and Innovation (學習型企業與創新)
Knowledge Sharing
& Innovation
Intellectual Capital
Management (智力資本管理):
Knowledge Assets Management
& Assessment
Knowledge Systems
& Technologies
(知識系统科技):Knowledge Acquisition, Classification,
Storage, Retrieval & Reuse
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My argument:
The IT/digital/cloud/knowledge/big data era
Change the business/industrial landscape
Open the door to business and social innovation
Change the way we learn, innovate
and the role of library in the digital age
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PolyU Edx MOOC subject “ Knowledge Management and Big Data in Business
“
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The changing landscape:• The percentage of workers doing manual work is falling from 70%
in 1900 to 35% in 1990 and to 15% in 2000 in developed countries
• Approximately 75% of the economic activities in advanced countries
is generated by service industries, where knowledge is the primary
resource or ingredient
• The vast amount of data, information and applications that reside in
the Cloud platform would create opportunities for innovation
unprecedented before. (-> digital and knowledge entrepreneurship)
• Building capabilities for faster learning & innovation
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Marc Prensky
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What are schools and universities ?
Schools/universities are basically learning communities. Learning is complex and dynamic as shown recently by the work of Ton Jorg in his new theory for the creation and management of knowledge in learning communities. Schools are basically learning communities in which all stakeholders are involved in the creation, delivery, assimilation and sharing of knowledge. The term “knowledge management” (KM), however, is relatively unknown to the classical education science.
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1st Generation KM 1990 -1995
• Emphasize the need for appropriate technologies and methods of capturing, storing, retrieving and sharing
• The 'capture' approach continued with an emphasis on 'capturing knowledge' in databases, manuals, books and reports, and then sharing it in a hard form. (Hildreth and Kimble, 2002).
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2nd Generation KM 1996 to present
• Japanese Prof. I.Nonaka- published "Knowledge Creating Company" in 1995. Draw attention on people’s dimension, the distinction between tacit and explicit knowledge and their transfer and conversion processes in an organization ( Nonaka’s SECI model)
• Shift emphasis from supply sideknowledge processing to demand sideknowledge making
(Mark W. McElory)
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(K)
Knowledge
Sharing Index
(S) = 1
( P+ I )People + Information
K = ( P + I ) S
(S) = 2
(S) = 3
After Author Anderson consulting)+
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The Nonaka in his Ba Theory stipulates that effective
knowledge sharing and transfer is facilitated by 3 types of
spaces (Ba/Field)
Examples:
Mental Ba
Virtual
Ba
Physical
Ba
Future
Centre,
Public
Space
design
etcBlog, Wikis
Facebooks,
Twitters,
Enterprise 2.0
etc.
Emotion and Values,
Disclosure through stories,
Reflective practice,
Dialogue, etc.
,
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個人學習环境及網絡A Personal Learning Environment &
Network (PLE&N)香港理工大學
知識管理及創新中心Knowledge Management & Innovation Research Centre
The Hong Kong Polytechnic University
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大規模面授課堂的不足Shortfalls of delivering large F2F classes
• 導師主導的行為學習模式
Predominantly instructor-lead, behavioral model of learning
• 課堂上的授課時間有限
Limited time for in-class lectures
• 限制學習時間於單一學期內
Classes are confined to a term/semester
• 學員對提出問題存猶豫態度
Students may be hesitant in raising questions
• 難以獲取學員的互動反饋
Hard to obtain
interactive feedback from
individual students
• 偏重理論講解、忽略實踐及案例研討
Focus on theories with limited references to applications and cases
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學習环境及過程的轉變Change in the learning environment & process
學習趨勢已從導師主導的授課形式,轉為由小組互動研討及反思組成的個人與群組混合學習範式。
Learning Paradigm has shifted from predominantly teacher-lead classes to a mix of lectures, group discussions, reflections, in personal and group learning environments
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Graduate
Graduate
Teacher
Teacher
Guest
Guest
Guest
Graduate
Graduate
Graduate
Student
Student
Student
Student
StudentStudentStudent
Student
Student
Student
Student
Student
Graduate
StudentStudent
老師 Teachers
學生 Students
畢業生 Graduates
訪客 Guests
A Cloud-based PLE
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Benefits of the PLE&N
1. Supports lifelong learning as it is not confined
inside a classroom
2. Supports a co-learning environment among
instructor(s), learners, practitioners & other
expert(s)
3. Collaborative effort to combat information overload
4. Self-centered, flexible & pervasive
5. Represents an “active knowledge repository”
6. Garners an online community in the domain topic
with diversified members
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Traditional learning emphasizes on Knowledge Dissemination and Duplication
Passive
Instructor-centric Bahaviourist Learning Model
Top-down learning design
cMOOC provides a new Networked Learning Model
Emphasizes on Knowledge Creation
Proactive Network Learning
Student-centric Connectivistic Learning Model
Traditional Learning Model(inclusive of E-Learning and MOOC):
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Open
InnovationMOOC
Open &
Interactive
Learning
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Innovation JamCrowdsourcingExpertise
Locator
Collaborative
Platform
MLEN
(MOOC
Learning
Environment
and Network)
Online Learning
(Students)
Project Proposal
from Enterprises
Internet
Other Enterprises
(Local and Overseas)
Project Selection
&Group Formation
Project
Execution and
Reporting
Social Media
Tools
Events
Application of MLEN(MOOC Learning Environment and Network)
in Service Innovation Courses
• www• xxx• yyy• zzz
Cloud
Computing
Project Evaluation
by Panel
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In the digital age, what should be the role of library in supporting learning and innovation ?
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Library as a “community centers” and “public squares”?
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Create reader’s resources to encourage/support learners to develop personalized, individualized or autonomous and networked learning e.g. PLEN
Help scholars locate archival and other resources crucial to their work, share data and collaborate with others e.g. ResearchGate, Google Scholar
Library as Open Platform vs Library as Social -Technological-Intellectual
Infrastructure to design and develop knowledge-organization systems.
Examples:
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Create reader’s resources to encourage/support learners to develop personalized, individualized or autonomous and networked learning e.g. PLEN
Help scholars locate archival and other resources crucial to their work, share data and collaborate with others e.g. ResearchGate, Google Scholar
Library as Open Platform vs Library as Social -Technological-Intellectual
Infrastructure to design and develop knowledge-organization systems.
Examples:
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ResearchGate is a social networking site for
scientists and researchers[3] to share papers,
ask and answer questions, and find
collaborators. Members of the site each have
a user profile and can upload research output
including papers, data, chapters, negative
results, patents, research proposals, methods,
The New York Times described the site as a
mashup of Facebook, Twitter and LinkedIn
As of 2018, it has more than 15 million usershttps://en.wikipedia.org/wiki/ResearchGate
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Create reader’s resources to encourage/support learners to develop personalized, individualized or autonomous and networked learning e.g. PLEN
Help scholars locate archival and other resources crucial to their work, share data and collaborate with others e.g. ResearchGate, Google Scholar
Help medical experts, doctors, scientists and citizen more quickly locate health information in critical situations and diagnosis support
Library as Open Platform vs Library as Social -Technological-Intellectual
Infrastructure to design and develop knowledge-organization systems.
Examples:
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Cloud Platform
A clinical exampleBig data from Cloud
Research database
Clinical cases
Drugdatabase
Diseasedatabase
Crowd sourcing
Medical experts, doctors,
scientists and citizens
Decision
Support
SystemI
Artificial
Intelligence/data
mining
Knowledge
System
Community of
Practice (CoP)/
Pool of Experts
Output
Data visualization
and reporting
Diagnosis Treatment and solutions
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Examples: • Support for performing knowledge work ( various knowledge clouds, etc.)
• Powerful search mechanisms for knowledge navigation ( serendipity search, etc.)
• Cloud-based taxonomy tools and services ( folksonomy, etc.)
• Ensuring knowledge quality in digital publishing
•Others………
Challenges ahead
in information
overload!
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香港理工大學工業及系統工程學系知識管理研究中心
李榮彬Thank You !
http:/kmirc.ise.polyu.edu.hk
謝謝!