Perspective Giving — Perspective Taking: Evidence-Based Learning in Organisations

Chris Stary ()
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Chris Stary: Knowledge Management Competence Center, University of Linz, Austria

Journal of Information & Knowledge Management (JIKM), 2011, vol. 10, issue 02, 151-158

Abstract: Evidence for learning in organisations is given, once alternative or novel ways of task accomplishment are discovered by their stakeholders or management. Besides triggering a learning step, this knowledge should propagate to all concerned members of an organisation or a network of organisations, namely via context-sensitive exploration and re-construction of work processes. We introduce a learning framework based on existing organisational theories and findings. Its implementations cover generating evidence and interactive processing along individual and collective learning processes. Knowledge is supposed to be elicited in an intuitive way, either using a semantically open table top, or applying subject-oriented business-process modeling techniques. Keeping all provided inputs in an organisational memory allows stakeholders and management timely involvement in learning processes. The aligned Knowledge Management System features tracing of learning steps, sharing views, complementing expertise, and exploring content in a collaborative way. Implementation-wise evidence-based learning support does not only require semantic tagging and networking information, but also the exchangeability of perspectives on inputs or results of collaborative exploration sessions. Interactive enablers to that respect are annotations kept in views. Besides content enrichments, they contain links from the fine-grain content elements to social interactions, such as forum entries, as occurring in learning processes.

Keywords: Evidence-based learning; context-sensitive exploration; interactive processing (search for similar items in EconPapers)
Date: 2011
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DOI: 10.1142/S0219649211002894

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