Transcript A multifaceted approach to distributed communities of

Steps to
Organisational
[e]-Learning
Alain Senteni < [email protected] >
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individuals
teams, groups, communities
organisations
It is not the strongest of the species that survive,
nor the most intelligent, but the ones
most responsive to change.
Charles Darwin
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Knowledge
Emergence
?
?individuals
[e]-learning
Tacit
Knowledge
?
teams, non formal groups
Knowledge
Creation
Explicit
Knowledge
Value
Addition
organisations
Knowledge
creation
?
Knowledge
Emergence
?
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Knowledge is no longer what it used to be !
We need to go from an individualistic vision of knowledge to an
instrument-mediated, socially distributed one.
The term management implies control of processes that might be
inherently uncontrolable. Beyond knowledge management, there is a
need for knowledge enabling and knowledge creation
Knowledge involves shared understanding, shared values and
shared belief systems.
Example In the process of outsourcing (e.g. BPO) coconfiguration becomes a key issue to avoid being caught
into rigid frameworks while an interaction process evolves.
Private
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Explicit
Personal
Tacit
Public
Private
?
Explicit
Tacit
Public
Thru’ a “thingification” of
processes, an ICT platform
helps tidy up the
knowledge space, with an
emphasis on communities
Community
Private
Explicit
?
?
?
Tacit
Organisational
Public
From Linger 2002 Monash (Star Group)
Private
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Explicit
Personal
Tacit
Public
Private
Explicit
Tacit
Public
Private
Explicit
A unifying platform creates
a space in which the
spiraling process of
conversion tacit/explicit,
private/public can occur.
Th eJapanese call this
space BA
Community
Tacit
Organisationa
Public
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Community (Wenger)
Communities are collections of people that engage in
Knowledge Management activities encompassing a
common interest, and where there is ongoing learning
through shared practice and shared knowledge
Information and Communications Technologies (ICT)
enable communities that span conventional boundaries
of learning and doing, as well as space and time.
Online communities must be regarded as complex
socio-technical systems,
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Dimensions of Community
What it is about ? joint enterprise as understood and
continually renegotiated by its members
How it functions? mutual engagement that bind members
together into a social entity
What capacity it produces? A shared repertoire of
resources (routines, sensibilities, artifacts, vocabulary, styles,
etc.), shared knowledge and shared practice that members
develop over time.
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Attributes of Community
The key elements of communities are practice (doing) and
identity (belonging) development (growing).
Communities are fundamentally self-organizing systems
Communities structure learning in two ways: through the
knowledge they develop at their core and through
interactions at their boundaries.
Communities expand through the learning that people do
together
Lifelong learning through work
Learning by doing, experiential learning
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Learning and Practice
In education there is an emerging imperative for creating
learning environments that take advantage of the dynamic
developmental nature of communities relevant to the everchanging, technology-enabled world in which they will live
and be employed.
Similarly, there is a business imperative for intellectual
capital creation, a socially constructed dynamic process
capable of being leveraged into economic and social value.
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Innovation and knowledge creation
come from teams, groups and
communities of practice/interest/learning.
Working, learning and innovating are
considered complementary.
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"we say, you do"
model of management
head
The hierarchical corporation
(1950s) operates through
middle
mgt
command-and-control.
Commands from the highestlevel executives is translated
down through layers of
management as activities for
the next level below.
lower
mgt
lower
mgt
middle
mgt
lower
mgt
lower
mgt
Foremen, supervisors, workers
Control takes place by
superiors acting as inspectors,
ensuring that results met
specification.
The enterprise as organism
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When ineffective,
“Command & Control“ becomes
“Communicate & Hope”
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The enterprise as social network acts
purposefully both in its parts and as a whole
team
[Self-Reliance] to act using the resources
available locally
[Empowerment] to enable subjects to react
immediately to changing circumstances by having
access to decision-making.
[Interdependence] to obtain resources
elsewhere in order to act, to mutualize [human]
resources
[Asynchrony] to enable subjects to operate as
quickly as possible, given local circumstances
[Reflexivity] to enable critical thinking and
creativity
[Commitment] to regulate social interaction,
reciprocity and collaboration
community
grou
p
How about
convergence,
emergence &
consistency ?
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The “Pear Blossom Highway” metaphor
Global vs local: towards an hypertextual vision of
management and organisation
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Hypertextual management
Flat, non hierarchical structure, team-based, projectoriented. Openness is essential.
Emphasis is put on intensive sharing of Knowledge and
mixed-mode and multi-faceted interactions among staff
(conversations, electronic exchanges, etc)
The mix of work and learning and how learning occurs in
experiential, team-based, project-oriented, activity.
Focus is on how trust is developed, how teambuilding
occurs and the contribution of interaction, in particular
face-to-face, video-conferencing and online.
Examples KAO, SHARP ( Nonaka & Takeuchi)
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Emergence produces a challenge
in convergence of purpose and
consistency in response.
Co-reference remains a problem
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Community as tool-mediated activity system
conceptual models, tools and
equipment they use
the purpose
to which
members
direct their
activity
the rules, culture
and context that
govern how they
work, and learn
through their work
individual workers/learners,
colleagues and co-workers/learners
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Co-configuration
interacting activity systems as minimal
model for the third generation of activity
theory
The third generation of activity theory needs to develop
conceptual tools to understand dialogue, multiple
perspectives and voices, and networks of interacting
activity systems. In this mode of research, the basic
model is expanded to include minimally two interacting
activity systems.
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Interacting activity systems thru’
platform-based transparency and
exteriorisation of local knowledge
Shared platform
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[Pedagogies]
[Developmental Work]
[Visual Communication]
[Multimedia]
Activity at the Virtual Centre for
Innovative Learning Technologies
[Community services]
[ICOOL]
[Online Contents ]
[iLearn platform ]
[Learning Object Repository]
[Educational Multimedia]
[Web Developers]
[Analyst Programmers]
[Instructional Designers ]
[Multimedia Developers]
[Infographists]
[Researchers]
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Case Studies for co-configuration
The Computer Proficiency programme (CPP), joint
enterprise, co-configuration between Implementation
Working Group (IWG), VCILT and NPCC.
Using IT for T&L of Science in schools, coconfiguration between the Mauritian Research Council
(MRC) and VCILT
Using IT for T&L of Science in schools, coconfiguration between the Mauritian Research Council
(MRC) and VCILT
ITES-BPO training, co-configuration between IWG,
IVTB and VCILT.
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Thank you for your attention…