EUROPEAN AQUACULTURE – A LEARNING INDUSTRY?

Aquaculture Europe 2014John Bostock

University of Stirling, UK

LLP – Erasmus – Erasmus Network

Elements of a learning industry?

Learning Industry

Knowledge Management

Learning Organisations

Individual learning

Tacit/ informal

Explicit/ formal

Peter Senge promotes the idea of learning organisations as:

“… organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is setfree, and where people are continually learning how to learn together.” (Senge 2006 p3)

The Learning Organisation

Image credits: http://business.nd.edu/ (Book cover: Amazon)

Senge’s 5 Disciplines

Image sources: http://www.howtodobusiness.com/learningtolearn.htm & http://www.catalystlearning.co.uk/?page_id=414

But hierarchies are the norm

Image sources: http://www.bbk.ac.uk/orgpsych/staff/academics/caldwell/docs/Leadership-and-Learning-SPAR-Caldwell-2012.pdf

Mintzberg's Models

Image sources: http://www.lindsay-sherwin.co.uk/guide_managing_change/html_change_strategy/07_mintzberg.htm & http://www.ebbemunk.dk/technostructure/technostructurep3.html

Knowledge Management

Image credits: http://www.emeraldgrouppublishing.com/ & http://nihulyeda.a.wiki.co.il/ (Book covers: Amazon)

Integration in Policy (Innovation Union)

“European firms are being forced to upgrade their knowledge management within each sector in order to gain competitive advantage and gain added value in the higher components of the value chain.

These efforts must to a larger extent build on the specific innovation drivers in each industry fostering sector sensitive framework conditions”.

Quote source: http://ec.europa.eu/research/innovation-union/pdf/competitiveness_report_2013.pdf

Knowledge driving the value chain

Basic research

Applied research

Development of products

and processes

Production of goods and services

Consumption (end users)

Knowledge exchange about science and innovation potential

Knowledge exchange about applications, markets and customers/users

Upstream activities Downstream activities

Business models

Value chainPolicy, regulation,

finance, public

opinion

Adapted from: http://www.rand.org/pubs/technical_reports/TR986.html

Aquaculture production is only one part of the aquaculture value chain

And there are many different aquaculture value chains

The role of research is often excluded from value chain diagrams but is a key input

http://www.researchintouse.com/nrk/RIUinfo/valuechain/valuechain.htm

But what is “knowledge”?

Images from: http://en.wikipedia.org/wiki/T._S._Eliot, http://en.wikiquote.org/wiki/Russell_L._Ackoff & http://raws.adc.rmit.edu.au/~s3326816/blog2/?tag=wineberger

Where is the Life we have lost in living?Where is the wisdom we have lost in knowledge?Where is the knowledge we have lost in the information?

From “The Rock” by T.S. Eliot, 1934

Russell Ackoff, DIKW hierarchy, 1989

Conceptual relations in DIKW

Source: https://www.researchgate.net/post/How_to_characterize_DIKW_Data_Information_Knowledge_Wisdom_hierarchy

“Knowledge is the combination of data and information, to which is added expert opinion, skills and experience, to result in a valuable asset which can be used to aid decision making.”

The European Committee for Standardization “Guide to Good Practice in Knowledge Management”

Value

DIKW related to tools & processes

Image source: http://collaborationrogue.wordpress.com/2010/10/01/how-does-your-information-and-knowledge-flow/

But are we realising the potentials in DIK?

Image source: http://www.gollner.ca/knowledge/

Joe Gollner

The Anatomy of Knowledge - The Knowledge Dynamic:Exploring the dichotomy between potentials (blue) and actuals (green)

Is DIKW the right model?

Image sources: http://novemberlearning.com/blc-education-conference-2013/transformative-education-speakers/ & http://boingboing.net/2014/02/26/weibergers-too-big-to-know.html

“The real problem with the DIKW pyramid is that it’s a pyramid. The image that knowledge (much less wisdom) results from applying finer-grained filters at each level, paints the wrong picture. That view is natural to the Information Age which has been all about filtering noise, reducing the flow to what is clean, clear and manageable. Knowledge is more creative, messier, harder won, and far more discontinuous”

David Weinberger

Tacit & Explicit Knowledge

Image source: http://serendip.brynmawr.edu/sci_edu/seelybrown/seelybrown4.html

Much personal knowledge is not systematically recorded or analysed and often emerges as “common sense”

Workplace knowledge construction

Image sources: http://steveo1967.blogspot.co.uk/2013/06/tacit-and-explicit-knowledge-and.html & http://gotjam.pbworks.com/w/page/8403357/Workplace%20Knowledge

Knowledge creation and conversion processes

Image source: http://www.trainmor-knowmore.eu/85289669.en.aspx

Applied to learning modes

Image source: http://www.jaycross.com/wp/2007/06/page/2/

Putting knowledge to work

Image source: http://bradhinton.wordpress.com/2012/07/09/the-great-debate-tacit-knowledge-and-collaborative-technologies/

“Knowledge does not simply filter and combine information, but guides which information should be sought out and used. “Actionable knowledge” in particular combines rationality and intuition, the outcome of previous experiences, and elements of desire and curiosity” (Weinberger, 2010).

Strategic knowledge management

Image source: http://ridwanattaufiq.wordpress.com/category/knowledge-managemen/

Knowledge management has been defined as the process of capturing, distributing and effectively using knowledge (Davenport, 1994).

Integrating KM and Business Processes

Image source: ftp://cenftp1.cenorm.be/PUBLIC/CWAs/e-Europe/KM/CWA14924-01-2004-Mar.pdf

People are the key

Image source; http://www.eknowledgecenter.com/articles/1010/1010.htm

Back to building a learning organisation

Image source: http://jarche.com/2012/11/coherence-in-complexity/

Enabling a learning environment for explicit and tacit knowledge

Recognising the importance of all modes of learning

Illustration from: http://www.knowledgejump.com/learning/informal.html

Learning and job performance

Illustration from: http://en.wikipedia.org/wiki/Informal_learning

Integrating knowledge: building multidisciplinary and interdisciplinary capacity

Image Source: http://www.theberkeleygraduate.com/2014/02/in-defense-of-the-interdiscipline/

e.g. Taking advantage of Internet-based technologies and services

eLearning & MOOCs

Image source: http://www.yourtrainingedge.com/should-you-use-moocs-over-other-forms-of-corporate-trainings/

Massive Open Online Courses and increasing availability of Open Educational Resources

Integrating MOOCs into workbased learning

Image source: http://preetijasnani.wordpress.com/

Integrating communities of practice

Image source: http://jennymackness.wordpress.com/2011/07/12/value-creation-in-communities-of-practice/

Combining content generation and social engagement for more effective learning

Image source: http://www.etrainingpedia.com/moocs-2-0-scaling-one-on-one-learning/

Need to understand and use motivations for learning

Image Source: https://sites.google.com/a/sutuan.net/www02/edtec6702

For instance:

Image source: http://www.rightoninteractive.com/marketing/gamification-work-play-mix/

Making learning fun and integrated into the workplace

Image source: http://www.cmswire.com/cms/customer-experience/moving-beyond-the-gamification-hype-015059.php & http://www.aquanetix.co.uk/

e.g. Aquinetix Farm Management Software

How does the European aquaculture industry rate as a learning industry?

• The European Aquaculture Technology and Innovation Platform has a thematic work area on Knowledge Management

• Strong European collaboration in research and learning

Image sources: www.eatip.eu; www.easonline.org; www.aquaexcel.eu; www.aquatnet.com

Aquaculture industry case studies as Open Educational Resources. A 5 ECTS course is being developed to introduce European Aquaculture

Example: AQUA-TNET Collaborative Learning Platform

Example: Sharing protocols and ontologies

Image source: http://www.atol-ontology.com/

Example: Marine Knowledge Gate

http://www.kg.eurocean.org/

Example: FindIT data mining project for producers

How to strengthen aquaculture as a learning industry?

Building more open business

cultures for knowledge

sharing

Building stronger online

communities & resources

Valuing lifelong

learning and tacit

knowledge

Increasing flexibility in

education and training

Final thoughts

Knowledge is a vital asset for business success and needs to be better understood as such

Only a fraction of total company knowledge can be formaly recorded - most is in the minds of staff

Learning companies respect and nurture employees knowledge

Knowledge management is about people management and facilitating social interactions

Contact us

Thank you for your attention

Email: j.c.bostock@stir.ac.uk

Website: www.aquatnet.com

Slideshare: http://www.slideshare.net/jbostock

• Ackoff, R. 1989. From Data to Wisdom. Journal of Applied Systems Analysis 16: 3–9.• Caldwell, R. 2011. Leadership and learning: A critical re-examination of Senge's learning organization. Syst Pract

Action Res. Published online DOI 10.1007/s11213-011-9201-0 • Davenport, T.H. 1994. Saving IT's Soul: Human Centred Information Management. Harvard Business Review,

March-April, 72 (2) pp. 119-131. • EC, 2010. Europe 2020 Flagship Initiative Innovation Union. Communication from the Commission to the European

Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions SEC(2010) 1161. European Commission.

• Koenig, M.E.D. 2012. What is KM? Knowledge Management Explained. KMWorld. Blog article - http://www.kmworld.com/Articles/Editorial/What-Is-.../What-is-KM-Knowledge-Management-Explained-82405.aspx (Accessed 01/06/2014)

• Nonaka, I. 1991. The knowledge creating company. Havard Business Review, November-December 1991, pp 96-104.• Nonaka, I. & Takeuchi, H. 1995. The knowledge creating company: how Japanese companies create the dynamics of

innovation. New York: Oxford University Press. p. 284• Senge, P.M. 1990. The fifth discipline: the art and practice of the learning organization. Doubleday/Currency. New

York. 424 pp.• Smith, E. 2001. The role of tacit and explicit knowledge in the workplace. Journal of Knowledge Management, 5 (4),

pp.311 - 321• Stewart, T. 1991. BRAINPOWER. Fortune, Vol. 123 (11) p 44+• Weinberger, D. 2010. The Problem with the Data-Information-Knowledge-Wisdom Hierarchy. Harvard Business

Review Blog Network - http://blogs.hbr.org/2010/02/data-is-to-info-as-info-is-not/ (accessed on 1/6/2014).

References

This presentation is a contribution to the AQUA-TNET project which received funding from the European Union’s Lifelong Learning Programme, Erasmus Thematic Networks under grant agreement No. 2011-3997/001-001 and Project No. 518700-LLP-1-2011-1-UK-ERASMUS-ENW. This presentation reflects the views only of the author, and the European Union cannot be held responsible for any use which may be made of the information contained therein.Graphic images used in this presentation were sourced from the Internet with the origin cited on the appropriate slide.

Disclaimer