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Towards a sustainable knowledge policy in a university learning environment
K.U.Leuven
Towards a sustainable knowledge policy in a
university learning environment
Frederik Truyen, K.U.Leuven
Towards a sustainable knowledge policy in a university learning environment
K.U.Leuven
What will we discuss?
E-Learning at the University today OER as a motor of change Social networks and knowledge development Impact on E-Learning Knowledge and responsibility Opportunities
Towards a sustainable knowledge policy in a university learning environment
E-Learning at the University today
K.U.Leuven
Towards a sustainable knowledge policy in a university learning environment
From LMS to Integral Learning Environment
LMS integration with ERP system Focus on core educational processes Embedded in educational strategy of
the institution “The university as a reflective
organisation is in its totality involved in its education”
• Onderwijsbeleidsplan 2006-2009, K.U.Leuven
K.U.Leuven
Towards a sustainable knowledge policy in a university learning environment
Toledo/CDLP Very Large Scale Integration Optimized for integration of Association
university colleges Currently closed, password-protected
environment Ability to use copyright-protected materials in
a protected space Student-generated content through wiki's /
blogs
K.U.Leuven
Towards a sustainable knowledge policy in a university learning environment
Toledo/CDLP
Open issues• Content not Open• Difficult to access from outside universities• Difficult to search for existing course materials• No clear quality standards• “Hidden treasures”
K.U.Leuven
Towards a sustainable knowledge policy in a university learning environment
OER as a motor of change
K.U.Leuven
Towards a sustainable knowledge policy in a university learning environment
A Review of the Open Educational Resources Movement: Achievements, Challenges, and New Opportunities
• Daniel E. Atkins• John Seely Brown• Allen L. Hammond
Report to the William and Flora Hewlett Foundation
K.U.Leuven
Towards a sustainable knowledge policy in a university learning environment
Emerging Deeper Understanding of Human Learning "All these examples point to expanding learning theories that
include situated learning and learning-to-be (within an epistemic frame) rather than just learningabout.
The stage is being set to reformulate many of Dewey’s theories of learning informed by and leveraging newer cognitive and social theories of learning and delivered in computationally rich experiential learning environments."
K.U.Leuven
Towards a sustainable knowledge policy in a university learning environment
Berlin Declaration
University has signed Berlin Declaration• http://oa.mpg.de/openaccess-berlin/berlindeclaration.html
Implications for research• http://www.driver-repository.be/
Implications for Education?
K.U.Leuven
Towards a sustainable knowledge policy in a university learning environment
K.U.Leuven
OER as a motor of change
Open Source, Open Access and Open Content:
• Provide inherent quality control• Enable sustainable contents• Stimulate knowledge development through re-use• Enlarge the user base and in this way foster the
creation of added meaning• Make an economy adjusted to the reality of
scarcity of time and abundance of information
Towards a sustainable knowledge policy in a university learning environment
K.U.Leuven
Social software and web 2.0
Integrates aspects of group interaction (different forms of online interactivity and different modes of communication)
Easy to use. Accessible, simple technology Emergent: enables group self-organisation,
rather then imposing an organisation to a group.
Bottom-up, adaptive and subversive
Towards a sustainable knowledge policy in a university learning environment
K.U.Leuven
Two parallell movements Socialisation of the web
• The web connects people. It allows peer-to-peer knowledge development
• Information selection through the social network, e.g. social bookmarking
• >> Rich Use
Automation
• The computer network acts on the content, it plays a role in content selection
• Information selection through metadata (tags): Resource Description Framework
• >> Rich Content
Towards a sustainable knowledge policy in a university learning environment
K.U.Leuven
Examples Online collaboration
• Wikipedia• Wiki’s• Blogs
Social bookmarking• Delicious• Mind-mapping• Folksonomies• Tagging / Tagclouds
Social networking• Linked-In• Facebook• Hives
Social sharing• YouTube• Flickr• Slideshare• RSS-feeds
Towards a sustainable knowledge policy in a university learning environment
Changing expectations on knowledge
K.U.Leuven
Towards a sustainable knowledge policy in a university learning environment
K.U.Leuven
Case 1: Family doctor Little girl with grandfather visits family doctor
• Doctor has ca. 30 minutes for each patient• Grandfather maybe is a highly educated aeronautics
engineer, who has studied his grandchild’s case on PubMed• Patient side has more brainpower/time resources available
than doctor and has ample access to information• The social context is to the disadvantage of the family
doctor, whose authority is challenged• A modern approach will try to use and exploit the patient
side in the knowledge strategy towards addressing the disease, while stressing the family doctor’s information validation skills and responsibility therein
Towards a sustainable knowledge policy in a university learning environment
K.U.Leuven
Case 2: Linux-installation IT professional performs an installation of Linux
• People agree he/she “knows” how to do it, he/she is “in the know”
• Yet, he/she has no knowledge of all details: there simply are to many details to be known
• Needs no real insight in key explanatory mechanisms: weak justification
• Has to fall back on online documentation• Needs chat with other professionals• “Just-in-Time delivery” of key items• Has certainty on his/her network: strong metabeliefs• Has good knowledge on own knowledge reach and limits
Towards a sustainable knowledge policy in a university learning environment
K.U.Leuven
What happened? In all these cases, today’s availability of information
and its inherent complexity defy our traditional conceptions about what one should and can know
The individual often can’t cope any longer on his own to make a justifiable knowledge judgment
New requirements are set out for what is socially accepted as knowledge
This poses some challenges for education (e-)Learning should support these requirements and
address these challenges
Towards a sustainable knowledge policy in a university learning environment
How to react?
Internet is not an isotropic space• Acting on the content is possible• OER can, just like PubMed and DOAJ,
impact on th einformation that reaches internet users
Information ≠ Knowledge Assessment of and expectations
towards knowledge have changedK.U.Leuven
Towards a sustainable knowledge policy in a university learning environment
K.U.Leuven
Knowledge as social construction
Social constructivism An ever increasing percentage of our
knowledge is about our own creations, like artifacts and concepts
• (e.g. organisational psychology studies abstract concepts like “job satisfaction” etc.)
These concepts gain their meaning from the social context (Lave & Wenger 1991)
Towards a sustainable knowledge policy in a university learning environment
K.U.Leuven
Knowledge in the network
Connectivism Sharing of responsibility for knowledge Deference to experts (Kripke 1980) Reasonable grounds to accept something from a
known expert (Burge 1979)
Participative knowledge model• Stakeholders• Testimony (Burge 1993)
Development of procedures
Towards a sustainable knowledge policy in a university learning environment
K.U.Leuven
Knowledge in the network Externalisation of knowledge (Clarck & Chalmers 1998)
• On a macro level External memory (knowledge is stored) (Bush 1945) Translation into organisations, structures Consolidation into artifacts Integration into software External validation
• On a micro level We weave our personal knowledge trail on our portable, mobile, iPod,
PDA, … Socialization of knowledge (Goldman 1999)
• What we know is what others accept that we know, we are entrusted with knowledge
Acculturation of our environment: we are gradually operating in a more and more knowledgeable, intelligible domain
Towards a sustainable knowledge policy in a university learning environment
K.U.Leuven
Towards a sustainable knowledge policy in a university learning environment
K.U.Leuven
Knowledge reach
The knowledge reach is related to our activities, and the required granularity to support our actions
We do not all need the same depth of knowledge on a specific topic (Kripke 1980)
Social organization helps to make available the knowledge we need when we need it (Goldman 1999)
Towards a sustainable knowledge policy in a university learning environment
K.U.Leuven
Knowledge development circle
Knowledge is passed on from experts to stakeholder communities, where it is merged with practice to yield more concrete, specific knowledge
This way, a knowledge development circle emerges where at one time one acts as an expert, at another one uses other experts’ insights as a professional
Towards a sustainable knowledge policy in a university learning environment
K.U.Leuven
Just-in-Time delivery
The true revolution in the knowledge economy can be compared with the evolution in logistics and transport
We are heading to Just-in-time delivery of knowledge
Towards a sustainable knowledge policy in a university learning environment
K.U.Leuven
Knowledge on Demand
Towards a sustainable knowledge policy in a university learning environment
K.U.Leuven
Multifacetted en fine-meshed
Each “community of practice” develops a proper language registry to grasp its activity domain
These intricate overlapping realms of meaning give a rich variety to what is to be known
What would the richness of the world of ideas be without the depth of human activity?
Each will decide the depth and width of the particular understanding he needs to develop in a layered knowing society
Open Educational Resources can capture the "knowledge within" professional organisations
Towards a sustainable knowledge policy in a university learning environment
K.U.Leuven
Impact on (e)Learning
Weaving the web of knowledge
Towards a sustainable knowledge policy in a university learning environment
K.U.Leuven
Universitaire meerwaardeketen
LCMSLCMS
Wiki’s, blogs, forums, groups, shared spaces, conferencing ...
Wiki’s, blogs, forums, groups, shared spaces, conferencing ...
E-Learning
Information oriented
Knowledge oriented
Towards a sustainable knowledge policy in a university learning environment
K.U.Leuven
Learning changes
Knowledge becomes a personal journey in a social environment (think about E-Portfolio)
Learning is reaching the network of stakeholders
Learning is getting accepted in the circle of “those in the know”
It requires taking responsibility for knowing
Towards a sustainable knowledge policy in a university learning environment
K.U.Leuven
Track while Scan
In a wide sweep, we keep track on a whole range of adjacent knowledge fields, without going into details
• We trust others to do so … Depending on the need, we will engage
specific details in depth• We learn others to trust we are doing so …
Towards a sustainable knowledge policy in a university learning environment
K.U.Leuven
Learning activities and their relative importance Sara Lee/DE (source: AKC, 2002)
Towards a sustainable knowledge policy in a university learning environment
K.U.Leuven
Knowledge workers Knowledge workers and researchers
• Introduce themselves in a « community of practice » (Wenger …)
• Mix private and professional knowledge development
• Gain authority • Have good situational awareness of the
knowledge network• Feel responsible for a particular knowledge
domain• Weave their personal web of knowledge, often on
their laptop and other mobile devices
Towards a sustainable knowledge policy in a university learning environment
K.U.Leuven
Ethical dimension of knowledge
Learning then becomes getting involved in a reference-community in a reliable way
Taking and granting responsibility is becoming crucial
There is an imperative to mutual quality assessment and control
One will always have to assess, at the boundaries of one’s own core competence domain, how “loosely” one is allowed to know things to be able to perform in a professional way
Towards a sustainable knowledge policy in a university learning environment
Professional knowledge …
Traditional Knowledge as …
• a requirement• a commodity• an effect• an output
Today Knowledge as …
• a responsibility • a resource• a task• an asset
K.U.Leuven
Towards a sustainable knowledge policy in a university learning environment
Opportunities
Keeping contact with Alumni Reaching out to professionals Showcasing the University Shaping content mainstreams
• "Lead by Example“ Enlarging the University footprint
K.U.Leuven
Towards a sustainable knowledge policy in a university learning environment
K.U.Leuven
Conclusions …
From LCMS to Learning Network• The LCMS needs to earn its place in the virtual social
workspace of the student• The student has to be encouraged to build his own learning
network• Part of the evaluation of the student should focus on his
« Virtual Sitz im Leben »• Students will learn to assess each others knowledge and
learn to claim their own• This network needs to extend to the professional life through
Open Educational Resources
Towards a sustainable knowledge policy in a university learning environment
K.U.Leuven
Conclusions … For a university with a large scale e-learning
environment a policy on Open Educational Resources can:
• help to profile the university on the internet• be a way to mainstream educational contents• enable students outside the university to
participate• facilitate regional expertise networks involving
professional knowledge circles• keep a bond with alumni students