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E-raamat: Knowledge Management and E-Learning

Edited by (University of Maryland University College, Adelphi, USA), Edited by (University of Maryland University College, Adelphi, USA)
  • Formaat: 367 pages
  • Ilmumisaeg: 19-Apr-2016
  • Kirjastus: Taylor & Francis Inc
  • ISBN-13: 9781040053454
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  • Formaat: 367 pages
  • Ilmumisaeg: 19-Apr-2016
  • Kirjastus: Taylor & Francis Inc
  • ISBN-13: 9781040053454

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The rapidly growing demand for online courses and supporting technology has resulted in a plethora of structural and functional changes and challenges for universities and colleges. These changes have led many distance education providers to recognize the value of understanding the fundamental concepts of both e-learning and knowledge management (KM)including the e-learning economic model and how to change the current culture of delivery system providers.

Supplying a complete examination of the synergy between KM and e-learning, Knowledge Management and E-Learning begins by considering KM practices, techniques, and methodologies in e-learning. These chapters explain how knowledge capture, retention, transfer, and sharing can help enhance the e-learning experience.

Edited and written by leading authorities in the fields of knowledge management and e-learning, the book contains international case studies that illustrate the applications of KM to e-learning in businesses, government agencies, and universities in the United States, Canada, Mexico, United Kingdom, Europe, and Asia. The text is divided into four parts:











Setting the Stage Methodologies and Techniques Case Studies and Applications Industry Perspectives

This groundbreaking reference discusses the use of digital media engagement and social media to enhance the e-learning experience through the ability to share knowledge among various communities and individuals. It details key KM and social networking methodologies, trends, and technologies. The text concludes with a summary of current and emerging trends by those at the forefront of this rapidly evolving field.
Preface xi
About the Editors xv
List of Contributors
xvii
SECTION I KM AND E-LEARNING: SETTING THE STAGE
1 The Synergy between Knowledge Management and E-Learning
3(8)
Jay Liebowitz
Michael S. Frank
Introduction
3(1)
Background Literature on the Synergy between KM and E-Learning
4(2)
A Framework for Studying the Integration of KM and E-Learning
6(2)
What Research Lies Ahead for the KM/E-Learning Linkage
8(1)
References
9(2)
2 Knowledge Management and the Mega-University: Engagement of the Adult Learner in the Post-Gutenberg Academy
11(14)
Theodore E. Stone
Introduction
12(1)
Mega-Universities
12(1)
The Evolution of the University
13(1)
The Gutenberg Era (1450-1992)
14(1)
Changing Role of the Learner
15(1)
The Emergence of the Post-Gutenberg University
15(1)
Adult Learners
16(1)
Characteristics of the Adult Learner
17(2)
Engaging Learners in Knowledge Construction and Publication
19(1)
Student Engagement as Scholars and Authors
20(2)
Publishing as Adult Learner Behavior and Knowledge Management
22(1)
Conclusion
23(1)
References
23(2)
3 Global Trends Affecting Knowledge Management and E-Learning
25(16)
Catherine Lord
The Global Workforce is Growing... Up
25(3)
The End of the Homogeneous Workforce
28(1)
Where Did All the Workers Go?
28(2)
Globally Linked Economy, Globally Linked Workforce
30(1)
Won't Technology Make it all Easier?
31(2)
Culture Matters
33(3)
References
36(5)
SECTION II KM AND E-LEARNING: METHODOLOGIES AND TECHNIQUES
4 Assurance of Learning: Demonstrating the Organizational Impact of Knowledge Management and E-Learning
41(20)
Antoniette (Toni) S. Ungaretti
Heather K. Tillberg-Webb
Introduction
42(1)
Towards a Unified View
43(4)
Assurance of Learning (AoL)
43(2)
Defining Learning
45(1)
A Focus on Learning Outcomes
45(1)
Growth of Assurance of Learning Movement
46(1)
Higher Education
46(1)
Corporate Sector
47(1)
Knowledge Management (KM)
47(4)
Technology Relationship
48(1)
Limitation of KM
49(1)
A Constructivist Perspective
49(2)
E-Learning (EL)
51(1)
Dynamic Learning System Model
52(3)
Future Trends in Assurance of Learning
54(1)
Conclusion
55(1)
References
55(6)
5 A Model for E-Learning and Knowledge Management: The Virtual University at Tecnologico de Monterrey
61(20)
Yolanda Heredia
Francisco J. Cantu
Introduction
62(1)
Background
62(4)
The Education Model at Tecnologico de Monterrey
66(4)
Technologico de Monterrey
67(1)
The Education Model
68(2)
The E-Learning Model: The Virtual University
70(4)
The E-Learning Education Model
70(1)
Students
71(1)
Self-Directed Learning
71(1)
Collaborative Learning
71(1)
Faculty
71(1)
Tutoring
72(1)
Meaningful Learning
72(1)
Course
72(1)
Teaching Techniques
72(1)
Information Technologies
72(1)
Blackboard
73(1)
The E-Learning Programs
73(1)
A Knowledge Management Model for E-Learning
74(4)
An E-Learning Corporate Memory
76(1)
Other Elements of the KM Model
77(1)
Knowledge Analysis
77(1)
Multiagent System
78(1)
Queries and Reports
78(1)
Conclusions
78(1)
Acknowledgment
78(1)
References
79(2)
6 A Learning Portfolio Management System for Analyzing Student Web-Based Problem-Solving Behaviors
81(12)
Gwo-Jen Hwang
Jason C. H. Chen
Introduction
82(1)
Learning Environment for Web-Based Problem Solving
83(3)
Learning Portfolio Management System for Analyzing Web-Based Problem-Solving Behaviors
86(3)
Conclusions
89(1)
References
90(3)
7 The Antecedents and Outcomes of Online Knowledge-Sourcing Behavior: The Influence of Computer Attitudes and Learning Styles
93(32)
Li-An Ho
Binshan Lin
Introduction
94(2)
Literature Review and Theory Development
96(1)
The Relationship between Computer Attitude and Knowledge-Sourcing Activity
96(1)
The Relationship between Computer Attitude and KM Outcome
96(1)
The Relationship between Learning Style and Knowledge-Sourcing Activity
96(1)
The Relationship between Learning Style and KM Outcome
97(1)
The Relationship between Knowledge Sourcing Activity and KM Outcome
97(1)
Material and Methods
97(1)
Research Structure and Hypotheses Development
97(1)
Measures
98(4)
Computer Attitudes
98(1)
Learning Style
99(1)
Knowledge-Sourcing Activity
99(1)
KM Outcome
100(1)
Participants
101(1)
Results
102(4)
Reliability and Validity Tests
102(1)
Analysis of the Structural Equation Model
103(3)
Discussion
106(3)
Conclusion
109(11)
References
120(5)
8 From Self-Service to Room Service: Changing the Way We Search, Sift, and Synthesize Information
125(18)
Charles S. (Steve) Knode
Jon-David W. Knode
Introduction
25(101)
The Information Overload Situation
126(3)
Moving Toward a Room Service Model
129(6)
Challenges and Obstacles
135(1)
Summary and Conclusion
136(1)
References
137(6)
SECTION III KM AND E-LEARNING: CASE STUDIES
9 Performance-Based Learning and Knowledge Management in the Workplace
143(20)
Minhong Wang
Jurgen Moormann
Stephen J.H. Yang
Introduction
144(1)
Case I Role-Play Simulation-Based Training for Business Process Improvement in Banking
145(8)
Role-Play Simulation as Employee Training Instrument
147(1)
Idea and Steps of KreditSim
148(1)
Initial Situation in the Role-Play
149(1)
Simulation of Loan Approval Process (Phase I)
149(2)
Optimization of Loan Approval Process (Phase II)
151(1)
Simulation of Optimized Loan Approval Process (Phase III)
151(1)
Observations and Potential for Enhancements
152(1)
Case II KPI-Oriented E-Learning in the Workplace
153(7)
Key Performance Indicator (KPI)-Based Approach
154(1)
KPI-Oriented System Design
155(1)
Implementation
156(2)
Evaluation
158(1)
Findings from the Surveys
158(1)
Findings from the Interviews
159(1)
Conclusion
160(1)
Acknowledgments
160(1)
References
161(2)
10 Knowledge Management in Agricultural Research: The CGIAR Experience
163(16)
Enrica Porcari
Introduction
164(1)
The Consultative Group on International Agricultural Research
164(1)
The ICT-KM Program
164(1)
Why Knowledge Management/Sharing?
165(1)
KM/S Project Phase I
165(1)
KM/KS Project Phase II
166(9)
IKS
166(1)
IKS Pilot Projects
167(1)
KS Toolkit
168(1)
KM4 Dev
169(1)
Additional IKS Work
169(2)
KSinR
171(4)
Gateway to Global Agricultural Knowledge
175(1)
ICT-KM Program Blog
176(1)
The Way Ahead
176(1)
References
177(2)
11 Experiences and Recommendations on Required Student Knowledge and E-Skills
179(16)
Frederik Truyen
Jan Vanthienen
Stephan Poelmans
Introduction
180(1)
Required Student Competencies and E-Skills
180(1)
A Survey on Perceived Computer Literacy
181(6)
Survey Design
182(1)
Distribution of Respondents
183(1)
General Survey Results
184(1)
The Impact of Gender, Study Branch, and Type of Education
185(2)
Knowledge Management Solution: The Information Companion Project
187(3)
Project Context
188(1)
The Layers of the Information Companion
189(1)
Level 1 The Basics
189(1)
Level 2 Trust and Responsibility
189(1)
Level 3 The Information Professional
190(1)
Conclusions
190(1)
Acknowledgments
191(1)
References and Bibliography
191(4)
12 Harnessing the Web: Social and Personal Learning
195(24)
Stella Porto
Allison Kipta
Introduction
196(2)
Historical Perspective and Context
198(2)
Today's Online Environment
199(1)
Learning with the Web
200(12)
Essential Web Learning Tools: Blogs
202(1)
Learning with Blogs
203(1)
Essential Web Learning Tools: Wikis
204(1)
Learning with Wikis
205(1)
Essential Web Learning Tools: Social Bookmarking
206(1)
Learning with Social Bookmarking
207(1)
Essential Web Learning Tools: Social Networking Services
208(2)
Learning with Social Networks
210(2)
Final Remarks
212(2)
Resources
214(1)
Blog Software Used in E-Learning
214(1)
Wiki Software Used in E-Learning
215(1)
Social Bookmarking Sites Used in E-Learning
215(1)
Social Networking Sites Used in E-Learning
215(1)
References
215(4)
13 Lifelong Learning Links in the ePortfolio
219(34)
Stella Porto
Christine Walti
Introduction
219(7)
The Larger Context of Lifelong Learning
222(1)
The Growth in Use of ePortfolios
223(1)
Challenges and Issues
224(2)
A Brief Historical Perspective of Lifelong Learning
226(4)
Foundations of ePortfolios
230(15)
Purpose and Definitions
230(2)
Types of ePortfolios
232(3)
Technologies Supporting ePortfolios
235(4)
ePortfolio Systems and Standards
239(6)
ePortfolios and Lifelong Learning
245(2)
Conclusions
247(1)
References
248(5)
14 Knowledge Management as Professional Development: The Case of the MDE
253(20)
Thomas Hulsmann
Ulrich Bernath
Knowledge Management and Professional Development
254(1)
The Tectonic Shift: From Distance Education to Online Learning
255(2)
The MDE: Managing a Community of Reflective Practitioners
257(10)
MDE Faculty Development
258(1)
The European Distance Education and E-Learning Network (EDEN)
259(2)
The ASF Book Series on Distance Education
261(6)
Conclusion
267(1)
References
267(3)
Annex
270(3)
15 Knowledge Management, E-Learning, and the Role of the Academic Library
273(20)
Stephen Miller
Introduction
274(1)
Libraries for E-Learning
274(3)
Roles for Libraries in knowledge Management for E-Learning
277(1)
Bringing the Values and Perspectives of Librarianship to the Table
278(2)
Supporting Digital Scholarship and Infrastructure
280(2)
Serving as Knowledge Brokers/Knowledge Management Agents
282(1)
Building more Participatory, Diffuse Library Organizations
283(1)
Developing and Building Awareness of Tools for E-scholarship and Knowledge Management
284(1)
Collecting and Contributing Data for Analysis
285(1)
Implementing Knowledge Management Practices and Processes to Better Fulfill the Library's Mission
286(2)
Supporting the Long-Term Preservation of Knowledge
288(1)
Conclusion
289(1)
References
289(4)
16 Knowledge Management and Continuity of Operations: E-Learning as a Strategy in Disaster Prevention and Emergency Management
293(12)
Claudine Schweber
Introduction
294(2)
Continuity of Operations (COOP)
294(2)
Knowledge Management
296(1)
E-Learning and Knowledge Management in Disaster Prevention and Emergency Management
296(4)
Disaster Prevention
296(2)
Emergency Management (During/After a Disaster)
298(1)
Xavier University and Hurricane Katrina, 2005
298(1)
Empire State College's Program in Lebanon
299(1)
Knowledge Management, E-Learning, Continuity, and Organizational Resilience
300(1)
Resilience
300(1)
References
301(4)
SECTION IV KM AND E-LEARNING: INDUSTRY PERSPECTIVES
17 Knowledge Management (KM) and E-Learning (EL) Growth for Industry and University Outreach Activities via Capstone Projects: Case Studies and Future Trends
305(18)
Joseph Betser
Introduction
306(1)
The Aerospace Corporate University Affiliates Program (CUAP)
307(12)
STEM Talent Needs and the High Technology Industrial Base
308(1)
The Harvey Mudd Clinic Program
308(1)
Aerospace HMC CS Clinic Projects between 1993 and 2010
309(1)
Detailed Review of KM&EL Aspects of the Aerospace HMC CS Clinic Projects
310(1)
1993-1994 The Network Host MIB Implementation
310(1)
1994-1995 Network Management by Delegation
311(1)
1996-1997 Network-Enabled Vis5D
311(1)
1997-1998 Network-Intrusion Detection (NID)
312(1)
1998-1999 Network Intrusion Detection Follow-on
312(1)
1999-2000 Tools and Protocols for Network Intrusion Detection Systems
313(1)
2000-2001 Implementing the IETF IDWG Intrusion Alert Protocol
313(1)
2001-2002 Implementing an IDMEF Message Management Tool
314(1)
2002-2003 Implementing the Interoperable IETF/IDWG/IDXP Protocol with Proxy/Tunnel Capability
314(1)
2003-2004 Launch Range Countdown Clocks
315(1)
2004-2005 Grid-Enabling the VISPERS Application
315(1)
2005-2006 A Grid-Enabled Biometrics Identification Framework for Video Surveillance Applications
316(1)
2006-2007 A Grid-Enabled Version of SOAP for the Aerospace Cluster and CDC Communities
317(1)
2009-2010 Complex-Event Processing of Telemetry Streams
317(2)
KM&EL Observations and Trends
319(1)
The HMC Clinic Advisory Committee (CAC) Governance
319(1)
Global Clinic
320(1)
Engineering Visitors Committee
320(1)
Future Trends, Communities, Social Networks, Semantic Networks, Wikipedia, Web 2.0, and Future Advanced Research
320(1)
Acknowledgments
321(1)
References
321(2)
18 Knowledge Management and Learning in Industry
323(12)
Tim Howell
The Role of KM in Information, Knowledge, and Learning
324(2)
How Does Knowledge Management Serve Business-Learning Needs?
325(1)
Working with Subject Matter Experts (SME)
326(7)
Defining Learning Objectives First
326(1)
Finding the Right Subject Matter Expert
327(2)
Subject Matter Experts---Introduction to Structured Knowledge Sharing
329(1)
Designing SME Questions
330(1)
Capturing SME Knowledge
331(1)
Incorporating SME Content in Instructional Design
332(1)
Information, Knowledge, Learning---Completing the Cycle
332(1)
Knowledge Management and Learning
333(1)
References
334(1)
19 Virtual Leaders: Born or Made?
335(10)
Mary Key
Donna J. Dennis
Developing Virtual Leadership Competencies
339(1)
Technology Competencies
339(1)
Task-Related Competencies
339(1)
Relationship-Related Competencies
340(1)
Tips and Best Practices
340(3)
References
343(2)
Index 345
Dr. Jay Liebowitz is the Orkand Endowed Chair of Management and Technology in the Graduate School of Management and Technology at the University of Maryland University College (UMUC). He previously served as a professor in the Carey Business School at Johns Hopkins University. He was recently ranked one of the top 10 knowledge management researchers/practitioners out of 11,000 worldwide. At Johns Hopkins University, he was the founding Program Director for the graduate Certificate in Competitive Intelligence and the Capstone Director of the MS-Information and Telecommunications Systems for Business Program, where he engaged over 30 organizations in industry, government, and not-for-profits in capstone projects.

Prior to joining Hopkins, Dr. Liebowitz was the first Knowledge Management Officer at the NASA Goddard Space Flight Center. Before NASA, Dr. Liebowitz was the Robert W. Deutsch Distinguished Professor of Information Systems at the University of Maryland-Baltimore County, Professor of Management Science at George Washington University, and Chair of Artificial Intelligence at the U.S. Army War College.

Dr. Liebowitz is the founder and editor-in-chief of Expert Systems with Applications, an international journal, which had about 1,600 paper downloads per day worldwide last year. He is a Fulbright Scholar, IEEE-USA Federal Communications Commission Executive Fellow, and Computer Educator of the Year (International Association for Computer Information Systems).

He has published over 40 books and a myriad of journal articles on knowledge management, intelligent systems, and IT management. His most recent books are Knowledge Retention: Strategies and Solutions (Taylor & Francis, 2009) and Knowledge Management in Public Health (Taylor & Francis, 2010). He has lectured and consulted worldwide.

Michael S. Frank, PhD, serves as Vice Provost and Dean of the University of Maryland University Colleges Graduate School of Management and Technology. His service with the graduate school includes chairing the Information Technology Systems department and General Management Programs department.

Before coming to the graduate school, Dr. Frank held executive level positions in the private and public sector for many years. As an executive vice president for a large Maryland financial institution, he supervised several hundred people, drafted strategic and business plans, oversaw reorganizations and staffing, and controlled approximately one billion dollars in assets. Prior to that he was the human resource director of one of Marylands largest jurisdictions, where he directed all human resource and collective bargaining activities for over four thousand employees.

Dr. Frank is the recipient of numerous official commendations, a leadership award, UMUCs highest teaching excellence award (the Drazek Award), and several professional awards, including a Professional Writers Award from the International Personnel Management Association, and a Sustained Outstanding Quality Award from the National Capital Areas Management Association. His teaching, research, publication, and consulting interests reside in the fields of human resource management, organization theory, technology issues, and e-learning.