Preface |
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About the Editors |
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xv | |
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xvii | |
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SECTION I KM AND E-LEARNING: SETTING THE STAGE |
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1 The Synergy between Knowledge Management and E-Learning |
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3 | (8) |
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3 | (1) |
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Background Literature on the Synergy between KM and E-Learning |
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4 | (2) |
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A Framework for Studying the Integration of KM and E-Learning |
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6 | (2) |
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What Research Lies Ahead for the KM/E-Learning Linkage |
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8 | (1) |
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9 | (2) |
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2 Knowledge Management and the Mega-University: Engagement of the Adult Learner in the Post-Gutenberg Academy |
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11 | (14) |
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12 | (1) |
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12 | (1) |
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The Evolution of the University |
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13 | (1) |
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The Gutenberg Era (1450-1992) |
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14 | (1) |
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Changing Role of the Learner |
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15 | (1) |
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The Emergence of the Post-Gutenberg University |
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15 | (1) |
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16 | (1) |
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Characteristics of the Adult Learner |
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17 | (2) |
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Engaging Learners in Knowledge Construction and Publication |
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19 | (1) |
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Student Engagement as Scholars and Authors |
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20 | (2) |
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Publishing as Adult Learner Behavior and Knowledge Management |
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22 | (1) |
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23 | (1) |
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23 | (2) |
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3 Global Trends Affecting Knowledge Management and E-Learning |
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25 | (16) |
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The Global Workforce is Growing... Up |
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25 | (3) |
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The End of the Homogeneous Workforce |
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28 | (1) |
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Where Did All the Workers Go? |
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28 | (2) |
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Globally Linked Economy, Globally Linked Workforce |
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30 | (1) |
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Won't Technology Make it all Easier? |
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31 | (2) |
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33 | (3) |
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36 | (5) |
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SECTION II KM AND E-LEARNING: METHODOLOGIES AND TECHNIQUES |
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4 Assurance of Learning: Demonstrating the Organizational Impact of Knowledge Management and E-Learning |
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41 | (20) |
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Antoniette (Toni) S. Ungaretti |
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42 | (1) |
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43 | (4) |
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Assurance of Learning (AoL) |
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43 | (2) |
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45 | (1) |
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A Focus on Learning Outcomes |
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45 | (1) |
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Growth of Assurance of Learning Movement |
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46 | (1) |
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46 | (1) |
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47 | (1) |
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Knowledge Management (KM) |
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47 | (4) |
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48 | (1) |
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49 | (1) |
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A Constructivist Perspective |
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49 | (2) |
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51 | (1) |
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Dynamic Learning System Model |
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52 | (3) |
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Future Trends in Assurance of Learning |
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54 | (1) |
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55 | (1) |
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55 | (6) |
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5 A Model for E-Learning and Knowledge Management: The Virtual University at Tecnologico de Monterrey |
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61 | (20) |
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62 | (1) |
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62 | (4) |
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The Education Model at Tecnologico de Monterrey |
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66 | (4) |
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Technologico de Monterrey |
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67 | (1) |
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68 | (2) |
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The E-Learning Model: The Virtual University |
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70 | (4) |
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The E-Learning Education Model |
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70 | (1) |
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71 | (1) |
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71 | (1) |
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71 | (1) |
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71 | (1) |
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72 | (1) |
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72 | (1) |
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72 | (1) |
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72 | (1) |
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72 | (1) |
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73 | (1) |
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73 | (1) |
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A Knowledge Management Model for E-Learning |
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74 | (4) |
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An E-Learning Corporate Memory |
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76 | (1) |
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Other Elements of the KM Model |
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77 | (1) |
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77 | (1) |
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78 | (1) |
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78 | (1) |
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78 | (1) |
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78 | (1) |
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79 | (2) |
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6 A Learning Portfolio Management System for Analyzing Student Web-Based Problem-Solving Behaviors |
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81 | (12) |
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82 | (1) |
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Learning Environment for Web-Based Problem Solving |
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83 | (3) |
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Learning Portfolio Management System for Analyzing Web-Based Problem-Solving Behaviors |
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86 | (3) |
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89 | (1) |
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90 | (3) |
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7 The Antecedents and Outcomes of Online Knowledge-Sourcing Behavior: The Influence of Computer Attitudes and Learning Styles |
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93 | (32) |
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94 | (2) |
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Literature Review and Theory Development |
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96 | (1) |
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The Relationship between Computer Attitude and Knowledge-Sourcing Activity |
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96 | (1) |
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The Relationship between Computer Attitude and KM Outcome |
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96 | (1) |
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The Relationship between Learning Style and Knowledge-Sourcing Activity |
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96 | (1) |
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The Relationship between Learning Style and KM Outcome |
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97 | (1) |
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The Relationship between Knowledge Sourcing Activity and KM Outcome |
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97 | (1) |
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97 | (1) |
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Research Structure and Hypotheses Development |
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97 | (1) |
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98 | (4) |
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98 | (1) |
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99 | (1) |
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Knowledge-Sourcing Activity |
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99 | (1) |
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100 | (1) |
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101 | (1) |
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102 | (4) |
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Reliability and Validity Tests |
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102 | (1) |
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Analysis of the Structural Equation Model |
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103 | (3) |
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106 | (3) |
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109 | (11) |
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120 | (5) |
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8 From Self-Service to Room Service: Changing the Way We Search, Sift, and Synthesize Information |
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125 | (18) |
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25 | (101) |
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The Information Overload Situation |
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126 | (3) |
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Moving Toward a Room Service Model |
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129 | (6) |
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135 | (1) |
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136 | (1) |
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137 | (6) |
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SECTION III KM AND E-LEARNING: CASE STUDIES |
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9 Performance-Based Learning and Knowledge Management in the Workplace |
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143 | (20) |
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144 | (1) |
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Case I Role-Play Simulation-Based Training for Business Process Improvement in Banking |
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145 | (8) |
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Role-Play Simulation as Employee Training Instrument |
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147 | (1) |
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Idea and Steps of KreditSim |
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148 | (1) |
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Initial Situation in the Role-Play |
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149 | (1) |
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Simulation of Loan Approval Process (Phase I) |
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149 | (2) |
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Optimization of Loan Approval Process (Phase II) |
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151 | (1) |
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Simulation of Optimized Loan Approval Process (Phase III) |
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151 | (1) |
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Observations and Potential for Enhancements |
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152 | (1) |
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Case II KPI-Oriented E-Learning in the Workplace |
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153 | (7) |
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Key Performance Indicator (KPI)-Based Approach |
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154 | (1) |
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KPI-Oriented System Design |
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155 | (1) |
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156 | (2) |
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158 | (1) |
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Findings from the Surveys |
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158 | (1) |
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Findings from the Interviews |
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159 | (1) |
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160 | (1) |
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160 | (1) |
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161 | (2) |
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10 Knowledge Management in Agricultural Research: The CGIAR Experience |
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163 | (16) |
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164 | (1) |
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The Consultative Group on International Agricultural Research |
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164 | (1) |
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164 | (1) |
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Why Knowledge Management/Sharing? |
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165 | (1) |
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165 | (1) |
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166 | (9) |
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166 | (1) |
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167 | (1) |
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168 | (1) |
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169 | (1) |
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169 | (2) |
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171 | (4) |
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Gateway to Global Agricultural Knowledge |
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175 | (1) |
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176 | (1) |
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176 | (1) |
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177 | (2) |
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11 Experiences and Recommendations on Required Student Knowledge and E-Skills |
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179 | (16) |
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180 | (1) |
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Required Student Competencies and E-Skills |
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180 | (1) |
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A Survey on Perceived Computer Literacy |
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181 | (6) |
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182 | (1) |
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Distribution of Respondents |
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183 | (1) |
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184 | (1) |
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The Impact of Gender, Study Branch, and Type of Education |
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185 | (2) |
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Knowledge Management Solution: The Information Companion Project |
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187 | (3) |
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188 | (1) |
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The Layers of the Information Companion |
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189 | (1) |
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189 | (1) |
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Level 2 Trust and Responsibility |
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189 | (1) |
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Level 3 The Information Professional |
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190 | (1) |
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190 | (1) |
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191 | (1) |
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References and Bibliography |
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191 | (4) |
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12 Harnessing the Web: Social and Personal Learning |
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195 | (24) |
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196 | (2) |
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Historical Perspective and Context |
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198 | (2) |
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Today's Online Environment |
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199 | (1) |
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200 | (12) |
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Essential Web Learning Tools: Blogs |
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202 | (1) |
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203 | (1) |
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Essential Web Learning Tools: Wikis |
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204 | (1) |
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205 | (1) |
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Essential Web Learning Tools: Social Bookmarking |
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206 | (1) |
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Learning with Social Bookmarking |
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207 | (1) |
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Essential Web Learning Tools: Social Networking Services |
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208 | (2) |
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Learning with Social Networks |
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210 | (2) |
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212 | (2) |
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214 | (1) |
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Blog Software Used in E-Learning |
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214 | (1) |
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Wiki Software Used in E-Learning |
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215 | (1) |
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Social Bookmarking Sites Used in E-Learning |
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215 | (1) |
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Social Networking Sites Used in E-Learning |
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215 | (1) |
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215 | (4) |
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13 Lifelong Learning Links in the ePortfolio |
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219 | (34) |
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219 | (7) |
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The Larger Context of Lifelong Learning |
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222 | (1) |
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The Growth in Use of ePortfolios |
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223 | (1) |
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224 | (2) |
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A Brief Historical Perspective of Lifelong Learning |
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226 | (4) |
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Foundations of ePortfolios |
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230 | (15) |
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230 | (2) |
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232 | (3) |
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Technologies Supporting ePortfolios |
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235 | (4) |
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ePortfolio Systems and Standards |
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239 | (6) |
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ePortfolios and Lifelong Learning |
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245 | (2) |
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247 | (1) |
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248 | (5) |
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14 Knowledge Management as Professional Development: The Case of the MDE |
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253 | (20) |
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Knowledge Management and Professional Development |
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254 | (1) |
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The Tectonic Shift: From Distance Education to Online Learning |
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255 | (2) |
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The MDE: Managing a Community of Reflective Practitioners |
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257 | (10) |
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258 | (1) |
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The European Distance Education and E-Learning Network (EDEN) |
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259 | (2) |
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The ASF Book Series on Distance Education |
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261 | (6) |
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267 | (1) |
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267 | (3) |
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270 | (3) |
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15 Knowledge Management, E-Learning, and the Role of the Academic Library |
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273 | (20) |
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274 | (1) |
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274 | (3) |
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Roles for Libraries in knowledge Management for E-Learning |
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277 | (1) |
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Bringing the Values and Perspectives of Librarianship to the Table |
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278 | (2) |
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Supporting Digital Scholarship and Infrastructure |
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280 | (2) |
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Serving as Knowledge Brokers/Knowledge Management Agents |
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282 | (1) |
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Building more Participatory, Diffuse Library Organizations |
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283 | (1) |
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Developing and Building Awareness of Tools for E-scholarship and Knowledge Management |
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284 | (1) |
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Collecting and Contributing Data for Analysis |
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285 | (1) |
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Implementing Knowledge Management Practices and Processes to Better Fulfill the Library's Mission |
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286 | (2) |
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Supporting the Long-Term Preservation of Knowledge |
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288 | (1) |
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289 | (1) |
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289 | (4) |
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16 Knowledge Management and Continuity of Operations: E-Learning as a Strategy in Disaster Prevention and Emergency Management |
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293 | (12) |
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294 | (2) |
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Continuity of Operations (COOP) |
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294 | (2) |
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296 | (1) |
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E-Learning and Knowledge Management in Disaster Prevention and Emergency Management |
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296 | (4) |
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296 | (2) |
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Emergency Management (During/After a Disaster) |
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298 | (1) |
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Xavier University and Hurricane Katrina, 2005 |
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298 | (1) |
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Empire State College's Program in Lebanon |
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299 | (1) |
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Knowledge Management, E-Learning, Continuity, and Organizational Resilience |
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300 | (1) |
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300 | (1) |
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301 | (4) |
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SECTION IV KM AND E-LEARNING: INDUSTRY PERSPECTIVES |
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17 Knowledge Management (KM) and E-Learning (EL) Growth for Industry and University Outreach Activities via Capstone Projects: Case Studies and Future Trends |
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305 | (18) |
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306 | (1) |
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The Aerospace Corporate University Affiliates Program (CUAP) |
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307 | (12) |
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STEM Talent Needs and the High Technology Industrial Base |
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308 | (1) |
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The Harvey Mudd Clinic Program |
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308 | (1) |
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Aerospace HMC CS Clinic Projects between 1993 and 2010 |
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309 | (1) |
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Detailed Review of KM&EL Aspects of the Aerospace HMC CS Clinic Projects |
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310 | (1) |
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1993-1994 The Network Host MIB Implementation |
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310 | (1) |
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1994-1995 Network Management by Delegation |
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311 | (1) |
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1996-1997 Network-Enabled Vis5D |
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311 | (1) |
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1997-1998 Network-Intrusion Detection (NID) |
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312 | (1) |
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1998-1999 Network Intrusion Detection Follow-on |
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312 | (1) |
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1999-2000 Tools and Protocols for Network Intrusion Detection Systems |
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313 | (1) |
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2000-2001 Implementing the IETF IDWG Intrusion Alert Protocol |
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313 | (1) |
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2001-2002 Implementing an IDMEF Message Management Tool |
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314 | (1) |
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2002-2003 Implementing the Interoperable IETF/IDWG/IDXP Protocol with Proxy/Tunnel Capability |
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314 | (1) |
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2003-2004 Launch Range Countdown Clocks |
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315 | (1) |
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2004-2005 Grid-Enabling the VISPERS Application |
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315 | (1) |
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2005-2006 A Grid-Enabled Biometrics Identification Framework for Video Surveillance Applications |
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316 | (1) |
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2006-2007 A Grid-Enabled Version of SOAP for the Aerospace Cluster and CDC Communities |
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317 | (1) |
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2009-2010 Complex-Event Processing of Telemetry Streams |
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317 | (2) |
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KM&EL Observations and Trends |
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319 | (1) |
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The HMC Clinic Advisory Committee (CAC) Governance |
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319 | (1) |
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320 | (1) |
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Engineering Visitors Committee |
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320 | (1) |
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Future Trends, Communities, Social Networks, Semantic Networks, Wikipedia, Web 2.0, and Future Advanced Research |
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320 | (1) |
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321 | (1) |
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321 | (2) |
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18 Knowledge Management and Learning in Industry |
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323 | (12) |
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The Role of KM in Information, Knowledge, and Learning |
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324 | (2) |
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How Does Knowledge Management Serve Business-Learning Needs? |
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325 | (1) |
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Working with Subject Matter Experts (SME) |
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326 | (7) |
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Defining Learning Objectives First |
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326 | (1) |
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Finding the Right Subject Matter Expert |
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327 | (2) |
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Subject Matter Experts---Introduction to Structured Knowledge Sharing |
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329 | (1) |
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330 | (1) |
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331 | (1) |
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Incorporating SME Content in Instructional Design |
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332 | (1) |
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Information, Knowledge, Learning---Completing the Cycle |
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332 | (1) |
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Knowledge Management and Learning |
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333 | (1) |
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334 | (1) |
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19 Virtual Leaders: Born or Made? |
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335 | (10) |
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Developing Virtual Leadership Competencies |
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339 | (1) |
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339 | (1) |
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Task-Related Competencies |
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339 | (1) |
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Relationship-Related Competencies |
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340 | (1) |
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340 | (3) |
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343 | (2) |
Index |
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345 | |