Large scale, organization-wide groupware systems are high risk development efforts. Requirements gathering and early evaluation are constrained by the need for the system to attain a critical mass of users and content. One approach to mitigate this risk is to employ Wizard of Oz style system simulations during the requirements gathering phase. While this method has historically been used to test quasi-functional system prototypes, we have found it to be a useful method for assessing organizational feasibility. After introducing this adaptation of the Wizard of Oz method, our approach is grounded with a case study in which it is was successfully used as a proof-of-concept requirements gathering exercise for an expertise recommender and organizational memory system project. Transferable lessons learned are distilled and discussed.
大规模的、组织范围的群件系统是高风险的开发工作。需求收集和早期评估受到系统需要获得临界数量的用户和内容的限制。减轻这种风险的一种方法是在需求收集阶段使用Wizard of Oz风格的系统模拟。虽然这种方法在历史上被用于测试准功能系统原型，但我们发现它是评估组织可行性的有用方法。在介绍了《绿野仙踪》方法的这种改编之后，我们的方法以一个案例研究为基础，在这个案例研究中，它被成功地用作一个专家推荐和组织记忆系统项目的概念验证需求收集练习。总结和讨论可转移的经验教训。
{"title":"Behind the curtain: lessons learned from a Wizard of Oz field experiment","authors":"Kevin F. White, W. Lutters","doi":"10.1145/1052829.1052854","DOIUrl":"https://doi.org/10.1145/1052829.1052854","url":null,"abstract":"Large scale, organization-wide groupware systems are high risk development efforts. Requirements gathering and early evaluation are constrained by the need for the system to attain a critical mass of users and content. One approach to mitigate this risk is to employ Wizard of Oz style system simulations during the requirements gathering phase. While this method has historically been used to test quasi-functional system prototypes, we have found it to be a useful method for assessing organizational feasibility. After introducing this adaptation of the Wizard of Oz method, our approach is grounded with a case study in which it is was successfully used as a proof-of-concept requirements gathering exercise for an expertise recommender and organizational memory system project. Transferable lessons learned are distilled and discussed.","PeriodicalId":390207,"journal":{"name":"ACM Siggroup Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114894110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Grounded in constructivist instructional philosophy [5] and a view that the purpose of schooling is to prepare students for a changing workplace [7; Partnership for 21st Century Skills, www.21stcenturyskills.org], learning scientists turned to communities of practice (CoPs) to get inspiration for the design of learning activities in classrooms that resemble the 'authentic' and 'real-world' situations found in CoPs outside of schools. For domains that are naturally close to the workforce, like domains in the sciences, technology, engineering, math, and others, it seems a perfect match and classroom environments are transformed to resemble CoPs [4; 6; 9].
{"title":"Communities of reflection-practice and clash of communities: thoughts on the (re-)design of classes in humanities","authors":"Johannes Strobel","doi":"10.1145/1052829.1052841","DOIUrl":"https://doi.org/10.1145/1052829.1052841","url":null,"abstract":"Grounded in constructivist instructional philosophy [5] and a view that the purpose of schooling is to prepare students for a changing workplace [7; Partnership for 21st Century Skills, www.21stcenturyskills.org], learning scientists turned to communities of practice (CoPs) to get inspiration for the design of learning activities in classrooms that resemble the 'authentic' and 'real-world' situations found in CoPs outside of schools. For domains that are naturally close to the workforce, like domains in the sciences, technology, engineering, math, and others, it seems a perfect match and classroom environments are transformed to resemble CoPs [4; 6; 9].","PeriodicalId":390207,"journal":{"name":"ACM Siggroup Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125176919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Professional development is increasingly conceived as a sustained group or community process, often supported by online technologies. Yet despite the enthusiasm for online communities of practice [40], and the innovative educational contexts being developed to support them, the reality of developing and maintaining a critical mass of teacher engagement is proving to be challenging (for example, the Inquiry Learning Forum (ILF) [4]; the Hawaii Networked Learning Communities (HNLC) [37]). Teacher educators and designers of technological learning environments continually strive to maximize the value of teacher engagement in such contexts, yet the conditions under which social learning and collaboration become an appropriate strategy for teachers remain unclear [4; 19]. Furthermore, contemporary research from evolutionary psychology [27] and modeling of cultural transmission [5] suggests the likelihood that professional development in sustained groups would involve subtle yet influential social learning strategies. For example, decisions regarding the adequacy of a particular concept or professional behavior may be influenced by the status of the group member advocating it, the frequency of the behavior in the group, or even which idea or behavior was offered to the group first [1].
{"title":"Re-presenting collective learning: a generative way forward","authors":"L. Forsyth, L. Schaverien","doi":"10.1145/1052829.1052836","DOIUrl":"https://doi.org/10.1145/1052829.1052836","url":null,"abstract":"Professional development is increasingly conceived as a sustained group or community process, often supported by online technologies. Yet despite the enthusiasm for online communities of practice [40], and the innovative educational contexts being developed to support them, the reality of developing and maintaining a critical mass of teacher engagement is proving to be challenging (for example, the Inquiry Learning Forum (ILF) [4]; the Hawaii Networked Learning Communities (HNLC) [37]). Teacher educators and designers of technological learning environments continually strive to maximize the value of teacher engagement in such contexts, yet the conditions under which social learning and collaboration become an appropriate strategy for teachers remain unclear [4; 19]. Furthermore, contemporary research from evolutionary psychology [27] and modeling of cultural transmission [5] suggests the likelihood that professional development in sustained groups would involve subtle yet influential social learning strategies. For example, decisions regarding the adequacy of a particular concept or professional behavior may be influenced by the status of the group member advocating it, the frequency of the behavior in the group, or even which idea or behavior was offered to the group first [1].","PeriodicalId":390207,"journal":{"name":"ACM Siggroup Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126367075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
D. Suthers, Violet H. Harada, Joyce Yukawa, Viil Lid
Applications of information technology to support systemic reform in public school systems have taken several forms. Instructional applications include attempts to more effectively convey information to students, to empower students' own agency in accessing information and constructing knowledge, and to aid teachers' classroom management, lesson preparation, and assessment. Technology has been proffered as a change agent in itself: teachers will need to change their practices in order to use technologies designed for doing authentic inquiry and communicating or collaborating with others [10]. Information technology can also support professional development through access to online courses, and enable participation in distributed communities of practice. The work reported in this paper has taken this latter strategy. Because today's school systems operate in an environment of constant change, professional development requires a paradigm shift from a scripted training approach to a more fluid approach that encourages the incorporation of networks, coalitions, and partnerships. The capacity to network with other professionals is essential to the notion of communities of practice. McLaughlin and Mitra argue that sustaining large-scale theory-based reform efforts "requires a community of practice to provide support, deflect challenges from the broader environment, and furnish the feedback and encouragement essential to going deeper" [7]. Barab defines a community that advances ongoing and open-ended professional development as a "persistent, sustained network of individuals who share and develop an overlapping knowledge base, set of beliefs, values, history and experiences focused on a common practice and/or mutual enterprise" [1]. These communities change the relationships among teachers, breaking the isolation that most teachers have found so confining.
{"title":"Supporting and changing practices of nested and overlapping educational communities","authors":"D. Suthers, Violet H. Harada, Joyce Yukawa, Viil Lid","doi":"10.1145/1052829.1052849","DOIUrl":"https://doi.org/10.1145/1052829.1052849","url":null,"abstract":"Applications of information technology to support systemic reform in public school systems have taken several forms. Instructional applications include attempts to more effectively convey information to students, to empower students' own agency in accessing information and constructing knowledge, and to aid teachers' classroom management, lesson preparation, and assessment. Technology has been proffered as a change agent in itself: teachers will need to change their practices in order to use technologies designed for doing authentic inquiry and communicating or collaborating with others [10]. Information technology can also support professional development through access to online courses, and enable participation in distributed communities of practice. The work reported in this paper has taken this latter strategy. Because today's school systems operate in an environment of constant change, professional development requires a paradigm shift from a scripted training approach to a more fluid approach that encourages the incorporation of networks, coalitions, and partnerships. The capacity to network with other professionals is essential to the notion of communities of practice. McLaughlin and Mitra argue that sustaining large-scale theory-based reform efforts \"requires a community of practice to provide support, deflect challenges from the broader environment, and furnish the feedback and encouragement essential to going deeper\" [7]. Barab defines a community that advances ongoing and open-ended professional development as a \"persistent, sustained network of individuals who share and develop an overlapping knowledge base, set of beliefs, values, history and experiences focused on a common practice and/or mutual enterprise\" [1]. These communities change the relationships among teachers, breaking the isolation that most teachers have found so confining.","PeriodicalId":390207,"journal":{"name":"ACM Siggroup Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116869536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this position paper, we motivate why the dynamic personal social network perspective is relevant for research and design of CSCW systems. Moreover, we identify opportunities for improvement of measuring the dynamics in personal social networks and we propose a classification of dynamic personal social network applications.
{"title":"Dynamic personal social networks: a new perspective for CSCW research and design","authors":"G. H. T. Hofte, I. Mulder","doi":"10.1145/1052829.1052830","DOIUrl":"https://doi.org/10.1145/1052829.1052830","url":null,"abstract":"In this position paper, we motivate why the dynamic personal social network perspective is relevant for research and design of CSCW systems. Moreover, we identify opportunities for improvement of measuring the dynamics in personal social networks and we propose a classification of dynamic personal social network applications.","PeriodicalId":390207,"journal":{"name":"ACM Siggroup Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127237821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While peer collaboration is the basis for co-learning in many groups, in the classroom the prevailing assumption is that teachers facilitate student learning, through course structure, setting learning tasks and outcomes, presentation, discussion, facilitating small group learning, coaching, and mentoring, among others. Though instructional design models have recognized that learning builds on interactions between learners and their environments (teachers have moved from "sage on the stage" to "guide on the side"), these models tend to focus on individual student learning rather than group learning.
{"title":"Co-reflection in online learning environments","authors":"Joyce Yukawa","doi":"10.1145/1052829.1052840","DOIUrl":"https://doi.org/10.1145/1052829.1052840","url":null,"abstract":"While peer collaboration is the basis for co-learning in many groups, in the classroom the prevailing assumption is that teachers facilitate student learning, through course structure, setting learning tasks and outcomes, presentation, discussion, facilitating small group learning, coaching, and mentoring, among others. Though instructional design models have recognized that learning builds on interactions between learners and their environments (teachers have moved from \"sage on the stage\" to \"guide on the side\"), these models tend to focus on individual student learning rather than group learning.","PeriodicalId":390207,"journal":{"name":"ACM Siggroup Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122588748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lewis, Snow, Farris, et al. stated in the National Center for Education Statistics that "distance education appears to have become a common feature of many postsecondary education institutions and...it will become only more common in the future" [3]. In the wave of migration to new instructional delivery modes, it is necessary for us to critically examine some issues that have arisen, in order to reach an optimal solution for both the students and the instructors. One of the inevitable tradeoffs in an online learning environment is a decrease in the quality of social interaction. Social interaction is innate in traditional face-to-face classrooms. It is not only a critical element in helping the learners to develop a sense of belongingness within a learning community, but also determines the dynamics of the learning community, which greatly influence the students' learning outcomes. Among the essential components of a community, interaction between the members is deemed to be the one crucial factor that makes a community alive. Researchers agree that helping students develop a sense of community is an important aspect in promoting positive learning experiences and better learning outcomes in distance learning environments [7].
{"title":"Building learning communities by enhancing social presence: implementing blended instructional delivery methods","authors":"Woei Hung","doi":"10.1145/1052829.1052847","DOIUrl":"https://doi.org/10.1145/1052829.1052847","url":null,"abstract":"Lewis, Snow, Farris, et al. stated in the National Center for Education Statistics that \"distance education appears to have become a common feature of many postsecondary education institutions and...it will become only more common in the future\" [3]. In the wave of migration to new instructional delivery modes, it is necessary for us to critically examine some issues that have arisen, in order to reach an optimal solution for both the students and the instructors. One of the inevitable tradeoffs in an online learning environment is a decrease in the quality of social interaction. Social interaction is innate in traditional face-to-face classrooms. It is not only a critical element in helping the learners to develop a sense of belongingness within a learning community, but also determines the dynamics of the learning community, which greatly influence the students' learning outcomes. Among the essential components of a community, interaction between the members is deemed to be the one crucial factor that makes a community alive. Researchers agree that helping students develop a sense of community is an important aspect in promoting positive learning experiences and better learning outcomes in distance learning environments [7].","PeriodicalId":390207,"journal":{"name":"ACM Siggroup Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122382760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Distance Education (DE) is becoming increasingly important as its rapid growth rates demonstrate. However, recent statistics on DE show low retention rates and a poor return on investment (ROI) in various programs. We need a better understanding of what are the critical success factors for DE environments for all constituencies (students, instructors, and institutions). We still misinterpret the reality of this kind of practice, both from the teacher's and the learner's point of view [1]. In this article, we focus on the collective dimension of the learning environments. In fact, entering a virtual learning community appears as a rational choice for the students to retrieve information more rapidly [3] and examine with available peers the actual content. But, students occasionally express a natural anxiety about sharing their difficulties with strangers, which partially explains the barriers in establishing trusting and caring learning communities [2]. Well-sequenced pedagogical courses and frequent contacts with the professor seem to strengthen the cohesion and integration of the students in a group. Consequently, educational choices and the global architecture of the course, by influencing the formation of these groups, try to compensate --- at least partially --- for the deficiencies of DE. The goal of this paper is to propose solutions to overcome low retention rates and ROI in order to deploy an efficient DE program using the key solution of a web-based course in an American public university.
{"title":"Student communities in a distance-learning environment","authors":"Thierry Isckia, C. Delalonde","doi":"10.1145/1052829.1052846","DOIUrl":"https://doi.org/10.1145/1052829.1052846","url":null,"abstract":"Distance Education (DE) is becoming increasingly important as its rapid growth rates demonstrate. However, recent statistics on DE show low retention rates and a poor return on investment (ROI) in various programs. We need a better understanding of what are the critical success factors for DE environments for all constituencies (students, instructors, and institutions). We still misinterpret the reality of this kind of practice, both from the teacher's and the learner's point of view [1]. In this article, we focus on the collective dimension of the learning environments. In fact, entering a virtual learning community appears as a rational choice for the students to retrieve information more rapidly [3] and examine with available peers the actual content. But, students occasionally express a natural anxiety about sharing their difficulties with strangers, which partially explains the barriers in establishing trusting and caring learning communities [2]. Well-sequenced pedagogical courses and frequent contacts with the professor seem to strengthen the cohesion and integration of the students in a group. Consequently, educational choices and the global architecture of the course, by influencing the formation of these groups, try to compensate --- at least partially --- for the deficiencies of DE. The goal of this paper is to propose solutions to overcome low retention rates and ROI in order to deploy an efficient DE program using the key solution of a web-based course in an American public university.","PeriodicalId":390207,"journal":{"name":"ACM Siggroup Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125503115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Eighth European Computer Supported Cooperative Work conference (ECSCW 2003) provided a venue to gather researchers interested in the study of scientific collaborations and their technology support. The organizers, Karen S. Baker, Geoffrey C. Bowker and Helena Karasti, started to work together in 2002 on a National Science Foundation funded BioDiversity and EcoInformatics (BDEI) project 'Designing an Infrastructure for Heterogeneity in Ecosystem Data, Collaborators and Organizations' (http://pal.Iternet.edu/projects/02dgo/). Having encountered a multitude of challenging issues in their study with the Long-Term Ecological Research (LTER, http://Iternet.edu), the ECSCW workshop offered an opportunity for a community dialogue focusing on Computer Supported Scientific Collaboration (CSSC). The suite of selected position papers at the workshop by Debra Cash & Howard Cash, Jenny Fry, Timothy Koschmann, Flemming Meier, Erja Mustonen-Ollila, Giuseppe Psaila & Davide Brugali, and Sanna Talja ([16], <http://pal.Iternet.edu/projects/ecscw03/) represented a wide range of work relating to scientific collaborations.
第八届欧洲计算机支持的合作工作会议(ECSCW 2003)为对科学合作及其技术支持研究感兴趣的研究人员提供了一个场所。组织者Karen S. Baker、Geoffrey C. Bowker和Helena Karasti于2002年开始在国家科学基金会资助的生物多样性和生态信息学(BDEI)项目“为生态系统数据、合作者和组织的异质性设计基础设施”(http://pal.Iternet.edu/projects/02dgo/)上合作。在长期生态研究(LTER, http://Iternet.edu)的研究中遇到了许多具有挑战性的问题，ECSCW研讨会为社区提供了一个机会，重点讨论计算机支持的科学协作(CSSC)。Debra Cash & Howard Cash、Jenny Fry、Timothy Koschmann、Flemming Meier、Erja Mustonen-Ollila、Giuseppe Psaila & Davide Brugali和Sanna Talja ([16]， http://pal.Iternet.edu/projects/ecscw03/)在研讨会上选定的立场文件代表了与科学合作有关的广泛工作。
{"title":"ECSCW 2003 Computer Supported Scientific Collaboration (CSSC) workshop report","authors":"H. Karasti, K. Baker, G. Bowker","doi":"10.1145/1027228.1027230","DOIUrl":"https://doi.org/10.1145/1027228.1027230","url":null,"abstract":"The Eighth European Computer Supported Cooperative Work conference (ECSCW 2003) provided a venue to gather researchers interested in the study of scientific collaborations and their technology support. The organizers, Karen S. Baker, Geoffrey C. Bowker and Helena Karasti, started to work together in 2002 on a National Science Foundation funded BioDiversity and EcoInformatics (BDEI) project 'Designing an Infrastructure for Heterogeneity in Ecosystem Data, Collaborators and Organizations' <u>(http://pal.Iternet.edu/projects/02dgo/)</u>. Having encountered a multitude of challenging issues in their study with the Long-Term Ecological Research (LTER, <u>http://Iternet.edu)</u>, the ECSCW workshop offered an opportunity for a community dialogue focusing on Computer Supported Scientific Collaboration (CSSC). The suite of selected position papers at the workshop by Debra Cash & Howard Cash, Jenny Fry, Timothy Koschmann, Flemming Meier, Erja Mustonen-Ollila, Giuseppe Psaila & Davide Brugali, and Sanna Talja ([16], <<u>http://pal.Iternet.edu/projects/ecscw03/)</u> represented a wide range of work relating to scientific collaborations.","PeriodicalId":390207,"journal":{"name":"ACM Siggroup Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132592970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Knowledge management is often studied from the point of view of knowledge as an object which has to be clarified, archived, spread, shared. But there is another point of view in which we want to focus during this workshop, which is knowledge in action, or "knowing", instead of "knowledge", as (Cook, Brown, 1999) or (Pfeffer, Sutton, 1999) make the distinction. We thus fit in a historical current initiated by (Bannon, Kuutti, 1996), who used to distinguish a passive and an active or constructive view of Organizational Memory. We could then say that we adopt a social approach of Knowledge Management (Erickson, Kellogg, 2001; Ackerman et al. 2003), contrary to other works which deal with information problems. In other words we could claim stopping to think in terms of knowledge management, and starting to think in terms of supporting the larger social context in which knowledge management is embedded.
知识管理通常是从知识作为一个对象的角度来研究的，这个对象必须被澄清、存档、传播、共享。但在本次研讨会中，我们想要关注的是另一个观点，即行动中的知识，或“知道”，而不是“知识”，正如(Cook, Brown, 1999)或(Pfeffer, Sutton, 1999)所区分的那样。因此，我们符合(Bannon, Kuutti, 1996)发起的历史潮流，他曾经区分过组织记忆的被动和主动或建设性观点。然后我们可以说我们采用了知识管理的社会方法(埃里克森，凯洛格，2001;Ackerman et al. 2003)，与其他处理信息问题的作品相反。换句话说，我们可以停止从知识管理的角度来思考，并开始从支持知识管理嵌入的更大的社会背景的角度来思考。
{"title":"Summary of COOP'04 workshop on interaction and knowledge management","authors":"M. Lewkowicz","doi":"10.1145/1027228.1027229","DOIUrl":"https://doi.org/10.1145/1027228.1027229","url":null,"abstract":"Knowledge management is often studied from the point of view of knowledge as an object which has to be clarified, archived, spread, shared. But there is another point of view in which we want to focus during this workshop, which is knowledge in action, or \"knowing\", instead of \"knowledge\", as (Cook, Brown, 1999) or (Pfeffer, Sutton, 1999) make the distinction. We thus fit in a historical current initiated by (Bannon, Kuutti, 1996), who used to distinguish a passive and an active or constructive view of Organizational Memory. We could then say that we adopt a social approach of Knowledge Management (Erickson, Kellogg, 2001; Ackerman et al. 2003), contrary to other works which deal with information problems. In other words we could claim stopping to think in terms of knowledge management, and starting to think in terms of supporting the larger social context in which knowledge management is embedded.","PeriodicalId":390207,"journal":{"name":"ACM Siggroup Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131921282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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