Professional Documents
Culture Documents
net/publication/26569930
CITATIONS READS
47 1,622
4 authors, including:
Anca Andreescu
Bucharest Academy of Economic Studies
33 PUBLICATIONS 407 CITATIONS
SEE PROFILE
Some of the authors of this publication are also working on these related projects:
SIPAMER - Intelligent System for prediction, analysis and monitoring of performance indicators of technological and business processes in the field of renewable
energies View project
All content following this page was uploaded by Adina Uţă on 12 August 2015.
tion solutions in order to address the problem ledge. E-learning refers to using electronic
of tacit knowledge. applications and processes to learn. E-
Still, knowledge management does not fully learning applications and processes include
realize that it is mainly about facilitating pur- Web-based learning, computer-based learn-
pose-oriented learning in organizations and ing, virtual classrooms and digital collabora-
that thus understanding how learning takes tion. Content is delivered via the Internet,
place is extremely important to consider. And intranet/extranet, audio or video tape, satel-
learning – in the view of modern constructiv- lite TV, and CD-ROM
ist learning theories – is not just transferring E-Learning, focuses on the individual's ac-
knowledge; it is a highly individualized task quisition (or rather construction) of new
of construction. knowledge and the technological means to
In some ways, educational systems are like support this construction process.
knowledge management systems; both in- Simulations close to the real world are the
volve the creation of useful knowledge from answer to constructivist learning theories,
information or data found in available re- demanding situated learning with a high de-
sources. gree of engagement of the learner.
Knowledge management is a system and ma- Learning process can be seen as a process
nagerial approach to collecting, processing for:
and organizing enterprise-specific knowledge • acquiring information;
assets. • acquiring information and processing expe-
Accentors views knowledge management rience;
functions as a six-step process: acquire, • acquiring information and processing expe-
create, synthesize, share, use to achieve or- rience that effects a long-term change in the
ganizational goals and establish an environ- consciousness of the learner;
ment conducive to knowledge sharing. Ernst • acquiring information and processing expe-
and Young promotes a 4-phase knowledge rience in which the learner integrates new in-
management approach: knowledge genera- formation and experience into his/her current
tion, knowledge representation, knowledge knowledge base;
codification, knowledge application. • acquiring information and processing expe-
Implementations of knowledge management rience in which the learner perceives, selects
focus on four main aspects: people (know- and integrates new information and expe-
ledge users, knowledge authors and know- rience into his/her current knowledge base,
ledge analysts), culture (create a culture thereby changing it;
where knowledge sharing is the norm, con- • acquiring information and processing expe-
tent: (creating and managing data, informa- rience, in which the learner selects and con-
tion, and knowledge), technology (technical structs knowledge that is useful and appro-
infrastructure that enables the capture, sto- priate for him/herself and in turn uses this to
rage, and delivery of content to those who drive and determine his/her own continuous
need it, when they need it). learning process;
• learning that becomes an individual process
2. E-Learning Systems of interaction between the individual and
E-learning can be defined as learning using his/her environment, in which the subjective
electronic means: the acquisition of know- reality of the learner is actively constructed.
ledge and skill using electronic technologies Learning process in a e-learning systems can
such as computer- and Internet-based be seen in two approach
courseware and local and wide area networks
• a technology driven development approach:
Another definition of e-learning is as educa-
Learning media → Learning environment →
tion via the Internet, network, or standalone
Categories of learning → Learning objectives
computer. e-learning is essentially the net-
→ Learner
work-enabled transfer of skills and know-
62 Revista Informatica Economică nr.2(46)/2008
• a pedagogical driven development ap- • The preliminary examples- which are in-
proach: Learner → Learning objectives → troducing students in the specific domain of
Categories of learning → Learning environ- activity;
ment → Learning media • The basic chunk of knowledge that gives
Thus, the use of computer technology to sup- the ways to perform the specific task for
port learning leading to the development and which the eduknowledge was built (for ex-
creation of knowledge requires new pedagog- ample, a specific eduknowledge is oriented
ical processes. However, the tendency to- towards the design and development of ex-
wards technology driven development has pert systems- this basic chunk of knowledge
led to a focus on the dissemination and ac- is a step-by-step procedure for development
quisition of information. Pedagogic strategies of an expert system from scratch);
and computer based technologies to support
knowledge development and creation require
development schema based on the needs of
learners. Researchers have recognized the
importance of different types of knowledge
including know-what, know-why, know-
how, and know-who.
in practice the applications of the knowledge; tice which is available to everyone and can
• Dissemination mechanism- the tutorial me- be downloaded from there.
chanism used to train the student; Digital library - While curriculum tools
• Feedback mechanism- the mechanism used support class functions, digital library tools
to take the feedback from the student and use focus on locating resources. These functions
it to adapt accordingly the tutorial process. support the exploration and collection phases
of information search. Digital library tools
4. How Does Knowledge Management and help users find the right information amidst a
E-Learning Interact? huge amount of digital material. Digital li-
Knowledge management and training are brary features usually include search, brows-
integral and closely associated parts within a ing, and discovering special collections or
single framework. Knowledge management exhibits. Search and browsing are used to lo-
allows effective control and management of cate resources and explore related topics.
the corporate memory – the knowledge that Special collections or exhibits contain orga-
is within the organization. nized materials representing a unique trea-
As a result of corporate knowledge, a virtual sure for interested users.
classroom evolves, which in addition to the
classic "live training program" makes a di- 5. Rules and Rules Engines
alog / interaction possible despite "distance As in e-learning systems knowledge will
learning." For example the interaction of vir- evolve more rapidly than the rest of the sys-
tual teams and how they can process infor- tem, this is sufficient reason for us to try to
mation together. Especially the exchange of implement it in such a way that it should be
experience and interaction in form of chats, easier to change knowledge implementation
discussion forums is one of the most efficient structures without affecting the rest of the
ways of informal training. application. This is where the concept of rule
On the other hand corporate memory that has will play an important role.
been collected, managed, organized and has Also known in software development as
been made accessible to everyone within the business rules, rules are pieces of knowledge
company through a KM program, could work that intend to assert business structure, or to
proactively pushing knowledge and new in- control or influence the behaviour of the
formation to interested parties (alerting) so business. Their roots come from artificial in-
that they could better accomplish their job. telligence community and database tradition,
The training is provided through 4 different the oldest business rules management ap-
media: User Guides (available on knowledge proach being the creation of a so-called ex-
management community of practice), FAQ pert system shell. According to different
documents, CBTs and Digital Library. classification schema, business rules can take
User Guides - When new versions of each various forms, like if-then or event-condition
tool becomes available or changes occur. Us- action statements. Rules engines or inference
ers receive an email or announcements on the engines are software components capable to
knowledge management newsletter regarding manage, execute and separate rules from the
changes and upgrades and are encouraged to rest of the system.
download the latest version of the guide.
FAQ - FAQ documents are created based on 6. Use of Knowledge Management in E-
questions received from users over time and Learning Systems
sent to K-advisors and reflect user’s needs An efficient e-learning system should also be
and feedback. based upon knowledge, and not exclusively
Computer Based Training was developed on information. As an example and argue for
by the knowledge management team and are the previous affirmation, we will present an
stored on Learning Management System the e-learning system for major risks manage-
knowledge management community of prac- ment, built on the eduknowledge framework
64 Revista Informatica Economică nr.2(46)/2008
References
[1] Bielawski, L., Metcalf, D., 2003.
.Blended e-Learning: Integrating Knowledge,
Performance Support, and Online Learning,
HRD Press
[2] Kovacs, S., 2006. Eduknowledge - The
Future of E-learning?, The 1st International
Conference on Virtual Learning, ICVL
[3] Ras, E., Rech J., 2000. Bringing Together
Knowledge Management and E-Learning in
Software Engineering: The Software Organi-
zation Platform, http://ercim-
news.ercim.org/content/view/264/437/
[4] Schmidt, A., 2005. Knowledge Maturing
and the Continuity of Context as a Unifying
Concept for Knowledge Management and E-
Learning, Proceedings of I-KNOW ’05, Spe-
Fig.3. Knowledge structure in simulation cial Track on Integrating Working and
tests Learning (IWL), Graz, Austria
[5] Stacey P., Oct. 28th 2000. How is know-
7. Conclusions ledge management affected by e-learning
E-Learning alone is not enough. Though on- practices?,
line training will have dramatic benefits, it's http://corporate.books24x7.com/media/286,2,
only a part of the solution. The benefits of Overview
true organizational learning go beyond the [6]
traditional "course," whether it is in the real http://www.bctechnology.com/statics/pstacey
world or in the virtual world. What is equally -oct2700.html
important is to harness the collective know- [7] http://e-learningzone.co.uk/feature7.htm
ledge and experience of the entire company. [8]
http://www.knownet.com/writing/papers/k2paper/attach/pre
This paper discuss the problem of knowledge viewPopup
and e-learning interaction by using an e- [9]
learning system for major risks management, http://www.webopedia.com/TERM/E/e_learn
based on eduknowledge. The knowledge ing.html
structure lead us to the conclusion that rules
are appropriate for representing knowledge in
this case. Also, an implementation solution