| |  | Lytras, Miltiadis D. | Towards the development of a novel taxonomy of knowledge management systems from a learning perspective: an integrated approach to learning and knowledge infrastructures read moreAbstract: Purpose – The paper aims to discuss the critical issue of learning and knowledge convergence in knowledge-intensive organizations, and to provide practical guidelines for effective strategies.
Design/methodology/approach – The paper brings together previous research in knowledge management and provides a critique for the lack of integration of previous studies with learning, a key process for efficient knowledge management. Stemming from this critique, an integrative framework for knowledge management support from a learning perspective is proposed.
Findings – The major contribution is the framework for knowledge management support from a learning perspective, which can guide strategies of effective knowledge and learning management. This framework initiates an interesting discussion of technological issues that can enhance current knowledge management practices.
Research limitations/implications – The taxonomy of knowledge management systems provides the basis for an extensive specification of knowledge management strategies. Further research could focus on an instrumental approach to the integrative framework suggested in this paper, to illustrate how it can be used to enhance the integration of learning processes and products in the knowledge management process.
Practical implications – The paper is a very useful source of information and impartial advice for strategists, knowledge management officers and people interested in implementing learning and knowledge management in a knowledge-intensive organization.
Originality/value – This paper presents a novel taxonomy of knowledge management systems from a learning perspective. Unlike previous literature on knowledge management, this paper makes an explicit claim for integrating knowledge management and learning activities and illustrates how the two can be jointly supported by various knowledge management systems.
 This article is not yet tagged | 2006 |
| | | Sicilia, Miguel-Angel | On the representation of change according to different ontologies of learning read moreAbstract: Recent work has reintroduced ontology as a research topic in learning theories, as a mean to make explicit the differences and links between existing approaches to the design of learning programmes. In the context of technology-supported information systems, ontologies can be represented in machine-understandable form to serve as a basis for automation and assessment. The notion of change is in some form part of every ontology of learning, but the interpretations attributed to the term differ between them both in scope and characterisation. Since change is central to the evolving behaviour of learning organisations, it is worth the effort of specifying it, especially for the sake of objective measurement and automation. This paper describes ontological structures for generic constructivist and socio-cultural learning frameworks, stating the differences in their overall concepts of change, and their implications for practice and assessment. The ontological definitions provided are intended to motivate further work in more specific approaches for learning technology-supported experiences. This article is not yet tagged | 24 |
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