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The Semantic Web, sometimes known as Web 3.0, is an extension of the World Wide Web through standards set by the World Wide Web Consortium (W3C). The goal of the Semantic Web is to make Internet data machine-readable.
Knowledge management (KM) is the set of procedures for producing, disseminating, utilizing, and overseeing an organization's knowledge and data. It alludes to a multidisciplinary strategy that maximizes knowledge utilization to accomplish organizational goals. Courses in business administration, information systems, management, libraries, and information science are all part of knowledge management (KM), a discipline that has been around since 1991. Information and media, computer science, public health, and public policy are some of the other disciplines that may contribute to KM research. Numerous academic institutions provide master's degrees specifically focused on knowledge management. As a component of their IT, human resource management, or business strategy departments, many large corporations, government agencies, and nonprofit organizations have resources devoted to internal knowledge management initiatives. These organizations receive KM guidance from a number of consulting firms. Organizational goals including enhanced performance, competitive advantage, innovation, sharing of lessons learned, integration, and ongoing organizational improvement are usually the focus of knowledge management initiatives. These initiatives are similar to organizational learning, but they can be differentiated by their increased emphasis on knowledge management as a strategic asset and information sharing. Organizational learning is facilitated by knowledge management. The setting of supply chain may be the most challenging situation for knowledge management since it involves several businesses without a hierarchy or ownership tie; some authors refer to this type of knowledge as transorganizational or interorganizational knowledge. industry 4.0 and digital transformation also add to that complexity, as new issues arise from the volume and speed of information flows and knowledge generation.
Social software, also known as social apps or social platform includes communications and interactive tools that are often based on the Internet. Communication tools typically handle capturing, storing and presenting communication, usually written but increasingly including audio and video as well. Interactive tools handle mediated interactions between a pair or group of users. They focus on establishing and maintaining a connection among users, facilitating the mechanics of conversation and talk. Social software generally refers to software that makes collaborative behaviour, the organisation and moulding of communities, self-expression, social interaction and feedback possible for individuals. Another element of the existing definition of social software is that it allows for the structured mediation of opinion between people, in a centralized or self-regulating manner. The most improved area for social software is that Web 2.0 applications can all promote co-operation between people and the creation of online communities more than ever before. The opportunities offered by social software are instant connections and opportunities to learn. An additional defining feature of social software is that apart from interaction and collaboration, it aggregates the collective behaviour of its users, allowing not only crowds to learn from an individual but individuals to learn from the crowds as well. Hence, the interactions enabled by social software can be one-to-one, one-to-many, or many-to-many.
Content management (CM) are a set of processes and technologies that support the collection, managing, and publishing of information in any form or medium. When stored and accessed via computers, this information may be more specifically referred to as digital content, or simply as content.
In computer science, a software agent is a computer program that acts for a user or another program in a relationship of agency.
A concept map or conceptual diagram is a diagram that depicts suggested relationships between concepts. Concept maps may be used by instructional designers, engineers, technical writers, and others to organize and structure knowledge.
Personal knowledge management (PKM) is a process of collecting information that a person uses to gather, classify, store, search, retrieve and share knowledge in their daily activities and the way in which these processes support work activities. It is a response to the idea that knowledge workers need to be responsible for their own growth and learning. It is a bottom-up approach to knowledge management (KM).
Social computing is an area of computer science that is concerned with the intersection of social behavior and computational systems. It is based on creating or recreating social conventions and social contexts through the use of software and technology. Thus, blogs, email, instant messaging, social network services, wikis, social bookmarking and other instances of what is often called social software illustrate ideas from social computing.
Computer-supported collaboration research focuses on technology that affects groups, organizations, communities and societies, e.g., voice mail and text chat. It grew from cooperative work study of supporting people's work activities and working relationships. As net technology increasingly supported a wide range of recreational and social activities, consumer markets expanded the user base, enabling more and more people to connect online to create what researchers have called a computer supported cooperative work, which includes "all contexts in which technology is used to mediate human activities such as communication, coordination, cooperation, competition, entertainment, games, art, and music".
Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.
Microlearning refers to a set of compact e-learning modules that are designed to reduce learner fatigue. The modules can be educational, professional, or skill-based, and are usually designed to be less than 20 minutes long, with a single learning objective or topic. The name originates from the Greek word 'micro' meaning 'small'.
Enterprise social software, comprises social software as used in "enterprise" (business/commercial) contexts. It includes social and networked modifications to corporate intranets and other classic software platforms used by large companies to organize their communication. In contrast to traditional enterprise software, which imposes structure prior to use, enterprise social software tends to encourage use prior to providing structure.
Adaptive hypermedia (AH) uses hypermedia which is adaptive according to a user model. In contrast to regular hypermedia, where all users are offered the same set of hyperlinks, adaptive hypermedia (AH) tailors what the user is offered based on a model of the user's goals, preferences and knowledge, thus providing links or content most appropriate to the current user.
User modeling is the subdivision of human–computer interaction which describes the process of building up and modifying a conceptual understanding of the user. The main goal of user modeling is customization and adaptation of systems to the user's specific needs. The system needs to "say the 'right' thing at the 'right' time in the 'right' way". To do so it needs an internal representation of the user. Another common purpose is modeling specific kinds of users, including modeling of their skills and declarative knowledge, for use in automatic software-tests. User-models can thus serve as a cheaper alternative to user testing but should not replace user testing.
Connectivism is a theoretical framework for understanding learning in a digital age. It emphasizes how internet technologies such as web browsers, search engines, wikis, online discussion forums, and social networks contributed to new avenues of learning. Technologies have enabled people to learn and share information across the World Wide Web and among themselves in ways that were not possible before the digital age. Learning does not simply happen within an individual, but within and across the networks.
Social information processing is "an activity through which collective human actions organize knowledge." It is the creation and processing of information by a group of people. As an academic field Social Information Processing studies the information processing power of networked social systems.
Folksonomy is a classification system in which end users apply public tags to online items, typically to make those items easier for themselves or others to find later. Over time, this can give rise to a classification system based on those tags and how often they are applied or searched for, in contrast to a taxonomic classification designed by the owners of the content and specified when it is published. This practice is also known as collaborative tagging, social classification, social indexing, and social tagging. Folksonomy was originally "the result of personal free tagging of information [...] for one's own retrieval", but online sharing and interaction expanded it into collaborative forms. Social tagging is the application of tags in an open online environment where the tags of other users are available to others. Collaborative tagging is tagging performed by a group of users. This type of folksonomy is commonly used in cooperative and collaborative projects such as research, content repositories, and social bookmarking.
Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs. The growth of online learning since the 1990s, particularly in higher education, has contributed to the advancement of Learning Analytics as student data can be captured and made available for analysis. When learners use an LMS, social media, or similar online tools, their clicks, navigation patterns, time on task, social networks, information flow, and concept development through discussions can be tracked. The rapid development of massive open online courses (MOOCs) offers additional data for researchers to evaluate teaching and learning in online environments.
The following outline is provided as an overview of and topical guide to natural-language processing:
References
- ↑ F. Huber, “Contextualising the Role of Extra-Firm Personal Networks as a Source of Work-Related Knowledge,” Organisational Learning, Knowledge and Capabilities (OLKC) Conference, Hull, UK, 2011
- ↑ Delmonte, A.J. and Aronson, J.E. (2004) ‘The relationship between social interaction and knowledge management system success’, Journal of Knowledge Management Practice, Vol. 5.
- ↑ Penny Edwards, (2009), Role of social software and networks in knowledge management. http://www.headshift.com/our-blog/2009/09/14/role-of-social-software-and-ne/ Retrieved 2012-11-03
- ↑ Wilson, T.D. (2002) ‘The nonsense of ‘knowledge management’ Archived 2017-12-26 at the Wayback Machine , Information Research, Vol. 8, No. 1, p. 144.
- ↑ Siemens, G. (2006) Knowing Knowledge Archived 2008-07-04 at the Wayback Machine , Lulu.com, ISBN 978-1-4303-0230-8.
- ↑ M. A. Chatti, M. Jarke, D. Frosch-Wilke, The future of e-learning: a shift to knowledge networking and social software, International Journal of Knowledge and Learning, Vol. 3, No. 4. (2007)
- ↑ Cross, J. (2003) ‘Informal learning – the other 80%’, Internet Time Group.
- ↑ Cross, J. (2005) ‘Educating ourselves at emerging’, Internet Time Blog.
- ↑ Naeve, A. (2005) ‘The human semantic web – shifting from knowledge push to knowledge pull’, International Journal of Semantic Web and Information Systems (IJSWIS), Vol. 1, No. 3, pp. 1–30.