Knowledge management (KM) is the collection of methods relating to creating, sharing, using and managing the knowledge and information of an organization. It refers to a multidisciplinary approach to achieve organizational objectives by making the best use of knowledge.
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.
Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs".
IDEF, initially an abbreviation of ICAM Definition and renamed in 1999 as Integration Definition, is a family of modeling languages in the field of systems and software engineering. They cover a wide range of uses from functional modeling to data, simulation, object-oriented analysis and design, and knowledge acquisition. These definition languages were developed under funding from U.S. Air Force and, although still most commonly used by them and other military and United States Department of Defense (DoD) agencies, are in the public domain.
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).
Asynchronous learning is a general term used to describe forms of education, instruction, and learning that do not occur in the same place or at the same time. It uses resources that facilitate information sharing outside the constraints of time and place among a network of people. In many instances, well-constructed asynchronous learning is based on constructivist theory, a student-centered approach that emphasizes the importance of peer-to-peer interactions. This approach combines self-study with asynchronous interactions to promote learning, and it can be used to facilitate learning in traditional on-campus education, distance education, and continuing education. This combined network of learners and the electronic network in which they communicate are referred to as an asynchronous learning network.
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.
Enterprise content management (ECM) extends the concept of content management by adding a timeline for each content item and, possibly, enforcing processes for its creation, approval, and distribution. Systems using ECM generally provide a secure repository for managed items, analog or digital. They also include one methods for importing content to manage new items, and several presentation methods to make items available for use. Although ECM content may be protected by digital rights management (DRM), it is not required. ECM is distinguished from general content management by its cognizance of the processes and procedures of the enterprise for which it is created.
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'.
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.
A network-centric organization is a network governance pattern which empowers knowledge workers to create and leverage information to increase competitive advantage through the collaboration of small and agile self-directed teams. It is emerging in many progressive 21st century enterprises. This implies new ways of working, with consequences for the enterprise’s infrastructure, processes, people and culture.
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.
An instructional simulation, also called an educational simulation, is a simulation of some type of reality but which also includes instructional elements that help a learner explore, navigate or obtain more information about that system or environment that cannot generally be acquired from mere experimentation. Instructional simulations are typically goal oriented and focus learners on specific facts, concepts, or applications of the system or environment. Today, most universities make lifelong learning possible by offering a virtual learning environment (VLE). Not only can users access learning at different times in their lives, but they can also immerse themselves in learning without physically moving to a learning facility, or interact face to face with an instructor in real time. Such VLEs vary widely in interactivity and scope. For example, there are virtual classes, virtual labs, virtual programs, virtual library, virtual training, etc. Researchers have classified VLE in 4 types:
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.
A social learning network (SLN) is a type of social network that results from interaction between learners, teachers, and modules of learning. The modules and actors who form the SLN are defined by the specific social learning process taking place.
