2009
Volker Braun, David Czech, Benjamin Fletschinger, Silke Kohler, Verena Lüber
Motivation und Anreize in informellen Lernprozessen beim Thema Wissensmanagement
Project thesis, Pforzheim University of Applied Sciences, 2009
Sally-Anne Barnes, Jenny Bimrose, Alan Brown, Daniela Feldkamp, Andreas Kaschig, Christine Kunzmann, Ronald Maier, Tobias Nelkner, Alexander Sandow, Stefan Thalmann
Knowledge Maturing at Workplaces of Knowledge Workers: Results of an Ethnographically Informed Study
In: 9th International Conference on Knowledge Management (I-KNOW '09), Graz, Austria, 2009, pp. 51-61
Abstract Maturity models are popular instruments used, e.g., to rate capabilities of maturing elements and select appropriate actions to take the elements to a higher level of maturity. Their application areas are wide spread and range from cognitive science to business applications and engineering. Although there are many maturity models reported in scientific and non-scientific literature, the act of how to develop a maturity model is for the most part unexplored. Many maturity models simply – and vaguely – build on their, often well-known, predecessors without critical discourse about how appropriate the assumptions are that form the basis of these models. This research sheds some light on the construction of maturity models by analysing 16 representative maturity models with the help of a structured content analysis. The results are transformed into a set of questions which can be used for the (re-)creation of maturity models and are answered with the help of the case example of a knowledge maturity model. Furthermore, a definition of the term maturity model is developed from the study’s results.
Tobias Nelkner, Johannes Magenheim, Wolfgang Reinhardt
PLME as a Cognitive Tool for Knowledge Achievement and Informal Learning
In: Arthur Tatnall and Anthony Jones (eds.): Education and Technology for a Better World, World Conference on Computer in Education vol. , Springer, 2009, pp. 378-387
Abstract Since 2003 the research on Personal Learning Environments has increased. These environments support problem based, situated and informal learning in social networks within organisations and educational institutions and in subject related communities. The EU project MATURE enhanced this idea with the concept of a Personal Learning and Maturing Environment (PLME), which shall support and foster learning and knowledge maturing. In this paper, we present a model that describes the maturing of knowledge and informal learning. Based on an example of changing a university study course, we present the personal, community and organisational perspective on knowledge maturing and informal learning. This leads to a derivation of requirements for a PLME implementation.
2008
Andreas Schmidt
MATURE: Den Wissensreifungsprozess in Unternehmen verbessern
In: Marlies Ockenfeld (eds.): Verfügbarkeit von Informationen - 30. Online-Tagung der DGI / 60. Jahrestagung der DGI. Frankfurt am Main, 15. - 17. Oktober 2008, Proceedings, 2008
Andreas Schmidt, Knut Hinkelmann, Stefanie Lindstaedt, Tobias Ley, Ronald Maier, Uwe Riss
Conceptual Foundations for a Service-Oriented Knowledge & Learning Architecture: Supporting Content, Process, and Ontology Maturing
In: 8th International Conference on Knowledge Management (I-KNOW 08), Graz, 2008
Abstract The knowledge maturing model views learning activities as embedded into, interwoven with, and even indistinguishable from everyday work processes. Learning is understood as an inherently social and collaborative activity. The Knowledge Maturing Process Model structures this process into five phases: expressing ideas, distributing in communities, formalizing, ad-hoc learning and standardization. It is applicable not only for content but also to process knowledge and semantics. In the MATURE IP two toolsets will be develop that support the maturing process: a personal learning environment and an organisation learning environment integrating the levels of individuals, communities and organisation. The development is guided by the SER theory of seeding, evolutionary growth and reseeding and is based on generally applicable maturing services.
2007
Simone Braun, Andreas Schmidt
Wikis as a Technology Fostering Knowledge Maturing: What we can learn from Wikipedia
In: 7th International Conference on Knowledge Management (IKNOW '07), Special Track on Integrating Working and Learning in Business (IWL), 2007
Abstract The knowledge maturing theory opens an important macro perspective within the new paradigm of work-integrated learning. Especially wikis are interesting socio-technical systems to foster maturing activities by overcoming typical barriers. But so far, the theory has been mainly based on anecdotal evidence collected from various projects and observations. In this paper, we want to present the results of a qualitative and quantitative study of Wikipedia with respect to maturing phenomena, identifying instruments and measures indicating maturity. The findings, generalized to enterprise wikis, open the perspective on what promotes maturing on a method level and what can be used to spot maturing processes on a technology level.
Andreas Schmidt
Microlearning and the Knowledge Maturing Process: Towards Conceptual Foundations for Work-Integrated Microlearning Support
In: Martin Lindner and Peter A. Bruck (eds.): Micromedia and Corporate Learning. Proceedings of the 3rd International Microlearning 2007, Innsbruck, Austria, June 2007, Innsbruck University Press, 2007, pp. 99-105
Abstract As a response to the new flexibility in work environments, work-integrated learning on demand is an appropriate form of learning which is in line with microlearning ideas. But in a world of microcontent, we need to consider that not all content is appropriate for everybody. The knowledge maturing process allows for distinguishing between different levels of maturity, and technical learning support based on the maturity level can provide automated guidance to make microlearning more efficient.
Ronald Maier, Andreas Schmidt
Characterizing Knowledge Maturing: A Conceptual Process Model for Integrating E-Learning and Knowledge Management
In: Norbert Gronau (eds.): 4th Conference Professional Knowledge Management - Experiences and Visions (WM '07), Potsdam, GITO, 2007, pp. 325-334
Abstract Knowledge management and e-learning both attempt to support learning and knowledge transfer in organizations. However, they aim at knowledge of different degrees of maturity. Central hypothesis of this paper is that the approaches can be integrated on the basis of a process that explicitly aims at designing the transitions of knowledge along varying degrees of maturity. The knowledge maturing process is presented as a conceptual model for explaining and analyzing disruptions in the inter-individual flow of knowledge within organizations. These disruptions can be attributed to a fragmented systems landscape and separated organizational units that foster knowledge of different degrees of maturity. The paper presents criteria for a characterization of this process model and discusses its implications for the design of learning support systems.
Hans-Jörg Happel, Andreas Schmidt
Knowledge Maturing as a Process Model for Describing Software Reuse
In: 4th Conference Professional Knowledge Management - Experiences and Visions (WM '07), Potsdam, Workshop on Learning Software Organizations (LSO 07), GITO, 2007, pp. 155-164
Abstract Software reuse has become a major topic in software engineering since reusing artifacts has an important effect on the cost and quality of software products. Accordingly, understanding and managing the mechanisms of software reuse is important for every organization that develops software. In this paper we describe a knowledge maturing process in software engineering and use it to analyze two cases of reusable software artifacts. We argue that the "reusability" of a software artifact is not just an immanent property of the artifact itself, but depends on the "maturity" of the knowledge the artifact embodies. We show that the notion of knowledge maturing can serve as a useful lens for understanding reuse processes and suggest further investigations towards a more holistic concept of reusability.
2005
Andreas Schmidt
Knowledge Maturing and the Continuity of Context as a Unifying Concept for Knowledge Management and E-Learning
In: Proceedings of I-KNOW 05, Graz, Austria, 2005
Abstract Although both e-learning and knowledge management are about facilitating learning in organization, the major obstacle to bring both of them together can be traced back to different paradigms of learning, resulting from the different nature of the knowledge they are dealing with. In this paper, a knowledge maturing process is presented to illustrate the change of nature and the discontinuities. This lays the foundation for a better understanding. In order to overcome the discontinuities, the consideration of context is proposed, which offers the required continuity.
