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January 24, 2004


Pal Bbhogal

I would suggest that one of the most comprehensive illustrations on the knowledge cycle is still that presented by Nonaka and Takeuchi. If you would like a summary of it, send me an email.

Swinitha Nawana

I agree that knowledge and learning increases when they occur in community, when there is the opportunity (and trust) to question, receive critique, view and interact in diverse ways with diverse groups. But, KM is not about new knowledge. From past knowledge and experience new knowledge can be innovated. This depends on the recipients, on how they use knowledge. Also, technology is the enabling tool. KM happens without technology.
Boundary between knowledge and information : Codified knowledge becomes information.

David Locke

Teaching may pass on knowledge and it may not. DL and eL and multimedia and any other teaching construct only incidentially passes on knowledge if the content happens to contain knowledge, otherwise all that is being offered is information. Any alleged value from this is going to be incidental. You will not create knowlege by holding a class.

The use of prototypes is good because they capture implicit knowlege without explication, but that doesn't mean that you will necessarily capture implicit knowledge. Comparing writing and prototypes is to compare again the boundary between knoweldge and information.

The problem with all these schemes is that they only incidentally, and accidentally capture knowledge or convey knowledge. Is that the best we can do? Apparently.

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