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Learning and Knowledge Management Methodology
Learning and Knowledge Management Methodology
management
The learning methods consists of complex problem solving coupled with completing
procedures that match authentic set of tasks. When it comes to delivery or implementation,
the tasks are practiced and performed by the learners in real or simulated environments,
while the level of support diminishes as the learner progresses. Task complexity also
increases within each level as the learners progress; however, each level of complexity adds
additional supportive information. This learning platform allows the learners to navigate the
increasingly complex learning environment by being supported by just-in-time external
support; in addition to the learners own increasing skill-set.
Merrinboer, Clark, and Croock (2002) wrote that the 4C/ID-model, addresses at least three
deficits in previous instructional design models. First, the 4C/ID-model focuses on the
integration and coordinated performance of task-specific constituent skills rather than on
knowledge types, context or presentation-delivery media. Second, the model makes a critical
distinction between supportive information and required just-in-time (JIT) information (the
latter specifies the performance required, not only the type of knowledge required). And third,
traditional models use either part-task or whole-task practice; the 4C/ID model recommends
a mixture where part-task practice supports very complex, whole-task learning."
1. Learning Tasks concrete, authentic, whole task experiences that are provided
to learners in order to promote schema construction for non-recurrent aspects and,
to a certain degree, rule automation by compilation for recurrent aspects.
Instructional methods primarily aim at induction, that is, constructing schemata
through mindful abstraction from the concrete experiences that are provided by the
learning tasks.
Design steps:
Design steps:
Closely related to the presentation methods are two strategies for helping the learners to
learn:
The two approaches for presenting content and the two learning strategies gives us four
instructional design methods:
It is best used if they have some experiences with concrete examples or cases that enable
them to understand the general information and a deep level of understanding is not
required. It works for simple declarative knowledge, such as facts and simple concepts and
models.
This method works best when the learners have little or no experience with concrete
examples or cases and their knowledge consists mostly of:
It is normally a time consuming strategy; however, it is probably one of the best method for
reaching a deep level of understanding. To reduce the amount of time it takes, use some
leading questions, which makes it a guided discovery learning method rather than strictly
exploratory.
This method works best with strategic knowledge, such as heuristics and systematic
approaches to problem solving.
This method normally provides the learners with a deeper understanding than the deductive-
expository method, but is not as good as the inductive-inquisitory method, thus it provides a
middle-of-the-road method.
This also works best for simple declarative knowledge, such as facts and simple concepts
and models.
This strategy fits in with whole-task practice in complicated tasks that have many parts. That
is, once the learners have used the other three methods for learning the parts of a task, use
this method to bring the whole task together.
This method also works best with strategic knowledge, such as heuristics and systematic
approaches to problem solving.
5. References
van Merrinboer, J. J. G., Clark, R. E., de Croock, M. B. M. (2002) Blueprints for complex
learning: The 4C/ID-model. Educational Technology, Research and Development, 50 (2);39-
64, DOI: 0.1007/BF02504993
Top-Down
Training Content Developers
User Acceptance
Define scope
Validation
Design & Develop
Performance support content
Bottom-up
1.Analysis
Activities:
Specify domain (focus area);
Define processes within the domain;
Define activities within the process;
Define deliverables related to the process / activity;
Services;
Products;
Analyse process dimensions (Type, Impact, Complexity);
Focus on primary, critical and complex processes;
Define resources related to the process;
Actors / Roles;
Systems;
Materials;
Information / Knowledge;
Analyse general resources;
Analyse actor / roles in terms of competencies;
Define relevant issues.
Activities:
Analyse project characteristics;
Define constraints per project type;
Analyse project approach / methodology.
Deliverables:
Project characteristics ;
Project constraints.
2. Scope
The deliverables of the analysis phase are input for the content development. In this activity
the scope is defined, so the development activities will be executed within time and budget.
Activities:
Develop process flow as image;
Develop performance support content like: procedures, best practices, issues, etc.;
Develop templates;
Make performance support accessible in the portal;
Make references between performance support components
Deliverables:
Portal with performance support
Activities:
Specify curriculum design;
Specify content design;
Specify instruction design;
Design glossary of concepts;
Design test items;
Design resources;
Design hierarchical folder structure for the resources.
Deliverables:
Curriculum design;
Content design.
Activities:
Develop learning tasks;
Task introduction;
Multiple choice questions (with answers and feedback);
Assignments;
Practice case;
Develop glossary;
Develop resources (background information);
Make references to glossary items and resources from the learning tasks;
Develop the learning course introduction.
Deliverables:
Learning tasks;
Glossary;
Resources in a hierarchical structure.
4. Acceptance
In the acceptance activity the deliverables are validated. The test result can be input for a
new version of the educational and performance support content.
Validation
The developed educational content and the performance support will be validated. Based on
the specifications, requirements and the acceptation criteria the deliverables of the design &
Development activity are validated.
User Acceptance
After the validation a user acceptance test can be initiated in order to get feedback of the end
user actors.
5. Delivery Phase
This phase will specify the organization of the mid office for delivery.
Training
5.1. Scope
Deliverables:
Active learning course
Deliverables:
Reviews;
Knowledge types.
6. Evaluation Phase
Evaluation Phase
Evaluation
Evaluation
Activities:
Evaluate implementation for the local context
Evaluate implementation for use in a broader / generic context
Define next steps / plateaus
subscription
intake assessment
learning and coaching
content development
examination and certification
reporting and archiving
In order to describe the context, a number of departing points are described. In most cases
further decision making on the scope is necessary in order to create a final plan of action in
terms of activities and deliverables.
The Academy selects, trains manages and supports TPs.; in order to manage these
processes for every TP a learning environment will be configured on the internet, so
that the Academy has an overview of all TPs and can add and replace TPs when
needed. A TP only has access to its own learning environment. A central support
desk will be installed by Academy and de-central support desks by the TPs
(supported by the ICT-application).TPs access the central support desk; clients can
access the TPs support desk.
The Academy allocates clients to TPs or TPs allocate clients, while the Academy
has access to all information about clients. So, on beforehand there is a TP available
for all client groups. Clients would subscribe or assign the information of learners via
a simple Excel template, which can be imported into the learning environment.
Blended learning
The dominant learning modalityor instructional strategy for training the trainers is
blended learning: e-learning combined with workshop or instructor led training. This is
true too for end users, where blended learning is the starting point, however a trainer
may go for completely instructor led in case there is a need (no access to computers
or no computer literacy, language problems or even in case of for instance
management training that given the complexity a workshop based approach is
preferred). In general especially the development of knowledge can be conveyed
quite well with e-learning, while skills development and behavior / culture
development are conveyed preferably via a workshop based approach.
In addition to the formal learning process informal learning and action learning can be
supported, so we have 3 learning modalities:
Formal learning
Informal learning
Action learning
This option is available in case projects create and share for instance cases, best
practices and issues in a project context. Also coaching and mentoring can be
supported. In addition advice and support functionalities in the portal can support
the action learning process.
The intake of Learners, as well TPs as end users, can be supported by:
In case of blended learning (regarding classroom sessions) or instructor led, one can
choose from a list of available classroom sessions by selecting place/date/time for the
event. (the supervisor of the course defines the maximum number of participants; the
planning system closes an event when full, but this can be overruled by the
supervisor).
In principle one could also present classroom based sessions via the internet, so in
the form of a virtual classroom. (with presentation and interaction possibilities).
Presentations can be recorded and played afterwards (this demands for a higher level
of bandwidth then regular e-learning).
As well during or after the training process coaching interventions can be supported
by:
Planning the intervention
Making comments by the coach
Grading
Uploading documents (i.e. assignments or reports)
There are 4 certification and examination options: (for as well the training providers as
the end users)
Official examination or certification via a central examination solution
The Academy can develop and maintain an examination facility making use of an
assessment system (QuestionMark Perception as part of the overall learning
environment. The Academy develops and maintains an item bench and based on the
curriculum generates central examinations as:
o Closed examination, with multiple choice, multiple selects,
matching , drag and drop and other question types with automatic
grading
o Open questions or assignments: to be reviewed by an assessor
o Combination of open and closed
The item bench is structured according to topics; by randomly selecting from these topics
and presenting answers in different sequences a high level of unpredictability is
guaranteed in the structure and content of the examination, especially if there are enough
items.
A candidate has to go to a place where he can identify himself or where a manager in the
working environment also logs in as proof of identification.
Certificate with test
One can get a certificate after one has done a number of assignments in the
e-learning mode, with registration of answers but without assessment. This is
just a confirmation of having done the course assignments (one can review the
answers, so there is the option of not accepting the assignment afterwards).
Verbal examination
A candidate has an interview with an assessor; the assessor documents the
outcomes in the learning environment as proof of evidence.
The Academy develops and maintains train-the-trainer and end-user materials; TPs
can add their own materials in their learning environment; there are options for
sharing content, whereby the central organization operates as a Trusted Third Party,
managing and protecting intellectual property rights of all partners.
Logistics
The TPs organize the training processes in terms of subscription, intake, planning,
training, coaching, certification themselves also by making use of the internet based
learning & learning management environment
Registration
In all learning modalities there has to be some form of registration and reporting of
activities possible (which are supported by the learning management system, so
Academy can monitor activities of the TPs, next to physical inspection):
the minimum is registration of presence
registration by a trainer of activities during the workshop
assignments done in a workshop
in the e-learning modality everything is automatically registered
Reporting
Client management can get access to all registered information via the internet
about activities of learners and TPs. ( here privacy aspects might be relevant,
especially in case of archiving)
Contract management
Financial management
Quality management
Target audiences
There are in general different target audiences, this has to be elaborated per project.
A model describing knowledge processes as they are available for users (9 knowledge
services for users) addressing the WHAT
a model for organizational development as a reference for defining the needs (8 aspects of
organizational development) , addressing the needs (WHY)
a model for knowledge management (KM) solutions development , including a method for
managing the analysis, design, development and implementation processes (7 phases of
solutions development), addressing the HOW to do it.
The combination of the three models in which one relates WHY, WHAT and HOW is introduced as the
framework for knowledge management.
6. Services
The organizational development model is the reference model for identifying needs.
Distinguishing between the upper or formal level and the bottom or informal level of the organization
and the intermediate level of interaction between the two levels, one gets a model of 3*3 knowledge
services.
All knowledge services for users are supposed to be put into one or more of these containers.
This means that an analysis of the 8 components of the organizational model (why) leads to solutions
in one or more of the 9 knowledge services. (what)
Having analyzed the needs and possible knowledge services at a global level, knowledge
management solutions development will demand for a detailed analysis, design and development
process.
KM processes
KM infrastructure:
KM Method: 7 phases to be applied per KM program or KM project
Given the framework a strategy can be developed. The proposed strategy is to implement knowledge
management in possibly overlapping plateaus if one addresses local government:
1. Knowledge management in each of the directorates plus the domain of democratic participation
2. Knowledge management across directorates, especially relevant in projects and programs
3. Knowledge management across local, district, provincial, national government
4. Knowledge management with other external partners
The implementation is organized around stakeholders focusing on why, what and how:
Why?
Executive management sets the scope and evaluates outcomes of the implementation
What?
KM champions define and manage what has to be achieved (employees who are driving the initiative
in terms of project and process management)
How?
KM development teams develop and implement the solutions based on good project management and
In order to make a start with the first ambition level a knowledge management strategy can be defined
by analyzing needs with the organizational development model applied to the knowledge services.
The assessment of existing knowledge services can start from three different entry points:
From knowledge accessibility perspective:
Methods and standards (1): are methods and standards up-to-date and practical?
Support and help desk (2): is structured support available and can it be improved?
Action learning (8): Does team learning take place based current on services, projects,
programs
In the next phase one can assess within the informal organization, scenarios for improvement starting
with informal knowledge sharing, and via structuring creating best practices, setting up communities of
practice (5), in interaction with action learning (8) and structured support (2). Finally validation of
structured knowledge (4) can lead to updates in methods, standards and competency models.
Human resources: learning management and learning environment with Recognition of Prior
Learning, personal development plan, coaching and certification
Project management: knowledge base to be filled with generic methods (project management,
program management, change management, quality management)
Knowledge security is managed by making all information accessible or hidden on the basis of ones
user profile.
The knowledge portal is initially empty (filled with a few examples), and can gradually be filled with
content. Optional is content of the knowledge portal also to be provided via mobile phones, i.e. content
of knowledge bases or simple learning content.
The methodology comprises seven phases and four abstraction levels. (see the V-model in the figure)
Most development is incremental going from business context analysis, to services and product design
and development of ICT and content.
The publishing phase also evaluates the product design (is this the product we designed?). The
implementing phase evaluates the services design (is this the context and the type of use we were
foreseeing?) The enhancing phase evaluates the initial business context analysis (did this service
bring the improvement with regard to the specified business and human performance indicators)
2. Services design
3. Product design
Product design is decomposed into:
ICT design, in ICT terms the functional design
the structuring of the content (information design)
description of different presentation/ interaction modalities (interaction design) on the basis of
an overall user interface design
the design of multi media components such as graphics, animations, audio, video (multi media
design)
the detailed description of the content
The modelling of the content consisting of the structuring and the detailed description is the outcome
(or compromise) of a joint activity of preferably:
a subject matter expert with a strong not only on relevancy but also on completeness,
correctness and typicality
a (super) user with a focus on relevance, variety, communication and typicality
a knowledge engineer with a focus on relevancy, structure and communication and
presentation aspects (see figure)
4. Product development
Content development
Content development is primarily a matter of creative as well as structured writing, so it is hard work
and authors have to be facilitated as much as possible. Therefore content development and
integration are supported by structure and content editors. The content development process is
organized on the basis of a pre-defined authoring and approval process.
5. Publishing
The pilot testing criteria are derived from the product specifications as described in the product design.
The design process followed the steps knowledge creation, knowledge validation, knowledge
integration and knowledge transfer. One can evaluate with (pilot) users all these aspects.
Because as well pilot testing as full publishing demands for fast responses to unclarities and
inconsistencies in content, one must already be prepared for content updates. In this phase one can
therefore also test the most appropriate methods, techniques and tools for content editing and content
management.
6. Implementation
Implementation issues are initially derived from the context description in the services design.
One could see the implementation process as the integration of:
a change management process consisting of:
communicating the vision, models and strategy
educating the how and what of knowledge management
coaching the way of applying it in practice
leadership, showing the attitude of knowledge sharing
7. Enhancement
After implementation projects often stop. However due to evaluations of usage or external factors such
as a change in strategy or business processes a need may arise for adapting and enhancing the
products and services.
A minimum demand for being able to adapt and enhance are:
well defined maintenance and evaluation methods and techniques
maintenance tools
people being available and competent
Enhancement reflects back to the performance indicators and business goals as identified in the
business context analysis.
Enhancement can be triggered by regular quick scans or audits.
Colofon