Abstract
The concentration of practical knowledge and experiential knowledge in the form of collective intelligence (the wisdom of the crowd) is of interest in the area of skill transfer. Previous studies have confirmed that collective intelligence can be formed through the utilization of video annotation systems where knowledge that is recalled while watching videos of work tasks can be assigned in the form of a comment. The knowledge that can be collected is limited, however, to the content that can be depicted in videos, meaning that it is necessary to prepare many videos when collecting knowledge. This paper proposes a method for expanding the scope of recall from the same video through the automatic generation and simultaneous display of related words and video scenes. Further, the validity of the proposed method is empirically illustrated through the example of a field experiment related to mountaineering skills.
Highlights
The transfer of the practical and experiential knowledge of skilled practitioners is recognized as a challenge in a variety of fields such as manufacturing, nursing, industry, and sports (Polanyi, 1966; Gan & Zhu, 2007)
The above results demonstrate that it was possible to collect the experiential and practical knowledge of mountaineers in both the case of the normal video linked bulletin board where related words were not displayed and the case where related words were displayed simultaneous to the video being played back
The percentage of category D comments rose from 3% in Round 1 to close to 8% in Round 2. These results demonstrate that displaying related words on the video in Round 2 expanded the scope of recall past that which was depicted in the video scene itself
Summary
The transfer of the practical and experiential knowledge of skilled practitioners is recognized as a challenge in a variety of fields such as manufacturing, nursing, industry, and sports (Polanyi, 1966; Gan & Zhu, 2007). The SECI model (Nonaka & Takeuchi, 1995) is known as one way of representing the process whereby the tacit knowledge of organization members is codified (made explicit) and further knowledge is created in the continuous process of knowledge discovery and sharing. In this model, there are two types of knowledge (tacit and explicit), and new knowledge is created through the repeated process of tacit knowledge being transformed into explicit knowledge and explicit knowledge being subsequently transformed into new tacit knowledge. The proactive utilization of video content has been shown to be effective in the context of advanced skills and practical knowledge and the skills required for social activities that cannot be expressed fully in words alone
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