Abstract
Knowledge management is a critical activity for any organization. It has been said to be a differentiating factor and an important source of competitiveness if this knowledge is constructed and shared among its members, thus creating a learning organization. Knowledge construction is critical for any collaborative organizational learning environment. Nowadays workers must perform knowledge creation tasks while in motion, not just in static physical locations; therefore it is also required that knowledge construction activities be performed in ubiquitous scenarios, and supported by mobile and pervasive computational systems. These knowledge creation systems should help people in or outside organizations convert their tacit knowledge into explicit knowledge, thus supporting the knowledge construction process. Therefore in our understanding, we consider highly relevant that undergraduate university students learn about the knowledge construction process supported by mobile and ubiquitous computing. This has been a little explored issue in this field. This paper presents the design, implementation, and an evaluation of a system called MCKC for Mobile Collaborative Knowledge Construction, supporting collaborative face-to-face tacit knowledge construction and sharing in ubiquitous scenarios. The MCKC system can be used by undergraduate students to learn how to construct knowledge, allowing them anytime and anywhere to create, make explicit and share their knowledge with their co-learners, using visual metaphors, gestures and sketches to implement the human-computer interface of mobile devices (PDAs).
Highlights
Knowledge management (KM) theories identify two types of knowledge: explicit and tacit
In order to answer this question we evaluate if the design principles of MCKC, which were described and analyzed in the conceptual model in Section 3 were fulfilled by the resulting application
Information generated and used during meetings with MCKC was accessible for the meeting, contrary to the paper sheets which were managed by only some of the control group members which were not shared during a meeting
Summary
Knowledge management (KM) theories identify two types of knowledge: explicit and tacit. Tacit knowledge resides in someone’s mind and it is difficult to externalize because it is not structured enough [1,2]; it needs a certain social context in order to be interpreted [3]; or it is difficult to represent [4]. Nonaka and Takeuchi [5] proposed the socialization, externalization, combination, internalization (SECI) model in order to convert tacit knowledge into explicit in the so called knowledge construction (KC) process. As opposed to explicit knowledge, it might be very difficult to share tacit knowledge. Knowledge construction is an important factor in collaborative learning [6], especially from the constructivist learning theory point of view [7]
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