Knowledge Artefact Research Articles

Productive online interactions for developing the impact of continuous learning

ABSTRACT This study investigated the possibilities of productive interactions during knowledge creation exercise in facilitated knowledge-artefact-mediated online workshops. The workshops were organised for health and social sector professionals by adhering to COVID-19 restrictions. The analysis focused on the discussion of the impact of professional specialisation education programmes, which was the object of development activity to enhance continuous learning in working life. Multi-professional online discussions from three workshops were analysed by applying the categories of productive interaction (Damşa, C. I. (2014). The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration. International Journal of Computer-Supported Collaborative Learning, 9(3), 247–281. https://doi.org/10.1007/s11412-014-9193-8) based on the knowledge creation (KC) approach. Different types of productive interactions were explored. Particularly, generative collaborative actions for expanding the understanding of the impact of education programmes were developed through the speaking turns. The facilitator’s role and the knowledge artefact mediation were found to be crucial for productive interaction. Online work, even for the development of demanding objects of activity, can thus be productive and capable of generating ideas across professional borders.

Shape the EU future citizen. Environmental education on the European Green Deal

The Green SCENT project aims to educate European citizens to acquire green skills within the eight Focus Areas identified by the EU Green Deal Communication. The funded project involves 15 partners from 10 European countries. The very first outcome of the project is to build a competence framework for shaping the future environmental education of European citizens. The task specifically involved 13 researchers, organised into 8 teams (one for each focus area addressed by the Green Deal communication) who worked on the project for approximately 11 months (January to November 2022). The aim of the project described in this study was to establish competences, and their specificities in terms of knowledge, skills and attitudes, creating a competence framework on sustainability issues and incorporating the feedback and insights of stakeholders by placing them as co-creators. From the developed competence framework, an interactive knowledge graph of competences was created as a practical tool to present and exploit the competence framework. This was then used to incorporate the bottom-up perspective and open up a discussion on research that hitherto had a top-down scientific approach only with competence elicited from literature data. In this paper the identified competences for the focus areas of Circular Economy, Clean Energy and Smart Mobility are used as case study. The main objective of this paper is to highlight the importance of innovative stakeholder contributions obtained through the Delphi study, the workshops and the assemblies with citizens of all ages, backgrounds and educational levels. The ultimate knowledge artefact consists of more than 120 competences articulated in over 2500 knowledge, skills and attitude descriptions.

Experiences of Creating Computable Knowledge Tutorials Using HL7 Clinical Quality Language.

Computable knowledge artefact development is challenging and often culminates in the development of unique single usage solutions. Libraries of computable knowledge artefacts have the possibility to enhance the Learning Health System in order to improve the benefits of innovation and the decision making of clinicians. This paper aims to discuss the process of creating the use cases and the tutorial material that would enable students to both understand how the interaction between the dataset and the outcome occurs as well as how HL7 Clinical Quality Language can be used to create artefacts of re-usable code.

A Conceptualisation of Crowd Knowledge

Propelled by digitalisation, crowd knowledge (CK) has gained popularity alongside a plurality of related crowd-based concepts (crowdsourcing, wisdom of crowds and collective intelligence), resulting in an inconsistent understanding of the terms and their application. Based on a structured literature review, we conceptualise CK and develop a formal definition, which is then evaluated using knowledge artefacts on different crowd-related platforms and differentiation criteria in relation to participants, context, purpose and process. The paper posits that CK is conceptually different from related concepts, due to its dynamic nature and its instantiation in the form of a CK knowledge artefact which requires a specific context and a unique knowledge-creation process. Furthermore, we discuss how the concept of CK and its associated artefact relates to established knowledge management concepts such as knowledge assets and the flow of CK in the epistemological differentiation of knowledge into tacit and explicit elements. The article contributes to the formal conceptualisation of crowd-based concepts and therefore improves understanding of existing implementations and supports the prudent design of future systems.

Assessing knowledge management system maturity level of teacher professional competence

Improving the teacher competence is the most important thing to improve the quality of national education. Indonesia Government regulates the teacher professional competence so it can be measured and evaluated. Knowledge Management System has been widely implemented in schools to improve the effectiveness of learning. However, it is not specifically for teacher professional achievement. This paper presents the assessment process to measure the maturity level of Knowledge Management System for Senior High School Program in Lab schools UPI. The assessment of maturity level is based on five elements of Knowledge Management System i.e. Organization, Knowledge Management Process, Knowledge Management Technology and Knowledge Artefact. 3T Frameworks was used to measure maturity level of Knowledge Management System.

Kairotic and chronological knowing: diabetes logbooks in-and-out of the hospital

PurposeThe paper reflects on the role of knowledge artefacts in the patient-provider relationship across the organisational boundaries of the clinical setting. Drawing on the analysis of the diabetes logbook, the purpose of this paper is to illustrate the role of knowledge artefacts in a fragmented system of knowledge through the study of two distinct practices: “logbook compiling” and “consultation in the surgery”.Design/methodology/approachThe theoretical framework of analysis is rooted in the tradition of practice-based studies which envisions knowledge as the emerging, precarious and socially constructed product of being involved in a practice. The paper follows a designed qualitative research, conducting semi-structured interviews, participant observation and artefact analysis.FindingsThe knowledge artefacts support different and partially irreducible forms of knowledge. Knowing-in-practice is accomplished by means of different activities which contribute to the reshaping of the knowledge artefact itself. The analysis of the “knowledge artefact-in-use” reveals that different actors (doctors and patients) adopt two different perspectives when investigating the chronic condition. Clinicians are interested in a chronological representation of patient data while patients and families are interested in making sense of specific situations, adopting a kairotic perspective (Kairos: the right moment) that emphasises the instant in which something significant for someone happens.Originality/valueThe analysis of the knowledge artefacts-in-use has a twofold outcome. On one hand, it illustrates the mutual shaping of knowing, artefacts and practices. On the other hand, it shows how knowledge artefact can become pivotal resources in a fragmented system of knowledge.

Are clinical documents optimised for patient safety? A critical analysis of patient safety outcomes using the EDA error model

Iatrogenic errors and patient safety in clinical processes are an increasing concern. The quality of process information in hardcopy or electronic form can heavily influence clinical behaviour and decision making errors. Little work has been undertaken to assess the safety impact of clinical process planning documents guiding the clinical actions and decisions. This paper investigates the clinical process documents used in elective surgery and their impact on latent and active clinical errors. Eight clinicians from a large health trust underwent extensive semi-structured interviews to understand their use of clinical documents, and their perceived impact on errors and patient safety. Samples of the key types of document used were analysed. Theories of latent organisational and active errors from the literature were combined with the EDA semiotics model of behaviour and decision making to propose the EDA Error Model. This model enabled us to identify perceptual, evaluation, knowledge and action error types and approaches to reducing their causes. The EDA error model was then used to analyse sample documents and identify error sources and controls. Types of knowledge artefact structures used in the documents were identified and assessed in terms of safety impact. This approach was combined with analysis of the questionnaire findings using existing error knowledge from the literature. The results identified a number of document and knowledge artefact issues that give rise to latent and active errors and also issues concerning medical culture and teamwork together with recommendations for further work.

Nobody says no: Student self-censorship in a collaborative knowledge building activity

This paper explores student self-censorship within an online learning environment. Self-censorship in group activity can be seen as a two-edged sword. While it can be advantageous that a student censor personal frustration and angst when working with others, if the self-censorship impacts on the cognitive contribution a student makes then this may significantly impact upon the overall quality of the group’s collective knowledge artefact. This paper reports on a study where it was found that students had self censored both their feelings and ideas as they collaboratively worked together.

A comparative analysis of the evolution of a taxonomy for best practices: a case for ‘knowledge efficiency’

AbstractTaxonomies play an increasingly important role in knowledge management of business best practices, providing a basis by which to index, find and communicate knowledge. However, knowledge continues to evolve over time. As a result, taxonomies must also continue to evolve as organizations innovate and change.Reportedly, firms customize best‐practice taxonomies to meet their unique organization needs. Accordingly, we might expect organizations to generate dissimilar best‐practice taxonomies. However, taxonomies must also reflect the state of knowledge in the area being categorized, and thus are likely to be similar in many ways in different organizations.The purpose of this paper is to study how taxonomies change in different organizations and how they stay the same. In order to explain the parallels in organizational taxonomies, the notion of ‘knowledge artefact efficiency’ (or knowledge efficiency) is suggested to capture the concept that new knowledge is rapidly adopted by many organizations in their knowledge management systems. Copyright © 2009 John Wiley & Sons, Ltd.

Design experiments in Japanese elementary science education with computer support for collaborative learning: hypothesis testing and collaborative construction

This paper reports design experiments on two Japanese elementary science lesson units in a sixth‐grade classroom supported by computer support for collaborative learning (CSCL) technology as a collaborative reflection tool. We took different approaches in the experiments depending on their instructional goals. In the unit ‘air and how things burn’, we designed the unit where groups of students engaged in building theories on ‘how a candle stops burning in a closed jar’. In the unit ‘characteristics of various solutions’, groups of students collaboratively constructed a pH scale as knowledge artefact. In both studies, the CSCL technology was implemented mainly for facilitating collaboration between groups. Results showed that: (1) students were more likely to engage in symmetric communication (i.e. between groups as well as within groups) in the second unit, and (2) they were also more idea‐centred and more frequently shared their ideas in the second unit. The results were discussed from the perspectives of the scientific practices students engaged in and task structure.