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Most companies today struggle with their rapidly growing volume of critical corporate knowledge. A large amount of useful information is trapped in information silos, such as email inboxes. There is also a gap in understanding and knowing where organizational expertise and talent reside in the organization. Add to this the loss of organizational knowledge when employees leave the company. The paradox of this is the increased dependency on information and knowledge technology for innovation and building value. The Enterprise Social Media market has grown rapidly in the few years and the rate of growth is accelerating. Companies are adopting cloud technologies to reduce the costs of maintaining larger and larger sets of data. Cloud technologies also facilitate the use of mobile platforms and tablet devices, which are providing employees with unprecedented access to information. The rapid pace of change, the need to innovate quickly, dispersed and remote workforces, and increased customer demands make capturing and utilizing corporate knowledge even more challenging. A strategic approach to providing both knowledge management and collaboration is needed. It should be seamless and an integral of business operations. Knowledge Management / Collaboration is not just technology. It is not just storing documents. It is not having an internal social media site or utilizing instant messaging. It is about sharing and collaborating. That is frequently the most difficult challenge. It is often a cultural challenge.

The London Knowledge Lab is a unique collaboration between two of the UK's most prominent centres of research - the Institute of Education and Birkbeck. The Lab brings together computer and social scientists from a very broad range of fields, including: education, sociology, culture and media, semiotics, computational intelligence, information management, personalisation, semantic web ubiquitous technologies. This means that issues can be tackled from many different perspectives, and this is reflected in our mission, to Understand the place of digital technologies and media in our cultural, social and educational relationships with knowledge - finding, acquiring, creating, and sharing it; Design, build and evaluate systems, processes and interfaces that enhance these relationships; and Examine critically the assumptions about knowledge and learning that underlie the increasingly wide range of applications of digital technologies.

A disruptive technology or disruptive innovation is an innovation that helps create a new market and value network, and eventually goes on to disrupt an existing market and value network. The term is used in business and technology literature to describe innovations that improve a product or service in ways that the market does not expect.

Knowledge acquisition, its exchange, and communication within innovative technologies are the core research topics at the Knowledge Media Research Center in Tuebingen. Study matters are classic forms of teaching as well as in-class education in higher education and school domains, together with possibilities of learning in informal settings, as in museums, the internet and workspaces. A multidisciplinary team of highly trained scientists from cognitive and educational sciences, human behavioral sciences and social sciences is completed by experts from media technology and computer science. By cooperating closely with public and private institutions and by transferring research results into real world applications, the institute makes a substantial contribution to enable innovative media-based teaching and learning scenarios.

VERITE (Virtual Environment for Innovation Management Technologies) is a trans-regional network for the diffusion of Innovation Management Technologies (IMTs).

The Convergence Culture Consortium (C3) explores the ways the business landscape is changing in response to the growing integration of content and brands across media platforms and the increasingly prominent roles that consumers are playing in shaping the flow of media. C3 connects researchers and thinkers from MIT's Comparative Media Studies program with companies looking to understand new strategies for doing business in a converging media environment. The consortium provides insights into new ways to relate to consumers, manage brands, and develop engaging experiences, strategies to cut through an increasingly cluttered media environment and benefit from emerging cultural and technological trends. We aim to expand the role of industry leaders by bridging the gap between academic and market research; Partners gain access to both broad-perspective thought leadership and focused analysis on events and campaigns.

"The disintermediation based on the digital technology has transformed different environments, from banking to media, education and sales. This paper explores a new kind of disintermediation or re-intermediation; also called cyberintermediation. The paper analyses how the revolution of information and communication technologies provides new alternatives of disintermediation in the generation and distribution of knowledge. The authors raise questions such as: To what extent is this phenomenon reshaping the traditional role of the university? Will it cause a crisis in the educational institutions? Will this disintermediation of the education evolve towards the disappearance of institutions like schools and universities? The researchers propose a table that integrates and recombines the knowledge generation and knowledge distribution dimensions with Boyer's key functions of scholarship. Finally, the concept of knowledge broker is introduced to enrich the discussion about reintermediation. Beyond the prophecies, which announce the "death of the university", the authors discuss and suggest new agents, actions and transactions that are useful to think about the educational institution of the new century".

Futurists and innovators can teach each other lessons to help their ideas succeed. Innovators and futurists ought to have a symbiotic relationship. Often, they do not. The futurist aims to help us understand how trends and events will shape the future, so that we can chart our business and policy courses to bring us to a future that most appeals to us. The innovator, on the other hand, aims to realize a possible future by getting ideas (i.e., possibilities for the future) adopted as practice in our communities. Many would-be innovators ask in frustration, Why do my own good ideas often go by the wayside and other people's bad ideas get adopted? Why do I invest enormous time and resources to systematically generate new ideas, only to see much of my effort go to waste? Leaders in all fields fret and fume over these questions. They want to improve their innovation success rates. Increasing success and reducing wasted effort on the path to innovation are very important goals. Many people believe innovation is the key to economic development, technological progress, competitiveness, and business survival. Policies that enhance a nation's ability to be innovative are constantly in public discussion and are hot topics among politicians and business leaders. Futurists collaborating with innovators can contribute to these goals. I have been investigating these questions for many years and have learned many things that I wish I knew when I was younger. Based on these investigations, my colleague, Robert Dunham, and I wrote a book, The Innovator's Way (MIT Press, 2010, innovators-way.com). I will share here some excerpts from the book as a guide for innovators-and futurists-who are trying to get their ideas adopted.

Futurelab is an independent not-for-profit organisation that is dedicated to transforming teaching and learning, making it more relevant and engaging to 21st century learners through the use of innovative practice and technology.

he URBAN AND REGIONAL INNOVATION Research Unit (URENIO) is a university laboratory for the promotion of research and supply of scientific and technological services. URENIO is part of the Department of Urban and Regional Planning and Development in the Faculty of Engineering, Aristotle University of Thessaloniki

En su último libro -Where Good Ideas Come From: The Natural History of Innovation (2010)- Johnson nos lleva al mundo de la innovación, un universo poblado por inventores y creadores de todo tipo. Inspirado desde la primera página por los modelos biológico-evolutivos, Johnson se propone el ambicioso objetivo de explicar cómo y por qué surgieron las grandes innovaciones que cambiaron el mundo. Compartiendo muchos argumentos con el reciente libro de Kevin Kelly ("What Technology Wants"), Johnson no construye un amplio fresco a 360º como Kelly sino que prefiere centrarse en el tema de la emergencia de nuevas ideas.

Information graphics, visual representations of data known as infographics, keep the web going these days. Web users, with their diminishing attention spans, are inexorably drawn to these shiny, brightly coloured messages with small, relevant, clearly-displayed nuggets of information. They're straight to the point, usually factually interesting and often give you a wake-up call as to what those statistics really mean.