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Evolution of the US Army knowledge management - It's not just an After Action Review anymore.

The World Federation of UN Associations is an independent, non-governmental organization with Category One Consultative Status at the Economic and Social Council (ECOSOC) and consultative or liaison links with many other UN organizations and agencies. The Millennium Project functions under the auspices of WFUNA. The Millennium Project of WFUNA is a global participatory futures research think tank of futurists, scholars, business planners, and policy makers who work for international organizations, governments, corporations, NGOs, and universities. The Millennium Project manages a coherent and cumulative process that collects and assesses judgements from its several hundred participants to produce the annual "State of the Future", "Futures Research Methodology" series, and special studies such as the State of the Future Index, Future Scenarios for Africa, Lessons of History, Environmental Security, Applications of Futures Research to Policy, and a 700+ annotated scenarios bibliography.

This paper not only shares the designing and implementation challenges faced by the KnowGenesis team, but also presents the approach used to match the user requirements with the Library design. Based on the lessons learned during the process, the paper also presents specific set of guidelines and recommends methodologies that can provide critical assistance for developing and managing medium and large-scale repositories.

While Montague isn't ready to share the results - he's still gathering data - what he's found so far is, he says, "stunning, shocking even…. For me the lesson has been that people act very badly in groups. And now we can see why."

Welcome to the Social Media Classroom and Collaboratory. It's all free, as in both "freedom of speech" and "almost totally free beer." We invite you to build on what we've started to create more free value. The Social Media Classroom (we'll call it SMC) includes a free and open-source (Drupal-based) web service that provides teachers and learners with an integrated set of social media that each course can use for its own purposes-integrated forum, blog, comment, wiki, chat, social bookmarking, RSS, microblogging, widgets , and video commenting are the first set of tools. The Classroom also includes curricular material: syllabi, lesson plans, resource repositories, screencasts and videos. The Collaboratory (or Colab), is what we call just the web service part of it. Educators are encouraged to use the Colab and SMB materials freely, and we host your Colab communities if you don't want to install your own.

Lively, for all its promise appears to be the shortest-lived entry thus far in launched commercial virtual environments. If you dumb something down far enough, very few people will actually want to use it. We're not ragging on Lively here. Instead, we're aiming to learn from its principles and performance. Let's introduce a new principle called necessary complexity.

A system and method for organizing knowledge in such a way that humans can find knowledge, learn from it, and add to it as needed is disclosed. The exemplary system has four components: a knowledge base, a learning model and an associated tutor, a set of user tools, and a backend system. The invention also preferably comprises a set of application programming interfaces (APIs) that allow these components to work together, so that other people can create their own versions of each of the components. In the knowledge web a community of people with knowledge to share put knowledge in the database using the user tools. The knowledge may be in the form of documents or other media, or it may be a descriptor of a book or other physical source. Each piece of knowledge is associated with various types of meta-knowledge about what the knowledge is for, what form it is in, and so on. The information in the knowledge base can be created specifically for the knowledge base, but it can also consist of information converted from other sources, such as scientific documents, books, journals, Web pages, film, video, audio files, and course notes. The initial content of the knowledge web comprises existing curriculum materials, books and journals, and those explanatory pages that are already on the World Wide Web. These existing materials already contain most of the information, examples, problems, illustrations, even lesson plans, that the knowledge web needs. The knowledge base thus represents the core content (online documents or references to online or offline documents); the meta-knowledge that was created at the time of entry; and a number of user annotations and document metadata that accumulate over time about the usefulness of the knowledge, additional user opinions, certifications of its veracity and usefulness, commentary, and connections between various units of knowledge.

Once students have gathered information on a topic, it is important that they reflect on whether the information they have gathered is sufficient to answer the research question. This requires students to make sense of the information they have gathered-to synthesize the information into new knowledge. In order to address the different leaning modalities that students possess, teachers should have students use a variety of forms of representation for this sensemaking stage (see Forms of Representation matrix).

Quick, incremental updates, along with heavy user involvement, are key characteristics of an emerging software development paradigm championed by a new generation of Web 2.0 start-ups. The new process, which some champions call "application development 2.0," contrasts markedly with the traditional corporate waterfall process that separates projects into several distinct phases, ranging from requirements to maintenance. Nonetheless, application development 2.0 can bring significant benefits to corporate IT shops if managers and developers are willing to change.