How? Small steps, most of them logical and obvious, such as:
change performance appraisal guidelines so that knowledge sharing is taken into consideration
find out about someone’s knowledge sharing habits not by checking the amount of posts on the intranet but by asking their peers (check for quality of contributions and willingness to help, for example)
use knowledge audit questionnaires and interviews to gather data (obviously!) and to, simultaneously, emphasise the behaviours expected from staff
have idea banks but make the idea cycle completely open and transparent so that ideas are owned and worked on by all those interested
review the way the organisation rewards and recognises new ideas, new business, good results, etc..
Group items tagged
The Radical 1000 research - 0 views
Knowledge work in a connected world - 1 views
The Future of Educational/Instructional Technology - 4 views
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That said, I have seen a general increase in the use of technologies that are free. Blogs, wikis, Google apps, Twitter have all come to be used effectively in classrooms, but not because an educational technologist was there to make it happen. Most of the uses I've seen have come from the faculty themselves, who increasingly are using these tools in their own work, so it becomes natural to them to try to use them in their teaching. No extra staff needed. And usually, no cost for the tools themselves.
Working in Teams :: Intro - 0 views
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teamwork tutorial for online learners ELSS reading week 3
The Various Roles of Instructional Design (work in progress) - 0 views
Iterative learning: Self and peer assessment of group work - Freeman, Hutchinson, Trele... - 0 views
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discusses implementation of SPARK
2¢ Worth » Filters Work - 0 views
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when I need to get to a blocked site, I ask a student for help
Evaluating e-Learning 2.0 - 0 views
Research Question One - Horizon.au - 0 views
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Ubiquitous Video not in size or stature, but the complete process of video from capture (capability built into phones, pocket cameras, Flip devices) to easy to use editing tools (some web-based, but full featured ones come with modern operating systems), to ease of distribution via video sharing sites YouTube, vimeo, etc all point to video being a common form of communication (and in terms of response via video), so that "writing" is now multimodal. See also the interesting work done with EDUPOV "point of view video" http://www.aupov.com/ http://www.edupov.com --Alan 22:02, 12 May 2009 (PDT)[very very exciting--porophil 18:17, 27 May 2009 (PDT)--CarolineS 23:20, 27 May 2009 (PDT)Again, I believe that the potential here is huge - --Ashfordrowe 20:52, 28 May 2009 (PDT)
Insidious pedagogy: how course management systems impact teaching - 2 views
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The buttons link to pages that simply provide a place to upload a document, which is exactly what most instructors do: upload word–processed files of their classroom materials. They are encouraged to “plug in” their content under the appropriate category instead of envisioning a translation of their individual pedagogical style into an online environment. Blackboard “tends to encourage a linear pathway through the content” [3], and its default is to support easy uploading and text entry to achieve that goal.
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Even after several years of working with the CMS, faculty requests for help focus on what the technology can do, rather than how their pedagogical goals can be achieved.
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Morgan notes such improvement as a “side effect of the use of the software rather than a direct result of its use” [5] — those willing to play around with the features tend to discover new directions for their teaching.
Futurist Speaker - 1 views
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Senior Futurist at the DaVinci Institute, and Google's top rated Futurist Speaker. Unlike most speakers, Thomas works closely with his Board of Visionaries to develop original research studies. This enables him to speak on unusual topics and translate trends into unique business opportunities.
NewMediaforScience-Research - Project information - 2 views
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Interesting work going on here at UNSW
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