4.13.1 Standards and classification ICTs depend on myriad standards in order to provide interconnectivity. If this was a computer science course, you would be learning about standard network protocols which enable computers to communicate with each other or with other devices, whether over the internet or from your computer to a network printer. Standards enable us to send email and browse websites without worrying about the underlying mechanisms (until they fail, forcing us to focus on the tool instead of our work).
4.13 Technologies and explicit knowledge Knowledge-based systems have the ability to analyse specific kinds of information in order to take action. Since we have earlier defined knowledge as arising out of the interpretation of information as mediated by representations, we can claim that in a limited sense such systems can ‘know’ things: they have a representation of part of the world, and they have some rules that allow them to analyse that representation, from which they can decide on a course of action. In that sense, t
4.10 Technologies and the tacit dimension continued A non-technical approach has been adopted within NASA. It was found that seasoned engineers, astronauts and other staff had memorable stories of lessons learned, but which were poorly known. In addition, even with their knowledge, not everyone 4.7 Technologies and the tacit dimension continued The emergence of the internet and private, higher-capacity corporate intranets makes it possible to ‘broadcast’ over digital networks, saving time and money since staff do not have to physically gather in one location. The term webcastin 4.3.1 Mapping what we know Knowledge maps are often one of the first knowledge management representations to emerge, in an effort to add value over the simple corporate intranet search which returns lists of ‘hits’ that are undifferentiated beyond a ranking in terms of keyword matches. Knowledge maps, like other forms of cartography, should communicate a ‘big picture’ by overlaying meaningful structure on to raw resources. 2.4 Codification and formalisation continued An important point is that the process of ‘objectifying’ knowledge brings with it a gradual change in the knowledge represented, because content and form are inextricably linked. McLuhan's famous quotation ‘the medium is the message’ highlights this phenomenon, but overstates the case a little. We can say that the medium shapes the message, as follows: 2.3 Codification and formalisation Much of the knowledge management literature argues the importance of making tacit knowledge explicit, and then codified. For instance, an explicit goal when auditing intellectual capital is to identify human capital as one of the key assets that give an organisation its true value. Some organisations are realising that a large quantity of their ‘assets’ leave the office for home each evening, perhaps never to return, and as a consequence want to capture these in a less vulnerable for 1.4 Aims The aims of this unit are: to develop an understanding of the relationships between information, interpretation, knowledge and computer-based representations to summarise the range of different technologies that are available and on the horizon, and how they relate to different kinds of knowledge processes to provide frameworks for thinking about technologies for managing knowledge, and for evaluating the claims made 1.3 Scope of this unit ICT technical developments are announced on almost a monthly basis, so this unit cannot provide an up-to-the-minute snapshot of knowledge management technologies. While we describe many examples of relevant technologies, it is important not to let these particular examples constrain how you think about the possibilities; they are simply examples of commercial products and point to emerging technologies in research laboratories. Our emphasis, therefore, is on providing conceptual framewo Learning outcomes After studying this unit you should be able to demonstrate an understanding of the following issues, explaining in your own words, with appropriate examples: the importance of representation, interpretation and formalisation in relation to ICT and managing knowledge; the concept of a ‘community of practice’ in relation to ICT; the main functions that ICT can play in helping to manage knowledge; the potential, an Acknowledgements Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit: References 4.1 Facial expression Facial expression was considered the most crucial element to success in painted portraiture. It was the vehicle through which intangible qualities of mind and soul were conveyed. In painting the idea was to achieve the ideal expression, a synthesis of character and the spiritual essence of being. Although cameras could portray any number of expressions with relative ease – an advantage of the machine over manual practice – early portrait photographers continued to believe in the ideal exp Activity 1 Click on 'View document' below to open and read part of Audrey Linkman's article on 'Photography and art theory', then answer the questions. Learning outcomes After studying this unit you should be able to: explain the relationship between research on national cultures and the development of the culture perspective in business studies; describe some of the problems of working in, and doing business with, businesses in other countries; offer a definition of organisational culture; recognise the factors that constitute or influence the culture of a business. Introduction Culture is just one perspective that can help us to understand more about a business. 'Business culture' is not just about how others see a business, but also about how the individuals within an organisation understand it. In this unit we explore how the concept of culture developed from research into differences between cultures at a national level. It is possible to see, or ‘feel’, that one business is different from another, and that this involves more than just how it presents it Acknowledgements Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence All materials included in this unit are derived from content originated at the Open University. Snakes Go to Great Lengths to Fool Predators-Find Out How! Acknowledgements The content acknowledged below is Proprietary (see terms and conditions). This content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence All materials included in this unit are derived from content originated at the Open University. Every Picture Tells a Story: K-4
Box 4.8 NASA knowledge brought to life in a story portal
Box 4.5 Technology briefing: audiovisual Webcasting
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Watch how a none poisonous snake use its tongue to trick predators, and a double headed snake having the same features of its tail as its head(Running Time 2:00).
These activities are designed to create a sense of disequilibrium in the visual perception of students to make them aware of different ways to to view a picture. The students will view the images, decide what they see in each, record their ideas, and write a story based upon these findings.
