Lecture 4 Meta Knowledge

Knowledge management in organizations M INFS 5072 Week 4: Meta knowledge (knowledge about knowledge)

Today ,[object Object],[object Object],[object Object],[object Object],[object Object]

Today ,[object Object],[object Object],[object Object],[object Object]

Consider ,[object Object],http://www.flickr.com/photos/photonoob/2164014945/

Ontology ,[object Object],http://www.flickr.com/photos/memestate/2861351393/

Ontological questions ,[object Object],http://www.flickr.com/photos/olahus/237785510/

Ontological questions ,[object Object],[object Object],[object Object]

Ontology: pragmatics ,[object Object],http://www.flickr.com/photos/forresto/8956688/

Ontology: pragmatics ,[object Object],http://www.flickr.com/photos/coyotejack/1812312679/

Where does knowledge come from? ,[object Object],[object Object],[object Object],[object Object],http://www.flickr.com/photos/lf-photodesign/337336415/

Epistemology ,[object Object],http://www.flickr.com/photos/sketch22/2933169920/

Epistemology ,[object Object],[object Object],[object Object],http://www.flickr.com/photos/artezoe/2382978574/

Epistemology: empiricism ,[object Object],[object Object],[object Object],http://www.flickr.com/photos/mosmi/49145544/

Epistemology: logical positivism ,[object Object],[object Object],[object Object],[object Object],[object Object],http://www.flickr.com/photos/666_is_money/3135898114/

Epistemology: constructivism ,[object Object],[object Object],[object Object],http://www.flickr.com/photos/georgiesharp/160731642/

Example of logical positivism and constructivism ,[object Object],[object Object]

Ontology and epistemology ,[object Object],[object Object],[object Object],[object Object],http://www.flickr.com/photos/gi/435888435/

Ontology and epistemology ,[object Object],[object Object],[object Object],http://www.flickr.com/photos/alessandracurti/2188036376/

Implications of epistemology and ontology for knowledge management

Social and scientific cultures ,[object Object],[object Object],[object Object]

Logical positivists and knowledge management ,[object Object],[object Object]

Logical positivists and knowledge management ,[object Object]

Constructivists and knowledge management ,[object Object],[object Object]

Gilbert Ryle ,[object Object],http://en.wikipedia.org/wiki/File:Gilbert_Ryle.jpg

Ryle : Knowing that ,[object Object],[object Object],[object Object]

Ryle : Knowing how ,[object Object],[object Object],[object Object]

Ryle : knowing how ,[object Object],[object Object],[object Object]

Separating declarative from procedural knowledge? ,[object Object],[object Object],[object Object],[object Object]

Separating declarative from procedural knowledge? ,[object Object],[object Object],[object Object]

Example of declarative and procedural knowledge ,[object Object],[object Object],[object Object]

Michael Polanyi ,[object Object],http://en.wikipedia.org/wiki/File:Michaelpolanyi1-2.jpg

Polanyi : explicit knowledge ,[object Object],[object Object]

Polanyi : explicit knowledge ,[object Object],[object Object],[object Object]

Polanyi : tacit knowledge ,[object Object],[object Object],http://www.flickr.com/photos/oybay/2122394412/

Polanyi : tacit knowledge ,[object Object],http://www.flickr.com/photos/nickrussill/146760299/

Polanyi : tacit knowledge ,[object Object],http://www.flickr.com/photos/nickrussill/146760299/ The knowledge iceberg 10% of knowledge is explicit and above water 90% of knowledge is tacit and below water - John Seely Brown

Polanyi : tacit knowledge ,[object Object],[object Object],[object Object]

Polanyi: the tacit to explicit continuum ,[object Object],http://www.flickr.com/photos/jakerome/3065903183/

Implications of tacit and explicit knowledge ,[object Object],[object Object],[object Object]

Example of tacit and explicit knowledge ,[object Object],[object Object]

Social capital and tacit and explicit knowledge ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Cultural capital and tacit and explicit knowledge ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Case study/application: Traditional teaching vs. experiential learning

Traditional teaching http://www.flickr.com/photos/rich_w/60183650/ ,[object Object],[object Object],[object Object]

Experiential learning ,[object Object],[object Object]

Teaching-research nexus ,[object Object],[object Object]

Experiential learning ,[object Object],[object Object],[object Object],[object Object]

Experiential learning at UniSA

Philosophy and your education at UniSA and beyond ,[object Object],[object Object]

References ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Next week: socio-technical theory

Lecture 4 Meta Knowledge

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