Bostock learning industrypresentation_ae2014

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Published on October 17, 2014

Author: jbostock

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European Aquaculture - A Learning Industry?
Presentation given at Aquaculture Europe, 16 October 2014.

1. EUROPEAN AQUACULTURE – A LEARNING INDUSTRY? Aquaculture Europe 2014 John Bostock University of Stirling, UK LLP – Erasmus – Erasmus Network

2. Elements of a learning industry? Learning Industry Knowledge Management Learning Organisations Individual learning Explicit/ formal Tacit/ informal

3. The Learning Organisation Peter Senge promotes the idea of learning organisations as: “… organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together.” (Senge 2006 p3) Image credits: http://business.nd.edu/ (Book cover: Amazon)

4. Senge’s 5 Disciplines Image sources: http://www.howtodobusiness.com/learningtolearn.htm & http://www.catalystlearning.co.uk/?page_id=414

5. But hierarchies are the norm Image sources: http://www.bbk.ac.uk/orgpsych/staff/academics/caldwell/docs/Leadership-and-Learning- SPAR-Caldwell-2012.pdf

6. Mintzberg's Models Image sources: http://www.lindsay-sherwin. co.uk/guide_managing_change/html_change_strategy/07_mintzberg.htm & http://www.ebbemunk.dk/technostructure/technostructurep3.html

7. Knowledge Management Image credits: http://www.emeraldgrouppublishing.com/ & http://nihulyeda.a.wiki.co.il/ (Book covers: Amazon)

8. Integration in Policy (Innovation Union) “European firms are being forced to upgrade their knowledge management within each sector in order to gain competitive advantage and gain added value in the higher components of the value chain. These efforts must to a larger extent build on the specific innovation drivers in each industry fostering sector sensitive framework conditions”. Quote source: http://ec.europa.eu/research/innovation-union/ pdf/competitiveness_report_2013.pdf

9. Knowledge driving the value chain Basic research Applied research Value chain Business models Development of products and processes Production of goods and services Consumption (end users) Upstream activities Downstream activities Knowledge exchange about science and innovation potential Knowledge exchange about applications, markets and customers/users Adapted from: http://www.rand.org/pubs/technical_reports/TR986.html

10. Aquaculture production is only one part of the aquaculture value chain And there are many different aquaculture value chains The role of research is often excluded from value chain diagrams but is a key input http://www.researchintouse.com/nrk/RIUinfo/valuechain/valuechain.htm

11. But what is “knowledge”? Where is the Life we have lost in living? Where is the wisdom we have lost in knowledge? Where is the knowledge we have lost in the information? From “The Rock” by T.S. Eliot, 1934 Images from: http://en.wikipedia.org/wiki/T._S._Eliot, http://en.wikiquote.org/wiki/Russell_L._Ackoff & http://raws.adc.rmit.edu.au/~s3326816/blog2/?tag=wineberger Russell Ackoff, DIKW hierarchy, 1989

12. Conceptual relations in DIKW Source: https://www.researchgate.net/post/How_to_characterize_DIKW_Data_Information_Knowledge_W isdom_hierarchy “Knowledge is the combination of data and information, to which is added expert opinion, skills and experience, to result in a valuable asset which can be used to aid decision making.” The European Committee for Standardization “Guide to Good Practice in Knowledge Management”

13. DIKW related to tools & processes Image source: http://collaborationrogue.wordpress.com/2010/10/01/how-does-your-information-and- knowledge-flow/

14. But are we realising the potentials in DIK? Image source: http://www.gollner.ca/knowledge/ Joe Gollner The Anatomy of Knowledge - The Knowledge Dynamic: Exploring the dichotomy between potentials (blue) and actuals (green)

15. Is DIKW the right model? “The real problem with the DIKW pyramid is that it’s a pyramid. The image that knowledge (much less wisdom) results from applying finer-grained filters at each level, paints the wrong picture. That view is natural to the Information Age which has been all about filtering noise, reducing the flow to what is clean, clear and manageable. Knowledge is more creative, messier, harder won, and far more discontinuous” David Weinberger Image sources: http://novemberlearning.com/blc-education-conference-2013/transformative-education- speakers/ & http://boingboing.net/2014/02/26/weibergers-too-big-to-know.html

16. Tacit & Explicit Knowledge Image source: http://serendip.brynmawr.edu/sci_edu/seelybrown/seelybrown4.html Much personal knowledge is not systematically recorded or analysed and often emerges as “common sense”

17. Workplace knowledge construction Image sources: http://steveo1967.blogspot.co.uk/2013/06/tacit-and-explicit-knowledge-and.html & http://gotjam.pbworks.com/w/page/8403357/Workplace%20Knowledge

18. Knowledge creation and conversion processes Image source: http://www.trainmor-knowmore.eu/85289669.en.aspx

19. Applied to learning modes Image source: http://www.jaycross.com/wp/2007/06/page/2/

20. Putting knowledge to work Image source: http://bradhinton.wordpress.com/2012/07/09/the-great-debate-tacit-knowledge-and- collaborative-technologies/ “Knowledge does not simply filter and combine information, but guides which information should be sought out and used. “Actionable knowledge” in particular combines rationality and intuition, the outcome of previous experiences, and elements of desire and curiosity” (Weinberger, 2010).

21. Strategic knowledge management Knowledge management has been defined as the process of capturing, distributing and effectively using knowledge (Davenport, 1994). Image source: http://ridwanattaufiq.wordpress.com/category/knowledge-managemen/

22. Integrating KM and Business Processes Image source: ftp://cenftp1.cenorm.be/PUBLIC/CWAs/e-Europe/KM/CWA14924-01-2004-Mar.pdf

23. People are the key Image source; http://www.eknowledgecenter.com/articles/1010/1010.htm

24. Back to building a learning organisation Image source: http://jarche.com/2012/11/coherence-in-complexity/ Enabling a learning environment for explicit and tacit knowledge

25. Recognising the importance of all modes of learning Illustration from: http://www.knowledgejump.com/learning/informal.html

26. Learning and job performance Illustration from: http://en.wikipedia.org/wiki/Informal_learning

27. Integrating knowledge: building multidisciplinary and interdisciplinary capacity Image Source: http://www.theberkeleygraduate.com/2014/02/in-defense-of-the-interdiscipline/ e.g. Taking advantage of Internet-based technologies and services

28. eLearning & MOOCs Image source: http://www.yourtrainingedge.com/should-you-use-moocs-over-other-forms- of-corporate-trainings/ Massive Open Online Courses and increasing availability of Open Educational Resources

29. Integrating MOOCs into workbased learning Image source: http://preetijasnani.wordpress.com/

30. Integrating communities of practice Image source: http://jennymackness.wordpress.com/2011/07/12/value-creation-in-communities- of-practice/

31. Combining content generation and social engagement for more effective learning Image source: http://www.etrainingpedia.com/moocs-2-0-scaling-one-on-one-learning/

32. Need to understand and use motivations for learning Image Source: https://sites.google.com/a/sutuan.net/www02/edtec6702

33. For instance: Image source: http://www.rightoninteractive.com/marketing/gamification-work-play-mix/

34. Making learning fun and integrated into the workplace e.g. Aquinetix Farm Management Software Image source: http://www.cmswire.com/cms/customer-experience/moving-beyond-the- gamification-hype-015059.php & http://www.aquanetix.co.uk/

35. How does the European aquaculture industry rate as a learning industry? • The European Aquaculture Technology and Innovation Platform has a thematic work area on Knowledge Management • Strong European collaboration in research and learning Image sources: www.eatip.eu; www.easonline.org; www.aquaexcel.eu; www.aquatnet.com

36. Aquaculture industry case studies as Open Educational Resources. A 5 ECTS course is being developed to introduce European Aquaculture Example: AQUA-TNET Collaborative Learning Platform

37. Example: Sharing protocols and ontologies Image source: http://www.atol-ontology.com/

38. Example: Marine Knowledge Gate http://www.kg.eurocean.org/

39. Example: FindIT data mining project for producers

40. How to strengthen aquaculture as a learning industry? Building more open business cultures for knowledge sharing Building stronger online communities & resources Valuing lifelong learning and tacit knowledge Increasing flexibility in education and training

41. Final thoughts Knowledge is a vital asset for business success and needs to be better understood as such Only a fraction of total company knowledge can be formaly recorded - most is in the minds of staff Knowledge management is about people management and facilitating social interactions Learning companies respect and nurture employees knowledge

42. Contact us Thank you for your attention Email: j.c.bostock@stir.ac.uk Website: www.aquatnet.com Slideshare: http://www.slideshare.net/jbostock

43. References • Ackoff, R. 1989. From Data to Wisdom. Journal of Applied Systems Analysis 16: 3–9. • Caldwell, R. 2011. Leadership and learning: A critical re-examination of Senge's learning organization. Syst Pract Action Res. Published online DOI 10.1007/s11213-011-9201-0 • Davenport, T.H. 1994. Saving IT's Soul: Human Centred Information Management. Harvard Business Review, March-April, 72 (2) pp. 119-131. • EC, 2010. Europe 2020 Flagship Initiative Innovation Union. Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions SEC(2010) 1161. European Commission. • Koenig, M.E.D. 2012. What is KM? Knowledge Management Explained. KMWorld. Blog article - http://www.kmworld.com/Articles/Editorial/What-Is-.../What-is-KM-Knowledge-Management-Explained- 82405.aspx (Accessed 01/06/2014) • Nonaka, I. 1991. The knowledge creating company. Havard Business Review, November-December 1991, pp 96-104. • Nonaka, I. & Takeuchi, H. 1995. The knowledge creating company: how Japanese companies create the dynamics of innovation. New York: Oxford University Press. p. 284 • Senge, P.M. 1990. The fifth discipline: the art and practice of the learning organization. Doubleday/Currency. New York. 424 pp. • Smith, E. 2001. The role of tacit and explicit knowledge in the workplace. Journal of Knowledge Management, 5 (4), pp.311 - 321 • Stewart, T. 1991. BRAINPOWER. Fortune, Vol. 123 (11) p 44+ • Weinberger, D. 2010. The Problem with the Data-Information-Knowledge-Wisdom Hierarchy. Harvard Business Review Blog Network - http://blogs.hbr.org/2010/02/data-is-to-info-as-info-is-not/ (accessed on 1/6/2014).

44. Disclaimer This presentation is a contribution to the AQUA-TNET project which received funding from the European Union’s Lifelong Learning Programme, Erasmus Thematic Networks under grant agreement No. 2011-3997/001-001 and Project No. 518700-LLP-1-2011-1-UK-ERASMUS-ENW. This presentation reflects the views only of the author, and the European Union cannot be held responsible for any use which may be made of the information contained therein. Graphic images used in this presentation were sourced from the Internet with the origin cited on the appropriate slide.

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