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Transcript of 157 design km wiki serve 2013
D. DeWitt, Norlidah Alias, Saedah Siraj, & Fonny Dameaty Hutagalung
University Malaya Kuala Lumpur
Paper presented at:
The Annual International Conference on Management and Technology in Knowledge, Service, Tourism & Hospitality 2013 (SERVE 2013) Gran Mahakam Hotel Jakarta, Indonesia
14 - 15 December 2013. Published as Chapter in Book by:
CRC/Balkema Taylor & Francis Group Netherland http://www.balkema.nl/
1. Introduction
2. Problem Statement
3. Purpose of the Study
4. Method
5. Results and Discussion
6. Conclusions and Implications
In the digital age, the internet for communication and information (Martin & Madigan, 2006).
Unlimited information is available, so new skills are required for k-workers of the 21st century to manage the knowledge, solve problems, and add value to information (Martin, 2006; Ronen & Pasher, 2011).
Knowledge management (KM) is to realise value of knowledge and to create new knowledge (Chen & Xu, 2010).
However, KM is not taught formally in schools and universities (Cranfield & Taylor, 2008; Biasutti & El-Deghaidy 2012).
In addition, there is lack of emphasis on creation of new knowledge.
ICT tools can enable KM processes.
Wiki have been used for collaboration in problem-solving and can enable generation of new knowledge (Montero-Fleta & Pérez-Sabater,
2011; Zhang, Scardamalia, Lamon, Messina & Reeve, 2007; Zydney, deNoyelles, & Seo, 2012).
Collaborative writing tasks on wikis can make use of the knowledge management (KM) processes to create new knowledge and develop higher level cognitive skills (Biasutti &
El-Deghaidy 2012).
Era of communication and constant change.
Vast amount of information on the internet.
Lack of emphasis in schools and universities on knowledge creation
Lack of use of ICT tools for knowledge creation
Need to design instruction using KM processes for k-workers
Knowledge Management
Wikis can be used for collaboration and generation of knowledge
Research Objectives
In this case study, the knowledge management processes of undergraduates undertaking a problem task is investigated in order to answer the following research questions:
What knowledge management processes occurred during the solution of the task?
What are the participants’ perceptions of the problem-solving task using a wiki?
Design of the Study
Introduction to
Wiki
Selection of
technology tools
to use to create
new applications
for use in
counseling
Implementation:
Individual Tasks
on wiki which
can be viewed by
members of the
class community
(Wikispaces)
3 weeks
Questionnaire
(KMQ and SSQ),
Interviews
Content Analysis
of written
Communications
According to
Kappes &
Thomas (1993)
KM Process Description
Knowledge Acquisition
Selection of accurate and suitable information, from internet search or otherwise, to be included in the documentation
Knowledge Internalization Reference to prior knowledge made; organizing and reorganizing the information
Knowledge Creation
Ideas and ways of using the technology for counseling that is not copied from other sources, but may be innovated from others
Knowledge Sharing The information is not hidden but shared with others freely
Knowledge Application Knowledge of the use of the tool is applied specifically to the counseling consultation and work environment
Context: First-year undergraduates enrolled in a counseling course, Computer Skills for Counselors, in a public university participated in the study. Sample 36 undergraduates The task: To investigate the use of a new technology application for counseling
from a list of technology applications. Requirement: to describe the technology application, its original
purpose, the history of the development of the application and create new information on how the application could be used for counseling-related activities. Suggest a detailed plan for the use of the application in the field of counseling.
Answer the task individually and post on a group wiki Tasks were done online in the computer laboratory during the class
hours, as well as out of class. Data collection Data collected on completion of the tasks through surveys using
questionnaires: Triangulation of data from the interviews and the content analysis of the
written documentation of the tasks
Instrument
The Knowledge Management Questionnaire (KMQ) ◦ Application of KM processes in online wiki collaborative
activities (Biasutti & El-Deghaidy, 2012). ◦ 5-point Likert ◦ Scale KMQ was reliable above the 0.70 standard of reliability,
with a total Cronbach alpha of 0.86.
Student Satisfaction Questionnaire (SSQ). ◦ Assessed the students’ opinions on the use of wikis for
collaborative tasks on use of wiki, didactic material and the instructor (Biasutti & El-Deghaidy, 2012).
◦ 5-point Likert scale ◦ Cronbach’s alpha coefficients above the 0.70 standard of
reliability as follows: Wiki tool alpha: 0.73; Didactic materials: 0.71; and Instructor: 0.85.
Many of the students (digital natives) have never used wikis (77.1%). All had succeeded in using the wiki for their assignment
Background information on participants’ experience with wiki
Use of wiki Percent
Never used before 77.1
Yes, but very rarely, only once
or twice before
11.4
Yes sometimes 10.8
Yes, regularly 2.7
100.00
Table 1: Frequency of use of wikis All participants were ‘digital natives’ who use social media tools (all of them use the microblog, Facebook).
Domain Mean Std. Deviation
Knowledge Acquisition 4.2000 .49309
Knowledge Internalization 4.1238 .58904
Knowledge Creation 4.0000 .74973
Knowledge Sharing 4.5333 .44428
Knowledge Application 4.4286 .57492
Table 2: Min and standard deviation on KM domains
RQ 1: What knowledge management processes occurred during the solution of the task?
RQ 1: What knowledge management processes occurred during the solution of the task?
Domain Evidence
Knowledge
Acquisition
“I learnt new things that I had never thought of before.” Observation showed that the students were actively searching for knowledge using search engines such as Google. There was not much related to the technology tools in books and academic journals, hence the internet was referred to for shared knowledge. As the students searched for information, they had to evaluate it. They identified the uses of the technology tool as well as advantages and disadvantages.
RQ 1: What knowledge management processes occurred during the solution of the task?
Domain Evidence
Knowledge Internalization
This knowledge of new technology tools and its application, had to be internalized so that new knowledge could be created in the students field of study, counseling. There does not be to be many applications of technology tools for the use of client-counselor interaction sessions, or even for therapy at present. Students had to use their internalized knowledge to create new uses for the tool for client-counselor interaction, and to use for therapy sessions.
RQ 1: What knowledge management processes occurred during the solution of the task?
Domain Evidence
Knowledge Creation
“I got to develop new ideas.” One new idea suggested was on using an application for interactive storytelling using graphics to make a storybook, Storybird. The counselor can use the storyline and graphics to identify problems, phobias and other obsessions the youth may have. However, most of the new knowledge created was related to the use of new technology tools for communication and collaboration. The community of learners, the first-year counseling students, were also learning new tools and observing how it was applied into their field for interaction and therapy. As one student shared: “I learnt to collaborate and I discovered a lot of new things. I have a deeper knowledge about YouTube, and I can relate on how to apply it in the counseling field. I learnt how to design the wiki page, and how to organise information systematically so that people can read it comfortably.”
RQ 1: What knowledge management processes occurred during the solution of the task?
Domain Evidence
Knowledge Creation
The students had to present their task on the new technology tools on a wiki. This wiki enabled the students to read their friends task and learn new applications of technology. There were collaborative writing platforms such as wiki and GoggleDocs, and social and interactive platforms in video repositories, such as Youtube and Vimeo, being presented. Hence, the wiki enabled the community of student-counselors to acquire new knowledge which can be applied in their field of study.
RQ 1: What knowledge management processes occurred during the solution of the task?
Domain Evidence
Knowledge Sharing
“New ideas were developed when my peers contributed their opinions”.
The sharing gave the learner a responsibility to ensure information posted was accurate and well-organized. “The answers and comments from my peers made me feel responsible in ensuring information was clear and interesting.”
Knowledge Application
The processes led to the internalization and application of knowledge: “I've learnt how to design my own page, to make it more interesting. I learnt how to arrange my points in order when writing. In addition, I gained knowledge on the topics chosen.”
New ICT tool
Knowledge sharing for community on wiki
Interaction and Collaboration on wiki platform
New Knowledge created
New
application in
practice
RQ 2: What are the participants’ perceptions of the problem-solving task using a wiki?
Mean Std. Deviation
Wiki tool 4.3667 .40584
Didactic materials 4.0971 .34427
Instructor 4.5746 .34427
Personal wiki
(%)
Group wiki
(%)
More than 13 times 28.6 5.7
7-12 times 31.4 37.1
3-6 times 31.4 25.7
1-2 times 8.57 28.6
Never 0.0 2.9
Table 4: Frequency of access to the wiki during the study.
Table 3: Min and standard deviation on Student Satisfaction
RQ 2: What are the participants’ perceptions of the problem-solving task using a wiki?
“Learners get to be more open-minded, creative and critical. Learning gets to be more interesting.”
“Wikispaces is a good platform for groups of people to interact and have the opportunity to explore and share information with everyone.”
“The wiki encourages interaction and the members are closer”
“This is applicable and suitable to most of the courses, especially for learning,” and “wikis can be easily accessed by everyone in learning, and doesn’t cost a thing. It is important that other people are introduced to wikis as well.”
KM skills can be developed in a course
Problem solving approach for development of KM processes to generate new knowledge, search, evaluate and share information.
Publishing on the wiki encouraged accuracy and validity of information and creation of new knowledge.
Design of instruction using Wiki is effective for sharing and
creating knowledge
Social interactions for generation of knowledge.
Modeling to improve own work
Encourages creativity and innovation
Combination with other tools and new instructional
strategies needs to be investigated
The end