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Knowledge Management: Why Learning from the Past Is Not Enough!

In: Knowledge Management

Author

Listed:
  • Rogério dePaula

    (University of Colorado
    University of Colorado)

  • Gerhard Fischer

    (University of Colorado
    University of Colorado)

Abstract

Traditional knowledge management (KM) approaches aim to archive information from the past so lessons will not be forgotten, implying that the information needs of the future are expected to be the same as they were in the past. The basic assumption underlying our approach is that knowledge is not a commodity to be consumed but is collaboratively designed and constructed, emphasizing innovation, continuous learning, and collaboration as important processes. Our approach to KM focuses on a design perspective in which workers as stakeholders create new knowledge as they carry out their work practices. Our goal is to enable innovative practices at a social level by supporting collaboration and communication. We see knowledge as an intrinsic aspect of collaborative design practices, in which stakeholders are integrating the knowledge they collaboratively construct into the (re)design of solutions and the practices themselves. Exploring this approach, our research has studied the design and deployment of a collaborative KM system, Web2gether, which was developed to facilitate the creation and development of social networks among special education professionals. This effort has set the stage for a more systematic and thorough study of the integration of this technology into these professionals' day-to-day work practices. It has enhanced our understanding concerning the issues pertaining to the adoption of Web2 gether as a KM system and its effectiveness in addressing its users' real information and support needs.

Suggested Citation

  • Rogério dePaula & Gerhard Fischer, 2005. "Knowledge Management: Why Learning from the Past Is Not Enough!," Springer Books, in: Joseph Davis & Eswaran Subrahmanian & Art Westerberg (ed.), Knowledge Management, pages 21-53, Springer.
    • Handle: RePEc:spr:sprchp:978-3-7908-1618-1_2
    DOI: 10.1007/3-7908-1618-3_2
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