PurposeThe purpose of this article is to provide a new paradigm and a practical model whereby knowledge management may reunify the founding principles of knowledge with business challenges in organizations, such as innovation or yet customer's needs.Design/methodology/approachThe new paradigm revolves around the concept of collective intelligence. It is broken down into three blocks, each of which constitutes an aspect that needs to be taken into account while addressing a business challenge. In each case presented, these aspects have been exemplified, so as to show how they participate to the problem solving process.FindingsThe paper provides practical methods. The paper also provides information about how the approach can be applied in a great variety of domains, such as electrical engineering, health care or yet information technology.Research limitations/implicationsOpens a new field of reflection whereby the organization's knowledge, seen as representing its uniqueness, internal coherence and ability to solve everyday problems, can play a strategic role. Also, it is a reference for co‐innovation between partners, as the reciprocal integration between two sources of knowledge may be seen as a co‐adaptation between the organization's value chain and the partner's one.Practical implicationsConstitutes a real potential to develop a variety of new approaches in knowledge management, based on the concept of collective intelligence.Originality/valueThe paper brings together issues that are usually dealt with in separate domains, such as customer relationships, analysis of competencies and know how or yet innovation processes and value chains.

The notions explored in this paper have arisen in a project (FOL) experimenting w i t h IT-supported open learning applied to the personal development of professionals. In this context, we hypothesize that open learning is optimum for acquisition of knowledge. The method underlying open learning in JITOL is rather unique. First, it is based on the idea that collaborative learning is essential, particularly for the professional development of individuals. Second, it emphasizes knowledge stemming from the debates between professionals and provides methods for capitalizing on it by a recursive process, called the reification of interactions.

We advocate a tieii~ approach to hiiilditig Intelligeiit Tiitoritig Systems (ITS) based iipori the concept of faniiliar-schenies. We describe the pedagogical shortconiirigs of approaclies that do not sirfficiently take into accoiitit the str-iictiir-es that Ieariiers bring to hear iti tieit' Icarriitig sititafiotis. By detcrriiitiiri,y the tiatiire of tlic schenies of the individiral Icar-tier, atid theti attonpritig to prolide the types of problenis, analogies, and esplariatioris that will bestfir with that individual, an ITS caii hest assist a lear-tier-ili dewloping the hciiristics arid 'adniitiistratiw skills' to SOII*C tinti-tr-i~.ial problems. We clescrihe the cotiipotietits of a systeni hirilt according to these goals, and discuss its advantages arid shortcomings.

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