Abstract:The main aim of Knowledge Management (KM) is to connect people to quality knowledge as well as people to people in order to peak performance. This is also the primary goal of Learning Management (LM). In fact, in the world of e-learning, it is more widely recognised that how learning content is used and distributed by learners might be more important than how it is designed. In the last few years, there has been an increasing focus on social software applications and services as a result of the rapid development of Web 2.0 concepts. In this paper, we argue that LM and KM can be viewed as two sides of the same coin, and explore how Web 2.0 technologies can leverage knowledge sharing and learning and enhance individual performance whereas previous models of LM and KM have failed, and present a social software driven approach to LM and KM.Keywords: knowledge management; KM; learning management; LM; e-learning; communities; Web 2.0; social software.

In current organizations, the models of knowledge creation enunciate concrete processes and elements that drive the production of knowledge aimed at satisfying organizational objectives. The Knowledge Life Cycle (KLC) model of the KMCI provides a comprehensive framework for situating learningoriented artefacts as part of the organizational context. Recent work on the design and creation of learning resources can be compared to this model of knowledge production, as well as the so-called integration processes may be considered to subsume programmed organizational learning activities. In this paper, we discuss about the similarities between the life cycle of KM and the processes in which learning objects are created, evaluated and used. The learning object concept will then be connected to existing KLC models in order to provide a more comprehensive framework for reuse-oriented e-learning and KM. This paper also depicts the framework's integration into the KLC of the KMCI in the form of ontological definitions.

Currently the Unified Modeling Language (UML) is an industry standard for object-oriented analysis and design of software systems. Accordingly, teaching UML is part of curricula in many universities engaged in the field of software engineering. Yet not much has been reported in the literature on how efficiently such courses enable students to use UML in software development projects. In this paper we present the initial results of our ongoing study into the capabilities of students to use the UML in system design projects after having undergone "traditional" and alternative teaching methods in UML classes. In this paper we investigate students' motivation to follow a use-case driven approach in requirement analysis. We furthermore explore specific problems students are confronted with when using the UML. These findings were gathered during continuous evaluation of a project, in which students were exposed to the real world of systems design, by making the requirement analysis for a customer relationship system. With our study we attempt to optimize our methods of teaching UML in university courses and o ffer recommendations to this end on the basis of our findings.

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Learning objects are fundamental elements of a new conceptual model for content creation and course composition in Web-based education. Learning objects' metadata (LOM) facilitate adaptive selection of learning objects on the Web as well as the instructional development of Web-based courses. Although there are a number of ongoing LOM standard initiatives a lot of problems with LOMs are reported: Reaching from more technical applications (e.g. data integrity deficiencies) to contextualization problems. In this paper we present an information model for learning objects, capable to solve many of these problems. We use proven object-oriented design patterns for modeling the different metadata elements of learning objects and their relationships.