In knowledge management literature it is often pointed out that it is important to distinguish between data, information and knowledge. The generally accepted view sees data as simple facts that become information as data is combined into meaningful structures, which subsequently become knowledge as meaningful information is put into a context and when it can be used to make predictions. This view sees data as a prerequisite for information, and information as a prerequisite for knowledge. In this paper, I will explore the conceptual hierarchy of data, information and knowledge, showing that data emerges only after we have information, and that information emerges only after we already have knowledge. The reversed hierarchy of knowledge is shown to lead to a different approach in developing information systems that support knowledge management and organizational memory. It is also argued that this difference may have major implications for organizational flexibility and renewal.

In knowledge management literature it is often pointed out that it is important to distinguish between data, information and knowledge. The generally accepted view sees data as simple facts that become information as data is combined into meaningful structures, which subsequently become knowledge as meaningful information is put into a context and when it can be used to make predictions. This view sees data as a prerequisite for information, and information as a prerequisite for knowledge. In this paper, I will explore the conceptual hierarchy of data, information and knowledge, showing that data emerges only after we have information, and that information emerges only after we already have knowledge. The reversed hierarchy of knowledge is shown to lead to a different approach in developing information systems that support knowledge management and organizational memory. It is also argued that this difference may have major implications for organizational flexibility and renewal.

The extremely rapid expansion of open educational resource (OER) initiatives and the millions of learners they attract can be understood as an indicator of an emerging revolution in education and learning. This paper describes recent developments in this area and develops conceptual foundations for studies and policies on OER. We describe four different types of OER, locate these in a field of learning theories, and discuss how the wide adoption of OER may constrain and accelerate the transformation of learning and education in the knowledge society.Final Draft

This paper describes the evolution of the Linux operating system, and studies dynamics of socio-technical change using Linux as a case example. Theoretical models of community-based practice and learning are combined with actor-network theory, and the characteristics open source development model are described using the introduced theoretical concepts. The paper analyses the growth and development of Linux and its development community, and shows how the development community evolves into an ecology of community-centered practices.

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