Design as learning---or "knowledge creation"---the SECI model

Dubberly, Hugh; Evenson, Shelley

doi:10.1145/1897239.1897256

Cited by 21 publications

(24 citation statements)

References 4 publications

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“…This kind of knowledge can be more easily transmitted between individuals. Tacit knowledge tends to be available during a specific moment, while explicit knowledge is transferable at other times and in other contexts (Dubberly 2011 Socialization. Since tacit knowledge is difficult to formalize and is often context-specific, it can only be acquired by sharing the same experience through joint activities.…”

Section: The Theoretical Frameworkmentioning

confidence: 99%

Prototyping practices supporting interdisciplinary collaboration in digital media design for museums

Mason

2015

Museum Management and Curatorship

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In the museum world, innovative design practices often result from collaborations spanning disciplinary borders within the museum. This article focuses on prototyping as one of the fundamental methods to support design activity, and to foster collaboration amongst members of the design team. In particular, the article aims to explore how prototypes support design practice by integrating knowledge coming from different team members' expertise. Using a qualitative research approach, this paper explores the use of prototypes in five digital media projects in museums. The qualitative data collected have been analysed and discussed through the lenses of the SocializationExternalization-Combination-Internalization (SECI) knowledge management framework. This study aims to contribute to a better understanding of how and why team members can take advantage of prototypes to create, transfer, combine, and embody knowledge.

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Section: The Theoretical Frameworkmentioning

confidence: 99%

Prototyping practices supporting interdisciplinary collaboration in digital media design for museums

Mason

2015

Museum Management and Curatorship

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“…However, there is interaction between tacit and explicit knowledge. Nonaka & Takeuchi (1995) The SECI model has four dimensions as follows (Dubberly & Evenson, 2011):…”

Section: Knowledgementioning

confidence: 99%

The Integration of m-Learning and Social Nework for Suporting Knowledge Sharing

Suanpang¹

2012

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Mobile learning (m-Learning) is a type of a learning system that combines mobile, computer, and modern educational technologies to facilitate teaching and learning. Social network use Web 2.0 technology to communicate, share and searching information for the students. This paper presents the integration of m-Learning and social network design for supporting the sharing of knowledge. The m-Learning system was developed from IPTV (Suan Dusit Internet Broadcasting: SDIB) to mobile IPTV and extended to m-Learning systems. The prototype was designed by integrating m-Learning system (contents and communication tool) and social networks that support knowledge sharing of the learners. The prototype has been used for teaching and learning and students evaluated the system. The result found that the mLearning system was useful in helping learners to share knowledge and create social interaction.

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“…that would permit KC), the KM system was analysed according to the SECI (Nonaka and Takeuchi 1997) and innovation models (Dubberly and Evenson 2011). Cultivating CP involving non-deaf and deaf people: the requirements and challenges 8.1.…”

Section: Computational Description Model Of the Psl As An Intellectuamentioning

confidence: 99%

“…This study used the theoretical framework of SECI (Nonaka and Takeuchi 1997) and innovation models (Dubberly and Evenson 2011) to observe KC. These models allowed the researchers to investigate the Wiki-like tool where members could upload their own documentation of knowledge.…”

Section: Computational Description Model Of the Psl As An Intellectuamentioning

confidence: 99%

Challenges of knowledge management and creation in communities of practice organisations of Deaf and non-Deaf members: requirements for a Web platform

Trindade

Guimarães

Antunes

et al. 2012

Behaviour & Information Technology

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This study analysed the role of knowledge management (KM) tools used to cultivate a community of practice (CP) in its knowledge creation (KC), transfer, learning processes. The goal of such observations was to determine requirements that KM tools should address for the specific CP formed by Deaf and non-Deaf members of the CP. The CP studied is a formal knowledge organisation based on learning and the evaluation of socio-linguistic aspects pertaining to the Brazilian Sign Language (Libras). Non-Deaf and members of the Deaf community cultivated such knowledge organisation through specific collaborative meetings and the use of Internet-based tools for KM. Knowledge was created to validate an intellectual artefact (a computational description model of the phonetic structure of Libras (PSL)) to be used as basis in the development of tools to aid the Deaf community in their learning, communication, informational, educational and other needs necessary for full exercise of citizenship. The Internet-based KM tools were paramount for the cultivating of the CP. Nevertheless, additional requirements for the KM tools emerged, such as: video-conferencing, video manipulation features, better management of asynchronous communication, among others.

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Design as learning---or "knowledge creation"---the SECI model

Abstract: Real

Cited by 21 publications

References 4 publications

Prototyping practices supporting interdisciplinary collaboration in digital media design for museums

Prototyping practices supporting interdisciplinary collaboration in digital media design for museums

The Integration of m-Learning and Social Nework for Suporting Knowledge Sharing

Challenges of knowledge management and creation in communities of practice organisations of Deaf and non-Deaf members: requirements for a Web platform

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