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Community channel that supports two forms of knowledge representation Community channel that supports two forms of knowledge representation
Source publication
Recent studies have shown two approaches in building learning system. Each corresponds to the two types of knowledge which
are the content knowledge and social knowledge. The former is knowledge about knowing how to perform a task while the latter
is more about best practices. Intelligent Conversational Channel (ICC) is built to support for learnin...
Context in source publication
Context 1
... the community channel, two forms of knowledge can be presented using narrated text typed in the story object and also uploading of multimedia objects such as video clips, images, documents, html files. Fig. 2 shows a user expressed his/her concern about school delinquency problem and uses an image file to share the reality. Other members have the choices of replying to the above message or submit a new story object as shown in Fig. 3. The text on 1 Each member of the community has his/her own way of extracting (match) the gist of know edge ...
Citations
... where such knowledge is called social knowledge. Research has found the importance of getting users to involve in solving the cold start problems when initiating the right samples to use before processing and also using the users for feedback after the retrieval [21,22]. ...
It can be acknowledged that the notion about the importance of Knowledge Management (KM) has been widely accepted and many researchers have devoted into making it a successful story. Even though it is a broad and multidisciplinary subject in nature, researchers have been working on a well-focused area of the entire scope in KM. Many of the researchers have made a successful claim about their research outputs. Nevertheless, it is also being commented that the KM when fully implemented in a real world environment does not show an overall success as expected. The diversities of research attempt by different research groups have made them to ignore many aspects which are beyond their interest. This paper reviews cradle-to-grave aspects and categories of knowledge management research that ranges from technical to social issues. Many aspects of the research that have been investigated, the research outputs are sufficiently matured to be used. In order to build a knowledge management system (KMS) that balances all aspects of its components, a socio-technical KMS is proposed in this paper. The components of KM are the people, the technology and the resource. We classify the research work that addresses each of these components as well as the overlaps of any of the two. Eventually, the socio-technical system that lies at the nexus of the three is shown and illustrated.
... Social knowledge has been defined in many ways in other literature [7]. In the previous related papers social knowledge are defined by comparing its differences with content knowledge [1]. In this paper, the idea of social knowledge is extended that it characterizes the social values of the people in an organization. ...
Formal structure in an organization describes the information about the organizational hierarchies, responsibilities, functions and workflows which are stated explicit in printed form such as reports and manuals. The information is important for formality purposes and professional activities in getting the right job done by the right people. Informal structure in an organization is rather implicit and untraceable. It is more dynamic than the formal structure since its formation is determined by the dynamism of the people and social factors. Social values such as politics, cronyisms, special interest group, human behaviors, group communications and virtual organizations are informal information that exists in mostly large organization. This information is important as an additional limelight for the top management to understand better about the dynamisms in the organization. Social information system in this paper describes the capturing and characterizing of the social values in the organizations. It captures social dialogue as the main data source to be processed into several types of extractions such as the politics in the organization, the social network of the individuals and groups, the communication style and the participatory profiles. We illustrate the life cycle of the social information system from the beginning of the social dialogue to the final output of the extractions. The benefits of the system are described as providing the extra source of information about the informal structure of the organization in decision making.
... This paper presents the interlacing between the theory of Social Communication, Social Learning and Symbolic Convergence as a solution to provide a successful achievement in Knowledge Sharing Technique [1,16]. In isolation, as per the researches performed by various researchers in each of these fields, we claim that combining these theories will lead to an exaggerated change in the capability of achieving Knowledge Sharing among homogeneity community [14]. ...
... Social Communication [5,6,7,11,12] is a field of study that mainly explores the way information can be professed, transmitted and understood and the impact those ways will have on the community. Thus the study of social communication is more politically and socially involved as an initial step towards the achievement of Knowledge Management Technology [1,13,14]. Social ...
... The base of the pyramid is the community communication which is a prerequisite as it forms the basic structure of the community [11]. The next stage is learning, where the community understands the ideas and concepts [10,14], which generates from communication, forms as a base to the third stage convergence that leads to sharing repertoire [1,2,12]. ...
This paper describes a survey on the students’ knowledge sharing values in Salalah, Sultanate of Oman. The knowledge sharing pyramid model conjectures the three levels in the order of communication, learning and convergence. As explained in the previous publications, communication lies at the bottom crux of knowledge sharing. The communication does not only refer to the common language but also common gestures, jokes, sensitivity and interests. Learning logically follows after communication takes place effectively. Students learn from each other at the fastest rate ever compare to other parties like the administrator or lecturers. Convergence is presumed to exist when they share problem and concern even it is not theirs and share vision and future of their friends.
The investigation is performed on these students because these students meet common criteria in the form of homogeneity in their social life. This is due to their common culture and tradition which distinguishes them with students from other countries which includes multicultural and multi traditional sources. We claim these students will be best suited as samples for our survey as they are not bounded by any external influences and also possess common features like their costumes, gestures and styles which make their communication and consequently their learning seamlessly functioning.
The survey focuses on the knowledge sharing pyramid that has the component of communication, learning and convergence mentioned earlier. The concept of the knowledge sharing pyramid is rather general that in this paper the specifications of their meaning in the context of student’s environment are given. These specifications are used in our analysis to prove the validity of knowledge sharing pyramid model.
... The Intelligent Conversational Channel is built to support social knowledge building with strong emphasis on analyzing the underlying knowledge constructs and social networks in which many of the current social knowledge building system may not address strategically. ( Syed Mustapha, 2004a)) ...
In the late 50’s or early 60’s, there were huge interests towards building learning systems for individual learning and they are called with various names such as Intelligent Tutoring System, Microworld, Computer Based Training, Computer Aided System, Intelligent Computer Aided Instruction and others. They are made to be different with regard to the technological approaches and the learning pedagogies, knowledge models and student models. Over the years, the interest of building learning systems has migrated from individual learning on content knowledge to community learning as the result of the recent Web 2.0 and Web 3.0 sociotechnological wave. The paper describes the work that was done to develop the learning system in both situations – content knowledge and social knowledge where the experiences mainly in capturing the knowledge and representing them are different
Intelligent conversational channel (ICC) is a community channel developed to facilitate knowledge sharing activities by utilizing multiple agents to create virtual community. The concept of social knowledge is emphasized as the major source of knowledge to be shared among communities. The social knowledge is extracted not only from the community talks but also from scientific documents. We show the architecture of the system to do this and methodology for social knowledge extraction. Agents are used as the communicator to the community members to deliver the knowledge in a conversational manner.
