A revolution in the sharing of knowledge…

Transforming e-Knowledge
TABLE OF CONTENTS     Vignettes from the e-Knowledge Future   © SCUP 2003
  Page 35      

Tales from the Not-So-Distant Future (continued)



Chapter 2

Vignettes from the e-Knowledge Future

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Bodine uses the knowledge management tools available through the portal to keep track of the topics she has covered and to maintain her notes, working papers, and portfolio of projects/cases. Her faculty mentors use these tools to access her materials and keep track of her progress. They often suggest new directions or additional resources. Bodine is maintaining an ongoing portfolio of her professional accomplishments and demonstrated competencies, including her internship and work activities.

Meetings Supported by Intelligent Agents and Knowledge Tools. Last week, Bodine had a meeting on campus with her mentor to discuss a new set of projects/cases. Bodine had her portal agent send working notes and descriptions before the meeting, which were arrayed on the conference room whiteboard when she and her mentor entered the room, as arranged. During the meeting, they reviewed the new cases, using the large display to array past statistics and graphics. Bodine verbally instructed her personal intelligent agent to search for related references, work-in-progress, and medical findings from APA’s DSM. Key findings, agreements, and actions were entered into Bodine’s knowledge base using a combination of plain language communication with the whiteboard’s voice recognition capability and keyboarding with Bodine’s notebook device. Bodine and her mentor instructed Bodine’s portal agent to send e-mails or pages to key faculty and other stakeholders who would need to know the results of this meeting.

Personal Bodies of Knowledge Put to Use by the Enterprise. While serving her full-time internship at the Wisconsin Department of Welfare (WDW) this semester, Bodine has integrated access to the WDW portal into her UW portal.


The WDW portal contains a set of work-support tools that enable Bodine to maintain her casework and reference appropriate support materials, clinical references, and legal materials. In addition, WDW staff engage in coordinated “klogging” through which each person Web logs notes, observations, and tacit knowledge about what is working in particular case contexts. These materials are searchable by knowledge management tools, maintaining confidentiality. Bodine’s internship has been fully integrated into her degree program as a learning experience. She consults with her faculty mentors about issues relating to her internship assignment and interacts with work colleagues about practical application issues relating to her graduate study. She is working on several anonymous clinical case studies that will be submitted to the medical practices marketplace for inclusion and review. After graduation, Bodine plans work in a clinical setting. She plans to maintain the UW portal as her personal management tool after graduation and to continue a subscription to the APA practitioner portal after graduation.

Resources of Interest

Jarmon, Carolyn. 2002. Redesigning Learning Environments: Round 1 Final Results, Round II, Round III. The Pew Learning and Technology Newsletter, June.

Kvavik, Robert B. and Michael N. Handberg. 2000. Transforming Student Services. EDUCAUSE Quarterly, Number 2, 30–37.

Twigg, Carol. 2001. Innovations in Online Learning: Moving Beyond No Significant Difference. Pew Learning and Technology Program. www.center.rpi.edu/PewSym/Mono4.pdf



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  Knowledge is experience.
All else is information.
Albert Einstein