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 APAs DSM. Key findings, agreements,
and actions were entered into Bodines knowledge base using
a combination of plain language communication with the whiteboards
voice recognition capability and keyboarding with Bodines
notebook device. Bodine and her mentor instructed Bodines
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.
Bodines 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
Twigg, Carol. 2001. Innovations in Online
Learning: Moving Beyond No Significant Difference. Pew Learning
and Technology Program. www.center.rpi.edu/PewSym/Mono4.pdf