A revolution in the sharing of knowledge…

Transforming e-Knowledge  
TABLE OF CONTENTS     Vignettes from the e-Knowledge Future
© SCUP 2003
   
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Tales from the Not-So-Distant Future (continued)

   

Chapter 2

Vignettes from the e-Knowledge Future

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Professor Jackson is a key participant, supervising the two staff members that are assigned to support the community and synthesize insights and process improvements. These global communities use the knowledge management and learner relationship management tools of the AES to produce a continuous stream of information on the level of interactivity, engagement of learning resources, and demonstrated competencies of individuals and learner cohorts. They are reflective students of “what works” in intelligent, flexible learning. They are often asked to collaborate with other learning communities.

Mobile, Pervasive Computing.
The University of Southern Queensland has been a leader in the development of wireless “tablet computers,” which are cheap and easily carried by faculty and students.

 

In due course, these devices have added new features, including voice recognition, greater bandwidth capabilities, and more sophisticated, readable displays. Dr. Jackson uses his tablet computer to interface with the USQ knowledge base wherever he may be. His tablet computer also interacts with the pervasive computing devices on the USQ campuses and other settings.

An Internationally-Recognized Resource and a Source of Revenues. Professor Jackson often hosts visitors from other institutions and has traveled extensively demonstrating this model. Variations on the USQ model (infrastructure, processes, and content/pedagogy) are being deployed by other universities in Asia, Europe, and North America. Some learning enterprises have entered into direct licensing agreements with USQ and their infrastructure providers.

 

USQ’s communities of practice have developed substantial repositories of e-knowledge content resources and related pedagogical insights, which are available for fee through several disciplinary repositories and marketplaces. This is a significant revenue stream for USQ. In addition, USQ has been able to improve its margins on learning through the efficiency and effectiveness enhancements made possible by its infrastructure, processes, and best practices.

Resources of Interest

Taylor, James C. 2001. Fifth Generation Distance Education. Australian Department of Education, Training and Youth Affairs, Higher Education Division, Higher Education Series, Report No. 40, June.
www.dest.gov.au/highered/hes/ hes40/hes40.pdf

         

Content/Knowledge Management Tools

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