A revolution in the sharing of knowledge…

Transforming e-Knowledge  
TABLE OF CONTENTS     What is e-Knowledge?
© SCUP 2003
   
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Understanding e-Knowledge (continued)

   

Chapter 1

What is e-Knowledge?

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Today’s Vertical Channels for e-Content Components of Tomorrow’s Horizontal
Channels For e-Knowledge
Traditional Publishers and Direct-to-Digital Publishers—traditional publishers like Harcourt Brace, Pearson, Thomson and new direct-to-digital publishing enterprises   Content/Context Repositories—discipline- and institution-specific repositories, plus marketplaces that aggregate content repositories into a meta-marketplace
Course and Learning Management Systems—course materials held by WebCT, Blackboard, Click2learn, Outstart, and other applications   Content Creation Tools—tools for creating and managing content/context through Learning and Content Management Systems (LACMS)
Universities and Colleges—university presses plus faculty course materials   Value-Added Content Services—additional services that enhance the value of content and codified context in learning objects
Professional Societies and Associations—trade publications plus tradecraft-rich bodies of knowledge   Exchange Infrastructure—the marketplace exchange service that enables metering, repurposing, combining of content by demand aggregators, and direct users
         
The major standards efforts have involved participation by government, educational, and commercial enterprises. Early focal points have included standards for describing content and ensuring that it will work with other content and with all delivery systems (“interoperability” standards). Relevant groups include the IMS Global Learning Consortium, ADL, IEEE LTSC, Dublin Core, and MPEG. More recently, process standards have gained attention (WfMC and GKEC). In addition, the publishing, media, and technology industries have focused on standards for digital asset management—PRISM, XMCL, ebXML, XrML, ODRL.  

At the end of the day, the standards developed by these groups, while important for implementers, may prove less significant for organizations than the visibility they have given to the requirements and potentials of the emerging e-Knowledge Industry. Moreover, they have been a powerful force for the development of a truly global perspective to the e-Knowledge Industry.

 

 

In addition, while working together to develop learning object standards, professionals in these fields quickly discovered the tactical importance of mobilizing and unifying the energies of professionals in e-learning and knowledge management. Partnering with one another, they have achieved greater visibility than either e-learning or knowledge management would have achieved acting alone. Over time, the strategic importance of fusing e-learning and knowledge management will become abundantly clear to policy makers and practitioners alike.

 

 

       

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