Knowledge capture

I am obsessed with capturing knowledge, both for myself and for the knowledge generated by groups. This blog entry relates my belief in the importance of filtering and sorting information in order to be more effective at using and acting on that information.

For personal knowledge-building, I take a lot of notes for fear of losing some important idea. Then I like to organize those ideas into categories that make sense for what I’m trying to learn. I’ve played around with multiple technologies and processes to capture ideas and information. For example, I often find it effective to take handwritten notes when I am away from my computer and then re-read and process these notes into digital form by entering the notes into various design documents, todo lists, and calendar entries. The design documents are meant to capture ideas, evolve existing ideas, record decisions, record things that I have learned (such as design principles), and generally advance my thinking on the various projects on which I am working. I find that translating my initial notes is more akin to sifting through the information for the most valuable parts and discarding the rest. It is not unusual for me to discard many of the original notes. The important part is extracting the information into the tools most suitable to handle the type of information. For example, things I have to do go into a todo list with dates and reminder mechanisms or directly into a calendar entry. Where to store the other information (e.g., ideas and resources that might help me do something on my todo list) is more of a problem. I’m constantly in search of better ways to handle this. That problem deserves a deeper discussion, but not now.

The main point I want to make here is the importance of taking unstructured information and categorizing or organizing it in various technologies where it will be more likely to be acted upon. Leaving these notes in a Microsoft Word file, for example, is a poor technology to use since it requires an imposed process to make it work (e.g., one has to remember to keep looking into the file to remember what is to be done).

A similar problem of capturing useful knowledge occurs when groups work together. The problem is compounded by the different views of what is useful versus what is not useful but it seems important to have a process that extracts useful information from the ongoing work of the group.

Meetings are one of the events where extracting information is important but which rarely occurs. Some meeting notes simply summarize the decisions made, or conclusions drawn, and the next actions. Often, these items get buried in meeting notes that are relatively inaccessible. To be most effective, these decisions and conclusions ought to be made visible within the contexts in which they are important (e.g., as new policy posted on a web site). Action items ought to be placed in a calendar, todo list or other project or task-management system so that they can be addressed and tracked. Again, follow up processing is about translating the information into appropriate technologies that enable better collaboration.

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Hello world!

Well, Hello World is an appropriate title for this first post. It takes me back to my first days as a computer programmer (back in the punch card days, I guess that really dates me). In many respects, what I learned in programming has been overturned by the new Web 2.0 services and applications. I’m having to learn “programming” all over again.

I’ve been interested in Web 2.0 technologies for many months. I’ve dabbled by signing up and briefly trying a number of different ones. But I’ve never spent the time to really use them for collaboration and collaborative learning. This in spite of my strong belief that social and collaborative learning can be a powerful learning experience for students, as compared to an information-transfer model of learning. The current CPsquare Connected Futures workshop is now pushing me to use these new tools, at last.

There is a level of disorientation in appropriating new tools since each new tool provides largely unknown functionality. Because each tool is new there is very little to grasp onto to understand what the tool is for, what problems does it solve or things does it enable. Precisely because these tools are Web 2.0, they offer a new paradigm of exchange and interaction. Yet one is trying to understand them coming from the old paradigm. There are too few clues as to how to learn the new paradigm. I find an analogy to the experience of faculty who have only taught face-to-face as they first attempt to teach online. When they encounter the course management software they simply have no idea what the tool is capable of nor how to translate their current teaching experience into the online mode. While some orientation to the software can help, it is only by using the software (initially, as a student) that they can begin to understand what the software provides.

This disorientation and the difficulty of understanding occurs even though current course management software is quite rigidly course- and instructor-focused, just like most f2f classes. In other words, the paradigm shift is not even as big as the one from Web 1.0 to Web 2.0.

One strategy that might help people overcome the initial disorientation is to prepare some typical use cases and scenarios (coming from the field of interaction design). The idea would be to demonstrate how the tool is used for a particular task. For example, del.icio.us tagging and sharing could be illustrated by an example of finding a resource, tagging it, having someone else find the tag, and so on. Such a case embeds the initial experience within a task that was previously accomplished in more primitive ways (e.g., by sending an email with the URL).

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