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Arnob Zahid et al, International Journal of Computer Science and Mobile Computing, Vol.4 Issue.9, September- 2015, pg. 136-139 Available Online at www.ijcsmc.com International Journal of Computer Science and Mobile Computing A Monthly Journal of Computer Science and Information Technology ISSN 2320–088X IJCSMC, Vol. 4, Issue. 9, September 2015, pg.136 – 139 RESEARCH ARTICLE Knowledge Management Process – Perspective on e-Learning Uses & Effectiveness Arnob Zahid1, Dr. Rezwanul Alam2 1 Department of Management Information Systems (MIS), American International University-Bangladesh (AIUB), Bangladesh 2 Department of Business Administration, East West University, Bangladesh 1 [email protected], 2 [email protected] Abstract— The collaborations, useful viability and combinations of KM inside of an e-learning environment have pulled in minimal enthusiasm for genuine exploration; regardless of the larger significance of information obtaining by understudies for encouraging their development and innovativeness. Learners often neglect to achieve their fancied learning protest due to the disappointment of indexing techniques, which suppose to provide them a ubiquitous learning network. This paper is to examine how information administration can be utilized worth-fully as a part of e-learning, and how it can provide a learning matrix to empower the learner to distinguish the right learning questions in a situation which is taking into account at the present time. Keywords— Acquisition, e-learning, Information, Knowledge, Management, KM. I. INTRODUCTION The new time of e-learning administrations is primarily taking into account as ubiquitous learning, versatile innovations, interpersonal organizations (groups) and customized information administration [2,3]. ''The meeting of e-learning and information administration cultivates a valuable, open, dynamic, interconnected, disseminated, versatile, easy to use, socially concerned, and available abundance of information" [8]. The learning administration apparatuses, for example, group [5], social delicate product [7], shared [4] and customized information oversee meant [1,6] are presently being utilized as a part of universal learning. Learners utilize these available devices to create and offer thoughts, investigate their reasoning, and obtain learning from different learners. Learners observe and explore the learning questions into this information filled environment. Then again, due to the disappointment of indexing techniques to provide the foreseen, persistent learning network for them, learners often neglect to achieve their wanted learning articles. This paper will examine the adequacy of utilizing these learning administration devices for e-learning and will provide a learning framework to assist learners to distinguish the right learning protests in a domain, with view of the learner's own particular connection and individual inclinations. © 2015, IJCSMC All Rights Reserved 136 Arnob Zahid et al, International Journal of Computer Science and Mobile Computing, Vol.4 Issue.9, September- 2015, pg. 136-139 II. KNOWLEDGE MANAGEMENT TO IMPROVE E-LEARNING EFFECTIVENESS From a learning administration point of view, learners require experiencing the procedures of information cooperation, trade, sharing, securing, creation, dissemination, scattering, stockpiling and personalization; keeping in mind the end goal of acquire learning. Information administration devices assist learners to learn in a pervasive learning environment. Coordinated effort and group devices, which possesses the capacities/components of groupware, work process frameworks, email communication, talk rooms, workspaces, exchange rooms, discussions and release sheets, assist the learner to create information through learning cooperation and sharing. Learners conceptualize and offer thoughts along with social communications, which brings opportunity of information exchange through learning externalization and disguise. A group interfaces those learners who offer the same premiums and develops in them the capacity to learn through such communication. Subsequently, learning is really a very social movement and the implementation of social association by electronic means assist learners to obtain and trade information through socialization. Social Software has the accompanying elements: informal community butt-centric ysis, theme maps, WebLogs, really simple syndication (RSS), podcasts, photograph sharing, individuals organizing, social bookmarking, virtual reality, gaming and co-altering. Learners circulate, disseminate, trade and offer the data in distinctive sight and sound configurations, for example, voice, motion picture, and distributed, or to a gathering. By gathering all these, learner's shared data, a virtual, circulated, customized information storehouse is prepared. This is customized as it is taking into account the learner's requirements and expected learning results. This storehouse expedites the learners' learning procedures and encourages the accomplishment of learning results. Web indexes and scientific categorization apparatuses provide the components to observe data order and indexing. Since there is a considerable measure of learning substance on the web, the time is now to drawn out for a learner to explore and pursuit to locate the obliged information. Scientific categorization apparatuses help the learner to order and list the knowledge in an all around sorted out structure, so that the learner can explore or hunt down the obliged information utilizing an internet searcher. Subsequently, scientific categorization apparatuses and web search tools bolster information distribution and spread. The learner can hunt down the required information adequately and proficiently, which accelerates the learner's learning obtaining procedures. III. LEARNING GRID FOR IDENTIFYING THE RIGHT OBJECT IN E-LEARNING The learning grid illustrated below in Table 1 assist learners to identify the right learning objects, based on learners’ context and personal preferences, Categories Features of The Knowledge Management Tool Collaborati on and community Groupware, workflow systems, emails, chat-room, workspace, discussion room, forum and bullet board Social network analysis, topic map, WebLog, really simple syndication (RSS), podcast, photo sharing, people networking, social bookmarking, virtual reality and gaming, and co-editing Social software © 2015, IJCSMC All Rights Reserved Corresponding Knowledge Management Processes for E-Learning Knowledge collaboration, sharing, and creation Knowledge exchange, sharing, acquisition, creation, distribution, and dissemination 137 Arnob Zahid et al, International Journal of Computer Science and Mobile Computing, Vol.4 Issue.9, September- 2015, pg. 136-139 Search engine and taxonomy tools Personal knowledge managemen t Peer-to-peer knowledge managemen t Searching, information classification and indexing Knowledge distribution, and dissemination Searching, information classification and indexing, contact management, and knowledge mapping (Distributed) Searching, workspace, file sharing, content distribution and synchronous communication Knowledge acquisition, storage and personalization Knowledge collaboration, exchange, sharing, distribution, and dissemination Table 1: Learning Grid for Identification of Learning Objects. Distributed learning administration devices provide the elements to observe and utilize a workspace, document sharing, content circulation and synchronous correspondence. Learners can work together, ex-change, share, disperse and spread information with other individual(s). These apparatuses reenact the legitimate learning environment of associate collaboration, correspondence, learning material sharing and gathering work. As a result, learners obtain numerous opportunities of knowledge sharing among them in this shared e-learning environment. Individual learning administration instruments provide components to seek, data characterization and indexing, contact management, and information mapping for individual information workers. Taking into account learners' own particular inclinations, learners can choose, store, explore and look the taking in substance from their own vault, with the goal that hunt time is lessened. Through different collaborative speech apparatuses, learners can look for other area specialists, or related information, to assist them with critical thinking. Accordingly, individual information administration apparatuses likewise assist learners to store and personalize the learning and additionally to obtain new information through information externalization, internationalization, combination and personalization. IV. CONCLUSIONS In today’s technologically advanced era, knowledge management is not in dealt with data/information acquisition, storage, retrieval and maintenance only. It also develops information administration strategies, knowledge sharing opportunities and tends to ascertain shared environment(s) for the learners to learn, enhance and discovery. It also expedites learner's learning procedures through collaboration and teamwork. By utilizing the learning lattices as described above, learners can organize and select the proper learning attribute. In other words, learners could enhance or explore their own necessities and inclinations effectively. REFERENCES [1] A.G. Buchner, D. Patterson, Personalised e-learning opportunities call for a pedagogical domain knowledge model, International Conference on Database and Expert Systems Applications 15 (2004) 410–414. [2] C. Koutsojannis, G. Beligiannis, I. Hatzilygeroudis, C. Papavlasopoulos, J. Prentzas, Using a hybrid Al approach for exercise difficulty level adaptation, International Journal of Continuing Engineering Education and Life-Long Learning 17 (4–5) (2007) 256–272. [3] H.F. Sindi, A machine learning approach for intelligent tutoring systems, WSEAS Transactions on Systems 4 (7) (2005) 1053–1057. © 2015, IJCSMC All Rights Reserved 138 Arnob Zahid et al, International Journal of Computer Science and Mobile Computing, Vol.4 Issue.9, September- 2015, pg. 136-139 [4] H. Zhuge, A knowledge flow model for peer-to-peer team knowledge sharing and management, Expert Systems with Applications 23 (1) (2002) 23–30. [5] J. Jameson, G. Ferrell, J. Kelly, S. Walker, M. Ryan, Building trust and shared knowledge in communities of e-learning practice: collaborative leadership in the JISC eLISA and CAMEL lifelong learning projects, British Journal of Educational Technology 37 (6) (2006) 949–967. [6] J. Novak, M. Wurst, M. Fleischmann, W. Strauss, Discovering, visualizing, and sharing knowledge through personalized learning knowledge maps, Lecture Notes in Artificial Intelligence 2926 (2004) 213–228. [7] J. Secker, Libraries, social software and distance learners: blog it, tag it, share it!, New Review of Information Networking 13 (1) (2007) 39–52 [8] M.D. Lytras, A. Naeve, A. Pouloudi, A knowledge management roadmap for e-learning: the way ahead, International Journal of Distance Education Technologies 3 (2) (2005) 68–75. © 2015, IJCSMC All Rights Reserved 139