Sie sind auf Seite 1von 6



Knowledge Management
Strategies for
Distance Education


Ss e
if information and
knowledge are to be of
practical value, they must
be effectively managed

During the past century, rapid development of an information soci-
ety and growth in the quantity of accessible information was given
considerable momentum with the development of information and
communication technologies (ICT), which allow people to interact
with each other and to share digital information relatively easily. An knowledge so that it becomes explicit. If this is not done significant
example of this is the Internet. value is quickly lost when people move on from an organisation. In
For many people the information explosion has led to an over- many traditional universities when academics leave a position, they
whelming feeling of information overload. Internet searches for take with them all of the tacit knowledge associated with running a
relevant information yield a growing number of results that are particular course before it can be passed on to their successors.
unrelated to the searched topic or are only marginally useful, while Data, information and knowledge are separate but linked
growing amounts of the information available are of poor quality. concepts represented in the diagram [Figure 1] adapted from the
If information and knowledge are to be of practical value they Manaaki Whenua Landcare Research website.
must be effectively managed. This is particularly important in People are at the centre of processes that convert data into
education and distance education (DE) where information plays information, as well as of those that use information to create and
such an important role in teaching and learning. Knowledge share knowledge. People, not systems, manage knowledge. KM is
Management (KM) is a response to these challenges, mostly seen the attempt to improve or maximise knowledge usage in an
in the business world and to some extent, in education. organisa- tion or system.

What is KnOWLedge? KM and de

Many people use information and knowledge interchangeably. At an institutional level, KM is essential to creating organisations
However, in KM these terms are distinct. Most experts also that
differentiate between data and information: learn more effectively.
Data is a collection of facts and quantitative measures which In a business context, a learning organisation is well-positioned
exist outside of any context from which people can draw to meet customer needs with employees who are good knowledge
conclusions. By itself data has relatively little value. workers that apply knowledge effectively and adapt quickly through
Information is data that people interpret and place in a learning.
meaningful context, highlighting patterns, causes or relation- KM should be a fundamental objective of any educational institu-
ships in data; for example, reports or strategic planning tion,organisation
the as learning operates.
is its core Infunction and should
an educational be reflected
context, in how
educators are
documents. the knowledge workers because they typically have considerable
Knowledge is the understanding people develop as they personal discretion and responsibility for analysing, developing and
react to and use information, either individually or as an implementing curricular goals. The primary customers, the
organisation. learners, also play a role in creating and sharing knowledge.
i) Tacit knowledge is subconsciously understood and ap- The practices of well-functioning DE systems already reflect at-
plied, developed from direct experience and action, and tempts to manage knowledge. A key attribute of DE programmes is
usually communicated through informal conversation and a systematic planning and implementation approach that
shared experience. compensates for separation in time and space between educators
ii) Explicit knowledge is more precisely and formally and learners. Well- functioning DE institutions invest significantly in
articulated, and removed from the original context of its developing structured curricula and materials; creating flexible
creation or use. learner support systems; maintaining carefully designed
Tacit knowledge is a vital component of knowledge in any administrative systems to support distance learners; and
system. implementing quality assurance strategies.
A key challenge in KM is to find ways to structure and record tacit
People, not systems, manage knowle

KM is, therefore, not a new concept beyond the reach of the average Finally, make information gathering and storage systems accessible to
DE institution, nor a concept that should induce fear in distance educators. any members of the organisation who may need that information to
The main challenge in DE institutions is to create and build on existing effectively produce and use knowledge. Information has historically been
good practices, to integrate KM more systematically into all aspects of the regarded as a source of power and the people responsible for managing
institutions operations. information have often been selective in sharing it. Patrides and Nodine
note that organisa- tions benefit enormously when people who have been
formerly excluded begin to gain access to information and join with others
iMpLeMenting KM to actually change the system.
A KM strategy that works well in one institutional context may fail in
another. KM and OrganisatiOnaL prOcesses
When designing KM strategies, systems and tools, consider the people in- KM is useful to all processes that identify, share and create knowledge. In
volved; the organisations operational context, history and ICT capacity; and DE formal and informal processes and procedures govern all aspects of
what the institution wants to achieve. People, processes and technologies institu- tional operations, including administration, course design and
are the three core elements in preparing a KM strategy [Figure 2], as noted development, learner support, student assessment, and quality assurance.
by Lisa Patrides and Thad Nodine. All institutional processes can be improved through effective KM.
KM and peOpLe KM and
The more people see the benefit of managing knowledge effectively, the ict
easier it makes their jobs, the more supportive of the KM strategy they will ICT enables effective KM. Rapid growth and development of ICT
be. The simplest way to achieve this is to design KM strategies and functionality opens great possibilities for building and exploiting
systems around the needs of its users, which are the educators, information and for converting it into knowledge. As PC Barnes notes,
administrators and managers, and learners. Successful KM depends on ICT canCapturing
be harnessed to supportUse
knowledge: many key KMdatabases
electronic processes:and software
engaged proactive participants and a broader institutional environment that information management systems to digitally store any kind of
facilitates collabo- ration, builds trust and shared understanding, and information, whether text, graphic, audio or video.
encourages creation of communities of practice.
Designing, storing, categorising, indexing and linking
Adisorn Na Ubon and Chris Kimble identify some key elements of
digital information: Store more data, access it and manipulate
effective user-friendly KM
Communities design: Small, informal, self-organising
of practice: it more quickly using todays computers that feature faster com-
networks of practitioners. An excellent point of departure for puter processing speed, storage capacity and a lower relative
dynamic, productive knowledge creation and sharing in education, price.
as knowledge in an organisation is often built up and generated by Searching for, and subscribing to, digitally stored content:
communities of practice. Query the stored information and receive search results using
Staff collaboration: Meetings, forums and discussions, and tools a Web browser, via the Internet or a secure intranet. Send
such as email and intranets, create knowledge through active social student course updates or receive student feedback using
interaction and collaboration. Most organisations realise they will cheap, increasingly automated electronic communication, such
improve performance if their staff work together. as mobile phones or Internet-based email.
Organisational trust: An essential condition for people to share Presenting information and content in a way that it is
knowledge and expertise. People are often reluctant to share meaningful and applicable for many contexts and uses:
knowledge because of the risk of loss of control and influence. Organise content as learning objects, in learning object reposi-
Overcoming this reluctance is key to successful implementation of tories (see back page).
KM strategies. DE organisations must devise systematic ICT strategies to re-use
Organisational understanding: Shared understanding and information in different ways without generating significant additional
common ground or purpose among people in an organisation or cost, and to store information in ways that allow it to be easily used for
community is essential for collaboration and productive knowledge future purposes and applications. This ensures that an institution builds
transfer. on growing knowledge bases rather than repeating basic work already
Review the institutions existing policies and practices to assess whether conducted, thus maximising the value of money spent on course design,
they support organisation-wide communities of practice or promote depart- development or educational research. The gathered information can
mental cliques. For example, review human resource policies to assess also, where appropriate, be made available online for access by other
how much they reward information-sharing as opposed to encouraging distance educators around the world contributing to an effective, useful
employee territorialism and competition. If compensation and reward global DE resource and research base. If information security is
systems are based only on what people know there will be few incentives to important, user access can be restricted through passwords by the

share information; if online website
sharing is likely to increase dramatically.

or system.
they are based on what people teach others in the organisation,

SSyynnththesesiizziinng People Proces
gAnalysing s
AAnnaallyyssiinngg Information Mngmt
Data Technologies
figure 1 figure 2

Design an electronic database that can be used to organ-

KM and ise, store and allow for multiple uses of information, including
infOrMatiOn some combination of:
i) Databases, data warehousing systems and content
systeMs repositories.
A DE institutions information management systems should allow ii) Computer networks that allow users to connect to the
information to be cheaply, easily and logically stored and retrieved, resources remotely. Increasingly, these should be high
and provide the type of information that a DE institution actually bandwidth networks that allow faster transfer of large
needs at all levels, without adding unnecessary bureaucracy or amounts of data. A significant challenge in developing
administrative labour. country contexts is that communication between the
Understand what information or knowledge you want to various centres of a DE institution may be hampered by
extract from the databases you develop to ensure that the gathered poor quality or expensive telecommunications. Affordable
data is capable of providing the answers to your questions. These high bandwidth connectivity must be established to allow
An overview of the kinds of information that DE systems
should contain, by J. Kidwell et al all elements of the distance education system to stay in
( ongoing contact and to share information seamlessly and
COL Knowledge Series guide Managing Student Records effectively.
in Distance Education by Christine Randell iii) Communication systems including email systems, discus-
( sion lists and collaborative tools designed to support
An article by this author on Student Management Information knowledge sharing, such as online project management
Systems for Distance Education Institutions (www.africaodl. systems and collaborative content authoring tools.
KM design principLes
Start with Strategy: Be clear what the objectives of your KM
Create user-friendly computer access to information so that strategy
users can easily access information independently. For example, are to ensure that KM does not come to be seen as an end in itself.
imple- ment a Web-based interface to access and search your Document these carefully so that they can be used to assess every
institutions data systems. This enables educators and learners to aspect of designing evolving information systems and tools. The
select their own search criteria and extract relevant resources objec- tives must be, in broad terms, to advance and improve student
quickly, at no additional cost after initial design and set-up. These learning. If KM investments cannot be linked to this overall objective
systems can be designed with security measures that allow it would seem difficult to justify them in an educational organisation.
decentralised data entry, so that the individuals responsible for Involve users in designing KM strategy and systems: People
maintaining certain information can independently enter data into are central to KM. The most successful strategies and systems will
the system; for example, academics entering student marks for their harness the people who are expected to drive the system from the
courses, and for database changes to be updated automatically to outset, who can build a KM strategy based on the organisations
the Web interface. exist- ing context and from an understanding of the patterns of
investing in ict and KM information usage already present.
To implement an effective, broad, ICT-based KM strategy, DE institu- Clearly distinguish KM strategies from ICT implementation
tions must invest financial and human resources to: and management:
technology does notAlthough ICTTechnology
drive KM. can be harnessed
should to
be support KM,
an enabler,
Establish types and combinations of information that will facilitating how people establish solutions to real problems. Once
support teaching and learning environments, target learners, technology becomes a problem that needs its own solutions, it stops
and make the information accessible to all participants in the being useful to its users.
educational process. Ensure that the broader organisational environment
Develop a conceptual framework for computer-based supports and rewards knowledge creation and sharing: There
management information systems. Many investments in is little point in layering a KM strategy on top of an organisation that
ICT systems lead to disappointment and serious wastage is structurally unsupportive of knowledge creation and sharing. The
of resources due to incomplete definition of the business process of organisational change toward implementing policies and
requirements of ICT systems; insufficiently detailed technical practices that encourage a spirit of enquiry and curiosity, while
specifications; and lack of user input during design and rewarding information-sharing and collaboration, requires strong
institutional leadership if it is to work successfully. Policies

tr e g s
development. A key objective in designing effective ICT
should also work
computerising and automating them. organisation, making it easier for people to work in teams so that

systems to support
actively to break down interna
they are able to develop their own knowledge through innovation A Learning Object Repository (LOR) stores LOs digitally.
and Typically
interaction with others. a LOR brings together a collection of LOs for a dened community
Approach KM as an ongoing process: KM is not a one-time or organisation, storing them in a single location. LORs make
investment in which a system is created and then left to run by itself. learning resources readily accessible to educators and learners, and
Support for KM strategies must be long-term and must assume an are usually databases accessible to users via the Internet or some
ongoing need for change and improvement as the people and KM other form of computer networking. Some LORs are open access
needs within an organisation change. Again, this requires strong in- systems while others are intranet facilities available only to specic
stitutional leadership if the KM strategies and systems are to users. Still others are commercial repositories from which LOs can
become truly embedded into the organisations operations. be purchased.
Measure the impact of KM: As previously noted, managing The need to share learning content across institutions and
knowl- edge is not an end in itself but should be informed by clear systems is becoming increasingly important, both to make use
objectives. It is critical to integrate into KM strategies and systems simpler and more streamlined for learners and educators, and to
some processes of measuring the impact of these investments. reduce duplication of ef- fort. Movements on an international level
This may be difcult to do, as it may be difcult to quantify the are attempting to dene com- mon standards for describing
benets of KM; however, reective review of the impact of KM helps educational content so that the content in various LORs can be more
ensure that its evolving design and implementation has the greatest easily shared across different repositories (see Web Resources on
back page of guide for examples).
LEARNING OBJECTS AND A nal development is a move towards making reusable
information resources more freely accessible through establishing
REPOSITORIES Open Educa- tional Resources (OER). OER content development is
Most curriculum design and development is not approached or based on the principles of the open source and free software
mented systematically and is often specic to a particular course or
A 2002 UNESCO-hosted online discussion (
Lack leading
of costtoeffective
problems: design and development
blog/archives/247) denes OERs as technology-enabled educational
which may result in investments in this area being halted resources for consultation, use and adaptation by a community of
A curriculum design and development process that is hard to users for non-commercial purposes, typically freely available over
understand and is often implemented inefciently the Web or the Internet. Their principal use is by teachers and
Large investments in curriculum design or development are educational institutions for course development but they can also be
often quickly lost when an individual leaves an institution. used directly by students. OERs include LOs such as lecture
Learning Objects (LO) are a way to store intellectual property that material, references and readings, simulations, experiments and
may help overcome these issues. Originally an eLearning concept, demonstrations, as well as syllabuses, curricula and teachers
LOs have become increasingly relevant in a much wider array of guides.
educational settings. Sandy Mills denition provides a useful Most
Theopen educationalGateway
Development contentwebsite
release their products
starting point: A learning objectis an object or set of resources
that can be used for facilitating intended learning outcomes, and can The COL Knowledge Series guide, Designing Learning
be extracted and reused in other learning environments.
Objects for Online Learning (
A LO that is well designed, appropriately stored and accurately
The COL Knowledge Series guide, Adapting Learning
catalogued in a database is likely to be useful for applications
Materials for Distance Learning (
beyond its original audience and educational context. The
development of LOs is considered very important to KM strategies
for education as the reusability of knowledge resources is a central
KM concept.
Na Ubon, A. and Kimble, C. 2002. Knowledge Management in Online Distance COLLABORATIVE RESOURCES
Education. Unpublished paper from the 3rd International Conference on Community Dimensions of Learning Object Repositories (CD-LOR).
Networked Learning, Shefeld, England.
Creative Commons (CC).
Horn, Chrys. 2003. Communicating scienceReecting on practice. OpenCourse.
communicationinfo.asp EduResources WeblogHigher Education Resources Online.
Patrides, L. and Nodine, T. 2003. Knowledge Management in Education:
Dening the Landscape. California: Institute for the Study of Knowledge The Open Learner.
Management in Education. 11.
Barnes, P.C. 2001. A primer on knowledge management. Student Accountant,
Paper 3.4. Apple Learning InterchangeDigital Learning Events.
Mills, S. 2002. Learning about Learning Objects with Learning Objects. League AriadneFoundation for the European Knowledge Pool.
for Innovations CIT Conference 2002, Long Beach, California, United Campus Alberta Repository of Educational Objects (CAREO).
States. Co-operative Learning Object Exchange (CLOE).

WEB RESOURCES Curriculum Online.

Education Network Australia Online (EdNA Online).
STANDARDS Education Resources Information Center (ERIC).
Advanced Distributed Learning (ADL)SCORM. Gateway to 21st Century Skills (GEM).
Aviation Industry Computer-Based Training Committee (AICC). The Centre for Educational Technology Interoperability The Inclusive Learning Exchange.
Standards (CETIS). Maricopa Learning eXchange (MLX). Massachusetts Institute of Technology OpenCourseWare (MIT OCW).
Dublin Core Metadata Initiative (DCMI).
Educational Modelling Language (EML), Learning Networks of Educational Multimedia Educational Resource for Learning and Online Teaching (MERLOT).
Technology Expertise Centre, Open University of the Netherlands (OUNL).
IMS Global Learning Consortium.
Institute of Electrical and Electronics Engineers (IEEE), Learning Technology


Written and researched by Neil Butcher, Education Consultant, South Africa

The Knowledge Series is a topical, start-up guide to distance education practice and delivery. New titles are published each year.
Series editor: Grace Chin
Series designer: Alex Hennig
All Web references and links in this publication are accurate at press time.

Commonwealth of Learning, 2007

Commonwealth of Learning, 1055 West Hastings, Suite 1200, Vancouver, BC V6E 2E9 CANADA
PH: +1.604.775.8200 | FAX: +1.604.775.8210 | E-MAIL: | WEB:

environmentally progressive
print practice
also available at