Text: aaa | Text only

Knowledge Centre blogs

Knowledge Mapping for the third sector
By: Simon Knight
On: 5th December 2012

Mapping what we search for

In my last post, I said I’d talk a bit more about knowledge mapping.  I’m particularly interested in this area because while information retrieval through search engines is rather well supported for individuals engaging in fairly short factual retrieval, longer and collaborative tasks have relatively less tools for their facilitation.  So this is an interesting area from an information management perspective in general.  

Mapping for the 3rd sector

more >

From Problems to Conclusions - How do we Share Understanding of Research
By: Simon Knight
On: 13th November 2012

Making sense of our evidence

In her recent Nominet Trust blog Annika talked about the ways Nominet Trust is trying to make sense of the information they have on how technology might be used to open up new opportunities. Creating stories, spotting themes, and mapping ideas have been key to this work. more >

Linking Existing Data - See the Connections
By: Simon Knight
On: 25th October 2012

Data – What is it good for?

Last blog I talked about Linked Data in relation to OER – linking the OER together.  One aspect of this was personalisation – being able to see where gaps in a students learning were, and plugging them dynamically though linked OER.

more >

Measuring Impact by Tracking Open Content in the Wild
By: Simon Knight
On: 3rd October 2012

How do we track the impact of data and documents once we’ve “let it out” into the wild for anyone to use, reuse, reappropriate, and open up for re-downloading?  That’s the question I’m looking at this week, and that I’ve been thinking about for the last couple of days.
more >

Wikipedia in Education, and tracking how 'knowledge' is used...
Social Learning Analytics - Making sense of people making sense together
By: Simon Knight
On: 11th June 2012

Thinking about information, together

Last time I talked about why the ways individuals think about knowledge, might impact on their behaviour, and how we could support more advanced behaviours.  Of course, this also depends on how we - collectively - think about knowledge and act on this, through our policy and the ways we structure websites, etc. For example, how education/assessment policy might encourage particular ways of thinking about knowledge.

more >

Project blogs

Key beneficiary

Area of interest

Internet focus

Authors

Archive