Informal learning and knowledge flow in CME: the facilitating role of graphic knowledge representation in social interaction (Contributo in volume (capitolo o saggio))

Type
Label
  • Informal learning and knowledge flow in CME: the facilitating role of graphic knowledge representation in social interaction (Contributo in volume (capitolo o saggio)) (literal)
Anno
  • 2014-01-01T00:00:00+01:00 (literal)
Alternative label
  • Guglielmo Trentin (2014)
    Informal learning and knowledge flow in CME: the facilitating role of graphic knowledge representation in social interaction
    Nova Science, Hauppauge (Stati Uniti d'America) in Network-Based Continuing Medical Education: Social Media and Professional Development, 2014
    (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#autori
  • Guglielmo Trentin (literal)
Pagina inizio
  • 57 (literal)
Pagina fine
  • 87 (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#titoloVolume
  • Network-Based Continuing Medical Education: Social Media and Professional Development (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#affiliazioni
  • CNR - Istituto Tecnologie Didattiche, Genova (literal)
Titolo
  • Informal learning and knowledge flow in CME: the facilitating role of graphic knowledge representation in social interaction (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#isbn
  • 978-1-63117-346-2 (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#curatoriVolume
  • Guglielmo Trentin (literal)
Abstract
  • Early approaches to knowledge management focused on knowledge as a thing, because in those days technology focused on codification, but neglected the flow aspects. Knowledge flows along existing pathways in organizations. If we want to understand how to improve the knowledge flow (KF), we need to understand those pathways (Prusak, 2003) . This is a key aspect, and it has stimulated the reflections in this chapter as to how Graphic Knowledge Representations (GKR) can support, foster and enhance knowledge sharing and development processes in CME, through the activation of non-formal and informal knowledge flow dynamics. The chapter discusses the results of an experimentation with graphic approaches to knowledge representation during informal learning processes based on problem-solving in the healthcare sector. The tools chosen for the experimentation were concept mapping and Petri Nets, developed collaboratively online with the aid of the CMapTool and WoPeD graphic applications. Our specific aim was to analyse and discuss their actual usability and effectiveness in fostering social interaction, knowledge-sharing and information exchange during a process designed to study a specific professional problem. We will do this step by step, and will begin by proposing a graphic representation of the different facets of the learning process, differentiating them into formal, non-formal and informal and also into intentional and incidental. Thus, the informal component and its relationship with the horizontal knowledge flows which are typical of social interactions, will be identified. Finally, the above-mentioned experimental cases will be described and the results deriving from them will be discussed. (literal)
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