A living-systems design model for web-based knowledge management systems

Abstract

The systematic design of instruction has long been recognized as a key to the successful development of effective and appropriate materials (Dick & Carey, 1990;Gagné & Briggs, 1979;Rothwell & Kazanas, 1997). Early developers of computer-based instruction (CBI) recognized the difficulty in successfully taking a CBI project from conception to delivery. To help manage the complexity of the development process, they adopted methods and techniques created in the computer industry for managing software development projects. Many of these early software development methods were adaptations of the "waterfall approach" (Yourdon & Constantine, 1978), a highly structured method for project management that delineates the design process into clearly defined phasesanalysis, design, implementation, testing, and delivery. The metaphorical implications of the waterfall approach are obvious: Each phase has a clearly defined output, and this output provides the input to the next phase. The purpose of the analysis phase is to produce the specification of the new application. It states what the new application should do, but does not describe how it will be accomplished. The design phase results in the specification being translated into a paper-based design of the system. In the implementation phase, this design is finally realized as a computer program-then tested in the testing phase-before it is delivered to the customer in the delivery phase. The waterfall approach did improve project management for CBI developers, but it was a method adopted from software engineering that did not sufficiently focus on the instructional aspects of computer applications.As the CBI field matured, development

A Comparative Study of Mobile Tools and AR Affordances on Collaborative Learning: From the Perspective of Enhancing College EFL Academic Writing Skills

“…This study is in line with the framework of the living-systems approach to the development of knowledge management systems [12] and digital multi-modal composing (DMC) [13]. Living-systems approach underpinning the development of knowledge management systems starts from the analysis of end-user needs.…”

Content analysis of research trends in instructional design models: 1999-2014

“…• A study employing the Living-Systems Approach Model indicated that this model not only allows individuals to regulate the learning process but indeed grows and changes in order to accommodate their needs (Plass & Salisbury, 2002). …”

Applying Multiple Behavioral Pattern Analyses to Online Knowledge Management Environments for Teachers’ Professional Development

“…The development of cross-disciplinary teaching knowledge, which has received increasing attention in particular, requires colleagues' cooperation on knowledge combination. As for difficulties in integrating and developing teaching materials, recent studies have found that material designers have difficulties in project control and have little interaction with cross-disciplinary colleagues when collaborating on the development of teaching materials (Albers, 1996;Plass & Salisbury, 2002). However, in the growing Web 2.0 environment, highly interactive Internet behaviors and the concept of collective intelligence are gaining attention (Musser et al, 2006).…”

“…This issue involves multi-aspect consideration and more precise analyses of knowledge sharing behaviors as aids and foundations to formulate knowledge management strategies effectively that are compatible with teaching practices, allowing for further development of proper knowledge management platforms for teacher communities. Though studies of teacher knowledge management (Carroll et al, 2003;Lee et al, 2010;Plass & Salisbury, 2002;Spector, 2002;) and analyses of teacher knowledge sharing behaviors (Hou et al, 2009a(Hou et al, , 2009b) have been conducted, these studies are few in number, and a comprehensive discussion about integrating multiple analytical methods to analyze community behaviors is lacking. Therefore, this research attempts to apply theories of knowledge transfer and creation to investigate possible phenomena of teaching knowledge transfer in the area of e-Learning.…”