Process-driven Approaches to Knowledge Transformation

Abstract

In this paper we focus on specific approaches to knowledge transformation within the educational domain. Our approaches can be briefly characterized as processdriven, because the core concepts are educational processes and semantic representations of them. In this paper we present two alternative ways of using process models for knowledge transfer in educational domain. First one is deductive approach, or top-down approach, where knowledge is captured from the very beginning and continuously upgraded with the repeated runs of educational processes. The second one is inductive approach, or bottom-up approach, where process logs are analyzed with the aim to derive useful knowledge patterns. We build on our experiences from more research and educational projects, where we have designed and developed information systems and services supporting these types of knowledge transformation.

Integrated Functional Sanitation Value Chain

“…by Sani-KIFs/KIOs and even Sani-KIBSFs as well as KEnts acting as brokers or coordinators; and then material relevant to the need is identified (whether available or not within the system); and subsequently acquired through KWers tacit knowledge, codified and stored explicit knowledge and/or purchased from third parties as an artefact in itself or by hiring knowledge experts and or specialised KIBSFs (Lonnqvist and Laihonen, 2017;Rajala et al 2008). The next stage is when the units acquired and configured are transformed to usable material whereby the different perspectives, levels, phases and categories of knowledge from different sources have been integrated into one composite package for specific purposes (Berends et al, 2011;Gabbay et al, 2020;Holsapple & Singh, 2003;Krome, 2014;Paralič et al, 2013;Schneider, 2012;Welo & Ringin, 2018;Zahra et al, 2020). The composite knowledge drawn from the transformation and integration stage enables the creation and production of knowledge content, products and services in sanitation and its management specific to required and relevant sectoral needs and expectations and novel innovations (Brix, 2017;Ramirez et al, 2012;Yu et al, 2017).…”

Sanitation management knowledge value chain

“…by Sani-KIFs/KIOs and even Sani-KIBSFs as well as KEnts acting as brokers or coordinators; and then material relevant to the need is identified (whether available or not within the system); and subsequently acquired through KWers tacit knowledge, codified and stored explicit knowledge and/or purchased from third parties as an artefact in itself or by hiring knowledge experts and or specialised KIBSFs (Lonnqvist and Laihonen, 2017;Rajala et al 2008). The next stage is when the units acquired and configured are transformed to usable material whereby the different perspectives, levels, phases and categories of knowledge from different sources have been integrated into one composite package for specific purposes (Berends et al, 2011;Gabbay et al, 2020;Holsapple & Singh, 2003;Krome, 2014;Paralič et al, 2013;Schneider, 2012;Welo & Ringin, 2018;Zahra et al, 2020). The composite knowledge drawn from the transformation and integration stage enables the creation and production of knowledge content, products and services in sanitation and its management specific to required and relevant sectoral needs and expectations and novel innovations (Brix, 2017;Ramirez et al, 2012;Yu et al, 2017).…”