scholarly journals Metamodelo de gestión de conocimiento a partir de análisis so¿cial de lecciones aprendidas [Metamodel knowledge management from social analysis of lessons learned]

2015 ◽  
Author(s):  
José Fernando López Quintero ◽  
Juan Manuel Cueva Lovelle ◽  
Begoña Cristina Pelayo García-Bustelo ◽  
Carlos Enrique Montenegro Marín
Keyword(s):  
Knowledge Management ◽  
Social Network ◽  
Web Services ◽  
Web 2.0 ◽  
Semantic Analysis ◽  
Lessons Learned ◽  
Personal Knowledge ◽  
Redes Sociales ◽  
Functional Architecture ◽  
Amazon Web Services

Este artículo describe el desarrollo de una arquitectura funcional orientada a la Gestión de Conocimiento Personal (GCP), definido desde el concepto de las lecciones aprendidas que se registran en una red social de uso masivo. Esta arquitectura funcional aplica de forma práctica la implementación de un sistema de registro de las lecciones aprendidas personales, en la nube a través de una red social Facebook. El proceso inicia con la adquisición de datos a partir de la conexión a una base de datos no relacional (NoSql) en SimpleDB de Amazon Web Services y a la cual se le ha configurado un algoritmo de análisis complementario para realizar el análisis semántico de la información registrada de las lecciones aprendidas y de esta forma estudiar la generación de Gestión de Conocimiento Organizacional (GCO) desde GCP. El resultado final es el diseño de una arquitectura funcional que permite integrar la aplicación web 2.0 y un algoritmo de análisis semántico a partir de información no estructurada aplicando técnicas de aprendizaje de máquina.Palabras Claves: Gestión de conocimiento, gestión de conocimiento personal, lecciones aprendidas, análisis semántico, computación en la nube, redes sociales, aprendizaje de máquina.This paper shows the development of a functional architecture oriented Personal Knowledge Management (PKM), defined from the concept of lessons learned that are registered in a social network for mass use. This functional architecture applied in a practical implementation of a registration system for personal lessons learned in the cloud through a social network Facebook. The process begins with the acquisition of data from the connection to a non-relational database (NoSQL) in SimpleDB of Amazon Web Services and which you have set up a complementary analysis algorithm for semantic analysis of information recorded lessons learned and thus study the generation of Organizational Knowledge Management (OKM) from PKM. The final result is the design of a functional architecture that enables web 2.0 application integration and semantic analysis of an algorithm from unstructured information using machine learning techniques.Keywords: Management of knowledge, management of personal knowledge, lessons learned, semantic analysis, computing in the cloud, social networks.

A personal knowledge management metamodel based on semantic analysis and social information

2016 ◽  
Vol 22 (6) ◽  
pp. 1845-1854 ◽  
Author(s):  
J. F. López-Quintero ◽  
J. M. Cueva Lovelle ◽  
R. González Crespo ◽  
V. García-Díaz
Keyword(s):  
Knowledge Management ◽  
Semantic Analysis ◽  
Social Information ◽  
Personal Knowledge ◽  
Personal Knowledge Management

Teachers' Personal Knowledge Management in China Based Web 2.0 Technologies

2010 ◽  
pp. 76-88 ◽  
Author(s):  
Jingyuan Zhao
Keyword(s):  
Knowledge Management ◽  
Web 2.0 ◽  
Management Practice ◽  
Personal Knowledge ◽  
Knowledge Management Practice ◽  
Work Efficiency ◽  
Chinese Teachers ◽  
Web 2.0 Technologies ◽  
Web Technologies ◽  
Personal Knowledge Management

Knowledge is taken as core competitive power in the current society. The teacher as an educational operator often touch much knowledge, if they could manage knowledge efficiently, the work efficiency will be increased greatly. To mine knowledge and make tacit knowledge explicit, teachers should manage personal knowledge. By the survey of teachers’ personal knowledge management in China, the study finds some problems in terms of Chinese teachers’ personal knowledge management, especially many Chinese teachers are not good at making use of Web technologies to assist them on managing knowledge and communicating with other teachers. One studying focus of Web 2.0 technologies is personal knowledge management, and Web 2.0 provides a series of effective tools and platforms for personal knowledge management. The chapter discusses on the concept of teachers’ personal knowledge management, and presents the strategies of teachers’ personal knowledge management based Web 2.0 technologies, using for reference for teachers’ personal knowledge management practice.

scholarly journals Personal Knowledge Management: An Analysis of Benefits and Challenges of Using  Web 2.0 Technologies at the Individual Level

2021 ◽  
Author(s):  
◽  
Rouhollah Fathizargaran
Keyword(s):  
Knowledge Management ◽  
Software Engineering ◽  
Web 2.0 ◽  
Personal Knowledge ◽  
Web 2.0 Technologies ◽  
Web 2.0 Tools ◽  
Individual Level ◽  
Personal Knowledge Management ◽  
The Individual ◽  
The Impact

<p>This research investigates the benefits and challenges of using Web 2.0 technologies (Wikis, Blogs, Facebook, Twitter, etc.) for personal knowledge management (PKM). It focuses on the challenges and benefits of using these technologies at the individual level to find out how realization of the key benefits and mitigation of challenges can improve personal performance in software engineering companies. This research also investigates the influence of PKM skills proposed by Dorsey (2000) in realising benefits and minimising challenges. Methods of data collection involved semi-structured interviews with three middle level managers and three software developers from four multinational software engineering companies. Qualitative research methods were used for analysing data. To explore benefits and challenges of using Web 2.0 technologies for PKM, a general inductive analysis strategy (Thomas, 2006) was used. This approach helped the researcher to derive concepts and themes which emerged from the raw data. Analysis also drew on and extended Dorsey‟s PKM skill model (2000) to identify which benefits and challenges of using Web 2.0 technologies can be addressed by PKM skills. Results from this study highlighted three important benefits of using Web 2.0 technologies for PKM: improved time saving, improved collaboration, and improved communication across hierarchical barriers. Ease of use of technologies and ease of organising information were found to be enablers of the technologies for effective management of personal knowledge. Results also showed four important challenges of using Web 2.0 tools for PKM: inaccurate and inappropriate information, lack of participation, lack of knowledge about the nature of technologies, and security sensitive. Findings of this study highlighted the importance of PKM skills to realise benefits of Web 2.0 technologies and minimise their challenges. The benefits and challenges of using Web 2.0 technologies have direct impact on individual performances. If employees are aware of these challenges, and have appropriate PKM skills, they will be able to improve their individual performances. The researcher suggests an extension of the Dorsey‟s PKM skill model (2000). Furthermore, in order to enable better understanding about the impact of PKM skills on individual performances using Web 2.0 tools a tentative model is proposed at the end of the study, which needs to be further explored in future studies.</p>

scholarly journals Studentų personalinių žinių valdymas naudojant saityno 2.0 technologijas

2012 ◽  
Vol 60 ◽  
pp. 53-65
Author(s):  
Gintarė Tautkevičienė
Keyword(s):  
Knowledge Management ◽  
Web 2.0 ◽  
Personal Knowledge ◽  
Web 2.0 Technologies ◽  
Personal Learning ◽  
Personal Knowledge Management ◽  
Knowledge Processes ◽  
Individual Ability ◽  
Individual Use ◽  
The Individual

Šiuolaikinis požiūris į personalių žinių valdymą apima tiek individui svarbių žinių organizavimo, informacijos prasmės suvokimo, naujų idėjų kūrimo procesus, tiek socialinių tinklų kūrimo ir palaikymo, bendradarbiavimo, dalijimosi ir sąveikos veiklas. Personalinis žinių valdymas svarbus kiekvieno individo gyvenime, nes akcentuoja gebėjimą mokytis, efektyviai dirbti ir dalyvauti socialinėje veikloje. Svarbus personalinių žinių valdymo aspektas – leisti individams geriau valdyti savo asmeninių žinių procesus, sąveiką, bendradarbiavimą ir žinių mainus. Saityno 2.0 (angl. web 2.0) technologijos suteikia įrankius ir naujas galimybes personalinėms žinioms valdyti. Interaktyvūs įrankiai leidžia individams kurti, sisteminti, tvarkyti ir dalytis žiniomis, suteikia platesnes galimybes ir efektyvesnes socializacijos, bendravimo, bendradarbiavimo priemones. Personalinių žinių valdymas svarbus ne tik individo ir organizacijos žinių valdymo procesams tobulinti, bet ir siekiant sukurti studijoms universitete palankią aplinką. Straipsnyje aptariamas tyrimas, atskleidžiantis studentų naudojimosi saityno 2.0 technologijomis ypatumus.Pagrindiniai žodžiai: žinių valdymas, personalinių žinių valdymas, saitynas 2.0, komunikacija, bendravimas, bendradarbiavimas, mokymasis, studentai, universitetas. Students’ personal knowledge management using web 2.0 technologiesGintarė Tautkevičienė SummaryModern approach to personal knowledge management involves a range of competences that individual use to acquire knowledge, make sense of information, negotiate meaning, create new ideas, organize their knowledge processes as well as share, extend personal networks, collaborate among the knowledge. Personal knowledge management is important for everybody because it focuses on the individual ability to learn, work efficiently and socialise. An important aspect of personal knowledge management is to allow the individual better manage their personal knowledge processes, interaction, collaboration and knowledge sharing with others. Web 2.0 technologies provides the tools and new opportunities for individual to create, organize, manage and share knowledge, as well as provides opportunities and means for a wider and more effective socialisation, communication, collaboration. Web 2.0 technologies provide tools for students that allow more efficient personal knowledge management processes as well as enable spaces to extend their personal learning environments.    

scholarly journals New Models of Communication, Profiles and Trends in Social Networks

Comunicar ◽  
2009 ◽  
Vol 17 (33) ◽  
pp. 73-81 ◽  
Author(s):  
Jesús Miguel Flores-Vivar
Keyword(s):  
Social Networks ◽  
Social Network ◽  
Web 2.0 ◽  
The Internet ◽  
New Journalism ◽  
Redes Sociales ◽  
Single Interface ◽  
Important Phenomenon ◽  
New Models ◽  
Dividing Line

Social networks have become the banner of Web 2.0, which also hosts blogs, wikis and chats. There is a slight dividing line between a social network, a blog and a wiki. Talking about social networks means referring to the next stage of the Internet, as talking about blogs once did. Internet social networks have become an increasingly important phenomenon because some platforms are integrating blogs and wikis on a single interface. But we could ask what new types of communication and business lie beneath these networks; what professional profiles are needed for this new audience. Should media create the networks, or just adapt to the new environments, whence a new journalism based on participation emerges? This paper tries to answer these and other questions. Las redes sociales en línea se han convertido en el estandarte de la Web 2.0, entorno que también aglutina a los blogs, wikis y chats. Existe una fina división entre una red social, un blog y un wiki. Hablar de redes sociales es referirnos al siguiente estadio de Internet, como en su momento fueron los blogs. Se han constituido en un fenómeno de masas cada vez más importante tanto así que ya algunas están integrando plataformas de blogs y wikis en una sola interfaz. Pero, ¿qué nuevas formas de comunicación y de negocio subyacen en las redes?, ¿qué perfiles profesionales se necesitan para esta nueva audiencia?, ¿deben los medios crear redes o adaptarse a los nuevos entornos de donde emerge un nuevo periodismo basado en la participación? El presente artículo intenta responder a estas y otras variables.

scholarly journals ANÁLISIS DE ESTUDIOS SOBRE FACEBOOK® EN COMPUTER AND HUMAN BEHAVIOR® (2010-2013)

2016 ◽  
Vol 3 (1) ◽  
pp. 593
Author(s):  
Judit García Martín ◽  
Jesús Nicasio García Sánchez
Keyword(s):  
Social Network ◽  
Web 2.0 ◽  
Social Networking ◽  
Empirical Analysis ◽  
Human Behavior ◽  
Social Networking Sites ◽  
Research Study ◽  
Redes Sociales ◽  
Palabras Clave ◽  
Education Psychology

Abstract:The purpose of this study is to describe the main psychological and educational trends of research about a social network, Facebook®, and they are being carried out internationally. For this, we do an empirical analysis of twenty articles on the topic published in the last four years in an international journal of impact, Computer and Human Behavior®. In this line, the present study confirms that research on the use and effects of Facebook®, is extensive, meticulous and strict. During this research study, we received competitive funds from the Spanish Ministry of Science and Innovation (MICINN, currently MINECO) (EDU2010-19250 / EDUC) for 2010-2013, awarded to the Director/Main Researcher (J. N. García). J. García-Martín received funds from the (FPI-MICINN) of the same project for four years (2011-2015).Keywords: social networking sites, web 2.0 technologies, education, psychology, Facebook®Resumen:El propósito del presente estudio es describir las principales líneas de investigación psicoeducativas que se están llevando a cabo a nivel internacional en torno a Facebook® en una revista internacional de impacto, Computer and Human Behavior®. Para ello, se realiza un análisis de veinte artículos empíricos sobre la temática publicados en los últimos cuatro años en dicha revista. En esta línea, el presente estudio corrobora que la investigación sobre el uso y los efectos de Facebook® es extensa, detallada y rigurosa. Durante la realización de este estudio se recibieron ayudas competitivas del proyecto (EDU2010-19250/EDUC) del Ministerio de Ciencia e Innovación (MICINN, en la actualidad MINECO), para el trienio 2010-2013, concedido al Investigador Principal (J. N. García) así como una beca predoctoral de formación de personal investigador (FPI-MICINN) del mismo proyecto concedida a J. García-Martín para el cuatrienio (2011-2015).Palabras Clave: redes sociales, herramientas 2.0, educación, psicología, Facebook®

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