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European Aquaculture - A Learning Industry? Presentation given at Aquaculture Europe, 16 October 2014.
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EUROPEAN AQUACULTURE – A LEARNING INDUSTRY?
Aquaculture Europe 2014John Bostock
University of Stirling, UK
LLP – Erasmus – Erasmus Network
Elements of a learning industry?
Learning Industry
Knowledge Management
Learning Organisations
Individual learning
Tacit/ informal
Explicit/ formal
Peter Senge promotes the idea of learning organisations as:
“… organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is setfree, and where people are continually learning how to learn together.” (Senge 2006 p3)
The Learning Organisation
Image credits: http://business.nd.edu/ (Book cover: Amazon)
Senge’s 5 Disciplines
Image sources: http://www.howtodobusiness.com/learningtolearn.htm & http://www.catalystlearning.co.uk/?page_id=414
But hierarchies are the norm
Image sources: http://www.bbk.ac.uk/orgpsych/staff/academics/caldwell/docs/Leadership-and-Learning-SPAR-Caldwell-2012.pdf
Mintzberg's Models
Image sources: http://www.lindsay-sherwin.co.uk/guide_managing_change/html_change_strategy/07_mintzberg.htm & http://www.ebbemunk.dk/technostructure/technostructurep3.html
Knowledge Management
Image credits: http://www.emeraldgrouppublishing.com/ & http://nihulyeda.a.wiki.co.il/ (Book covers: Amazon)
Integration in Policy (Innovation Union)
“European firms are being forced to upgrade their knowledge management within each sector in order to gain competitive advantage and gain added value in the higher components of the value chain.
These efforts must to a larger extent build on the specific innovation drivers in each industry fostering sector sensitive framework conditions”.
Quote source: http://ec.europa.eu/research/innovation-union/pdf/competitiveness_report_2013.pdf
Knowledge driving the value chain
Basic research
Applied research
Development of products
and processes
Production of goods and services
Consumption (end users)
Knowledge exchange about science and innovation potential
Knowledge exchange about applications, markets and customers/users
Upstream activities Downstream activities
Business models
Value chainPolicy, regulation,
finance, public
opinion
Adapted from: http://www.rand.org/pubs/technical_reports/TR986.html
Aquaculture production is only one part of the aquaculture value chain
And there are many different aquaculture value chains
The role of research is often excluded from value chain diagrams but is a key input
http://www.researchintouse.com/nrk/RIUinfo/valuechain/valuechain.htm
But what is “knowledge”?
Images from: http://en.wikipedia.org/wiki/T._S._Eliot, http://en.wikiquote.org/wiki/Russell_L._Ackoff & http://raws.adc.rmit.edu.au/~s3326816/blog2/?tag=wineberger
Where is the Life we have lost in living?Where is the wisdom we have lost in knowledge?Where is the knowledge we have lost in the information?
From “The Rock” by T.S. Eliot, 1934
Russell Ackoff, DIKW hierarchy, 1989
Conceptual relations in DIKW
Source: https://www.researchgate.net/post/How_to_characterize_DIKW_Data_Information_Knowledge_Wisdom_hierarchy
“Knowledge is the combination of data and information, to which is added expert opinion, skills and experience, to result in a valuable asset which can be used to aid decision making.”
The European Committee for Standardization “Guide to Good Practice in Knowledge Management”
Value
DIKW related to tools & processes
Image source: http://collaborationrogue.wordpress.com/2010/10/01/how-does-your-information-and-knowledge-flow/
But are we realising the potentials in DIK?
Image source: http://www.gollner.ca/knowledge/
Joe Gollner
The Anatomy of Knowledge - The Knowledge Dynamic:Exploring the dichotomy between potentials (blue) and actuals (green)
Is DIKW the right model?
Image sources: http://novemberlearning.com/blc-education-conference-2013/transformative-education-speakers/ & http://boingboing.net/2014/02/26/weibergers-too-big-to-know.html
“The real problem with the DIKW pyramid is that it’s a pyramid. The image that knowledge (much less wisdom) results from applying finer-grained filters at each level, paints the wrong picture. That view is natural to the Information Age which has been all about filtering noise, reducing the flow to what is clean, clear and manageable. Knowledge is more creative, messier, harder won, and far more discontinuous”
David Weinberger
Tacit & Explicit Knowledge
Image source: http://serendip.brynmawr.edu/sci_edu/seelybrown/seelybrown4.html
Much personal knowledge is not systematically recorded or analysed and often emerges as “common sense”
Workplace knowledge construction
Image sources: http://steveo1967.blogspot.co.uk/2013/06/tacit-and-explicit-knowledge-and.html & http://gotjam.pbworks.com/w/page/8403357/Workplace%20Knowledge
Knowledge creation and conversion processes
Image source: http://www.trainmor-knowmore.eu/85289669.en.aspx
Applied to learning modes
Image source: http://www.jaycross.com/wp/2007/06/page/2/
Putting knowledge to work
Image source: http://bradhinton.wordpress.com/2012/07/09/the-great-debate-tacit-knowledge-and-collaborative-technologies/
“Knowledge does not simply filter and combine information, but guides which information should be sought out and used. “Actionable knowledge” in particular combines rationality and intuition, the outcome of previous experiences, and elements of desire and curiosity” (Weinberger, 2010).
Strategic knowledge management
Image source: http://ridwanattaufiq.wordpress.com/category/knowledge-managemen/
Knowledge management has been defined as the process of capturing, distributing and effectively using knowledge (Davenport, 1994).
Integrating KM and Business Processes
Image source: ftp://cenftp1.cenorm.be/PUBLIC/CWAs/e-Europe/KM/CWA14924-01-2004-Mar.pdf
People are the key
Image source; http://www.eknowledgecenter.com/articles/1010/1010.htm
Back to building a learning organisation
Image source: http://jarche.com/2012/11/coherence-in-complexity/
Enabling a learning environment for explicit and tacit knowledge
Recognising the importance of all modes of learning
Illustration from: http://www.knowledgejump.com/learning/informal.html
Learning and job performance
Illustration from: http://en.wikipedia.org/wiki/Informal_learning
Integrating knowledge: building multidisciplinary and interdisciplinary capacity
Image Source: http://www.theberkeleygraduate.com/2014/02/in-defense-of-the-interdiscipline/
e.g. Taking advantage of Internet-based technologies and services
eLearning & MOOCs
Image source: http://www.yourtrainingedge.com/should-you-use-moocs-over-other-forms-of-corporate-trainings/
Massive Open Online Courses and increasing availability of Open Educational Resources
Integrating MOOCs into workbased learning
Image source: http://preetijasnani.wordpress.com/
Integrating communities of practice
Image source: http://jennymackness.wordpress.com/2011/07/12/value-creation-in-communities-of-practice/
Combining content generation and social engagement for more effective learning
Image source: http://www.etrainingpedia.com/moocs-2-0-scaling-one-on-one-learning/
Need to understand and use motivations for learning
Image Source: https://sites.google.com/a/sutuan.net/www02/edtec6702
For instance:
Image source: http://www.rightoninteractive.com/marketing/gamification-work-play-mix/
Making learning fun and integrated into the workplace
Image source: http://www.cmswire.com/cms/customer-experience/moving-beyond-the-gamification-hype-015059.php & http://www.aquanetix.co.uk/
e.g. Aquinetix Farm Management Software
How does the European aquaculture industry rate as a learning industry?
• The European Aquaculture Technology and Innovation Platform has a thematic work area on Knowledge Management
• Strong European collaboration in research and learning
Image sources: www.eatip.eu; www.easonline.org; www.aquaexcel.eu; www.aquatnet.com
Aquaculture industry case studies as Open Educational Resources. A 5 ECTS course is being developed to introduce European Aquaculture
Example: AQUA-TNET Collaborative Learning Platform
Example: Sharing protocols and ontologies
Image source: http://www.atol-ontology.com/
Example: Marine Knowledge Gate
http://www.kg.eurocean.org/
Example: FindIT data mining project for producers
How to strengthen aquaculture as a learning industry?
Building more open business
cultures for knowledge
sharing
Building stronger online
communities & resources
Valuing lifelong
learning and tacit
knowledge
Increasing flexibility in
education and training
Final thoughts
Knowledge is a vital asset for business success and needs to be better understood as such
Only a fraction of total company knowledge can be formaly recorded - most is in the minds of staff
Learning companies respect and nurture employees knowledge
Knowledge management is about people management and facilitating social interactions
Contact us
Thank you for your attention
Email: [email protected]
Website: www.aquatnet.com
Slideshare: http://www.slideshare.net/jbostock
• Ackoff, R. 1989. From Data to Wisdom. Journal of Applied Systems Analysis 16: 3–9.• Caldwell, R. 2011. Leadership and learning: A critical re-examination of Senge's learning organization. Syst Pract
Action Res. Published online DOI 10.1007/s11213-011-9201-0 • Davenport, T.H. 1994. Saving IT's Soul: Human Centred Information Management. Harvard Business Review,
March-April, 72 (2) pp. 119-131. • EC, 2010. Europe 2020 Flagship Initiative Innovation Union. Communication from the Commission to the European
Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions SEC(2010) 1161. European Commission.
• Koenig, M.E.D. 2012. What is KM? Knowledge Management Explained. KMWorld. Blog article - http://www.kmworld.com/Articles/Editorial/What-Is-.../What-is-KM-Knowledge-Management-Explained-82405.aspx (Accessed 01/06/2014)
• Nonaka, I. 1991. The knowledge creating company. Havard Business Review, November-December 1991, pp 96-104.• Nonaka, I. & Takeuchi, H. 1995. The knowledge creating company: how Japanese companies create the dynamics of
innovation. New York: Oxford University Press. p. 284• Senge, P.M. 1990. The fifth discipline: the art and practice of the learning organization. Doubleday/Currency. New
York. 424 pp.• Smith, E. 2001. The role of tacit and explicit knowledge in the workplace. Journal of Knowledge Management, 5 (4),
pp.311 - 321• Stewart, T. 1991. BRAINPOWER. Fortune, Vol. 123 (11) p 44+• Weinberger, D. 2010. The Problem with the Data-Information-Knowledge-Wisdom Hierarchy. Harvard Business
Review Blog Network - http://blogs.hbr.org/2010/02/data-is-to-info-as-info-is-not/ (accessed on 1/6/2014).
References
This presentation is a contribution to the AQUA-TNET project which received funding from the European Union’s Lifelong Learning Programme, Erasmus Thematic Networks under grant agreement No. 2011-3997/001-001 and Project No. 518700-LLP-1-2011-1-UK-ERASMUS-ENW. This presentation reflects the views only of the author, and the European Union cannot be held responsible for any use which may be made of the information contained therein.Graphic images used in this presentation were sourced from the Internet with the origin cited on the appropriate slide.
Disclaimer