KMS MSc

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(c) Martin P. Lee

Design, Development & Delivery of an Innovative Blended MSc in KMS

Dr Simon J. Shurville MBCSMartin P. Lee FBCS

Dr Bernard Scott AFBPS, FCybSDr Alan Harrison MBCS

Department of Information Systems (DoIS), Cranfield University (CU), Royal Military College of Science (RMCS), Defence Academy of the UK, Shrivenham,

Wiltshire, SN6 8LA, UKMailTo:M.P.Lee@Cranfield.Ac.UK

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(c) Martin P. Lee

Agenda

• Introduction• KMS MSc course• Syllabus Design

– 10 modules & project

• Learning Design• Course Development• Course Evaluation• Conclusions• Questions?

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Introduction

• Cranfield (postgraduate) University:– Cranfield (aerospace, management etc)– Silsoe (agriculture, biosciences etc)– Shrivenham (Defence Academy of the UK):

• Three Technology Departments

• Dept. of Defence Management

• Dept. of Information Systems:– Design of Information Systems (DIS) Full-time MSc

– Knowledge Management Systems (KMS) Part-time MSc

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Knowledge Management Systems (KMS) MSc

• Three to five years duration

• Blended learning: core text(s) & VLE

• Hybrid:– Knowledge Management (4 compulsory modules)– Knowledge Engineering (4 from 6 optional

modules)– Project (counts as 2 modules)

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Knowledge Management Systems (KMS) MSc

• One three day residential school per semester

• Two modules per semester

• One final written examination per module

• One or two core texts per module

• Two tutor assessments (TAs) per module

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Residential School

• Day 1: Introductions & compulsory modules

• Day 2: Compulsory and optional modules

• Day 3: Optional modules and guest lectures

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Syllabus Design

• ‘Designing for teaching’:– “A University-based approach to the diffusion of

Knowledge Management concepts & practice” (Ruth et al., 1999)

– “Knowledge Management Techniques: teaching and dissemination concepts” (Macintosh et al., 1999)

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Foundations of Knowledge

• Aims to equip learners with the basic foundations necessary to understand the domain of KM:– “Working knowledge: How organisations

manage what they know” (Davenport & Prusak, 2000)

– “Managing knowledge: Building blocks for success” (Probst, 1999)

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Organizational Knowledge

• Enables learners to demonstrate a clear understanding of the nature, importance, problems and impact of knowledge on organizations:– “Strategic management in the knowledge

economy” (Leibold et al., 2002)

– “The balanced scorecard: Translating strategy into action” (Kaplan et al., 1996)

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Knowledge Management

• Enables learners to describe and manage organizational knowledge assets:

– “Knowledge assets: Securing competitive advantage in the information economy” (Boisot 1999)

– “The new organisational wealth” (Sveiby 1999)

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Knowledge Management Systems

• Acts as a focus for the course and provides a rational for the application of KMS:– “The knowledge management toolkit:

Orchestrating IT, strategy and knowledge platforms” (Tiwana, 1999)

• Ten stage “roadmap” methodology

– “Wellsprings of knowledge: Building and sustaining the sources of innovation” (Leonard, 1998)

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Knowledge Discovery

• Introduces learners to methods in which implicit knowledge can be made explicit:

– “Data mining techniques for marketing, sales and customer support” (Berry & Linoff, 2003)

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Knowledge Engineering

• Introduces CommonKADS a leading methodology to support structured knowledge engineering for analyzing and designing KBS:

– “Knowledge engineering and management: The CommonKADS methodology” (Schreiber et al. 2000)

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Knowledge Interfaces

• Provides a theoretical and practical basis for the design and implementation of interfaces between humans and KMS:

– “Perception & representation” (Roth et al., 1995)

– “Human computer interaction” (Preece et al., 1994)

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Knowledge Programming

• Introduces learners to an entirely new approach to programming using the Prolog language:

– “Programming in Prolog” (Clocksin & Mellish, 1994)

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Knowledge Representation

• Provides a foundation for representing knowledge explicitly in a way that both humans and computers can understand:

– “Knowledge representation” (Sowa, 1999)

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Knowledge Storage & Sharing

• Introduces the storage and sharing of knowledge through files and databases:

– “Web database systems” (Eaglestone & Ridley, 2001)

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KMS Project

• CommonKADS methodological pyramid:– World view (weltangschaung)– Theory (notations e.g. UML)– Methods (lifecycle, process and elicitation)– Tools (CASE/CAKE e.g. MooD)– Usage (Case studies, application projects)

WWW.CommonKADS.UvA.Nl

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Successful KMS Projects

• “Development of a knowledge audit for Serco Solutions” (Fletcher, 2005)– Used Orna’s (2004) information audit

methodology

• “Leveraging the Defence Information Infrastructure (DII) for knowledge management in the Fleet HQ” (McNaughton, 2005)– Used Hendriks’ (2001) five dimensions.

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Learning design

• ‘Designing for learning’

• Based on conversation theory (Pask and Scott)

• Activity based

• Integrated

• ShockWave Flash (.swf) animations

• Asynchronous discussions

• The course practices what it preaches!

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Course Development

• On-Line Learning Knowledge GardenOLLKG.RMCS.Cranfield.Ac.UK

• Entopia’s Quantum KMS10.4.49.2/login

• Salamander’s MooD modelling toolset:– CommonKADS– Soft Systems Methodology (SSM)– Unified Modelling Language (UML)

www.TSOrg.Com/Live/Solutions/MooD.htm

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CDOL/Blackboard (Bb) VLE

• Announcements• Module information:

– Aim, Intended Learning Outcomes (ILOs), Syllabus etc

• Study guide:– Tutor Assessments (2 TAs), Residential

school, Exam etc

• Staff information• Tools• Communications• Discussion board

CDOL.RMCS.Cranfield.Ac.UK

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Course Evaluation

• Learner questionnaires

• External examiners:– Prof Frank Ritter, Penn State University– Dr John Carney & Dr J. Holland-Smith UK

Defence Science & Technology Labs (dstl)

• Periodic course review

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Conclusions

• Innovative work-based MSc

• Blended conversational approach

• Systemic & holistic

• Adopted by the British Army as an option on their modular masters by distance learning

www.RMCS.Cranfield.Ac.UK/DoIS/PostgraduateCourses/KMS

Any Questions?