Assignment 1 - Data, Information and Knowledge Introduction to Knowledge, Information and Data.

21st Century technology assists the use of knowledge, information and data

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Abstract

The Data–Information–Knowledge model (Jashapara, 2010) can be used to clearly define and

to differentiate between data, information and knowledge. It is a cyclic process which carries

on in a loop, each stage aiding the occurrence of the other. An integrated approach to the

management of information is crucial to the growth in both technical and non-technical

capabilities of a firm or an individual. Teachers of the 21st century are trained with new

technologies so that students can be taught using latest technologies which work with efficient

knowledge management (Larry Flick, 2000). Training sessions for teachers now include high

doses of usage of information management technologies, which are used to deliver lectures and

coursework in the schools today. Effective use of the tools hence becomes crucial to the quality

of the lecture itself.

Venture Based Learning's opportunity has come. The experience of a great many

educators over all evaluation levels and branches of knowledge, supported via exploration,

affirms that PBL is a successful and charming approach to learn - and create more profound

learning abilities needed for accomplishment in school, profession and municipal life (Daggett,

2010). Why are such a variety of instructors over the United States and around the globe keen

on this instructing technique? The answer is a blend of immortal reasons and late

improvements.

Knowledge audit, gathering and analysis forms an important part of managing

knowledge within the organization. It comprises of the steps which needs to be taken in order

to provide an accurate identification of relevant data, quantification of data, measurement and

assessment of impact of data.