Note: This is part IV in a series on instructional design articles.
Rosenberg, M. J. (2012). Knowledge management and learning: Perfect together. In R.A. Reiser & J.V. Dempsey (Eds.) Trends & issues in instructional design & technology (3rd ed.). (pp. 158-168). Boston: Allyn & Bacon Pearson Education.
According to Rosenberg, knowledge management (KM) is an examination of the boundaries of our practice. It affects everything everywhere. He claimed that KM was revolutionary, but in my humble opinion, I think it deals with being organized, proactive, and thinking outside the box. There are four types of knowledge: explicit (you can explain), tacit (you can access it), common or organizational, and undiscovered. Undiscovered knowledge refers to the hiccups or missteps in information that is not disseminated to the person in need. Also, it refers to knowledge that is not yet known but could greatly benefit an organization. Rosenberg gives the example of the product innovation that goes unnoticed. He stated that undiscovered knowledge is the most critical to an organization, and I strongly agree.
Knowledge can take many forms such as documents, presentations, collaboration, expertise, as well as technology. According to Rosenberg, instructional designers need to know how to identify, organize, and distribute knowledge content. KM systems need to have these three components to be successful systems: codification (metadata), collaboration (buy-in and sharing of information), and access (user-friendly). These components need a comprehensive organizationwide database. For example, at the center where I work, we have a shared drive to place our work into various folders of information to provide access to all staff and to store it.
Interestingly, I already held the idea of the critical importance of organizing data for an organization. This is due in part to having held numerous jobs in different settings. Each setting represented a new KM system of document storage and retrieval. Oftentimes, it can be extremely confusing to a new member to find needed information at the right time. Moreover, I agree that KM should be viewed as a performance support for blended learning. By bringing in online tools, techniques, and content to the face-to-face (F2F) class, we provide information to supplement the content. Conversely, we may also offer the option of F2F activities to supplement online courses. All of this knowledge should be codified accordingly for easy access and management.