[Air-l] Fwd: [seweb-list] Knowledge Management Summer School
jeremy hunsinger
jhuns at vt.edu
Thu Feb 13 16:59:49 PST 2003
>
>
>
> International Summer School on
>
> HUMAN-CENTERED DESIGN
> of
> KNOWLEDGE MANAGEMENT SYSTEMS
>
> August 18-22, 2003, Boussens, France
>
> Organized by
> The European Institute of Cognitive Sciences and Engineering
>
> eurisco International
>
> http://www-eurisco.onecert.fr/summerschool/
>
> PURPOSE
> The aim of the International Summer School on Human-Centered Design of
> Knowledge Management Systems is to enable participants to learn about
> work practice and the behavior of people in organizations, usability
> and usefulness of knowledge management processes and tools,
> socio-cultural issues in virtual worlds, communication, cooperation
> and coordination. This will be achieved by teaching the basic concepts
> and methods of managing human-centered design projects by using
> knowledge management methods and tools through a five-day
> international summer school using a mixture of tutorials, lectures,
> group exercises and discussions.
>
>
> BACKGROUND
> The theme for this International Summer School is Human-Centered
> Design of Knowledge Management Systems (HCDKMS'03). It reflects the
> growing and universal influence of Information Technology (IT) on the
> development of systems in industry and the use of these systems in a
> wide variety of organizations. Among relevant industrial sectors are
> aerospace, telecommunications, medicine, nuclear energy, transport,
> chemical and food industries.
> HCDKMS'03 will develop a system level view of Knowledge Management
> (KM) in various types of groups ranging from teams to organizations to
> communities of practice. Various viewpoints will be developed covering
> safety, security, reliability, comfort, usability, usefulness, and
> acceptability of KM tools and organizational setups. KM is not simply
> a property of an individual person, but a relation between a person
> and task demands set within an organizational context. Organizational
> context is dynamic since people's skills and knowledge are constantly
> evolving resulting in the emergence of new practices. The design of
> increasingly information-intensive systems requires knowledge about
> the decision-making process itself. Experience feedback permits
> organizations to learn from operational incidents and accidents. Key
> issues here include how to understand experience in terms that can be
> used to change practices, and how to design channels for the
> communication of representations of operational experience. Taking KM
> seriously requires understanding, co-designing, and testing integrated
> KM systems and organizational setups concurrently. The design of KM
> systems thus requires involvement and knowledge sharing among people
> with different sorts of expertise. HCDKMS'03 will provide a wide range
> of expertise including human-computer interaction (HCI),
> computer-supported cooperative work (CSCW), artificial intelligence
> (AI), knowledge-based systems (KBS), sociology and human factors.
> HCDKMS'03 will explore the current solutions and on-going work on the
> way groups take and should take into account organizational issues of
> workplace automation, people and organizational models, and the
> effects of incrementally-intrusive virtual environments on work
> practices. HCDKMS'03 will leave plenty of time for participants to
> explore their own work practice using information technology and
> designing automation. Lecturers will provide state-of-the-art
> knowledge and know-how on the evolution of technology and the
> emergence of work practices.
>
>
> WHO SHOULD PARTICIPATE
> HCDKMS'03 is aimed at people from industry and academia who in their
> line of work are involved with or responsible for designing and
> implementing knowledge management solutions in their everyday
> environments. This includes system designers, system analysts,
> technical managers, design team leaders, human factors specialists,
> etc. Participants should have some experience with at least one of the
> following topics: human factors; engineering and/or design;
> information technology; documentation; resource management;
> organizational issues; database management and/or use; or project
> management.
>
>
> LECTURERS
> HCDKMS'03 will be taught by the following international team of
> lecturers:
>
> Guy Boy, PhD, President of the European Institute of Cognitive
> Sciences and Engineering (EURISCO International), France.
>
> Jonathan Grudin, PhD, Senior Researcher in the Adaptive Systems and
> Interaction Group at Microsoft Research and Affiliate Professor in the
> University of Washington Information School, USA.
>
> Robert De Hoog, PhD, Professor of Information and Knowledge Management
> at the University of Twente and Associate Professor of Social Science
> Informatics (SWI) at the University of Amsterdam, The Netherlands.
>
> Kari Kuutti, PhD, Professor in the Department of Information
> Processing Science at the University of Oulu, Finland.
>
> Dan Shapiro, Professor and Head of the Department of Sociology at
> Lancaster University, UK.
>
> COURSE CONTENT
> Co-Adaptation of People and Technology
> - Guy Boy
> Socio-technical systems of our post-industrial era embed their own
> internal cognitive mechanisms and behavior. New information technology
> has induced new practices and human roles. The resulting co-adaptation
> of people and technology will be analyzed in the light of various
> theories of human cognition. We will analyze various aspects of human
> cognition embedded into artifacts. Even if they do not use the same
> kinds of tools and practices, all civilizations need to manage the
> knowledge that they produce and use. These tools can be physical or
> conceptual. For a very long period of time, the Art of Memory was used
> to manage knowledge. Knowledge transfer was essentially based on oral
> transmission within small groups. Printing started to extend knowledge
> transfer to larger groups. Descartes created a method that
> revolutionized knowledge management reducing most problems to
> mathematical equations that are possible to solve by definition. The
> fact that Descartes' method worked successfully in the material world
> tremendously influenced the twentieth century because it was almost
> totally technology-oriented. It is amazing to observe that the
> computer, the ultimate production of Descartes' method, suddenly
> rehabilitates the Art of Memory because the materialistic approach to
> the world is no longer sufficient. The Web recreates artificial
> villages (communities) where people can communicate almost exactly as
> their ancestors communicated in their small villages. We discuss a
> dual problem in cognitive science that opposes a classical scientific
> approach to an experiential one, and some of its potential impacts on
> life support systems such as human/organizational learning and
> human-centered design.
> Human-Centered Design: Taking Seriously Human Factors in Engineering
> Requires New Organizational Setups
> - Guy Boy
> For the last decade, most organizations developing or using
> safety-critical systems needed to implement strategies to improve
> human reliability. Human factors teams were developed. Engineers were
> trained in human-centered design (HCD). However, without an
> appropriate organizational setup, HCD is very difficult to achieve
> properly. In this lecture, we will review the concepts of
> traceability, experience feedback, articulation work, organizational
> memory and change management. These concepts will be used to analyze
> information technology that is currently used in large organizations
> for knowledge and information exchange. In any organization, human
> factors are not only a target for improving the use of products, but
> also for development processes themselves and their too often complex
> articulations. In particular, engineers produce a large amount of
> documents and undocumented knowledge-this will be further analyzed for
> the sake of improving engineering processes.
> The concept of active documents will be presented together with a
> methodology grounded in the cognitive function analysis of
> organizational setups and product requirements. In particular, the
> concurrent development of artifacts (products) and their documentation
> (operational support as well as evaluation and design rationales) will
> be presented as a support to participatory design and traceability.
> Design support tools will be presented. Guy Boy
>
> Important Emerging Patterns of Technology Use in Organizations
> - Jonathan Grudin
> One important change in the use of software in many organizations is
> that it has spread vertically as well as horizontally. "Managers don't
> type" was once the rule, but increasingly they do use software. As a
> result, applications that are widely used in organizations have at
> least three different patterns of use: one for individual
> contributors, one for managers, and one for executives. Optimal use
> within each group is shaped by activity and incentive structures.
> Within each group, interaction leads to the adoption of the same
> features and conventions. Some choices are dictated by efficiency and
> others are arbitrary but better when everyone works the same (it
> doesn't matter which side of the road we drive on as long as we all
> drive on the same side).
> Another consequence of this change is that in the past, managers were
> trailing adopters-individual contributors adopted hands-on use of
> email, word, and browsers first. Today managers may be early adopters
> of some technologies. This has subtle but significant consequences for
> design and deployment.
> In general, when designing, acquiring, or supporting such an
> application, the best approach could be to treat it as three distinct
> applications. Failure to do so results in problems and lost
> opportunities. The applications discussed include email, shared
> calendars, browsers, document databases, application-sharing, desktop
> videoconferencing, and team workspaces.
>
> Streaming Media Studies of MSR Prototype Systems
> - Jonathan Grudin
> The Microsoft Research Collaborative and Multimedia Systems Group
> focused on making audio and video as versatile as print. Areas of
> experimentation include low-cost capture of audio and video,
> multimedia browsing and skimming, tele-presentation, and collaborative
> annotation of multimedia content. In order to understand the
> behavioral and social factors that are critical to the success of such
> technologies, we have conducted numerous experiments with prototype
> systems. These include detailed analysis of ongoing use of multimedia
> within our company, experimental use of our technologies in internal
> training courses, laboratory studies, and trials conducted jointly
> with university partners. I will review this work, aspects of which
> have been published in over twenty papers in conferences on
> multimedia, human-computer interaction, computer supported cooperative
> work, and the world wide web. I will also describe some work on
> notification and awareness, technologies that we see interacting with
> multimedia in future office and mobile settings.
> Knowledge Management and Learning
> - Robert de Hoog
> In order to understand the meaning and scope of knowledge management
> systems, there is a need for a firm grasp of conceptual underpinnings
> of knowledge management proper. This lecture will start with an
> interactive session in a game-like format where participants play the
> knowledge management role. Based on the experiences from this session
> a conceptual frame for knowledge management will be developed that can
> act as the basis for human-centered aspects in knowledge management.
> These aspects are visible in two distinct models: a knowledge
> management model that can be seen as a procedural model of how to
> perform knowledge management and a process model of a knowledge
> intensive organization.
> Both models rely strongly on human actions, perspectives and values.
> The process model will show what knowledge processes are important in
> an organization, how these knowledge processes can influence key
> performance indicators and which interventions can improve knowledge
> processes. These interventions are to a large extent non-technical in
> the sense that they rarely rely on information systems alone.
> Effective interventions are mainly combinations of human,
> technological and organizational actions. As both models are
> incorporated in a simulation environment for learning knowledge
> management not only the structure but also the behavior of the models
> will be shown, explored and discussed. Through this discussion the
> session will refer back to the experiences from the initial activity.
> Finally attention will be paid to learning knowledge management and
> the effectiveness of simulation micro-worlds. This will include the
> benefits and the dangers of exercising in a simplified simulated
> world. Human factors influencing the design and fielding of this kind
> of knowledge management learning systems will be presented.
>
>
> Knowledge Modeling for Knowledge Management
> - Robert de Hoog
> As knowledge management is supposed to deal with knowledge, sooner or
> later it will face in theory as well in practice the question of how
> to describe knowledge. Before you can manage something you must have
> an idea what this "something" is. This question can be addressed from
> an epistemological perspective, but most of the time this will lead to
> un-decidable definition problems. A more pragmatic approach is to
> focus on modeling/describing a configuration of competences,
> information and data that one chooses to call knowledge. These
> descriptions/models can be built at different levels of generality,
> depending on the goals one wants to achieve. The range is from rather
> general knowledge description frames to detailed knowledge models. In
> this entire range the role of human factors is crucial, the more
> because most of the time knowledge is strongly tied to human agents.
> Nevertheless it is possible to "disembody" (parts of) knowledge from
> the human agent, as has been shown by several developments in
> Artificial Intelligence. For this a more in-depth modeling of
> knowledge is needed. This modeling approach will be demonstrated by
> using elements from the well known CommonKADS methodology. The
> strength of this methodology is that it not only focuses on the
> knowledge per se, but also on individual and organizational factors
> influencing the deployment of automated knowledge (as happens in
> expert or knowledge based systems).
> In order to become a bit more acquainted with this methodology
> participants will have the opportunity to build a set of models for an
> example domain. These models will be presented and reviewed in order
> to promote the sharing of modeling experiences and insights
> Community Knowledge and Information Technology
> - Kari Kuutti
> The notion of "community knowledge" has gained increasing interest
> during the last years in areas like community computing, knowledge
> management, organizational memory and various sub-domains of
> computer-supported cooperative work. What is actually meant by the
> term "community knowledge" is often not clear at all. The purpose of
> the talk is to give an overview on the variety of ongoing research and
> to suggest an orienting framework for the field. The talk will give
> some reasons why community knowledge may be becoming popular just now,
> present an overview how widely and under how different headings
> related issues are discussed (and give some pointers to the relevant
> literature), suggest a framework to orient in the field and explore
> what might be the useful relation between community knowledge and
> information technology. The focus of the talk is not in the technical
> systems, but in conceptual, psychological, social, and organizational
> issues related in generating, maintaining and sharing community
> knowledge.
> Knowledge Management, Organizational Innovation and Organizational
> Inertia
> - Kari Kuutti
> The lecture discusses the role of knowledge management in
> organizational innovation and the problems and obstacles in the
> practical implementation of such innovations. It emphasizes the
> importance of knowledge tools in situations where a change of
> processes, ways of working, is not enough but where the whole object
> of the work is changing and a more radical reorientation of the work
> is needed. A knowledge tool does not itself automatically bring such a
> change, but to be efficient the change must be innovated by the
> participants themselves. A suitable knowledge tool may help
> participants to grasp better the changing new object of their work,
> and thus support efficiently the innovation process. An illustrative
> example case is reviewed where a new, locally developed knowledge
> management tool enabled an organizational innovation that solved a
> severe reorientation problem for one part of an organization. The
> attempts to spread the innovation further within the organization
> were, however, not so successful and were further actively resisted
> and blocked by the parent organization.
> Ethnography, Participation and the Co-Realization of Systems
> - Don Shapiro
> Although it is still a minority and a specialized approach,
> ethnographic contributions to systems design have achieved increasing
> credibility. With them, we learn about the communities of practice
> through which work is accomplished in ways that are not available
> through other methods. Similarly, participatory design retains its
> claim to our attention, through emphasizing that immediate users are
> the best custodians of their own knowledge practices. Recently, teams
> of designers that incorporate ethnographic and participatory
> approaches have turned their attention to much more ambitious systems.
> In the past, they have focused on making appropriate uses of
> readily-available technology in particular settings. Now, they are
> attempting to forge large-scale collaborative environments using-and
> indeed creating-very advanced technologies. This places different
> demands on how such design teams work. All of the contributors,
> participatory designers, ethnographers and user-practitioners-need to
> embark on a continuing involvement in a journey whose destination is
> unclear. This may perhaps be better described as a process of
> 'co-realization' than as participatory or ethnographically-informed
> design. It may also involve new techniques such as 'future workshops'
> to cope with the advanced technologies and holistic environments that
> are involved. This lecture will explore some current examples of this
> process and its outcomes.
> Spatial Computing and the Practice of Real Virtuality
> - Dan Shapiro
> Ethnographically informed approaches to knowledge and knowledge
> management, developed within Sociology and Anthropology, emphasize the
> generation and deployment of knowledge as a situated and collaborative
> achievement. They are suspicious of approaches to knowledge that
> regards it as a 'thing' that can be externalized, stored, assembled
> and applied independently of the circumstances and practices of its
> use. Hence they are cautious of attempts to categorize, invoke and
> manipulate knowledge in terms of its apparent logical or informational
> properties. This would seem to make systems design for knowledge
> management impossible, since what systems do is exactly to apply
> logical and specifiable processes to their objects. This lecture
> explores some of our recent attempts to finesse this problem. We draw
> inspiration from the ways in which people arrange and manipulate their
> working materials in their physical environment, so that the
> organization and 'flow' of their materials produces a context of
> 'knowledge' for the tasks to hand, both for themselves, and as a means
> of communication and collaboration with others. We are developing
> systems that use advanced technologies to create collaborative
> environments for digital materials and for mixing and interpenetrating
> digital and physical materials. The main emphasis is on how multiple
> environments of this kind are produced by users as a trace of their
> work itself, rather than on the basis of the properties of the
> materials. The 'sense-making' is done by users supported by the
> environment rather than by the system. These mixed spatial
> environments do not simply mirror physical ones, but have complex
> properties in use of their own.
> LECTURERS
> GUY BOY is President and Director of the European Institute of
> Cognitive Sciences and Engineering (EURISCO International). He was a
> Principal Investigator and Group Leader (Advanced Interaction Media)
> at NASA Ames Research Center for 5 years. He spent 10 years at the
> Office National d'Etudes et de Recherches Aérospatiales (French NASA)
> as a research scientist and principal investigator. His research is in
> Human-Centered Design (HCD) of safety-critical dynamic systems. He is
> currently working on the development of methods and techniques that
> improve traceability of design decisions and participatory design.
> From 1994 to 1996, he was the Scientific Coordinator of the European
> Network RoHMI (Robust Human-Machine Interaction) gathering 11 European
> research laboratories, and sponsored by the CEC DG XII. Since 1995, he
> has directed a series of industrial summer schools on human-centered
> automation, human-centered design of organizational memory systems and
> design for safety. From 1995 to 1999, he served as Executive Vice
> Chair of the ACM (Association for Computing Machinery) SIGCHI
> Executive Committee. He is currently involved in the scientific
> coordination of the WISE IST European project (Web-enabled Information
> Services for Engineering).
>
>
> JONATHAN GRUDIN has been a Senior Researcher at Microsoft Research
> since 1998, working in the Collaborative and Multimedia Systems and
> the Adaptive Systems and Interaction groups. Prior to that he was
> Professor of Information and Computer Science at University of
> California, Irvine. He has also taught in Computer Science and
> Engineering departments at Aarhus University, Keio University, and the
> University of Oslo, and is now Affiliate Professor in the University
> of Washington Information School. He previously worked at the MCC
> consortium in Austin, Texas, at Wang Laboratories, and at the UK
> Medical Research Council Applied Psychology Unit after receiving his
> Ph.D. in Cognitive Psychology at UC San Diego, working with Donald
> Norman.
> He is Editor in Chief of ACM Transactions on Computer-Human
> Interaction and on the editorial boards of several other journals and
> book series, including Human-Computer Interaction, Computer Supported
> Cooperative Work, and Information Systems Research, leading journals
> in their areas. He co-wrote and edited the widely used Readings in
> Human-Computer Interaction: Toward the New Millenium. Active in both
> human-computer interaction and computer supported cooperative work
> since these fields emerged, he has published over 100 papers on a
> range of topics. For the past ten years, his two primary research
> topics have been the adoption and use of technology in organizations,
> and the design and use of multimedia systems.
>
> ROBERT DE HOOG is Professor of Information and Knowledge Management at
> Twente University, and Associate Professor of Social Science
> Informatics at the University of Amsterdam. Since the mid 1980's he
> has been involved in many projects in the area of artificial
> intelligence, expert systems, knowledge based information retrieval
> and knowledge management. His most recent projects are the EU funded
> KITS projects which has built a comprehensive knowledge management
> learning simulation game and the METIS project which focuses on
> knowledge mapping techniques and methods using different ontologies.
> He has published more than 100 papers on the topics mentioned above
> and is co-author of the book entitled Knowledge Engineering and
> Management: the CommonKADS Methodology, published by MIT Press in > 2000.
>
>
> KARI KUUTTI is Professor of Human-Computer Interaction and Group
> Technology in at the University of Oulu, Finland and leads the
> INTERACT research group. He was previously a Professor of
> Human-Computer Interaction and usability at the Helsinki University of
> Technology. He has published over 90 papers on HCI, Computer-Supported
> Cooperative Work, product concept development, and organizational
> learning. Professor Kuutti was the program co-chair of the NordiCHI02
> conference and is general co-chair of theECSCW03 conference. He is on
> the editorial board of the Journal of Cognitive Technology, the
> Journal of Computer-Supported Cooperative Work, and the forthcoming
> Journal of Communities and Technologies. He has given tutorials on
> community knowledge both in CSCW and ECSCW conferences. His central
> research area is computer support of individual and cooperative
> sense-making in design processes.
>
> DAN SHAPIRO is Professor of Sociology and currently Head of Department
> at Lancaster University in the UK. He is co-author of several books on
> social and spatial restructuring and on the use and design of
> information systems. He has written and researched widely on
> ethnography and work practice, on participatory design, on
> computer-supported cooperative work, and on the politics and theory of
> interdisciplinary design. His research has been funded by the
> European Union under Frameworks 4 and 5, by the UK Economic and Social
> Research Council, and the UK Engineering and Physical Sciences
> Research Council. His research projects have included information
> systems in Air Traffic Control, in the Police Service, in architecture
> and in landscape architecture. He is currently working on a project on
> spatial computing for the aesthetic design professions as part of the
> EU Fututre and Emerging Technologies 'Disappearing Computer' program.
>
> COURSE LOCATION
> HCDKMS'03 will take place at the Hotel Le Tolosan, Boussens, France,
> located at 30 minutes from Toulouse. The Hotel Le Tolosan, in the
> foothills of the Pyrénées, offers a breath-taking setting for all
> kinds of open-air activities, including a three hole golf course and
> driving range, squash and tennis courts, gym and sauna.
>
> COURSE FEES AND PAYMENT
> The fee for Human-Centered Design of Knowledge Management '03 is 2200
> Euros. This includes five days of lectures, course material, coffee
> breaks, full room and board in single accommodation at the Hotel Le
> Tolosan, from dinner on Sunday evening17/08 to Friday 22/08.
> Payment may be made by cheque in Euros made out to EURISCO
> International or by bank transfer mentioning HCDKMS'03 and your name.
> Please inform your bank that transfer fees are to be paid by the
> issuer.
> Due to the nature of this summer school, the number of participants
> will be limited to 50. Participants will be accepted on a first come,
> first served basis.
>
> REGISTRATION DEADLINE
> Application for registration must be received before May 1st, 2003.
> Full course fees must be paid to the HCDKMS'03 Office by June 30th,
> 2003.
>
> ACCOMPANYING PERSONS
> A limited number of accompanying persons can be housed at the course
> site. There is no charge for accompanying persons, but additional
> expenses (accommodation and food) must be paid directly to the hotel.
> Further details can be obtained from the summer school office; early
> notification is required.
>
> FURTHER INFORMATION
> For further information check the HCDKMS'03 web site at
> http://www-eurisco.onecert.fr/News/hcdkms03.htm or contact Helen
> Wilson at the summer school office:
>
> HCDKMS'03 OFFICE
> European Institute of Cognitive
> Sciences and Engineering (EURISCO International)
> 4 Avenue Edouard Belin
> 31400 Toulouse, France
> Tel: +33 (0)5 62 17 38 38Fax: +33 (0)5 62 17 38 39
> E-mail: wilson at onecert.fr -
> http://www-eurisco.onecert.fr/News/hcdkms03.htm
>
> REGISTRATION FORM
>
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> payment.
>
> Refund policy
> Full refunds will be provided upon receipt of written
> notification before 31 July 2003.
> NO REFUNDS WILL BE MADE AFTER THIS DATE.
>
> --
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jeremy hunsinger
jhuns at vt.edu
on the ibook
www.cddc.vt.edu
www.cddc.vt.edu/jeremy
www.cddc.vt.edu/jeremy/blog
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