Delaney,+K+&+Johnson,+-+.+The+use+of+Blogs+as+a+knowledge+Management+tool

=Delaney, K & Johnson, T : The Use of blogs as a knowedge Management tool,= The Academic Quarterly,13(4) 2009

=**‍ ****Abstract **= Based on the authors’ experience with using class blogs in 22 classes over a three year time frame, this paper discusses three approaches, instructor-focused, learner-focused, and community-focused, as ways to teach both explicit and tacit knowledge. Both benefits and concerns of using blogs in the classroom are addressed. =‍Argument = Technology challenges people's assumptions about what it means to be educated… Moreover, technology changes both the ways in which we learn and the ways in which we conceive of the learning process...We have grown increasingly aware that learning facts is not enough. Knowledge management in particular is leading us to question our focus on explicit knowledge, gained from textbooks, and our relative neglect of tacit knowledge, gained from experience. Tacit knowledge consists of knowing how to get things done, wisdom acquired through years of practice. (Morrison & Oblinger, 2002, p. 2). As faculty, we are experienced in presenting explicit knowledge on a particular subject. However, organizations want employees who are able to integrate both explicit and tacit knowledge in the workplace (Asllani, Ettkin, & Somasundar, 2008). By using the Internet as a resource, we have “opportunities for treating teaching and learning as truly social activities where knowledge is built through interaction and dialogue rather than lectures and recitation” (Deitering & Huston, 2004, p. 273). The students can learn from us, each other, and virtual experts online. In addition, technology accommodates diverse styles of learning and allows students to be more active in growing their own new knowledge (Watkins, 2005). In this paper, we discuss our experiment with one type of technology, weblogs (commonly known as blogs), to help our students gain explicit and tacit knowledge but in ways that are effective and efficient for both students and faculty. =**‍ ****Key passages **= //Blogging extends the conversation // Allowing students to participate in mini-conversations via blogs keeps the classroom conversation alive even when the students are not physically present. As universities create flexible class times and schedules such as night and weekend courses to meet the needs of the students, using blogs may be even more useful in preventing the fade-out effect.

//Blogging makes the students into subject matter experts// The process of creating a blogpost or answering a well-crafted question requires students to search for, filter, and then share information found on the Internet. The process exposes students to vast amounts of information and in the process makes them become more knowledgeable on a topic. Doing this on a regular basis “creates a repetitive process where the blogger student can build on what he learned last week and find more advanced information for the current week,” thus increasing both explicit and tacit knowledge (Trammell & Ferdig, 2004, p. 62).

Some students and faculty may perceive communicating online as a loss of a personal connection. It does negate the ability to observe body language and vocal tone, both of which contribute heavily to the communication process. However, we found the 100 percent participation rate far offset this perception that effective communication needs to be in person. In addition, we find that students today are quite comfortable with communicating online, either by cell phone, text messaging, or through social networking sites.

=‍Works **Cited** = Delandy, K & Johnson. The use of Blogs as a knowledge Management tool. //Academic Exchange Quarterly, 13(4),// http://rapidintellect.com/AEQweb/cho4462z9.htm Asllani, A., Ettkin, L.P., & Somasundar, A. (2008). Sharing knowledge with conversational technologies: Web logs versus discussion boards. //International Journal of Information Technology and Management//, 7(2), 217-230.

Deitering, A.M. & Huston, S. (2004). Weblogs and the “middle space” for learning. //Academic Exchange Quarterly,// 8(4), 273-278.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Edbauer, J., Hogan, K., Hynes, C., & Rumbarger, L. (2005). Issues in Teaching: White Paper Series #050504-2. Computer writing and research lab at the University of Texas. (May 4). Retrieved from []

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Gould, J.B. (2002) Thinking with the heart: Provoking emotion as a tool for learning. //Journal on Excellence in College Teaching//, 13(1), 5-27.