Knowledge Management for Hybrid Learning

Knowledge Management for Hybrid Learning

Stefanie Sieber (University of Bamberg, Germany) and Andreas Henrich (University of Bamberg, Germany)
DOI: 10.4018/978-1-60960-783-8.ch519

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Introduction

Knowledge management as well as learning in general or e-learning and hybrid learning in particular are two areas that have developed independently in the past. Lately these fields are starting to converge, and theories, methods, and findings are being combined. These joint considerations benefit both areas with new insights and enhancements but also increase the complexity and number of obstacles for those interested in these topics and those in charge of setting up a proper solution for a specific setting. Individually, the area of hybrid learning already brings with it a vast number of settings. The virtual parts of learning can range from a minimum support up to a broadly considered, pedagogically sophisticated offer. Of course traditional learning can be scaled the same way.

Figure 1 shows the shift of learning paradigms by summing up the resulting number of systems assigned to each paradigm, and it gives an impression of the consequential increasing importance of blended and hybrid systems, respectively.

Figure 1.

Shift in learning paradigms reflected by number of existing systems (Graham, 2005, p. 6)

Knowledge management, on the other hand, can be strictly formalized and strategically grounded in a learning institution, or can be more informal, dynamic and self-paced. If an attempt is made to combine these two already complex and partially opposing areas, it is just a simple matter of mathematics to realize that complexity increases and the number of possibilities is overwhelming.

The main objective of this chapter is therefore not to describe one way of setting up knowledge management for hybrid learning, but instead to build a continuum of possibilities and opportunities that knowledge management offers for hybrid learning – and the other way round – considering a variety of important aspects that differ from one setting to another. Depending on the particular instance, one setting can turn out to be extremely helpful while it is hardly of use for a different problem or field of application.

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Hybrid Learning

Real learning gets to the heart of what it means to be human.

Through learning we re-create ourselves.

Through learning we become able to do something we never were able to do.

Through learning we re-perceive the world and our relationship to it.

Through learning we extend our capacity to create, to be part of the generative process of life.

There is within each of us a deep hunger for this type of learning. (Senge, 2006, pp. 13-14)

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