At the heart of Nonaka's work is the premise that there are two types of knowledge: tacit and explicit. Tacit knowledge is subjective and experience based knowledge that can not be expressed in words, sentences, numbers or formulas, often because it is context specific. This also includes cognitive skills such as beliefs, images, intuition and mental models as well as technical skills such as craft and knowhow. Explicit knowledge is objective and rational knowledge that can be expressed in words, sentences, numbers or formulas (context free). It includes theoretical approaches, problem solving, manuals and databases.
“The Web 2.0
Driven SECI Model Based Learning Process”
Chatti, Klamma, Jarke and Naeve (2007) discussed their view on blended learning which includes the combination of formal and
informal learning, knowledge management, and Web 2.0 concepts into one
integrated solution. Chatti et al, in their paper stressed the importance of
social networking and community building for learning, explores the shift from
e-Learning to we-Learning, and points to the potential use of Web 2.0 concepts
in learning environment. Then, a new framework for Web 2.0 driven learning were
being introduced. Finally, SECI model based learning process was presented. The
framework which offered as one integrated solution where knowledge creation
model has been referred to as the SECI model, can be used as a guideline for
educators or instructional designer to plan or design any course focusing on
Web 2.0.
Chatti et al in the introduction mentioned that the
rise of Web 2.0 technologies with more support for collaboration and networking
provides new opportunities to overcome many of the failings of traditional
e-Learning solutions. I believe that
the word such as ‘overcome’ should not be use in the statement as not many
traditional e-Learning were failed totally. A case study done by Geogouli,
Skalkidis and Gerttriro (2008) claim that e-learning methods and tools can
indeed help in efficiently supporting the students and improving the quality of
learning based on the results they have conducted in the last few years.
However, when Chatti et al also talked about
e-learning, they argued that the content today is designed, authored, delivered
and managed via centralized learning management systems as statistically
packaged online courses and modules without focusing on the social aspects of
learning. Researchers have begun only recently to look into the social dimensions
of online communication and their impact on the quality of interaction (
Beuchot & Bullen, 2005). Although the educational method known as
e-learning has recently become more and more popular with the spread of the
Internet and advances in ICT, the methodology for realization of socially
effective e-learning have not actually developed (Okamoto,2004).
Chatti et al suggested a framework which
revolved around three core components: networking
and collaboration, intelligent search and knowledge creation. According to
them, they rather provide a possible framework for creating a new understanding
of learning around Web 2.0 concepts than contributing a step-by-step
instruction on how to best include Web 2.0 technologies into traditional
learning process. When transforming a course that has been delivered for years
in a traditional in-class way into an e-learning enhanced one, some decisions
have to be taken and some actions must be performed (Georgouli, Skalkidis,&
Guerreiro, 2008). A simpler framework as suggested by Chatti et al will be able
to act as a guidance and assistant. Defining a framework for how to manage,
behave and teach in the online education both for students and facilitators,
can change the virtual class to a systematic knowledge creating unit (Hosseini,
2011).
If compared to SECI model, this Web 2.0 driven
learning framework is far easier to be used as a guideline for educator or
instructional designer. The combination of overlapping of the three core
components created Social Search (Intelligent Search + Networking and
Collaboration), Collaboration Knowledge Creation (Networking and Collaboration
+ Knowledge Creation) and Cross-Media Federated Search ( Intelligent Search +
Knowledge Creation). In SECI model suggested by Nonaka and Takeuchi (1995),
learning process consists of four modes of knowledge conversion: socialization,
externalization, combination and internalization. The basis of this model is a distinction
between two types of human knowledge: explicit and tacit as mentioned by
Polanyi (1966). Explicit knowledge is the type of the knowledge that can be
easily documented and shaped (Choi & Lee, 2003). Howells (1996) identified
tacit knowledge as “uncodified and unembodied knowledge (know-how_ that is
obtained from learned behaviors and procedures through informal ways”.
S: Socialization , E: Externalization, C: Combination, I: Internalization
However, internalization phase in SECI model is one of
the challenging phase and learners might face difficulties and challenges.
According to Nonaka and Tekeuchi, internalization is the process of embodying
explicit knowledge into tacit knowledge. The internalization phase is somehow
an unclear and time consuming, but important phase of knowledge creation
process (Hosseini,2011). Comparing with “Networking
and Collaboration” as suggested in a framework by Chatti et al, it emphasize
on knowledge networking and community building to leverage, sustain, and share
knowledge in a collaborative way. Students, as members of the open culture of
Web 2.0, are finding new ways to contribute, communicate, and collaborate,
using a variety of accessible and easy-to-use tools that empower them to
develop and share ideas (Lee & McLoughlin, 2007). Thus, Chatti et al
stressed that, to build such communities and networks, we need to cross
classroom and organization boundaries to involve peers, customers, partners,
suppliers, and different types of frequently overlapping, formal and informal
communities including learning communities, communities of practice, and
communities of interest.
When the authors were discussing on “Networking and Collaboration”, they mentioned that, to have a chance of success, learning models need to recognize the social aspect of learning and as a consequence place a strong emphasis on knowledge networking and community to sustain, and share knowledge in a collaborative way. Conrad and Donaldson (2004) state, the collaboration acquisition of knowledge is one key to the success of creating an online learning environment.
In discussing SECI model based learning process, Chatti et al cited that the learning process encompasses more than knowledge acquisition. It is a dynamic process within a collective intelligence, continuous knowledge in action, and cyclic conversion of tacit and explicit knowledge ( Nonaka, & Takeuchi, ,1995). Internalization is also a process of continuous individual and collective reflection. Effective reflection requires the mastery of different skills such as the ability to see connections and recognize patterns and the capacity to make sense between fields, ideas, and concepts (Siemens,2010)
In summary, the framework suggested by Chatti et al (2007) could be used as an integrated solution, as part of the SECI model. By combining the Intelligent Search and Network and Collaboration, it is driven into knowledge creation more effectively and more flexible with the advancement of Web 2.0. However, more research need to be done by focusing on the learning outcome where learning only can be known if it is being evaluated or measured.
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