Active Minds, Not Static Files: Why Teaching-Related Knowledge Management is More Than Storing Lesson Plans
Fact First
Teaching-related knowledge management (TKM) is much more than saving lesson plans or storing files. It involves creating, sharing, applying, and preserving knowledge (Siegel & Lohner, 2024) and transforming data into actionable insights (Bergman & Whittaker, 2016). Effective TKM focuses on retrieving, adapting, and utilizing information to foster continuous professional growth. These dynamic processes help educators leverage intellectual capital (Bedford, 2020) to improve teaching practices and student outcomes.
Some Related Questionable Assumption
Knowledge management (KM) is often misunderstood as merely an extension of data management or file management, leading to several misconceptions about its purpose and scope. The following exemplary assumptions fallaciously oversimplify and misrepresent TKM:
“Knowledge Management = Data Management”: A prevalent misconception is that knowledge management is equivalent to data management (e.g., Fahey & Prusak, 1998). While data management focuses on the collection, storage, and organization of raw data, knowledge management goes beyond this. It also involves transforming data and information into knowledge, insights and actionable implications, which can improve for instance decision-making.
“Knowledge Management is Just about Technology”: Another misunderstanding is the belief that knowledge management KM primarily relies on technology. While diverse tools for thought play can play a crucial role in KM—such as knowledge storage and retrieval—it fundamentally revolves around people and their ideas (Siegel, 2024): Knowledge management recognizes individuals as key creators, sharers, and users of knowledge aka knowledge workers.
“KM Only is Limited to Knowledge Retention and Retrieval”: Some individuals also mistakenly assume that knowledge management only involves archival activities. However, TKM is as much about active engagement with knowledge as it is about storage.
These questionable beliefs likely stem from traditional views of KM, which prioritized the preservation of information (Nakash & Bouhnik, 2021; Siegel, 2024). Historically, knowledge was seen as static—a library archive waiting to be accessed. In educational settings, this outdated perspective manifests as an overemphasis on accumulating materials, with little focus on how they are used or adapted.
Some Remedies
To move beyond the(se) myths:
- Rethink TKM as a multifaceted: While organizing lesson plans and materials is a part of TKM, it encompasses much more. TKM involves creating, sharing, utilizing, and managing data, information, knowledge and/or materials related to teaching, including educational strategies, student feedback, educational research findings, and personal teaching experiences (Siegel & Lohner, 2024).
2. Shift Focus from Storage to Active Engagement: Move beyond merely storing materials such as lesson plans. Use KM tools to process and integrate (e.g., concept) knowledge actively, transforming it into actionable insights. For example, adopt notemaking (instead of notetaking) as a strategy to engage in active information processing.
3. Reflect on your TKM Practices: Regularly evaluate your TKM systems and practices. Identify what works, what doesn’t, and adjust to meet evolving goals. Reflective practice fosters growth and ensures TKM remains adaptive and impactful.
Concluding Thoughts
Teaching-related knowledge management transcends simple file storage, embodying processes such as of knowledge creation, sharing, and application. By rethinking TKM, educators can use the potentials of it for teaching, learning and their professional development.
How do your current knowledge management practices contribute to your growth as an educator? Are there areas where you might shift from storing to actively engaging with knowledge? Feel free to share your thoughts or experiences with TKM in the comments below, and let’s inspire each other!”
References
- Bergman, O. & Whittaker, S. (2016). The science of managing our digital stuff. MIT Press.
- Fahey, L., & Prusak, L. (1998). The Eleven Deadliest Sins of Knowledge Management. California Management Review, 40(3), 265-276. https://doi.org/10.2307/41165954
- Nakash, M., & Bouhnik, D. (2021). Knowledge management is not dead. It has changed its appearance. And it will continue to change. Knowledge and Process Management, 28(1), 29–39. https://doi.org/10.1002/kpm.1655
- Probst, G., Raub, S., & Romhardt, K. (2012). Wissen managen. Gabler. https://doi.org/10.1007/978-3-8349-4563-1
- Siegel, S. T., Krummenauer-Grasser, A. & Stahl, C. (2022). Lehrbezogenes Wissensmanagement: Herausforderungen und Potenziale am Beispiel der Manuale des Projekts LeHet. In A. Hartinger, M. Dresel, E. Matthes, K. Peuschel & U. Nett (Hrsg.), Lehrkräfteprofessionalität im Umgang mit Heterogenität: Theoretische Konzepte, Förderansätze, empirische Befunde. Waxmann.
- Siegel, Stefan T.; Lohner, David (2024): Wissensmanagement von Lehrenden mit „Digital Tools for Thought“: Potenziale, Grenzen und Einsatzmöglichkeiten. In: Neues Handbuch Hochschullehre (114), 1–20 https://www.alexandria.unisg.ch/handle/20.500.14171/119879
OpenEdition schlägt Ihnen vor, diesen Beitrag wie folgt zu zitieren:
Dr. Stefan T. Siegel (3. Januar 2025). Active Minds, Not Static Files: Why Teaching-Related Knowledge Management is More Than Storing Lesson Plans. Note Lab. Abgerufen am 4. März 2025 von https://doi.org/10.58079/1305i
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