If the primary focus of an e-learning project is often on the presentation of the learning tools and knowledge acquisition, it is always a good idea to check whether the educational objectives have been clearly defined, and if the content available is adequate to reach these goals.
Rooted in the culture of the company, (Advance was originally specialized in Consulting and Knowledge Management), the department of "Knowledge Management" is a strategic service that is completely integrated in our company. The keystone of a training program is based in the quality of its content and numerous projects are subject to a comprehensive study of the content available and relevant to the client company prior to their implementation in a multimedia program.
Generally, this process engages teams for 2 months from project launch.
Methodology & Objectives
1. Our experts in Knowledge Management perform a systematic analysis at the beginning of the project to categorize and qualify project content. In some cases, knowledge is diffused: it is divided between different sources (including actors) and in different forms. Faced with this variety of context, it is essential to perform a thorough analysis of all content to identify the project's knowledge capital. This includes verifying its usefulness, availability, and useability, and ensuring that it is consistent with the objectives set out originally.
2. The project must then start with a knowledge management (KM) phase, the objectives of which are to:
• Identify available data
• Discern useful knowledge
• Record usable knowledge
• Structure knowledge relevant to the project (create cognitive models).
3. The outcome of this KM process is a reference table which includes the project's themes and sub-themes, grouped by objective, knowledge to be acquired, and knowledge available. This table could lead to a re-definition of the project's learning objectives.
Profile of a Knowledge Manager
Their mission is to deploy the tools and methods used to collect, transform, and distribute a company's knowledge capital. Their technical expertise and constant oversight enable them to quickly implement and use the latest technologies available.
After graduating from the Paris VII University with a Ph.D Information Retrieval Systems, Valerie Lavergne-Boudier decided to specialize in information systems programs and has now over 20 years of experience in the field.
She has been working for large companies: identifying, creating, representing, distributing or enabling adoption of insight and experiences. Such experiences comprise knowledge, either embodied in individuals or embedded in organizational processes or practices.
She decided then to turn towards the field of education and joined the KTM Advance team, investing herself in the specifications of several types of multimodal learning programs.
Valérie achieves the knowledge management approaches prior to all the Serious Game developments, stating and qualifying the knowledge according to the objectives and issues that each project carries. She promoted the development of Serious Games http://www.ktm-advance.com/us/viewArticle.php?id=119 and worked on the definition of the cognitive processes that are essential to fill in the gap between pedagogical objectives and game design.
She notably defined the worldwide learning solution “Starbank”, developed in 2009 for BNP Paribas. http://www.ktm-advance.com/us/viewProject.php?id=105