Speaker: NoteLab (Dr. Stefan T. Siegel & David Lohner)
As knowledge workers, university instructors process large amounts of information and knowledge in their everyday lives. Knowledge is important asset / form of capital in many organizations - including higher education institutions. Accordingly, a systematic, efficient, and sustainable, use of this resource seems reasonable. Teaching-related knowledge management (TKM) is one way in pursuing this. TKM covers a wide range of practices of identifying, creating, (further) developing, storing, and disseminating among others scientific knowledge. In short, TKM can be understood as the process of creating smart notes (Ahrens, 2022), managing your (digital) stuff (Bergman & Whittaker, 2016) or extending or distributing your cognition (Forte, 2022). If certain prerequisites are met and key challenges addressed PKM can be highly beneficial for university instructors. However, individuals and organizations encounter or (un)consciously hold myths, i.e., misconceptions about knowledge management (e.g., TKM is superfluous in the age of search engines and artificial intelligence where “knowledge” seems to be only a few clicks away), that can hinder teachers from engaging in (effective) TKM-practices. Being aware of these myths and knowing about evidence-informed TKM-practices is a first step for university instructors in building a personal knowledge management system (PKMS) in a more systematic, efficient, and sustainable way. In our talk, we aim to dispel some common misconceptions about TKM and to highlight evidence-informed TKM practices.