13:51 11/06/2004 Mathemagenic: Mathemagenic
Mathemagenic
on personal productivity in knowledge-intensive environments, weblog research, knowledge management, PhD, serendipity and lack of work-life balance...
        

Mathemagenic

  Friday, August 30, 2002


  Links

Few posts/links to think about:

More on: blogs 

  Blogs to support community

John Robb's Radio Weblog continues pointing to old posts in Yahoo! Groups: klogs: this time it is K-Log community services. Includes a collection of ideas of using K-logs as a community tool in corporate settings.

More on: blogs in business 

  Making mistakes in public

Stand Up Eight in Learning with Confidence:

An unwillingness to make public mistakes often arises from a learner's ideas about intelligence. If intelligence is believed to be a fixed asset, risk-taking holds little value ("I either get it or I don't. If I don't, I probably never will, so why risk looking like a fool?"). Conversely, if the learner believes that intelligence is a dynamic attribute that can be affected by effort, the risk of public stumbles are not as likely to hold them back from trying. This all speaks to the need to incorporate mechanisms into learning environments that will assist the learner and the teacher in discovering these preconceptions and in working to modify/correct them if necessary.

More on: e-learning 

  Releasing PhD ideas to the wild

As I promised I added my PhD ideas. I want to look for the connections between KM and formal training, or as I put it - between informal and formal learning. 

This is a short-term solution as I want to write something more readable that includes recent thinking. And I would love to have link to comments with it (so far I didn't found how it could be done).

I'm scared to put it on-line: so far not so many people have commented on it. But I'm lost, I'm trying to find the right focus for my research and I need more input to make up my mind. I've already found blogging helpful, so may be this will take me further. May be not.

I hope that KM Summer School will help me as well. I'm at the stage when I have to discuss my ideas to get them clear.

  Random quotes of Don Norman talking about learning

Exploring recent elearningpost links:

'Besides avoiding travel, the only reason to use technology is to enhance learning' says Don Norman.
I fully agree.

He also speaks about accretion, tuning and restructuring components of learning - I've heard about this theory, but didn't have time to go for more details. I guess I should do it now: I would like to look for connections between restructuring and knowledge creation. I think that there are some.

In another interview Don distinguishes between activity-driven and content-driven learnining. Interesting... As a trainer I used to think about learning design in terms of activities first (of course, after objectives :), and only then about content to support them. Now I'm examining my own (informal) learning: in many cases it's content-driven (e.g. reading mailists). Something to think about.

Something else, on edutainment:

The problem is this: We do not want the gaming industry to go into instruction. The gaming industry knows nothing about pedagogy and learner-centered design. But what we want to do is to capture the excitement and concentration of those into playing games. We want to that in the same way when we are learning. But we haven't made much progress in this regard.

And about on-line and classroom instructor:

First I think the classroom instructor is better than the online instructor. The major role of an instructor is to give guidance and encouragement; to be a mentor and guide. These are as much social issues as they are instructional. And being physically in the same place really helps.

There are situations where you cannot be physically together. So here we must use online instructors. Here too, we do not believe that online instruction is very good if the instructor gives a lot of reading material. We believe that the online instructor should also be a coach and a mentor. This can work well, but the tools that we have available today are not very good. So, I feel that although online instruction is essential in online courses, it is still better to meet your instructor in person.

  Use of RSS in corporate settings

Knowledge Streams (Yahoo! Groups: klogs via John Robb's Radio Weblog) provides a good desription of using RSS subscriptions in a corporate settings (more than blogging). Something to come back later.

More on: blogs in business RSS 

  Thursday, August 29, 2002


  Before it will get too long :)

Don't know why I was waiting for the whole day to do it: I'm subscribed to almost all the blogs and could see it growing. 

More mobius blogging.

My contribution to the thread...

Mobius blogging.

I'm in, but just because Joe recently did and McGee usually will blog an entire post of mine. I wonder if Alwin can come out to play?

Life in the Aggregator.

An Experiment: Life in the Aggregator. How far can it travel?  Please play by passing it along, including all source links... [jenett.radio]

I'm willing to play

The trick with this one would be not just settling for a lame-o "me, too" response as this meme continues, and remembering to leave your own breadcrumb link. I suspect that may become harder as it grows...[gRadio]

This activity fascinates me...and makes me think I need to come up with a standard for referencing the content of others. I have all too often seen posts on a weblog that I believed to be by the weblog maintainer, only to find out later that they had simply entered an entire post from someone else's blog on theirs. [Stand Up Eight]

Agree, I want to have quotation agreements as well.

  Blogs to improve writing

Klogs can improve the value of what you write as a follow-up for this post 

But there are other options, for example a Radio weblog with liveTopics adds another dimension for relating posts together to create a train of thought.  You can follow a topic from a post into a table of contents where you can see other posts referencing that topic.  You can also see, for each post, other topics that were associated with it allowing you to hop from one subject of conversation to another.

I saw liveTopics and I'm curious to try... After coming back from KMSS.

  Audio blogging

Here's a scenario:
For each blog post (my scipt) I record my words and attach them to the posting.
On my weblog, read the posting, or click to hear me read it for you. "Perhaps You'd like to hear all of today's updates?" [Adam Curry about audio blogging]

Something to do with yesterday's ideas of voice recognition as an input (e.g. for a blog).

More on: blogs 

  Business blogs: consulting

John Robb's Radio Weblog:

This is something I posted last November on K-Logs:  "Consultants and K-Logs"

He suggests two ideas of blogs in consulting:

  • blogging + RSS as a service (e.g. industry reports)
  • blog as a log of consultant's activities and discoveries in a company
More on: blogs in business 

  Pull vs. push strategies for sharing knowledge

Yesterday I shared my blogging experience with a colleague. She asked why people would blog ideas rather than share them in a community. When I realised a couple of things:

  • Blog is mine. I feel free to express myself there. I capture ideas and make them availiable for others. It's their choice to visit or subscribe.
  • I don't have this comfort with e-mail or on-line communities: often I'm not sure how relevant is the message, and I don't want to overload others with that.

Recently someone wrote about it, but my own feeling came only yesterday.

  Quote

Quotes of the Day: 

Whenever I'm caught between two evils, I take the one I've never tried. Mae West

More on: quote 

  Teaching and knowledge sharing (3): coaching and knowledge sharing

I came from a presentation of friend's Master  project with an idea: coaching is much better term then teaching for teaching vs. knowledge sharing discussion.

She also had some interesting ideas about skills for knowledge sharing. I hope to read her thesis and write a summary.

More on: KM&learning 

  Tuesday, August 27, 2002


  Confidentiality vs. sharing

Digging Ideas Out of People's Heads via McGee's Musings

I worry sometimes about the public expression of information that should be kept confidential, but I worry more about the exponentially worse problem of keeping confidential that which should be publicly expressed.  I can think of ways to solve the first problem, but I can't dig ideas out of people's heads.  They must be expressed to be used.  [Windley's Enterprise Computing Weblog]

See also Interorganisational communities and knowledge leaking

  Blog to catch ideas

McGee's Musings here

I find that creating knowledge is hard work. And, I've found that keeping a weblog is one absolutely essential tool for helping me catch ideas before they slip away and then working to develop them into something useful.


  Making people smarter isn't the point

Making people smarter isn't the point (commenting You cannot make people smarter):

The question of whether you can make people smarter or not isn't the point. That suggests that only smart people can benefit from knowledge management or other initiatives?

No, that suggests that at the end people learn by themselves :)))

It's Alan Kay's old point - point of view is worth IQ points (the actual number being in dispute as is the relevance of raw intelligence to the discussion). Maybe it's a philosophical point. For me, if you're still alive, you're learning. If you're learning, you're at least potentially getting smarter in some practical sense.


  Blogging by sale reps

Curiouser and curiouser! describes klogging by sale reps.

We are discussing problems with establishing communities between sales/marketing peopls. I wonder if klogging could be an alternative?

In any case I expect motivation to be the main problem...

More on: blogs in business 

  Blog changing way we meet people

John Robb's Radio Weblog:

I really didn't expect weblogs to change the way I met with people.  This was a surprise.

You already know them. Similar as googling changes dating :)))

More on: blog networking 

  Supporting informal learning

The discussion continues here

Something to add to my question about "can we support informal learning". Supporting often means formalizing... [Mathemagenic]

For me, supporting informal learning largely means making it easier for people to find and pull whatever knowledge they need at a given time. It means giving them the freedom to select the ways that suit them. It means providing a varied array of powerful tools, but not forcing any particular one on them. Putting a learner in a wagon on a predefined track is not the way to go. Sadly that's what they still do in schools everywhere. That's the price to be paid for maintaining (a semblance of) order. [Seb's Open Research]

A piece from my (not finished) report:

Contrary to formal, informal learning looks as something that organisation can't manage. This is only partly true: research on informal learning says that a lot can be done in organisation to facilitate and to steer informal learning:


First, informal learning can be influenced. It is occurring virtually all of the time; because we know why it occurs and what direct and contextual factors affect it, we can create opportunities for it to occur as well as remove its obstacles. Secondly, this research tells us which skills are learned in each specific daily work activity. This means that then a particular skill is lacking in an organisations, we know which activities, if properly incorporated into daily work, will provide a forum for learning that skill (Center for Workforce Development, 1998: 257)

This study suggests several interrelated ways to support informal learning: 

  • alignment of organisational and individual goals, so individual motivation to learn is naturally focused on organisational needs for employee competency development,
  • embedding learning opportunities and learning facilitation within working activities,
  • changing contextual factors (e.g. organisational culture and norms).

I would love to hear more ideas, examples or thoughts about informal learning.


  Project blogging

John Udell about on the writeable web, the uses of storytelling, and project weblogging (via Radio Free Blogistan and KMpings):

Nice "sanitized picture" of the projects weblog with a commentary

  •  Time line. In the weblog tradition, recent items appear at the top, and older ones rotate out to archive pages.

  • Commentary. Entries on the time line refer to, and comment on, landmark documents.

  • Categorized items. The time line generates narrative flow, but it doesn't categorize items along other important dimensions which are, at the moment, hot issues to resolve, and agreements on how to resolve them. So, these appear in their own columns, and expand on the teasers that appear in the time line.

  • Directory. Names, e-mail addresses, phone numbers.

  • Files. These include PDFs, spreadsheets, Word documents, HTML documents, and -- crucially -- selected e-mail messages that I have intercepted and promoted to the status of landmark documents.

It looks like a newspaper and, indeed, serves a similar purpose...

More on: blogs in business 

  Blog capture ideas, but it's still difficult to find them Curiouser and curiouser! in There's a hole in my bucket....

As a klogger, over the past 3 months or so, I have recorded & published tens if not hundreds of thoughts.  I doubt if I shared one quarter of output during the last 6 years I worked at various companies.  Oh I would probably have emailed here and there, spoken up during meetings.  But I wonder just how much knowledge is being lost, second by second, in most companies by each employee.  Then multiply up...

But even if they would catch those thoughts, it's going to be very difficult to find something relevant and to understand it our of the context. More or less like forum discussion: you have to follow for some time to make sense of it.

Going through blog archives is not easy... So far I benefit more from the distributed dialog and from the collective filtering. So, blogs is more for sharing, rather than capturing...

  Corporate guidelines for personal weblogs Stephen Downes comments on corporate guidelines for personal weblogs

...That said, these guidelines are good, common sense guidelines for weblogs. Of course I'm not going to spill confidential info on this weblog (conversely, I am very careful about what I allow to be classified as confidential). And of course I am respectful to my employers - not because of any guideline, though, but because they deserve it. But these are rules that ought to apply everywhere, including, for example, the corner pub - and you don't see guidelines for pub behaviour

"guidelines for pub behaviour" sounds nice :)))

More on: blogs in business 

  Hyperlinks are the currency of the internet

Weblogs and the people that write with them, copy each other's words frequently, sometimes even automatically, and have an informal crediting system of mentioning sources. RSS even carries 'source' information.

This system works by power of the hyperlink. If you don't credit me as a source, then I can stop linking to you, or write you up on my weblog etc. In the end, we both know that Hyperlinks are the Currency of the Internet.

Wow, an organic digital rights management system! Beautiful. [Adam Curry, via John Robb's Radio Weblog]

  Monday, August 26, 2002


  Blended Learning Models

Blended Learning Models by Purnima Valiathan - includes ideas and lessons plans for blended learning in three different flavours (bold is mine):

  • skill-driven learning, which combines self-paced learning with instructor or facilitator support to develop specific knowledge and skills
  • attitude-driven learning, which mixes various events and delivery media to develop specific behaviors
  • competency-driven learning, which blends performance support tools with knowledge management resources and mentoring to develop workplace competencies.

More on: e-learning learning 

  Budget KM

The 99 cent KM solution (via elearningpost): David Weinberger advocates simple KM solutions: mailing lists, personal pages, blogs, and suggests ideas for using them.

A couple of pieces I like:

...I am not opposed to big, expensive, all-embracing KM solutions. I'm just suspicious of them. There is a difference. And I get more suspicious of them as they promise to automate more. On the other hand, the ones that offer to put me in touch with more people bring a rosy glow of happiness to my face...

...By the way, not only allow but encourage the creation of "off topic" mailing lists. The world is so connected that nothing is off topic any more...

...Then there are the non-digital ways of encouraging the creation and sharing of knowledge. Leaving office doors open. Weekly pizza parties. Brown bag lunchtime lectures by employees on what they care about. A free library with monthly book club meetings. Learning to listen. Shutting up once in a while...

More on: KM 

  Blogging for Dollars

Blogging for Dollars (via elearningpost) discusses corporate blogging, gives an example of marketing team blogging, and points to two business blogging products.

More on: blogs in business 

  InFORMing I came to Doc Searls weblog via John Robb and then I found this piece:

A few weeks ago, when I was talking with Tim O'Reilly about the patent mess, we deconstructed the noun information. Clearly it derives from the verb inform, which derives from the verb form.

So in conversation, we observed, we don't just "deliver information" back and forth. We form each other. When I learn something new from you, and what I learn is meaningful -- that is, I can't forget it -- you have literally formed me. In other words, we are authors of each other. What's more, we are in the market to be formed. We demand it. Otherwise we wouldn't learn a damn thing [this post]

Something to do with yesterday's discussion about forming vs. training/developing. Calls other discussions as well.

More on: KM 

  Sunday, August 25, 2002


  Weblog citations

Stand Up Eight about confusion with weblog citations. I have the same problem, and I'm inventing some quidelines for myself:

  • add link to the post (almost always)
  • add link to the author's name or weblog homepage (sometimes; if I'm not lazy or have that in my shortcuts)
  • use blue indented style for the citations
  • add "via this weblog" if I can track from there it came

But in some more difficult cases I'm not sure what to do: all the participants have different styles of citing and it gets totally difficult for the reader to recognise the original discussion.

I would be happy with some kind of general tags that describe each element of a citation:

  • author + link to the page
  • blog title + link to the homepage
  • post title + permalink
  • cited text
  • may be more...

Than each author can specify more specific style for a citation in blog templated. In this case if I would cite citings of others they would be formatted with the same style as I use.

This is a bit complicated solution, probably it's easier just to have agreed guidelines and to use them :)

See also a follow-up post Recurse, Reuse, and Problems with Proper Attribution by gRadio

More on: blog writing 

  Knowledge is a noun, learning is a verb

Knowledge is a noun, learning is a verb (via SynapShots). This article by Ian Herbert distingushes between different concepts:

As the business world becomes increasingly littered with buzzwords and jargon, students must be careful that any terms are used correctly when answering examination questions. This article attempts to demystify the concepts behind some of the popular terms.

By the end of the article you should understand:

Alright, I apologise for the title. As students of grammar would rightly point out, ‘Learning’ as in ‘a centre of learning’ can also be a noun. However, for the moment, let us assume for that learning is about doing, (a process) and that knowledge represents an accumulation of previous learning (facts, events and experiences). In accounting terms we could say that knowledge is an asset, a form of work-in-progress to a company.

I love the title, I will definetely read it properly, but I'm already missing individual learning. At the end there are people who learn, and for me (given my background in adult learning theories) this is something that I would call learning.

More on: KM KM&learning 

  Personal Website and Weblog Guidelines

Personal Website and Weblog Guidelines (via Gurteen Knowledge-Log): Ray Ozzie provides an example of corporate policies regarding personal publishing. I already though that I should talk to someone in my company to make sure that they don't mind me blogging.

More on: blogs in business 

  Documenting mistakes publicly Documenting mistakes publicly [Seb's Open Research]

Looking at the print literature would have you believe that everyone succeeds everything on the first attempt. "Here's what we wanted to do, here's what we tried, and look, it worked." False starts and blind alleys are almost never documented. But they're there. Lots of them. If we knew what it was we were doing, it would not be called research, would it?

Now I guess the next question is, how many scientists are willing to admit to making mistakes? And among those, how many will go to to the lengths of conscientiously documenting them, in a public manner? I hope these brave souls are out there; but I know a lot of scientists who wouldn't for the life of them do it. This is an incursion into Science Taboo-land.

Actually this is bound to be a big issue in corporate knowledge management also. Documenting mistakes is obviously desirable from the point of view of the company, but it may not be perceived as such by individuals.

More on: knowledge sharing 

  Barriers for common language

Sébastien Paquet in Building bridges between knowledge transmission efforts comments on e-learning, KM, HRD - where am I belonging? 

Trying to identify different flavours (knowledge acquisition, knowledge management, communities of practice, e-learning, information architecture, library science...) only obscures the simple fact that we're all trying to solve that difficult core problem of finding effective ways to transmit knowledge from mind to mind - in other words, communication between people. Let us take down the language barriers that prevent us from combining our forces; let's work as one large, powerful group. I'm sure we can pull it off.

Agree that we talk about same processes from different perspective, but I guess that there is more than language barriers: different theories and models, different networks of people, different conferences and journals... Finally, when it comes to the organisational level, there are different departments responsible and a variaty of unrelated technology tools (we did a small study on KM/e-learning connections in companies, I'm waiting for the results to go public to post it here).

It's not going to be easy, but I believe in common language, and I'm looking for practical steps to build bridges...

More on: KM KM&learning 

  Links Recent k-log links:

  Saturday, August 24, 2002


  I'm not a potato :)

Living in the Blog-osphere (via Stephen Downes)

Motives include a blogger’s need for attention, a mania to share information and, above all, a desire to be a participant and not a potato.

More on: blog writing motivation 

  Learning communities Stephen Downes comments on the same article about learning communities

...The article correctly identifies the need for online learning communities as a means of capturing the informal or tacit knowledge that circulates within an organization or group. But then, like most accounts of online learning communities, it describes a fairly structured or formal approach to their creation, so much so that the resulting product would resemble a classroom much more than a community...

...I think there are two major things to remember, things that dictate a very different approach than is recommended here. First, informal learning is informal, so don't try to structure it with roles and behaviours. Second, informal learning is not separate, but rather, integrated into day-to-day activities. The learning is a part of and a natural outgrowth of other activities. Putting it into a nice formalized box somewhere separate from everything else simply ruins it...

Something to add to my question about "can we support informal learning". Supporting often means formallising...

  Friday, August 23, 2002


  Lessons learned from a large-scale K-logging implementation

Sebastien Paquet in "A K-log is..." and lessons learned from a large-scale K-logging implementation:

Funny how so many people (myself included) have been talking about K-logs in the absence of an explicit definition. Yesterday, in my referers, I found a google search on the phrase "A K-log is". Follow the link and see how pitiful the results are. But the last result, on the second page, is actually the best one, and helped me find a very interesting (but sadly, abandoned) weblog.

"A K-log is a knowledge-management weblog, where you use weblogging tools (like Blogger, Manila, or Radio) to write about your work, what happens, and what you know about. Presumably everybody else does too -- or some reasonable portion of "everybody else". Then you might use RSS to aggregate all this content, and you have the core of a knowledge management system." writes Pete Harbeson.

Now that's the kind of definition I like: to the point and understandable. I'm putting that in my knowledge repository.

OK. Here comes the part where you should pay attention, because this is the first time I've seen something like this since I've been following the K-log world, and it seem pretty relevant. Pete has experience with implementing k-logging in a large company. He says:

"It turns out that I've been building a system to do this for the past year or so. It's not yet very distributed throughout my client's company (yet), but we've reached about 1.7 million hits on a site that's available only behind a corporate firewall. It's a big company, but not that big. We've also found that other groups in the same company are doing similar things; this is clearly something an organization needs when it reaches a certain level of complexity.

I've learned a few lessons along the way, with (I'm sure) many more to come. They are:

  • Posting the information is a small problem. Organizing and retrieving it is a big problem. We're working on a shared ontology and RDF metadata.
  • Most people don't like to write. We've had a difficult time designing interfaces that encourage adding information instead of just reading.
  • There's no substitute for good, accessible writing. We have several people who write consistently for the system. The logs show that postings from one writer get far more attention and prompt far more linking than those from the other writers. "

All three points confirm the intuitions I had. The rest of his blog ("On explaining and explanations") is also very interesting and well-written (Lilia, you should definitely have a look at it). I really hope Pete comes back to blogging soon. Looks like he'd have a lot to contribute.

  Asking questions Came via SynapShots: Learning How to Ask Powerful, Probing Questions
More on: asking questions 

  e-learning, KM, HRD - where am I belonging?

Came via elearningpost - Building Communities--Strategies for Collaborative Learning

First thought: nice, finally Learning Circuits write something about communities.

Second thought: it is only about learning communities, not communities of practice. Do they know about all KM experiences in this area? Are they starting from scratch?

Third thought: I identified myself with KM camp. Half a year back I was in e-learning camp. I’m definitely looking for some bridges.

Last thought: And there is HRD (human resources development) camp as well. I want bridges...

Follow-up thought: I promise to add two things to my blog - my bio with interests and my PhD ideas. Within one month.

More on: e-learning KM KM&learning 

  Differences between teaching and knowledge sharing (2)

Follow-up for You cannot make people smarter:

Not every organisation believes that, e.g. the amount of money spent each year on training that doesn't work.

I was curious to browse links a bit. Nanette Miner says about three reasons:

  1. The training is created by individuals with limited experience and background in the field of training and development.
  2. The training is created by subject matter experts.
  3. The training is designed without clearly thought-out objectives.

I guess, there are more reasons, but I'd like to focus on one of them: why subject matter experts are not good in creating training (formatting is mine).

The misguided logic of the Paulette Principle is this: If you are good at what you do, you must be able to teach others to do it. Training designed by subject matter experts spells disaster in one of two ways:

(1) Basic information is left out because the subject matter expert does not recognize what basic means anymore, or

(2) the subject matter expert is so hot on their topic that every possible nuance of the topic is included in the training.

It illustrates my idea about differences between teaching and knowledge sharing. Even if someone wants to share knowledge, it's not necessary that he can help others to learn.

  More on connections between learning and teaching To teach is to learn by Curiouser and curiouser!

What an excellent question: "What connections exist between learning and teaching?"

To sides of the same coin?  Not sure.  Rather I see that when you care about teaching something to someone you make a commitment that requires deep understanding to fulfil.  The act of committing to teaching is the act of committing to understanding, to learning.

As an example Stephen Covey advises everyone who wants to learn about the 7 habits of highly effective people to begin teaching it within 24 hours of starting to learn.  Of course I had no-one to hand so I had to use my cats.  Have you ever tried teaching a cat to "Think win-win"?  Go on, I dare you!

Maybe this is why I find the 7-habits so hard...

I love this example :)

  Klogs as a reporting tool

Lunch break: switching from work to reflection...

Curiouser and curiouser! in You cannot make people smarter:

Thanks to [DG] for putting me on to Mathemagenic.

"You cannot make people smarter."

I believe this to be true.  However I also think that:

  1. Not every organisation believes that, e.g. the amount of money spent each year on training that doesn't work.
  2. Not every organisation cares how smart it's people are (no matter how much they spend on investors in people logos)

Probably, those who don't believe in smart people, don't believe in KM as well... Or, believe that good IT infrastructure will solve KM problems.

My fear is that klogging will only thrive in organisations that are healthy, and that there may not be enough of them.  Or, worse, that klogging will thrive as a control mechanism imposed by insecure and fearful management.  I don't want to be a part of that.

I don't think that klogging could be imposed: in "no trust culture" even if someone asks me what I'm thinking about, I can always say something else. If imposed, klogs can only capture formal activities, that in many cases go to all kinds of reports in any case.

Klogs can turn in a new kind of reporting tool. This could be not so bad if it replaces all other reports. If we think about klogs as project management tool, why not to extent it to the reporting tool?

Finally, I would put it broader: I don't want to be a part of unhealthy (in cultural sense) organisation. I simply wouldn't be able to realise my ambitions in this case.

More on: blogs in business KM 

  Differences between teaching and knowledge sharing

I wonder about the differences between teaching and knowledge sharing (corporate context). My rough version:

  • Sharing = get it out of my head to let others learn
  • Teaching = make sure that others learn

The second one requires a bit more skills, but I think that ideally “knowledge sharing=teaching”: I’m open for others, I spot their needs and I make sure that they can learn from my experience.

Related: BRINT discussion teaching skills for everyone?