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arden-university_@2xIRM logoLOGOHORIZONTALGRIS135

The IRM UK – Innovation, Business Change and Transformation Conference
March 2018, London – UK

Anthony Skip Basiel

Dr. Anthony ‘Skip’ Basiel

Hello Conference Workshop Participants –
John and I have been asked to facilitate this workshop:
Business Innovation Through Computer Simulations and Gamification 

You can find the conference workshop abstract at:


We are looking forward to having an interactive session, so please:

  1. Bring your laptop, tablet, or other portable networked device
  2.              Bring your smart phone – with a QR scanner app
  3.               Text me if you have any questions: +44 7771 99 87 99 – Dr Anthony Basiel

Here are the Pre-Event Tasks:
We would like to get your definition of what ‘KNOWLEDGE’ means to you in the context of your profession and your prior experience. There are some comments from a previous event to get you thinking. Please leave a comment at the bottom of the page and share your view.
2) Please add in the comment box below – your personal learning objectives
(3 maximum). 

This should be something that you can measure at the end of the workshop e.g. I learned a new instructional design, or I understand game theory better.
3) Pre-reading – Get a ‘jump start’ on your negotiation skills. Please read: The Negotiation Handbook, Steve Gates – The GAP Partnership. 

Please see a video to get you started:
Click to see video

Taster: gamelearn simulation– https://www.game-learn.com/wp-content/uploads/2013/06/Demo-trailer-Navieros-EN2_LOW.mp4

Text resources for the SIM: https://www.game-learn.com/wp-content/uploads/2013/06/Negotiation-skills-game-based-learning.pdf 

The presentation Pdf. files are here:
Short version: IBCT2018-ArdenWorkshop-BasielKalmus-v3-GameFIRST-short
Full slide set: IBCT2018-ArdenWorkshop-BasielKalmus-v4-GameFIRST

Yours,  Dr. Anthony ‘Skip’ Basiel and Dr. John Kalmus

Knowledge is



1. Andrew - 19/03/2018

For me, knowledge is understanding something previously learnt, and is especially useful in the context of knowing how to apply data or a process to achieve a desired outcome.

abasiel - 20/03/2018

Tacit knowledge can be very powerful. – Anthony

abasiel - 20/03/2018

I agree – it is the application of the knowledge that gives it meaning. Context is king! – Anthony

2. Tom Barrance - 18/03/2018

Knowledge is described by Lyotard as knowing “how to listen” and “how to live”. Knowledge can’t be reduced to science nor simply the result of learning, rather it’s the insight into an idea gained from another’s truth. The legitimacy of the idea is agreed through a process of cultural negotiation.

I am hoping that the workshop will allow us to see how games and play allow an exploration of alternatives that might otherwise be overlooked.

abasiel - 20/03/2018

Interesting Tom. This way of meaning making is powerful and can be a global opportunity. – Anthony

3. sallybean - 18/03/2018

Very hard to write briefly on a complex topic! Knowledge for me is a messy mixture of facts, concepts, principles, mental models, theories and experiences, which can hopefully be justified.
I rather like some of the principles of KM that Dave Snowden lists here,
“We only know what we know when we need to know it”
“We always know more than we can say, and we will always say more than we can write down.”
However those principles don’t really address the question of how we tackle the problem of being sure that we are really sharing meaning, when trying to share knowledge. (Steve Whitla is giving a talk about this at the conference on Wednesday)
I like to use Novak’s concept maps as a tool for testing my own understanding of a subject and sharing it with others.

abasiel - 20/03/2018

Sally – Thanks for your contribution to our knowledge. Please expand on our concept map example. – Anthony

4. Steve Hutchings - 15/03/2018

I always think of the ‘Knowledge’ quote that is on the side of the British Library; “Knowledge is of two kinds. We know a subject ourselves, or we know where we can find information upon it [Samuel Pepys]”.

In terms of ‘common sense’, I am reminded of the spectrum of Dat>Information>Knowledge>Wisdom, where common sense is definitely on the ‘wisdom’ end of the spectrum, where the ability to subconsciously apply prior learnings to alternate abstract situations.

abasiel - 16/03/2018

Hi Steve – Thanks for making the first contribution to this discussion thread. I agree about a learning event falling on a spectrum, not just a ‘bi-polar’ e.g. good or bad experience. You might find some interest in my Spiral Learning Model in https://drive.google.com/file/d/0B5KEPSFKjo5OeWxIeGhYdWZOMzA/view Looking forward to meeting on Monday. – Anthony

5. abasiel - 10/02/2018

Welcome Conference Workshop Stakeholders. We look forward to your contribution to our pre-event discussion. – Anthony and John

6. Steve - 27/02/2015

Knowledge is the sum of all external data a person has absorbed, so I see it as a function of memory, I’m not sure, having thought about it for a day or so, I can find a distinction between memory and knowledge. Intellect is the tool that the individual uses to manage and use that data, the sum of both is intelligence.

So in this model, someone could have a great intellect with little knowledge, I would typify as a keen mind able to compensate through tools of their own devising to manage what they recognize as a weakness, As an side the specific person I have in mind as I write this is acutely dyslexic.

The flip of my proposition may be where it lets itself down as I can think of no examples(other than the irony of describing myself at this precise moment) of someone with a lot of information without the means to access it in a useful and timely way. I suppose that person would be highly educated but unable to leverage their knowledge to generate desired outcomes.

abasiel - 01/03/2015

Interesting Steve. This makes me wonder where ‘common sense’ fits into the picture?

7. Max - 25/02/2015

Knowledge is learning. Applying this leads to more efficient and smarter solutions to problems… Having no knowledge is like finding your way out a dark room blindfolded.

abasiel - 26/02/2015

Thanks Max – an interesting example. It makes me think about how learning is linked to our perception. Proprioception is a topic that was not addressed in our AR discussions. This may be a thread worth developing.

8. David Wood - 25/02/2015

Knowledge is information that people can use to improve their capability to solve problems, take decisions, and generally progress towards whatever their goals may be.

abasiel - 26/02/2015

So David – knowledge can only be driven by goals? What about serendipitous learning opportunities?

9. Peter O'Shaughnessy - 25/02/2015

I guess influenced by the constructivist theory, I tend to think of “knowledge” as the collection of mental models that you have built up for understanding the world around you.

abasiel - 26/02/2015

Thanks Peter – I like the introduction of ‘mental models’ to the discussion. Maybe you can expand this for us. I know it is used alot with Artificial Intelligence eLearning design. I can see an AR Tutor project forming 🙂

10. drjrm - 25/02/2015

As an engineer I usually find the word “knowledge” used to describe a mixture of memorised facts and experience of an application domain…e.g. if I hear that someone has knowledge of the embedded computing industry it probably means they know facts about the technology and market, and have some experience working there. This may not always equate to skill level for any particular task.

abasiel - 26/02/2015

Thanks for this contribution. The ‘Skills’ and ‘knowledge’ issue is an interesting debate. How do you see the link to an engineer’s prior knowledge?

11. PAUL BREEN - 25/02/2015

The boundaries of knowledge are constantly shifting especially in this digital age, though many of the skills that we use to process and then produce and share that knowledge are inherently the same. I have done a lot of research these past few years into teacher knowledge and how that develops over time. The specific focus of the research was in the use of technologies and so this has particular relevance to talking about virtual knowledge. I’d love to talk longer on this and maybe more coherently too but I am in the middle of a long teaching day. I do though hope to get back online later on.

abasiel - 25/02/2015

Hi Paul. I agree that the tech will change over time, so it can not be the driver to eLearning design.

12. mckeeman - 25/02/2015

Knowledge in the field of broadcast & marketing is an interconnection of various factors which are gradually accrued over time.

This includes knowledge of –
Brand messaging – What advertising agencies and their clients might expect in a successful production.
Technology – How cameras, post production tools, broadcast or distribution tools create (and limit) possibilities.
Creativity – Ingenuity and craftsmanship required to develop and deliver good ideas.

It is also an ongoing process of discovering new ideas, tools and processes combined with a widening circle of contacts and influence.

13. David Ross - 25/02/2015

David Ross

Great question, as they say on Bloomberg News. From a different vantage point, my music management logo ‘ Invisiblemeans ‘ symbolizes; when it comes to achieving success, Nothing Happens By Accident ‘. ( That is my knowledge ) . Personal experience leads to knowledge, personal intellect leads to learning from experience. You expand your knowledge by reading, being curious, conversation, travelling and so on. The intelligence to analyse knowledge leads to wisdom. I am totally excited how our ability to gain knowledge in the digital age adds a massive dynamic to what we know and what we don’t know.

abasiel - 25/02/2015

Thanks David. Any good researcher (professional or life-long learner) identifies the gaps in knowledge and then innovates or creates unique solutions.

14. Adam - 25/02/2015

I think that knowledge is a mapping between what is and what one understands about what is, assuming that there is an objective reality.
In terms of the knowledge/skills discussion, I don’t think it’s that black and white. If you define knowledge to be only that which is conscious, i.e. “I know that if I turn this bike then it will go that way”, rather than also subconscious, i.e. “I know that by making all these muscle movements that the bike will stay upright” (says the brain subconsciously), then you can have skills based on conscious knowledge as well as those based on unconscious “knowledge” (which we aren’t calling knowledge). You can have a skill such as programming where you have to think such a thing as “I need that to go there and do that so I get this output”, along with the skill of touch typing, which is all motor memory.
So some skills are knowledge based whereas some are not. I don’t think one is “better” than the other, they serve their own purposes. In terms of VR and AR there’s a use for both, as has been said. There’s the knowledge gained by, say, walking around a forest and seeing information on the plant and animal species, or the skills gained by, say, playing a flight simulator and developing the reflexes to look at and interact with certain controls at certain times.

abasiel - 25/02/2015

Thanks for your contribution Adam. This makes me think about the ‘Constructivist view of knowledge’. It does not exist ‘out there’ but is created within the mind of the learner.

In my research I use the term ‘fuzzy facts’ as a way to highlight the transitory nature of knowledge.

15. Ken Blakeslee - 25/02/2015

Don’t confuse knowledge and expertise with Insight. Knowledge is the basis for insight, but not all knowledgeable people can take it to the next step.

abasiel - 25/02/2015

I like this perspective Ken. What is the value of knowledge if it can not be applied? Common sense is a benchmark.

16. Andy Fawkes - 25/02/2015

knowledge prepares one to face the challenges and opportunities of the future

abasiel - 25/02/2015

Nice Andy – It is a circle, no? And from the opportunities we continue to grow and learn. A kind of learning cycle.

17. Rick Chandler - 25/02/2015

Knowledge is part of the continuum
Fact knowledge wisdom power.

Like the old tomato cliche. It is a fact that a tomato is a fruit part of collective knowledge on food. Wisdom tells me that I don’t put it in a fruit salad and therefore power over those that don’t use knowledge wisely.

abasiel - 25/02/2015

I like your introduction to wisdom….When do we become wise?

18. hergonan - 25/02/2015

To me, knowledge is the collection of skills, experience, stories and tricks that one has learned.

abasiel - 25/02/2015

But are skills a lower form of knowledge?

19. Jesse Sallis - 23/02/2015

I would say, knowledge is anything and everything I did not know before I could understand what knowing was. It derives from my past experiences and has the ability influence future events. Knowledge is power. Nothing more, nothing less.

abasiel - 24/02/2015

Hi Jessee – Thanks. But what about identifying the gaps in your knowledge? Will you have more power if you can see what you need to learn next?

20. Mark Childs - 23/02/2015

I’d say all knowledge is virtual knowledge, in that anything we know is a map of reality, rather than reality itself. This might seem to be an obscure point, but actually I’ve noticed an influence on educators’ ontological leanings in the readiness with which they accept something like virtual worlds – those with the view that there really is an objective external reality tend to see virtual worlds as somehow inauthentic because they perceive them as somehow more fake than the real world, People with a bit more of a postmodernist perspective tend to be more accepting of education in a virtual world as simply one more of a set of subjective views of reality.

As far as AR goes, I think this opens up some areas of disquiet for some people. If you’re tagging the physical world with a layer of additional information, some people might be OK with the subjective nature of this (they’re aware that reality is filtered by a whole set of connotations, experiences – Barthes 101 really – so can handle any perceived mismatch) whereas others will be very unhappy that somehow this “knowledge” that is being applied to “reality” isn’t the same as how they see it, and so is “wrong”.

abasiel - 23/02/2015

Interesting Mark. Perception seems to be a key component to this analysis.

21. Cathy Basiel - 23/02/2015

Skills’ poor relation! (although the Conservative government have somewhat reversed the hierarchy, rating knowledge higher than skills.)

Holt said it best when he ascertained ‘Since we can’t know what knowledge will be most needed in the future, it is senseless to try to teach it in advance. Instead, we should try to turn out people who love learning so much and learn so well that they will be able to learn whatever needs to be learned.’ (I’m interpreting this as a vote for skills over and above knowledge, which changes day by day.)

Yes. =)

abasiel - 23/02/2015

Thanks Cathy. So knowledge is transitory? But skill will endure.

22. Anthony 'Skip' Basiel - 21/02/2015

Thanks Sanyasde for being our thought leader (first to reply) in this discussion.

23. James Hogan - 21/02/2015

I think the use of AR/VR is about knowledge acquisition in terms of academic education but more about skills development in professional training.

Anthony 'Skip' Basiel - 21/02/2015

Interesting James. I have researched competency-based learning in the past for an EC project. Which comes first – skills or knowledge, and is one ‘better’ than the other? – Cheers, Skip

James Hogan - 21/02/2015

Hi Skip,

I normally refer to a knowledge hierarchy (i.e. data > information > knowledge > expertise) but make a distinction between knowledge and skills – although the two are highly inter-related.

The difference I was really driving at though was professional versus academic learning. Training and development versus teaching and education perhaps.

For example, from initiatives that I’ve been involved in; you could look at the use of VR to train the police to investigate digital crime and the use of AR to train mechanics to repair jet fighter planes on the one hand and the use of VR to teach primary schools children about the history of UK parliament and the monarchy and AR to teach undergraduate students about human anatomy and bio-mechanics.

Kind regards, James

24. Sanyaade Adekoya - 21/02/2015

understanding, exposure, learning, teaching, knowing, acquire, interaction with, development, informed, impact, transferred, opinionated, persuasive, inquiry, investigate, etc…

If all of the above can take place then knowledge is attained

Please email abasiel@gmail.com with any questions.

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