Advertisement

Scenarios for Sharing Good Practices in Sport Management

  • André BoderEmail author
  • Christophe Barthe
  • Antoine Sacoun
Conference paper
Part of the Communications in Computer and Information Science book series (CCIS, volume 464)

Abstract

The European football governing body (UEFA) has developed a programme to share good practices in the management of sport. It includes blended learning (face-to-face and on-line interactive courses), knowledge sharing platforms and a 3D virtual stadium. The programme consists in collecting existing practices, creating new practices, organising them into an on-line platform and combining them into learning scenarios. Typical knowledge management issues are addressed such as integrating contextual and generic knowledge or yet turning tacit into explicit knowledge. The scenarios include libraries of good practices in the form of learning objects (videos and documents) as well as hints to solve critical problems in each of the domains of sport management.

Keywords

e-Learning Best practices Communities of practice Information sharing Learning organization Organizational learning Knowledge management Sport management 

References

  1. 1.
    Davenport, T.H., Prusak, L.: Working Knowledge. How Organizations Manage What They Know. Harvard Business School Press, Boston (1998)Google Scholar
  2. 2.
    Teece, D.J.: Managing Intellectual Capital. Oxford University Press, Oxford (2000)Google Scholar
  3. 3.
    Von Krogh, G., Roos, J., Kleine, D. (eds.): Knowing in Firms: Understanding, Managing and Measuring Knowledge. Sage, London (1998)Google Scholar
  4. 4.
    Sternberg, R.J., Horvath, J.A. (eds.): Tacit Knowledge in Professional Practice. Lawrence Erlbaum, Mahwah (1999)Google Scholar
  5. 5.
    Von Krogh, G., Ichijo, K., Nonaka, I.: Enabling Knowledge Creation. Oxford University Press, Oxford (2000)CrossRefGoogle Scholar
  6. 6.
    Boder, A.: Collective intelligence: a keystone in knowledge management. J. Knowl. Manage. 10(1), 81–93 (2006)CrossRefGoogle Scholar
  7. 7.
    Boder, A., Cavallo, D.: An epistemological approach to intelligent tutoring systems. Intell. Tutoring Media 1(1), 23–29 (1990)CrossRefGoogle Scholar
  8. 8.
    Wiley, D.A.: Connecting learning objects to instructional design theory: a definition, a metaphor, and a taxonomy. In: Wiley, D.A. (ed.) The Instructional Use of Learning Objects. Association for Educational Communications and Technology, Bloomington (2000)Google Scholar
  9. 9.
    Sandberg, J.: Human Competence at Work. An Interpretative Approach. BAS, Göteborg (1994)Google Scholar
  10. 10.
    Argyris, C., Schön, D.: Organisational Learning: A Theory of Action Perspective. Addison-Wesley, Reading (1978)Google Scholar
  11. 11.
    Boder, A.: The process of reification in human-human interaction. J. Comput. Assist. Learn. 8(3), 177–185 (1992)CrossRefGoogle Scholar

Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  • André Boder
    • 1
    Email author
  • Christophe Barthe
    • 2
  • Antoine Sacoun
    • 2
  1. 1.UEFANyonSwitzerland
  2. 2.MetasudLondonEngland

Personalised recommendations