Evidence-Informed Knowledge Mangement

Type
other project type
Start Date
2019
Acronym
Notelab
Status
ongoing
Keywords
Knowledge
Management
PKM
Wissensmanagement
Teaching
Learning
Higher Education
Lehre
Sustainability
Nachhaltigkeit
Qualität
Lehren
Lernen
Evidence
Fact
Myth
Misconception
Prebunking
Debunking
Mythbusting
Fehlvorstellungen
Critical Thinking
Tools for Thought
Denkwerzeuge
Distributed Cognition
Extended Cognition
Notetaking
Personal Knowledge Management
Productivity
Thinking
Metacognition
Writing
PIM
Information
Educational Psychology
Forschung
Research
Open Educational Materials
Description
Fundamental and applied research project
Leader contributor(s)
Lohner, David
Member contributor(s)
Funder

self financing

Topic(s)
Knowledge Management
Notemaking
Method(s)
Literature Review
Theoretical and conceptual research
Autoethnographic Research
Range
HSG + other universities + partners
Division(s)

IWP - Institute of Bu...

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Now showing 1 - 8 of 8
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    Personal Knowledge Management is for Life, Not Just for Work
    (2026-02-02)
    Stefan T. Siegel  
    PKM is often sold as a way to work faster and get more things done. But what if that framing misleads? This post shows why PKM goes beyond productivity—supporting different forms of work, life domains, and flourishing.
    Type:digital resource
    Journal:Notelab. Developing Ideas Through Evidence-informed Note-Making
    URI:https://www.alexandria.unisg.ch/handle/20.500.14171/125033
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    Reimagining Teaching Portfolios Through Personal Knowledge Management with Digital Tools for Thought
    (2026-06-25)
    Stefan T. Siegel  
    ;
    Lohner, David
    ;
    Arnold, Maik
    Teaching portfolios are widely used in academic development yet too often become static compilations assembled for evaluation rather than living systems that structure reflection and teaching competence development. This conceptual paper frames academic teaching explicitly as knowledge work and argues that portfolio development should be driven by personal knowledge management (PKM) practices. We examine how digital Tools for Thought (TfTs)—markdown-based, networked note-making environments—support PKM by enabling educators to externalize, interlink, and revisit teaching-related knowledge, feedback, and design decisions. Building on relevant research in educational psychology, knowledge management, and academic development, we outline a conceptual model that integrates PKM and TfTs to transform portfolios from document repositories into dynamic architectures. The paper synthesizes theory and practice, illustrates use cases, and discusses institutional implications, including recognition structures and developer support. The contribution is relevant for academic developers, faculty, and program leaders as agents seeking sustainable, evidence-informed pathways to professionalization and teaching competence development.
    Type:conference paper
    URI:https://alexandria.unisg.ch/handle/20.500.14171/129660
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    Wissens(management)mythen knacken: Was ich als Wissensarbeiter*in gern früher gewusst hätte
    (2025-10)
    Stefan T. Siegel  
    ;
    Lohner, David
    „Die perfekte PKM-Methode“ oder „das eine Tool“ wird von zahlreichen Gurus, Firmen und Ratgebern immer wieder versprochen. Wir zeigen, warum diese einfachen Geschichten schaden können und wie evidenzinformierte Informations- und Wissensmanagementpraxis wirklich aussieht. Ausgehend von unserem geplanten „Überlebensratgeber“ für den akademischen Bereich widerlegen wir verbreitete Mythen („Je mehr Notizen im eigenen Wissensmanagementsystem, desto besser“, „Man kann PKM kaufen“, „Handschrift schlägt Digital per se“) und teilen konkret: Welche kleinen Hebel sofort Wirkung haben, wie Notizen Denken erzeugen (nicht nur speichern) und welche Rituale Wissen in Entscheidungen übersetzen. Interaktiv, humorvoll, ohne Heilsversprechen — mit Werkzeugen zum Mitnehmen. Worum es geht. Problem. PKM scheitert selten an Software, sondern an verführerisch simplen Narrativen. Sie überfrachten Systeme, verzetteln Aufmerksamkeit und verhindern Transfer in Entscheidungen. Ansatz. Wir debunken drei dominante Mythen, erklären ihre Persistenz (kognitive Abkürzungen, Tool-Fetisch, Over-Engineering) und bieten evidenzinformierte Gegenideen und -praktiken. Was Sie mitnehmen können - Key Take-Aways - Tool zur Mythen-Widerlegung - Hybrid-taugliche Micro-Übungen: Myth Quick-Poll, 10-Min-Debunk in Peers, - Lightning „Was ich gern früher gewusst hätte“. Für wen. Lehrende, Forschende, L&D, Wissensarbeiter:innen in Verwaltung, NGO, KMU und Konzernen — skeptisch gegenüber Hypes, interessiert an tragfähiger Praxis.
    Type:conference contribution
    URL:https://pretalx.com/gkc25/talk/VM3W88/
    URI:https://www.alexandria.unisg.ch/handle/20.500.14171/124177
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    Writing Is Not Thinking – But It Can Extend It
    (2026-01-29)
    Stefan T. Siegel  
    Human cognition is not bound to one specific medium. People think while perceiving, imagining, gesturing, conversing, and other ways of acting in the world. Writing is one way—sometimes a powerful one—to support cognition (Luhmann, 1992; Scheuermann, 2016), but it is neither necessary nor sufficient for thinking to occur. Cognitive psychology shows that cognition extends beyond the brain into bodies, tools, spaces, and other people (Paul, 2021; Siegel, 2025) and that it operates across fast, intuitive processes and slow, deliberate ones (Kahneman, 2011). Writing can support some forms of thinking—but it does not cause it and is not evidence that thinking is happening.
    Type:digital resource
    Journal:Notelab. Developing Ideas Through Evidence-informed Note-Making.
    URL:https://notelab.hypotheses.org/3568
    DOI:https://doi.org/10.58079/15lbo
    URI:https://www.alexandria.unisg.ch/handle/20.500.14171/125030
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    Making Competences Visible: Collecting Puzzle Pieces of Evidence to Capture, Show, and Explain What You Know, Can Do, and Value
    (2026-03-21)
    Stefan T. Siegel  
    ;
    Arnold, Maik
    ;
    Marco Strate  
    ;
    Bernadette Dilger  
    Knowledge workers solve problems, make decisions, and learn continuously—yet much of the "knowledge" they produce in the form of personal notes and sense-making artifacts largely remains invisible to the public, as it is usually kept personal. Notes are taken, files are stored, and insights accumulated, but it often remains unclear how work done in the past translates into competences in future that others can understand, trust, or meaningfully evaluate. This session shows how Tools for Thought—in this case [Obsidian.md](http://obsidian.md/)—can help bridge this gap. Rather than focusing on tools or workflows for their own sake, we address what knowledge workers actually need: ways to capture work-related outcomes, connect them coherently over time, and present them in forms that make competences visible and credible. We demonstrate how connected note environments can support four practical moves: - Capturing key decisions, insights, and work artifacts as they occur - Reflectively connecting these materials so patterns of practice and capability emerge over time - Validating skill claims with concrete examples instead of vague self-descriptions - Presenting knowledge, skills and experience in ways that others can follow and assess Using personal examples from research, teaching, and project-based work, we show how Tools for Thought can function as a personal competence record: a living resource that supports reflection, collaboration, and professional communication—without turning knowledge work into bureaucratic reporting. Format: Talk with short examples and discussion **References (Selection)** - Dilger, B. & Strate, M. (2025). Brückenbau zwischen individuellen Kompetenzen, Weiterbildungsangeboten und Anforderungen auf dem Arbeitsmarkt durch KI-gestützte Kompetenzportfolios in der beruflichen Weiterbildung. bwp@ Berufs- und Wirtschaftspädagogik – online, 48, 1–19. https://www.bwpat.de/ausgabe48/dilger_strate_bwpat48.pdf - Hartig, J., Klieme, E. (2006). Kompetenz und Kompetenzdiagnostik. In: Schweizer, K. (eds) Leistung und Leistungsdiagnostik. Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-33020-8_9 - Siegel, S. T., & Lohner, D. (2024). Wissensmanagement von Lehrenden mit „Digital Tools for Thought“: Potenziale, Grenzen und Einsatzmöglichkeiten. Neues Handbuch Hochschullehre (NHHL), 114, 1–20. - Siegel, S. T., Lohner, D., & Arnold, M. (2025). Reimagining Teaching Portfolios Through Personal Knowledge Management with Digital Tools for Thought. Zeitschrift für Hochschulentwicklung, 20(3). https://doi.org/10.21240/zfhe/20-3/11
    Type:digital resource
    URL:https://digitalefitheid.notion.site/Making-Competences-Visible-Collecting-Puzzle-Pieces-of-Evidence-to-Capture-Show-and-Explain-What--31a15fdbe35d8006a696dd3ec2633591
    URI:https://www.alexandria.unisg.ch/handle/20.500.14171/125305
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    Reimagining Teaching Portfolios Through Personal Knowledge Management with Digital Tools for Thought
    (2025-10-08)
    Stefan T. Siegel  
    ;
    Lohner, David
    ;
    Arnold, Maik
    In higher education, teaching portfolios are instruments for faculty professionalization and academic development. Many lecturers struggle to systematically document, evaluate and further develop their teaching practices. We argue that teaching is knowledge work requiring intentional knowledge management. We explore how digital Tools for Thought (TfTs) support personal knowledge management (PKM), enabling lecturers to externalize, link, and reflect on teaching-related knowledge and materials. Using TfTs, teaching portfolios transform from static repositories into dynamic systems fostering critical reflection and evidence-informed professional development. Drawing on educational psychology research, we demonstrate how PKM practices can boost teaching competence.
    Type:journal article
    Journal:Zeitschrift für Hochschulentwicklung (Journal for Higher Education Development)
    Volume:20
    Issue:3
    DOI:10.21240/zfhe/20-3/11
    URI:https://www.alexandria.unisg.ch/handle/20.500.14171/123850