Collective learning Conflict between Computerised Collective Memory and the Prescriptive Organisation Organizational Memory as Process not Object Collective decision making and knowledge management in oncology Cooperative work conditions in a satellite control room. READ MY LIPS....BUT ALSO THE REST Collective memory from the everyday work. Visualised co-ordination support in distributed decision making Knowledge Management for Collective Learning and Organisational Memory Knowledge graphs Shifting Perspectives on Organizational Memory General discussion

Shifting Perspectives on Organizational Memory: From Storage to Active Remembering Liam J. Bannon Dept. of Computer Science & Information Systems University of Limerick, Limerick, Ireland. Email: bannonl@ul.ie Kari Kuutti Dept. of Computer Science & Information Systems University of Limerick, Limerick, Ireland and University of Oulu, Dept. Information Processing Science Linnanmaa, FIN-90570 Oulu, Finland E-mail: kuutti@rieska.oulu.fi Presentation Liam Bannon, who is the coordinator of a COST 14 group concerned specifically with "Organizational memory and Common Information Spaces" , presented some existing ideas about organizational memory. In particular, he pointed out two difficulties with the concept: one concerned the "organization" as a collection of individuals versus an entity by itself, the other concerned with the static view of organizational memory versus the dynamic view of organizational remembering. He reminded of the classic work by Sir Frederick Bartlett, which concerned "remembering", not memory, and which, together with work from contemporaries in the Soviet Union such as Vygotsky and Zinchenko pointed to the constructive nature of remembering. The consequences of this view is that cooperative work cannot be facilitated simply by the provision of a shared database, but requires the active construction of the participants of a common information space, where the meanings of are debated and resolved, at least locally and temporarily. Thus, a collective memory must to some extent rely upon developing a common meaning. However, this implication conflicts with the idea that "meaning" is developed in use, and that the same data may get different meanings in different contexts. The solution might lie in both developing a common information space and allowing people using it access to the actors and contexts in which the information was originally produced. Discussion Most participants in the group were willing to accept the idea that "remembering" is an important concept to use besides "memory". However, the consequence for collective management of dynamic processes were not easy to see, and we turned to a general discussion.