This work investigates emerging knowledge distribution means through a descriptive study. Despite the amount of attention that processes and structures for knowledge management has received within research during the last decade, little attention has been directed towards the actual means used for the distribution of knowledge by individuals. In this respect it is the aim of the study to contribute with knowledge regarding knowledge distribution means. The study consists of a survey of emerging electronically mediated distribution means followed with a characterization and analysis. For the characterization and analysis a framework for interpretation of the different distribution means was created based on the constructs of organizational learning and the levels of knowledge system interpretation. Within the framework characteristics and concepts were identified and then used for the analysis of the knowledge distribution means. The characterization of the different knowledge distribution means as such may be used as an instrument for evaluation since it generalizable to other means of knowledge distribution. The results of the study show that knowledge distribution is not an isolated event. It takes place in larger context, such as organizational learning, since it touches upon other activities or phenomena such as knowledge acquisition, knowledge interpretation, and organizational memory. The concept of genre of knowledge distribution was found to be a viable concept to base exploration and development of support for knowledge distribution. The investigated distribution means only partly support a model for knowledge representation that captures both the problem-solution as well as an understanding of their relationship. In this respect existing distribution means must be enhanced or new ones developed if we wish to endorse such a representational model. / <p>Licentiate thesis in partial fulfillment of the Licentiate of Philosophy degree in Computer and Systems Sciences, Stockholm University</p>

Military organisations have a long history of using games for training. Over the years, they have developed training practices involving role-play, simulations, puckstering and gaming. Most researchers in serious games, i.e. games used for non-entertainment purposes, focus their studies on the learners. This licentiate thesis, instead, takes a closer look on the roles of instructors in game-based training situations, specifically at the Swedish Land Warfare Centre. Through a mix of theoretical and empirical studies, training practices were scrutinised, resulting in a framework for gamebased vocational training. A key element of this framework is the coaching by gaming perspective in which instructors give un-intrusive, formative feedback through role-play and gameplay. Another important aspect of the framework involves dynamic debriefing. These insights points to specific needs for system support for instructors involved in game-based training. They also emphasise the fact that serious gaming is a highly contextualised activity made up of more than the game and the players / <p>Anna-Sofia Alklind Taylor is also affiliated to University of Skövde, Sweden.</p>

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