Process-driven Approaches to Knowledge Transformation

In this paper we focus on specific approaches to knowledge transformation within the educational domain. Our approaches can be briefly characterized as processdriven, because the core concepts are educational processes and semantic representations of them. In this paper we present two alternative ways of using process models for knowledge transfer in educational domain. First one is deductive approach, or top-down approach, where knowledge is captured from the very beginning and continuously upgraded with the repeated runs of educational processes. The second one is inductive approach, or bottom-up approach, where process logs are analyzed with the aim to derive useful knowledge patterns. We build on our experiences from more research and educational projects, where we have designed and developed information systems and services supporting these types of knowledge transformation.