Algorithms Models and Prototype for a Sharable Knowledge
Year: 2011

Information can be seen from two perspectives of (a) generation and (b) utilization. In educational efforts, the two domains are addressed through and during transfer of knowledge from person to person. The work also defined knowledge from generation and utilization perspective underlining their indispensable HORIZONS. The question in mind is, can we characterize and stock knowledge that is regenerated (generated, used, reused, reformed, repacked, when information (and knowledge) is transferred? The work presents information management as the basis for sustainable educational development driven on the cyber highway. It presents algorithm for sharable knowledge. Knowledge for sustainable development is characterized and presented as integrating environments, personality and context to existing information source. It separated the traditional (passive) knowledge from dynamic (active) knowledge. It founded its theory on the fact that evolving knowledge can be stored and reformatted (despite its diversity) for other uses particularly in an educational environment. A prototype, scenario of usage and associated analysis were given.  Knowledge, Systems, Models, Sharable, Associative Analysis. 1. THE TROUBLED MIND! Premises for this work are constructed around education with three pillars of data, information and knowledge in a learning environment. It is alimented with data. Advantage of "layman" definitions of some of the terms is taken as follows: Education is an activity. Educating is the imparting and acquiring of knowledge (object) through teaching and learning, especially at a school or similar institution. "After all, what is education but a process by which a person begins to learn how to learn?" Education comes from the Latin educo, educere which means to lead out of or to lead beyond. African Journal of Computing ICT Reference Format: A.B.C Robert (2011) Algorithms, models and prototype for a sharable knowledge. Afr J. of Comp ICT. Vol 4, No. 2. Issue 2. p7 16 (c) African Journal of Computing ICT September 2011 ISSN 2006 1781 Implicit is the notion of a teacher as a guide, not so much to a specific place, but as someone who takes us beyond the confines of our present perception to a larger field of observation and study. This is very different from learning and training where a goal has been set beforehand and we are expected to reach it  The French word translated education is: instruire; (train) former; eduquer. It means to instruct, train and educate. The word "eduquer" include all forms of instructions (including home instruction) to direct an individual. Literacy: ability to read and write: the ability to read and write to a competent level. The French word for literacy is "alphabetisation" related to Greek alphabet "Alpha, Beta." The English translation for alphabetization is "put in alphabetical order:" to arrange words or items in alphabetical order. This may give us a clue as to why information is often defined as "processed data" "organization of data" It is feasible to define it as "alphabetization of data" It is possible to also deduce that an educated person is a person who knows how to arrange "alphabets" to meaningful form. Afr J Comp ICT A.B.C Robert Algorthms, Models and Prototypes for a Sharable Knowledge Vol 4. No. 2. Issue 2. 8 Knowledge is an object a state: the knowledge or abilities gained through being educated. This term will be given adequate attention in the coming section. Wisdom: the ability to make sensible decisions and judgments based on personal knowledge and experience. Wisdom can be seen as integrating experience to intelligence. Whereas intelligence is instantaneous, wisdom involves gradual accumulative process. It has to do with mental "stockage" and intelligent application. Wisdom has time (dt) implication compared to spontaneous appeal to intelligence. Wisdom= s Experience Personal ce Intelligen _ (dt) Wisdom has to be studied in perspective of sociology, psychology and religion with a grain of "believe" Single dimension scientific approach to this concept is far too insufficient. It will be interesting to know how wisdom is acquired. It is difficult to establish if it can be acquired systematically, spontaneously or unconsciously. A work in biological sciences, philosophy may give some hints as well.  In reality and to a reasonable mind, defining data, information and knowledge is a serious task. It is like a deer in the thicket. Most definition of information is given in a perspective. The computer scientists may define information as if there is no use of information. Information scientists define information to their own suits. In mass communication, information has a specific connotation.  Issues of concern It is difficult to differentiate data from information When do we say we have information bearing in mind the support factors? Support factors include the medium of information transfer  language of transfer (linguistic, communication arts) algorithms for transfer (computer science, mathematics, physics, chemistry ethics and culture for transfer (religion, literary arts, philosophy) environment, economy and methodologies for information (social sciences, education) Do we say it is information when it is constantly being processed? At any point in time, "finished" information is still being processed. There is no definite time when the processing is terminated (for the user must process it himself) Knowledge is decoding hidden sense used in representation data /information which may not be known to its general audience or additional sense added to represent existing data knowledge Information has a production connotation and utilization connotation. The definition of information as "processed data" is only applicable to its production and not to its use. At production, information is evaluating two or more data elements in HORIZONtal perspective one to another. The system specialist decides what horizon he will use to "view" data. The view can change from time to time based on prevailing circumstances. His view about relationships in the data is influenced by his training and experiences in life. He strikes out specific isolation of data items. He is able to identify differences in data elements. In brief, information is a sum of a finite series of data elements. The sum can imply aggregation, averages, frequencies, correlations or mixture or other analysis. The system specialist defines a "Cartesian coordinate" to fix these data elements. He "alphabetize" the data elements for a purpose. From his perspective, information may be