From a knowledge management (KM) perspective, this cyclical pattern isn’t accidental\u2014it stems from how we treat different types of knowledge (Kudoos, 2026).<\/p>\n\n\n\n Educational systems naturally gravitate toward efficiency, scale, and control because explicit knowledge<\/strong>\u2014the articulated, shared content above the surface(Kudoos, 2023 \u2014is remarkably easy to digitize, package, and distribute. We saw this in the rush toward early e-learning and learning objects (Weller, 2020). These early innovations promised operational efficiency by turning learning into modular, reusable content, often mistaking content management for true knowledge transfer. <\/p>\n\n\n\n Where technology struggles is bridging the submerged, human layers: implicit knowledge<\/strong> (the practical application and skills derived from explicit concepts) and tacit knowledge<\/strong> (the intuitive, informal wisdom learned through context and experience over time) (Kudoos, 2026). Early web innovations like constructivist spaces, wikis, and open communities attempted to foster these deeper layers, but institutional pressures repeatedly flattened learning back into standardized, explicit repositories (Weller, 2020).<\/p>\n\n\n\n As educational technology continually evolves, the risk of “ed tech amnesia” remains high if we ignore these historical patterns (Weller, 2020, p.7). Digital platforms can effortlessly process and cross-reference infinite kinds of structured data, but they operate predominantly within the realm of explicit information. If we evaluate educational success purely through speed, retrieval, and scale, we repeat past mistakes. Achieving meaningful learning requires us to intentionally design educational spaces that move beneath the surface\u2014translating explicit content into applied implicit skills and deeply rooted tacit experience (Kudoos, 2026). <\/p>\n\n\n\n Kudoos, Z. (2026). The iceberg model of knowledge<\/em> [Graphic]. Knowledge Management 101 [Unpublished course material].<\/p>\n\n\n\n Watson, C. [Craig Watson]. (2026, 08, 27). Hi Zubeida, I like your point about looking back and recognizing patterns. Looking through old photos for this activity, I<\/em> [Discussion forum post]. Moodle. https:\/\/moodle.royalroads.ca<\/a> <\/p>\n\n\n\n Weller, M. (2020). 25 years of ed tech<\/em>. Athabasca University Press. <\/a>https:\/\/doi.org\/10.15215\/aupress\/9781771993050.01<\/a><\/p>\n\n\n\n <\/p>\n\n\n","protected":false},"excerpt":{"rendered":" Reading Weller\u2019s (2020) history of educational technology, the two most compelling takeaways are: firstly, how the field repeatedly grapples with the exact same core tensions, and secondly, failing to recognize this is \u201ca knowledge management problem\u201d (Watson, 2026, para. 2).\u00a0<\/p>\n","protected":false},"author":346,"featured_media":159,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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References<\/h2>\n\n\n\n