According to McFarland and Klopfer, the ‘knowledge domain’ seeks to benefit from the vast opportunities of various dimensions. However, the lack of “structure of ideas†prohibits this venture from being realized since the “multiple network-dimensions†(segmented, paradigmatic, star-stricken, and cohesive/permeable) are not readily available to academics. To make it possible for “knowledge artifacts†to effectively reach the broad scope of the educational knowledge domain (to “enable more efficient searches… facilitate individual comprehension… broaden access and participation…. enable direct empirical study… identify coordinations regions… and identify knowledge innovation mechanismsâ€), a “dynamic of form and content†must be accessible to those both within and outside the knowledge domain. This can be operationalized through the creation of a multi-variant collaborative knowledge artifact repository which is centrally located, free from restrictive governance, with dynamic aggregate capabilities to broaden the scope of access, contribution, and growth of the knowledge domain with defines education.
-Cameron