GoldMind: A Teacher-Centered Knowledge Management System for Higher Education -- Lessons from Iterative Design
Abstract
Designing Knowledge Management Systems (KMSs) for higher education requires addressing complex human-technology interactions, especially where staff turnover and changing roles create ongoing challenges for reusing knowledge. While advances in process mining and Generative AI enable new ways of designing features to support knowledge management, existing KMSs often overlook the realities of educators' workflows, leading to low adoption and limited impact. This paper presents findings from a two-year human-centred design study with 108 higher education teachers, focused on the iterative co-design and evaluation of GoldMind, a KMS supporting in-the-flow knowledge management during digital teaching tasks. Through three design-evaluation cycles, we examined how teachers interacted with the system and how their feedback informed successive refinements. Insights are synthesised across three themes: (1) Technology Lessons from user interaction data, (2) Design Considerations shaped by co-design and usability testing, and (3) Human Factors, including cognitive load and knowledge behaviours, analysed using Epistemic Network Analysis.
Cite
@article{arxiv.2508.04377,
title = {GoldMind: A Teacher-Centered Knowledge Management System for Higher Education -- Lessons from Iterative Design},
author = {Gloria Fernández-Nieto and Lele Sha and Yuheng Li and Yi-Shan Tsai and Guanliang Chen and Yinwei Wei and Weiqing Wang and Jinchun Wen and Shaveen Singh and Ivan Silva and Yuanfang Li and Dragan Gasěvić and Zachari Swiecki},
journal= {arXiv preprint arXiv:2508.04377},
year = {2025}
}
Comments
38 pages, 10 tables, 7 figures. Submitted to Behaviour & Information Technology