# My First Day with Knowledge Management ### Before the Class It was Wednesday, and today was our knowledge management professional elective's first meeting. I arrived on campus at around 8 a.m. Despite the fact that our first class does not have a meeting, I arrived early for a specific reason. Our WiFi disconnected that morning, leaving me rushing to finish a research homework assignment that was due later in the afternoon. With the CIC kiosk as my backup plan, I took advantage of the early hours to work on my assignment. As I took a seat at the kiosk, I noticed that several of my classmates were already deep into their studies. They were taking notes and researching knowledge management, most likely in preparation for an assessment or oral recitation. Our professor had hinted that we should come prepared, but he didn't say it explicitly; it was just that a comment in his post made them believe that we might face a pop quiz or some probing questions about the course. With that in mind, I shifted my focus away from my research homework and toward learning more about knowledge management, even using my ultimate companion, "ChatGPT," for a quick overview of KM. However, due to time constraints, I felt unprepared to handle any potential questions. ### Heading to Class and Meeting "Sir" After minutes of studying, I, together with my classmates headed to the IT 201 room on the second floor, the designated location for our class. I was anxious, fearing that I might experience a mental block that would prevent me from answering questions. But as I got closer to the classroom, I noticed our professor "The Legend," whom I'll call "Sir," already showing another BSIT section the syllabus. This sight helped me to relax and lessen my anxiety since I knew that our class would probably begin with an orientation instead of some assessment. An acquaintance from BTM confirmed that there would be no assessment that day, so easing my anxiety. Knowing that our first meeting would be more about setting the course than it would be about testing our knowledge about it. Upon entering the classroom, I couldn’t help but observe the unusual arrangement of tables and chairs. It seemed different from the usual layout in CIC rooms. It is in a U-shaped setup, which is the first time I am seeing one in real life.

U-Shape Table Setup

The layout suggested the type of learning environment Sir wished to create—one that encourages interaction and participation. I chose a seat in the back because that is where I usually sit during class. As I settled in, I noticed a variety of emotions in the room. Everyone whispered and glanced, as if waiting for something important. In addition, Sir's use of a lapel microphone made me nostalgic. When Sir finally started the class, I was surprised of how different he was from my expectations. Rather than the stern and intimidating impression our seniors had painted, he greeted us with a friendly smile, a soft voice, and an easy-going attitude. Even the class started with a joke that made everyone—including me—laugh. > "Kinsa ang virgin diri?" The question caught us all off guard, but he later explained its true meaning, which, if I recall correctly, was a reference to the virgin in the Knowledge Management course. This unexpected humor and approachability were a stark contrast to the serious persona I had imagined. ### The Quick Survey Moving on, after Sir finished showing us the list of official students under his subject, he began by addressing the Google Form survey responses we had filled out earlier. Surprisingly, the number of responses exceeded our section's enrollment because some students from the BTM section had mistakenly filled it out. Sir then pointed out that what he had prepared for us was just the basics of "knowledge management," and he showed us some statistics from the survey, including an item asking us to rate our knowledge level in the subject. I couldn't even remember how I rated myself—probably a 3, though in reality, it should've been a 1. Sir even skipped over my lengthy response to the last question, which was both hilarious and cringeworthy for me. {% tabs %} {% tab title="First Survey Item" %}
{% endtab %} {% tab title="Last Survey Item" %}
{% endtab %} {% endtabs %} But the real surprise came when Sir shattered our expectations. As he read the responses about the positive expectations we had for him, he repeatedly said "no" and made the "no no no" finger gesture. He made it clear that he is not here to teach but to facilitate our learning. He even expressed his distaste for being labeled as a "teacher." He emphasized that we shouldn't agree with everything he says, and that we will all learn from each other because many minds are better than one. This was completely contrary to what I had written in the survey, where I expressed the hope that he would teach us and that I would learn a lot from his experience in knowledge management. ### My First Ever Interaction with "Sir" As the class progressed, Sir posed a seemingly simple but thought-provoking question: "What is 1+1?" Most students would quickly answer "2," which is correct in the context of the decimal number system. However, Sir had a different perspective in mind, considering our background in IT. He was testing our understanding of binary number systems. There was even someone who answered "3" for reasons I don't fully understand, but who knows? Maybe that answer was indeed correct in some context. Understanding that Sir was referring to binary arithmetic, I discreetly shared with my seatmate that the answer should be "10" in binary notation. He responded to Sir with this answer, which Sir confirmed as correct. Sir then asked for an explanation of how we came up with that answer. I got up the courage to explain and raised my right hand. I used powers of 2 to describe about how the 1+1 resulted in 10. I primarily discussed about how to convert decimal numbers to binary and pointed out that the coefficients of 2^1 and 2^0 are 1 and 0, respectively. Even though the math in my explanation was correct, Sir thought it was a bit vague and suggested a more nuanced understanding. But this was the solution that I have in mind during that time:

My Solution in 1+1=10

Sir's solution is about emphasizing the importance of combining theoretical knowledge with practical applications. He urged us to see binary operations through a lens of computer logic and signal representation, in which 1 marks "on" and 0 marks "off." This practical viewpoint emphasized that knowledge of ideas requires not only theoretical understanding but also an understanding of their practical relevance. ### **First Day Briefer and the Course Syllabus** With time ticking, our professor reviewed the Course Briefer, Sir went over the Course Briefer—which instructors are expected to complete at the start of every semester. He also asked in the briefing the reasons behind our decision on the BSIT course. This question already had an answer for me: my long-term interest in technology led me to combine it with my academic endeavor. The BSIT program seemed like a good way for me to learn more about technology and improve my skills. The course syllabus also delighted me especially since it does not include tests or quizzes. This was a comfort since I find it difficult to remember terminologies and particular details. I felt more at ease with the emphasis on useful application and knowledge rather than memorization. Sir also mentioned that the course would also combine 50% synchronous and 50% asynchronous learning. I value this balanced approach since it lets you be flexible yet also offers controlled interaction and direction throughout synchronous sessions. ### What I've Learned As the class drew to a close, I started to consider what had happened that session. It ended up being quite interesting despite my initial anxiety. The class felt less daunting because of Sir's easy-going approach, joker vibes, and eagerness to engage with us. Also, many of the students from his former Data Privacy course had received excellent marks, which only increased my excitement about what our Knowledge Management class has ahead. One important lesson from this meeting was also the need of approaching problems with an open mind. My initial fears about Sir were based on rumors and misconceptions, but the reality was far more positive. Sir’s approachability and the engaging start to the class were a reminder that our fears often stem from misunderstandings and that reality can be much more rewarding. Ultimately, it's about interacting with someone directly and personally experiencing their approach, not about evaluating someone depending on what we hear. While my first encounter with Sir was reassuring, I can still sense some strictness in him but not in a bad way. It’s possible that my perception of him may change as the course progresses, especially given the contrast between our seniors’ descriptions and my initial experience. I look forward to seeing how Sir’s teaching—or rather facilitation—style will shape our learning journey and how the course will challenge and inspire us. Even though we didn't go over the actual Knowledge Management course content in depth on the first day, Sir's approach and insights taught me a lot. Sir, who served as Dean and was instrumental in shaping the CIC into what it is today, made significant contributions to the development of some of the most talented faculty members at USeP CIC. As a result, I am excited to see how this course progresses and how it will improve my understanding and skills in Knowledge Management. ***
Author Mark David D. Prado, a third-year BSIT-IS student at the University of Southeastern Philippines.
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