Title: GoldMind: A Teacher-Centered Knowledge Management System for Higher Education -- Lessons from Iterative Design Show Chinese title

Title: GoldMind：高等教育中的以教师为中心的知识管理系统——迭代设计的经验

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. Show Chinese abstract

Abstract: 设计高等教育的知识管理系统（KMSs）需要解决复杂的人机交互问题，特别是在人员流动和角色变化持续带来知识重用挑战的环境中。 虽然流程挖掘和生成式人工智能的进步为设计支持知识管理的功能提供了新方法，但现有的KMSs往往忽视了教育工作者工作流程的实际情况，导致采用率低且影响有限。 本文介绍了与108名高等教育教师进行的为期两年的人为中心设计研究的结果，重点是GoldMind知识管理系统在数字教学任务中的迭代共同设计和评估。 通过三个设计-评估周期，我们研究了教师如何与系统互动，以及他们的反馈如何指导后续的改进。 见解总结为三个主题： (1) 从用户交互数据中得出的技术经验，(2) 由共同设计和可用性测试塑造的设计考虑因素，以及(3) 人类因素，包括认知负荷和知识行为，使用认识论网络分析进行了分析。