Social Knowledge Sharing Online in a Corporate Environment

Steve Grocott&

Howard Errey

The mind is not a vessel to be filled, but a fire to be ignited.

(Plutarch)

Why would

• Theory• Social Learning strategy• What are examples of learning needs you

have?

Blooms Revised Taxonomy

It’s not how smart you are but how you are smartHoward Gardner, 1983

Connectivism

Somewhere Not HereBy Hckyso on flickr

Where have we come from?

Where are we now?

Where are we going?

What does this mean for organisational (e)learning?

eLearning – elephant in the room?

Information based approaches…Do NOT result in sustained & deep learning

eLearning 1.0

Tasks

Focus on real-world activities

Enable the learner to produce something of value and application

Directly relate to their role or position in the workplace

Are complex and open-ended (problem based), often with multiple solutions or answers.

Focus on real-world activities

Enable the learner to produce something of value and application

Directly relate to their role or position in the workplace

Are complex and open-ended (problem based), often with multiple solutions or answers.

Resources and Support

Give access to people and information that learners would seek and use in real life – such as 'experts', colleagues and 'real' documents

Provide different perspectives on the same task

Scaffold (support) the learner to apply knowledge to new problems

Look and feel (visually) like real life 'things' and people – PDAs, computers, phones, etc.

Give access to people and information that learners would seek and use in real life – such as 'experts', colleagues and 'real' documents

Provide different perspectives on the same task

Scaffold (support) the learner to apply knowledge to new problems

Look and feel (visually) like real life 'things' and people – PDAs, computers, phones, etc.

Tools

Learners to articulate what they know

Learners to reflect on what they are learning

Performance of real life tasks

Represent the actual tools (forms, documents, electronic tools such as a PDA or computer) that learners would expect to use in real life.

Learners to articulate what they know

Learners to reflect on what they are learning

Performance of real life tasks

Represent the actual tools (forms, documents, electronic tools such as a PDA or computer) that learners would expect to use in real life.

Feedback

Is 'rich', describing how a learner is correct/incorrect

Encourages self-reflection

Is often provided in the form of model or expert responses

Is 'rich', describing how a learner is correct/incorrect

Encourages self-reflection

Is often provided in the form of model or expert responses

Applying the theory…

… but this still remains centred on content, 40 mins modules, training… plugging the ‘gap’, developing skills…

THE CASE FOR A NEW APPROACH

What percentage of the knowledge you need to do your job is stored in your own mind?

– 1986: 75%– 1997: 15 - 20%– 2006: estimated 8 -10%

Robert E KelleyCarnegie-Mellon University

The case for a new approach

AITD Conference 2007

Spending Outcomes Paradox

poor ID, bad training?

or

not how we naturally learn?

Expertise requires lots of practice

Much expert knowledge is with very little conscious effort– automated, rapid, fluent

performance

Experts know differently from (but not more than) novices

Expert/novice?

Know what questions to ask

Know who to ask

Know when to ask– Expertise is borne of

experience, not formal learning

Expert/novice?

70% of all US jobs created since 1998 require judgment and experience. These jobs now make up 41% of the labour market in the United States

The shift from transactional to tacit interactions requires companies to think differently about how to improve performance

Companies in many sectors are hiring additional employees for more complex interactions and fewer employees for less complex ones

Complex interactions typically require people to deal with ambiguity and to exercise high levels of judgment

The nature of working…

Web 2.0 is about the more human aspects of interactivity. It's about conversations, interpersonal networking, personalization, and individualism.... The emerging modern user needs the experience of the Web, and not just content, to learn and succeed....

Pedagogical modifications require an integrative approach to enhance prior practices and not

merely replace previous modalities

Caution

(work it in)

• Performance based learning is more effective than skills based learning

• People learn more (and better) from each other

• Informal learning has different impact from formal training

• Environmental (context) factors impact performance most– more than training

• Expertise is founded on experience, not skills

• Content should never be placed at the centre of any learning experience, the learner’s objectives should

• Learning 2.0 provides for a social, peer-peer world – take advantage

some take aways…

Learning Need Formal component Informal component

Customer service and support – just in time learning

Elearning course - 30mins – 2-3 courses

F2f event leading into forum discussions

Product knowledge Group, facilitated training

Shared wiki for product categories

Systems training Group, facilitated training – eLearning simulation

Train customers (thru staff) Group, facilitated trainingKiosk type displays

Website forums (categorised)

On the job training (service, build experience)

Outsourced facilitated training

line manager training (is the right message and content being passed on)

Accreditation / assessment (high stakes)

Exams, tests Align evidence to competencies/objectives (structured framework)

A new ‘blended’?

Case Study

• Project goals• Why proposed solution

was thought to meet goals

• Points of failure• Improvements

Case Study

• Points of failure• Improvements

ROI Reality Check

• Faith

• Invest in People learning tools/resources

• Be more competitive

Defining clear goals

• Knowledge management

• Competencies• Culture change

• Increase uptake• Acceptance by business

• Map activities to changes in performance

• Make performance criteria SMART

• Review to identify cause• Do more of what works• Try new things

• Activities – pro motion, facilitation

• Social Data, hits, visits, new connections etc

• Transactions – posts, responses

• Long term return & involvement

• Outcomes achieved

• leveraging

Other examples

Free vs propritary

Some slides in this presentation were borrowed from:http://www.slideshare.net/thebrandbuilder/olivier-blanchard-basics-of-social-media-roi?src=embedfound at http://mashable.com/2009/10/27/social-media-roi/#mb(both highly recommended)