Collective Learning and Charting, Allison Littlejohn

Collective learning and charting: a new approach to supporting the transition from education to work Presentation to the National Conference for University Professors, London, UK, 24 th Feb 2009 by Allison Littlejohn Director, Caledonian Academy Chair of Learning Technology Shell Senior researcher Collaborators: Dr Anoush Margaryan Dr Colin Milligan Glasgow Caledonian University, UK www.academy.gcal.ac.uk

Extending reputation

1. Adaptable Workforce IBM Global Human Capital Study (2008)
2. Knowledge assets
Enterprise of the Future Study (2009)
3. Goal actuation
IBM Global CEO study (2006)

CONSUMPTION
2. Knowledge assets
3. Goal actuation

CONSUMPTION CONTRIBUTION
2. Knowledge assets
3. Goal actuation

CONSUMPTION CONNECTION CONTRIBUTION
2. Knowledge assets
3. Goal actuation

collective intelligence
2. Knowledge assets
3. Goal actuation
CONSUMPTION CONNECTION CONTRIBUTION

collective intelligence CONSUMPTION CONNECTION CONTRIBUTION COLLECTIVE KNOWLEDGE
2. Knowledge assets
3. Goal actuation

1. Forethought - Goal setting
2. Performance - Goal implementation
3. Self –reflection - Goal refinement

CONSUMPTION CONNECTION CONTRIBUTION COLLECTIVE KNOWLEDGE

CONSUMPTION CONNECTION CONTRIBUTION CHARTING

You Your goal

You Your goal Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources The collective Smart Information Your Knowledge

You Your goal You Manager Colleagues with similar skills Team External contacts Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Peers with similar goals Formal Learning Recommended Resources The collective Smart Information Your Knowledge

You Your goal You Manager Colleagues with similar skills Team External contacts Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Peers with similar goals Formal Learning Recommended Resources The collective Smart Information CONSUME Your Knowledge

You Your goal You Manager Colleagues with similar skills Team External contacts Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Peers with similar goals Formal Learning Recommended Resources The collective Smart Information CONSUME CONNECT Your Knowledge

You Your goal You Manager Colleagues with similar skills Team External contacts Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Peers with similar goals Formal Learning Recommended Resources The collective Smart Information CONSUME CONNECT Your Knowledge CONTRIBUTE

You Manager Colleagues with similar skills Team External contacts Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Peers with similar goals Formal Learning Recommended Resources The collective Smart Information CONSUME CONNECT Your Knowledge You and Your Peers Your goals CONTRIBUTE

How do we support the achievement of goals? ME MY GOALS

The Ideal?
Everything you do contributes towards achieving your goals.
Actually, this is too simplistic
ME MY GOALS

The Ideal (2)
Not every activity contributes towards achieving your goals and you will periodically assess and refine your effort.
ME MY GOALS

The Reality
Goals may actually evolve over time.
ME MY GOALS MY GOALS

Charting
Helps you relate where you are to where you started and where you want to be.
ME MY GOALS

Charting (2)
Helps you relate where you are to where you started and where you want to be
… over and over …
providing the opportunity to dynamically interact with your goals and personal development.
ME MY GOALS

Charting (3)
Charting presents an opportunity to make use of people and resources to fine tune your plans at each point.
ME MY GOALS Useful resources, Useful people

ways in which novices and experts create, consume and share knowledge
2. how novices and experts self-regulate their learning and development
3. how they draw upon the collective knowledge base to attain their learning goals
4. how they perceive the impact of knowledge sharing on learning, development and work.
Building on existing behaviours: Shell Study

Learning in the workplace is structured by and integrated within work tasks.
Novices (rather than experts) value formal learning opportunities
3 Experts develop both internal and external peer networks
4. Experts draw heavily upon the collective – primarily their personal networks of trusted peers
5. Experts are motivated to contribute to the community if they can see applicability to someone else’s problem and if they develop a reputation across the company.
6. Experts’ motivation is impacted by line manager’s attitude to the value of global knowledge sharing beyond immediate local context.
7. Fragmentation of knowledge bases is a problem
Building on existing behaviours: Shell Study

Collective learning and charting Slides available from: caledonianacademy.blogspot.com Allison Littlejohn Director, Caledonian Academy Chair of Learning Technology Shell Senior researcher With thanks to collaborators: Dr Anoush Margaryan Dr Colin Milligan Glasgow Caledonian University, UK www.academy.gcal.ac.uk

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Collective Learning and Charting, Allison Littlejohn

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