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Compartim, Social learning, CP, KM project, OED09

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Online Educa 2009, Berlín: Compartim Project: Knowledge Management Communities of Practice –Social Learning in the Autonomous Government of Catalonia". Dolors Reig

Online Educa 2009, Berlín: Compartim Project: Knowledge Management Communities of Practice –Social Learning in the Autonomous Government of Catalonia". Dolors Reig

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  • Hello, nice to meet you. First of all i want to excuse my lack of fluency speaking english. I´ll try to do my best but it is possible that, sometimes, i´ll need some support from Irene. I´m going to introduce an innovative experience on knowledge management and learning, in catalonian public administration. Its name is “Compartim”, that translated would be like “Sharing”, and it is a Communities of Practice Program progressing nowadays towards intimately related Open Social Learning perspectives.
  • Let´s go viewing the Program more deeply. We are a center of studies and training linked to the Department of justice in the Autonomic government of Catalonia. We attend twelve thousand students per year, with a total amount, since our origins and until now of fourteen thousand hours of trainning . We are working for the department of justice, that is composed of different professional collectives from Courts to Penitentiary (educators, psychologists, criminologists, etc…. ) services, with fifteen thousand public employees. For the area of Penitentiary Services, we take care of the initial training and the continuous training. Finally, the specialized training and studies center, has a staff of fifty workers and an annual budget of 6 million Euros.
  • We´re going to view now what have we made in Knowledge management: In the last 3 years (2006-2008) we have developed a communities of practice program. For us, a community of practice is a group of professionals who work for voluntary decision in a project that pretends to elaborate new knowledge. This new knowledge has to be useful for the activities of the Department and, therefore, their learning tasks.
  • But why we do this program? Not only Because it is cool on the context of the social web ;) Also because of some previous experiences of members of our organization, because of the moment: two thousand six was a good budgetary moment. Finally, we have a clear consciousness of the limitations and advantages of the traditional systems of training and about the special, disruptive moment we live, with an emergent ecosystem of abundant information and knowledge possibilities from de world wide web to be explorated and correctly appropiated by a new, networked, more intelligent, more critical citizen.
  • Let´s go view now more deeply our Communities practice program. These are some Examples of communities of practice and its composition and the most relevant knowledge products that have been generated: The Psychologists community, with one hundred five participants, has generated a Clinic Interviews guide. The Criminologist Jurist community, with eighty persons participating, has generated an Alternative to imprisionment measures or actuations document. Finally, Social Educators is composed of one hundred fourty participants and has worked on an Intercultural management guide and on a Traffic education protocol. In general, Communities are aimed to create knowledge products to resolve changing situacions that need new responses (laws, new imprisioned collectives with its especifities, etc....). Then, the products are published or shared with all the public administration workers.
  • This graphic represents the structure and the working process of the program. There are fourteen (14) communities of practice and three (3) groups of working groups with a more than two hundred fifty (250) active particpants but with more than thousand five hundred (1500) participants.  Each professional group (also called community of practice) should select a professional look to improve. The collaborative work sessions take place through face encounters in which a small group of motivated and committed attempt to provide new perspectives and solutions. This task is almost always face is complemented with online work, online, to facilitate communication and automation of tasks. Also have the help of a group coordinator (e-moderator) and, if needed, with outside experts who will accompany you throughout the process.    At the end of the process of collaborative work is carried out addressed a session of good practice across the professional group, we present our work produced. This session will also invite experts from other fields often because it presented successful experiences related to the improvement proposal treated. 
  • Communities of practice are by itself a social perspective on learning, said Wenger, an important reference for us, when he conceptualized it. We´ve begun working on this learning approach in two thousand eight and keep thinking nowadays on how to evolve, what are we going to do in this sense in two thousand ten: We want, mainly, to reinforce learning orientation, working towards formal and informal learning integration. This includes some methods to reinforce this three aspects: -Collaboration, Peer to peer learning processes. -Self Learning, implementing a Personal Learning Environments system. -Digital competences, that are necessary to manage both collaboration and Learning environments.
  • This graphic represents our evolution towards openness: From Blended (presencial and virtual) collaboration CoPs, we were evolving through social web tools that increase collaboration possibilities and networked learning opportunities. We´ve been working last year on Digital identity, personal presence on the web as a key to the future open social learning Orientation. PLEs will be the selected tools to interact, to learn in a crowdsourced way, with other virtual CoPs on our subjects. Finally, the networked society offers us an opportunity to interact with a vast range of people who could be in similar communities, using different interest networks services that, from an individual (professional) or organizational perspective would enrich, improve, largely, our learning possibilities. At the same time, adopting an open perspective can increase dramatically our visibility and relevance in the social web.
  • We have been training in the program, specifically, all of this competences: Digital presence, E-awareness (or the awareness of the need to change our interaction in a more horizontal, flat world), Media literacy (or the ability to participate, to interact, to create knowledge on different media formats, like images, video, podcasting, etc…), and Informational literacy, or the capacity to manage an increasingly information flux through several technologies.
  • These are some of the spaces that we´ve created on the social web, our digital presence on the internet: a Blog, were the community publishes their best products or relevant information about their work or professional field (by the way, visibility is an important thing to reinforce participation, to facilitate the community) and social media extensions, as Facebook, LinkedIn groups and a Twitter channel to interact with a widely audience, inform about public interest activities and spread the content of our blog.
  • Additionally and as an exercise for the future, where personal involvement and content creation will be important tasks for the Compartim program integrants, we´ve created this space. It represents the sum of our efforts to lead knowledge in our fields: a blog for each participant as an initial test of the idea of e-portfolios. E-portfolios are live, continously changing, personal and organizational curricula on the web. This is an initial attempt, created with Netvibes, that is a social web tool that allow aggregation of different sources, and could represent the expertise, the human talent of an organization. Nowadays, we´re moving forward more sophisticated systems or methodologies. PLEs, on the next slide, are good perpectives to perform our major goals.
  • We have been menctioning PLEs several times during this presentation. A possible definition would be that PLE is designed as a mashup of personalized services, both institutional and external, that reflects individual learning preferences and collaborative work, and tracks the learn-streaming of the student, in a personal way. Personalization is an important key to plannify the future of learning, as Zenna Atkins has regarded us this morning. The graphic shows us some of the distributed elements that a typical PLE contains, including the activities in our community. It also opens some new possibilities, always in real time: Publishing in a variety of places (blogs, social media services, etc…), managing our time, simulating certain skills in Virtual Worlds, Sharing recommendations, Using mindmaps, importing content from different interest sources, identity management or control over who sees what, tools for communicate, talking to one´s network easily are some of them.
  • We can see here how the PLEs of the participants could interact, in a Peer to peer, networked way, building a Personal learning Network, that extends social learning outside the limits of any organization.

Compartim, Social learning, CP, KM project, OED09 Compartim, Social learning, CP, KM project, OED09 Presentation Transcript

  • Berlin, 3th December 2009. Dolors Reig Hernández, Generalitat de Catalunya, elcaparazon.net Consulting Compartim Project: Knowledge Management Communities of Practice – Social Learning in the Autonomous Government of Catalonia"
    • WHO WE ARE?
      • A center of studies and training linked to the Department of justice of the Autonomic government.
      • 12.000 students per year.
      • 14.000 hours of training.
    • We work for the department of justice (Courts and penitentiary Services), with 15.000 employees.
      • For the area of Penitentiary Services, we take care of the initial training and the continuous training.
      • The center (CEJFE) has a staff of 50 workers and an annual budget of 6 million Euros.
    • What have we made in Knowledge Management?
      • In the last 3 years (2006-2008) we have developed a communities of practice program.
      • For us a community of practice is a group of professionals who work for voluntary decision in a project that pretends to elaborate new knowledge.
      • This new knowledge has to be useful for the activities of the Department.
    • Why we do this program?
      • Fashion....? Social web.
      • Some previous experiences of members of our organization.
      • 2006 : a good budgetary moment.
      • Clear consciousness of the limitations /advantages of the traditional systems of training.
    • Examples of communities of practice.
    Participants Product Psychologists 105 Clinic interviews guide Criminologist Jurist 80 Especial measures Social Educators 140 Intercultural management guide. Traffic education
  • Working groups Communities of practice e-moderator Discussion Products Difusion Evaluation 14 communities + 3 working groups + 250 active participants + 1.300 participants (9% ) Online work Live meetings Map of communities of practice 2009
    • Reinforce Learning orientation.
    • Formal and informal learning integration
    • Reinforce self-learning: CoPs + PLEs + digital competences.
    • Reinforce Peer to Peer processes: CoPs + PLEs + collaboration competences.
    • PLEs and individual – organizational e-portfolios.
    2009, 2010 and beyond....
  • Informal, Open Social Learning, PLEs approach:
  • Digital Skills: Media literacy Digital presence E-awareness Informational literacy
  •  
  • CoPs activities
  • http://www.cems.uwe.ac.uk/~phale/Images/ple-learningcommunity-world.png Compartim CoPs PLN
    • Thanks !!!
    • http://www.gencat.net/justicia/cejfe
    • http://blocs.gencat.cat/blocs/AppPHP/gestioconeixement/
    Dolors Reig Hernández, http://www.dreig.eu/caparazon