Sharing Practice: Seek/Sense/Share: Strategies for sharing knowledge within and beyond regular CoP meetings
Information was limitedThere was not a lot of itIt changed slowlyIt was mostly in fixed locationsLearned peopleBooks and libraries
As the volume of information has increased and the ways in which we access and manage it have changed our understanding of knowledge has evolved.
With so much information available for use by learners and themselves, educators need to develop capability to manage the flow of information - to locate, access, process, and publish information in ways that enhance learning.
The Internet and search tools make it possible to hunt out information as it is needed. Those techniques are useful but there are better ways to ensure access to the important information that can help us to do our jobs.
2. In the past information changed slowly. Moiry Glacier, Switzerland, Jul 2006
3. Now we have torrents of information. Cave of the Winds, Niagara Falls, Sep 2012
4. In the past information was controlled. Photo: rosefirerising CC (by) (nc) (nd)
5. Transmission via hierarchies made sense. Microsoft ClipArt
6. Understanding of knowledge has evolved. Photo: patriziasoliani CC (by) (nc)
7. Objectivism: Knowledge exists out there– it can be controlled and transmitted. Photo: Thomas Hawk CC (by) (nc)
8. Constructivism: Knowledge exists in the learner– it is built from personal experience. Microsoft ClipArt
9. Connectivism: Knowledge exists in the network– learning is making connections. Microsoft ClipArt
10. Information isaccessed fromnetworkedmachines andpeople. Photo: gtrwndr87 CC (by)(nc)(sa)
11. Information 40 exabytescontinues (1019) of newexpanding. information each year = more than in the previous 5000 years Shift Happens
12. Informationis notdiminishedby sharing.
13. We need tomanageinformation flow. Photo: ckchanwebCC (by) (nc)
14. We can hunt or manage knowledge. Photos: mrshife & vredeseilanden CC (by)(nc)(sa)
15. Personal Knowledge Management (PKM) A set of processes, individually constructed, to help each of us make sense of our world and work more effectively http://www.jarche.com/wp-content/uploads/2013/03/PKM-2013.pdf
16. PKM is curation for personal growth. http://www.jarche.com/2012/07/pkm-as-pre-curation/
17. Curating is not the same as collecting. Mike Fisher, @fisher1000, Digigogy
18. Approach curating in 3 steps. Seek Sense ShareDefine topics and organise Product: Writing with links, Credit sources and answersources presentation questionsScan more than you capture Annotate, archive, apply Feed your network a steady diet of good stuffDont capture unless high Must add value to work or Comment on other peoplesquality strategy stuff Jarche (2012) & Kanter (2011)
19. • SearchSeek – Search engines – Librarykeeping up to date • Subscribe – Social media – Newsletters – RSS • Scan • Select
20. • ReadSense – Products of seeking • Researchreflection & practice – Related material • Rehearse – Try out ideas • Reflect – How did that go?
21. • CollateShare – Organise your ideas • Condenseconversations with – Distil the essencenetworks • Connect • Contribute • Converse – Engage your audience
22. Connect your personal learning network. Annecy, France, Jul 2006
23. Share with tools that work for you.
24. Connection andcontributionbuild reputationand trust. Photo: Jean nier CC (by) (nc)
25. What does that mean for our CoPs?
26. Communities of Practice at USQ• CoP = defined space for sharing – Focused on specific interest or practice – Developing resources & identity• Sharing passion for some practice• Reducing professional isolation• Building institutional memory http://www.usq.edu.au/cops
27. A view from the field• CoP is NOT – Substitute help desk You know you – Work group or task focused are in a – Not management directed• Characteristics of CoPs community of – People want to join practice when it – Have purpose beyond what one member can do changes your – Members feel affinity for CoP practice. – Have both strong & weak social ties http://www.jarche.com/2012/07/communities-of-practice-enable-the-integration-of-work-and-learning
28. Work and learning are merging. http://www.jarche.com/2011/05/fix-the-workplace/
29. Networks are replacing artisans & hierarchies. http://www.jarche.com/2013/02/social-learning-is-how-work-gets-redesigned-in-the-network-era/
30. Work practices are evolving. http://www.jarche.com/2012/04/three-principles-for-net-work/
31. Value is created in complexity. http://www.jarche.com/2011/05/the-networked-workplace/
32. We need loose hierarchies & strong networks. http://www.jarche.com/2013/04/loose-hierarchies-for-knowledge-management/
33. Much 2013 workplace learning is informal. http://c4lpt.co.uk/litw-results/
34. Chance favours the connected organisation. http://www.jarche.com/2012/10/chance-favours-the-connected-company/
35. CoPs have strong & weak social ties. http://www.jarche.com/2013/01/pkm-in-2013/
36. CoPs link networks to teams. http://www.jarche.com/2013/03/from-hierarchies-to-wirearchies/
37. Work balances cooperation & collaboration. http://www.jarche.com/2013/03/the-knowledge-sharing-paradox/
38. Emergent value is found at the edges. http://www.jarche.com/2011/03/emergent-value/
39. PKM facilitates flow through of ideas. http://www.jarche.com/2013/03/the-knowledge-sharing-paradox/
42. PKM & curation tools at USQ: Seek• Internal web • CoP Moodle sites – Searchable, limited but – Limited access, not quality assured? searchable• External web • SharePoint – Searchable, variable – Limited access, searchable relevance & quality with difficulty• Library • Email – Searchable in parts, quality – Direct message only, no assured subscribable lists • Yammer – Limited user base & activity
43. PKM & curation tools at USQ: Share• Internal web • SharePoint – Very limited access for – Limited access, USQ lockin, publishing searchable with difficulty• External web • Email – Easy access, beyond USQ – Direct message only, no approvals subscribable lists• CoP Moodle sites • Yammer – Limited access, not – Limited user base & activity designed for purpose, not searchable
44. What to do about it?• Keep Calm & Carry On? – Use what works regardless of USQ• Use limited USQ tools? – When & where they do the job – Mostly to alert people to real action• Discuss what tools would work for USQ?