Networks, Connections and Community: Learning with Social Software Val Evans Lead Researcher In collaboration with Larraine Larri

On behalf of: Knowledge Sharing Services, and Research and Policy Advice Projects of Australian Flexible Learning Framework

Knowledge Sharing Services, and

Research and Policy Advice

Projects of

Australian Flexible Learning Framework

The Aim To investigate how social software technologies could best support: Knowledge sharing and capability development of VET practitioners, and Vocational Education and Training (VET) delivery.

To investigate how social software technologies could best support:

Knowledge sharing and capability development of VET practitioners, and

Vocational Education and Training (VET) delivery.

The Questions For Knowledge Sharing Services: Uptake – How ready are VET practitioners to take up web 2.0 technologies? and What are the characteristics of organisations, groups and individuals and their stories?. Knowledge and Professional Development (PD) – What PD practices, models, guidelines or frameworks could best support uptake? How can a ‘social’ approach support capability development? Application of research - What type of collaboration services are best delivered via the Australian Flexible Learning Framework? What evaluation methods would be best used for evaluating impact and comparison with other knowledge building and PD strategies?

For Knowledge Sharing Services:

Uptake –

How ready are VET practitioners to take up web 2.0 technologies? and

What are the characteristics of organisations, groups and individuals and their stories?.

Knowledge and Professional Development (PD) –

What PD practices, models, guidelines or frameworks could best support uptake?

How can a ‘social’ approach support capability development?

Application of research -

What type of collaboration services are best delivered via the Australian Flexible Learning Framework?

What evaluation methods would be best used for evaluating impact and comparison with other knowledge building and PD strategies?

For VET Delivery: How can social software technologies best support teaching and learning in VET? What benefits are there to VET clients in using social software technologies in their learning? What are the future directions of applications of social software technologies in VET? What are the resourcing implications for the future use of social software technologies in teaching and learning in VET?

For VET Delivery:

How can social software technologies best support teaching and learning in VET?

What benefits are there to VET clients in using social software technologies in their learning?

What are the future directions of applications of social software technologies in VET?

What are the resourcing implications for the future use of social software technologies in teaching and learning in VET?

Methodology Appreciative Inquiry Discovery - ‘what is’ Dream - ‘how could it be’ Design - ‘what should be’ Destiny – implement the design Success Stories of those ‘doing it’ 7 Knowledge Sharing and Capability Development Stories 6 VET Teaching and Learning Stories Online Survey Two Focus Groups Research Blog and Wiki Using the tools to research the tools Literature Review Discovery Design Appreciative Inquiry Destiny Dream

Appreciative Inquiry

Discovery - ‘what is’

Dream - ‘how could it be’

Design - ‘what should be’

Destiny – implement the design

Success Stories of those ‘doing it’

7 Knowledge Sharing and Capability Development Stories

6 VET Teaching and Learning Stories

Online Survey

Two Focus Groups

Research Blog and Wiki

Using the tools to research the tools

Literature Review

Readiness and Characteristics Seen in a Change Management Context Adoption and Diffusion of Innovation (Rogers 1995) Innovators and Early adopters Small number of Early Majority

Seen in a Change Management Context

Adoption and Diffusion of Innovation (Rogers 1995)

Innovators and Early adopters

Small number of Early Majority

Key Findings

Why Use Social Software? Empowering Lifelong Learning competence Community building Improved workflow and productivity Relatively resource-free

Empowering

Lifelong Learning competence

Community building

Improved workflow and productivity

Relatively resource-free

Pre-conditions for Success Authentic Need Appropriate for the client Relevant to the context Spirit of openness Willingness to share Willingness to collaborate Enabling culture

Authentic Need

Appropriate for the client

Relevant to the context

Spirit of openness

Willingness to share

Willingness to collaborate

Enabling culture

Enablers Organisational Support Immersion Modelling Professional Development

Organisational Support

Immersion

Modelling

Professional Development

Professional Development A social and blended approach From the Survey Strategy Very useful Action Learning 74% (48) Mentoring (just-in-time) 69% (45) Coaching 65% (42) Work-based Learning 58% (38) Face-to-Face Workshops 46% (30) Online Tutorials 41% (26) Critical Conversations 38% (24) From the Focus Group Modelling, Stealth and Immersion

A social and blended approach

From the Survey

Strategy Very useful

Action Learning 74% (48)

Mentoring (just-in-time) 69% (45)

Coaching 65% (42)

Work-based Learning 58% (38)

Face-to-Face Workshops 46% (30)

Online Tutorials 41% (26)

Critical Conversations 38% (24)

From the Focus Group

Modelling, Stealth and Immersion

Theories and Models Lifebased Learning (Staron et al, 2006) Constructivism Connectivism (Siemens, 2006) Community e-Learning 2.0 (Downes, 2005) Balanced Approach (Stuckey and Arkell, 2006)

Lifebased Learning (Staron et al, 2006)

Constructivism

Connectivism (Siemens, 2006)

Community

e-Learning 2.0 (Downes, 2005)

Balanced Approach (Stuckey and Arkell, 2006)

Contexts and Clients

The Tensions Adoption v Status Quo Enabling v Compliance Collaboration v Individualism LMS/CMS v Social Software

Adoption v Status Quo

Enabling v Compliance

Collaboration v Individualism

LMS/CMS v Social Software

The Challenges Security Privacy Integrity Adaptation Time Usability Bandwidth

Security

Privacy

Integrity

Adaptation

Time

Usability

Bandwidth

Recommendations Analysis The client base The shifting landscape The tools Design/Development PD Framework Strategy to engage managers Strategy to engage IT managers Series of ‘unconferences’

Analysis

The client base

The shifting landscape

The tools

Design/Development

PD Framework

Strategy to engage managers

Strategy to engage IT managers

Series of ‘unconferences’

Implement Reward and recognise innovators and early adopters Develop staff skills in social networking Use social software to learn about social software Introduce reverse mentoring Model knowledge sharing using social software Foster non-threatening conversations Evaluate

Implement

Reward and recognise innovators and early adopters

Develop staff skills in social networking

Use social software to learn about social software

Introduce reverse mentoring

Model knowledge sharing using social software

Foster non-threatening conversations

Evaluate

Strategies and Tips for Implementation Strategies See Final Report (Pp 55 – 57) http://www.flexiblelearning.net.au/flx/webdav/site/flxsite/users/cpickles/public/Final_Report_Social_Software_for_Learning17April.pdf Tips See Final Report – Appendix 4 (pp 76-78) http://www.flexiblelearning.net.au/flx/webdav/site/flxsite/users/cpickles/public/Final_Report_Social_Software_for_Learning17April.pdf

Strategies

See Final Report (Pp 55 – 57) http://www.flexiblelearning.net.au/flx/webdav/site/flxsite/users/cpickles/public/Final_Report_Social_Software_for_Learning17April.pdf

Tips

See Final Report – Appendix 4 (pp 76-78) http://www.flexiblelearning.net.au/flx/webdav/site/flxsite/users/cpickles/public/Final_Report_Social_Software_for_Learning17April.pdf

Conclusions 1. Social software is valuable in enhancing and enriching knowledge sharing, capability development and the teaching and learning experience and should be seen as ‘another tool’ in the organisation’s and VET practitioner’s toolkit. 2. The successful use of social software relies on a spirit of openness and a willingness to share and collaborate as well as an enabling culture , both within the organisation and the classroom environment. 3. The ‘Net Gen’ is a significant client group of the future. It is critical that VET is able to provide them with enriching learning experiences and this will require the use of social software in some form. Other drivers, including economic drivers, may lead to a broader application of social software across the VET demographic. 4. Like email, social software may well become ‘ ubiquitous ’!

1. Social software is valuable in enhancing and enriching knowledge sharing, capability development and the teaching and learning experience and should be seen as ‘another tool’ in the organisation’s and VET practitioner’s toolkit.

2. The successful use of social software relies on a spirit of openness and a willingness to share and collaborate as well as an enabling culture , both within the organisation and the classroom environment.

3. The ‘Net Gen’ is a significant client group of the future. It is critical that VET is able to provide them with enriching learning experiences and this will require the use of social software in some form. Other drivers, including economic drivers, may lead to a broader application of social software across the VET demographic.

4. Like email, social software may well become ‘ ubiquitous ’!

Key Links Final Report - http://www.flexiblelearning.net.au/flx/go/pid/377 Social Software Research Wiki - http://socialsoftware-research.wikispaces.com/ Social Software Research Blog - http://social-software-for-learning.blogspot.com/

Final Report - http://www.flexiblelearning.net.au/flx/go/pid/377

Social Software Research Wiki - http://socialsoftware-research.wikispaces.com/

Social Software Research Blog - http://social-software-for-learning.blogspot.com/

Thank You Val Evans Val Evans Consulting [email_address]

Val Evans

Val Evans Consulting

[email_address]