1. Collective learning and charting: new approaches to learning Professor Allison Littlejohn Dr Anoush Margaryan Dr Colin Milligan Caledonian Academy Glasgow Caledonian University, UK www.academy.gcal.ac.uk
10. You Your goal Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources The collective Smart Information Your Knowledge
11. 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
12. 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
13. 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
14. 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
15. 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
16. How do we support the achievement of goals? ME MY GOALS
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25. Knowledge consumption, creation & contribution Self-regulated learning The role of collective in learning and work Barriers and enablers
26. Survey and semi-structured interviews Pilot in Production Chemistry community (PECNet) Full scale study underway in Knowledge Sharing Global Network & Procurement and Contracting community Coming up: Learning Professionals community
27. Learning in the workplace is structured by and deeply integrated within work tasks
28. Learning in the workplace is not a clearly delineated, step-by-step process
29. Lack of deliberate and systematic self-reflection
30. Learning is a deeply collective and relational phenomenon
31. Fragmentation of organisational knowledge bases is a source of frustration
32. Panel session: Implications for the sectors Professor Mike Smith Professor Allison Littlejohn Dr Anoush Margaryan Dr Colin Milligan Dr Sebastian Graeb-Konneker Mr Mark Batho
Editor's Notes
How do universities prepare students for jobs that don’t yet exist? Harold Jarche recently presented this grand challenge to Education and Industry. And it’s highly relevant to the development and growth of talent for industry and for the economy. Society, the workplace - even knowledge - is rapidly changing, bringing about the emergence of new economic paradigms. Production is no longer in the hands of organisations. In the information age we all can be – and are increasingly expected to be – in control of our own knowledge, our work and our learning. Knowledge - rather than machines - is the means of production. And ownership s is in the hands of individuals. So it is difficult predict what new roles will emerge over the next decade, never mind by the end of the first half of this century.
