Ways of Learning in organizations and virtual communities

1. Balancing the Ways of
Learning in Organizations
Doel Seminar Helsinki 27-30.9.2011
Antti Katajainen - M.A student
Aalto University School of Art and Design

2. Reasons for shifting online learning
in organizations
Learning has shifted more towards situated learning.
Global economics/ Physical distances.
Overwhelming amount of information. Knowledge amount has doubled in last ten years.
Easy access and spread of Web 2.0 collaborative tools.
Cost-effective, fast and effective.
Tacit knowledge needs to be stored and shared for future employees.
Online communities allow distributed network of people, delivering diversity of opinions at
one place.

3. In right balance?
Social Informal Formal
80% Informal learning?
Informal
learning
processes
such
as
storytelling,
conversation,
coaching
and
apprenticeship
Jay
Cross
(Internettime.com)
points
out
also
that
around
80%
of
individuals’
learning
is
informal.
Informal
learning
can
be
described
as
learning
where
learner
sets
his
or
her
own
learning
objectives.
Formal
learning
can
be
seen
as
opposite
to
this,
where
someone
else
like
teacher
or
instructor
sets
the
objective.
Occurs
usually
in
learning
events
as
classroom
teaching.
It
is
presented
in
time
logical
or
sequential
approach
to
a
topic.
Social
exchange
of
ideas
&
knowledge
by
interactive
discussions

4. Social learning
Network Collective
Me
Group
Source:
Dron
&
Anderson,
2007
“Object-­‐centric
sites
allow
users
to
share,
comment
up
on,
and
display
a
wide
range
of
digital
media,
such
as
photos,
music,
books
owned
or
read,
citations,
or
music
recordings.
Ego-­‐centric
sites
usually
contain
proQiles,
personal
diary
spaces
(blogs),
lists
of
friends,
community
discussions,
and
other
tools
that
allow
users
to
locate,
work,
and
play
with
each
other”.
Actually
successful
software
for
learning
supports
both
social
networking
ways.
Group
is
related
in
organizational
setting
as
a
specialized
group
where
the
knowledge
is
shared
but
not
necessary
with
the
whole
other
community.
Networks
enable
ad-­‐hoc
creation
of
group
networking.
Collectives
characterized
by
software
meditated
aggregation:Tag
clouds
are
good
examples
of
collectives
where
individually
created
information/
link
cloud
leads
us
to
a
larger
network
of
collectively
created
resources.

5. How should we call it ?
Learning
2.0
is
more
like
technology
term
and
has
been
used
too
much
with
web
2.0.
There
will
be
also
a
web
3.0.
Connectivism
approach
will
Qill
the
cap
between
learning
and
the
use
of
technology
tools.
Connectivism
approach
highlights
capabilities
to
learn
new
and
make
new
connections
between
people
and
context.
George
Siemens
describes
learning
in
digital
age
by
following:
“
learners
challenge
is
to
recognize
the
patterns
which
appear
to
be
hidden.
Meaning-­‐making
and
forming
connections
between
specialized
communities
are
important
factors”.
In
his
theory
of
connectivism
learning
is
considered
to
happen
outside
of
ourselves.
Connected
Learning
If
‘Connected
Learning’
is
part
formal,
part
informal
and
part
social,
there
will
always
be
the
act
of
‘connecting’
one’s
self
to
people,
content,
systems,
networks,
etc.
during
the
learning
process
itself
…
and
it
may
occur
through
several
mediums

6. How should we call it ?
Learning 2.0
Learning
2.0
is
more
like
technology
term
and
has
been
used
too
much
with
web
2.0.
There
will
be
also
a
web
3.0.
Connectivism
approach
will
Qill
the
cap
between
learning
and
the
use
of
technology
tools.
Connectivism
approach
highlights
capabilities
to
learn
new
and
make
new
connections
between
people
and
context.
George
Siemens
describes
learning
in
digital
age
by
following:
“
learners
challenge
is
to
recognize
the
patterns
which
appear
to
be
hidden.
Meaning-­‐making
and
forming
connections
between
specialized
communities
are
important
factors”.
In
his
theory
of
connectivism
learning
is
considered
to
happen
outside
of
ourselves.
Connected
Learning
If
‘Connected
Learning’
is
part
formal,
part
informal
and
part
social,
there
will
always
be
the
act
of
‘connecting’
one’s
self
to
people,
content,
systems,
networks,
etc.
during
the
learning
process
itself
…
and
it
may
occur
through
several
mediums

7. How should we call it ?
Learning 2.0
Learning
2.0
is
more
like
technology
term
and
has
been
used
too
much
with
web
2.0.
There
will
be
also
a
web
3.0.
Connectivism
approach
will
Qill
the
cap
between
learning
and
the
use
of
technology
tools.
Connectivism
approach
highlights
capabilities
to
learn
new
and
make
new
connections
between
people
and
context.
George
Siemens
describes
learning
in
digital
age
by
following:
“
learners
challenge
is
to
recognize
the
patterns
which
appear
to
be
hidden.
Meaning-­‐making
and
forming
connections
between
specialized
communities
are
important
factors”.
In
his
theory
of
connectivism
learning
is
considered
to
happen
outside
of
ourselves.
Connected
Learning
If
‘Connected
Learning’
is
part
formal,
part
informal
and
part
social,
there
will
always
be
the
act
of
‘connecting’
one’s
self
to
people,
content,
systems,
networks,
etc.
during
the
learning
process
itself
…
and
it
may
occur
through
several
mediums

8. How should we call it ?
Learning 2.0
Connectivism
Learning
2.0
is
more
like
technology
term
and
has
been
used
too
much
with
web
2.0.
There
will
be
also
a
web
3.0.
Connectivism
approach
will
Qill
the
cap
between
learning
and
the
use
of
technology
tools.
Connectivism
approach
highlights
capabilities
to
learn
new
and
make
new
connections
between
people
and
context.
George
Siemens
describes
learning
in
digital
age
by
following:
“
learners
challenge
is
to
recognize
the
patterns
which
appear
to
be
hidden.
Meaning-­‐making
and
forming
connections
between
specialized
communities
are
important
factors”.
In
his
theory
of
connectivism
learning
is
considered
to
happen
outside
of
ourselves.
Connected
Learning
If
‘Connected
Learning’
is
part
formal,
part
informal
and
part
social,
there
will
always
be
the
act
of
‘connecting’
one’s
self
to
people,
content,
systems,
networks,
etc.
during
the
learning
process
itself
…
and
it
may
occur
through
several
mediums

9. How should we call it ?
Learning 2.0
Connectivism
Learning
2.0
is
more
like
technology
term
and
has
been
used
too
much
with
web
2.0.
There
will
be
also
a
web
3.0.
Connectivism
approach
will
Qill
the
cap
between
learning
and
the
use
of
technology
tools.
Connectivism
approach
highlights
capabilities
to
learn
new
and
make
new
connections
between
people
and
context.
George
Siemens
describes
learning
in
digital
age
by
following:
“
learners
challenge
is
to
recognize
the
patterns
which
appear
to
be
hidden.
Meaning-­‐making
and
forming
connections
between
specialized
communities
are
important
factors”.
In
his
theory
of
connectivism
learning
is
considered
to
happen
outside
of
ourselves.
Connected
Learning
If
‘Connected
Learning’
is
part
formal,
part
informal
and
part
social,
there
will
always
be
the
act
of
‘connecting’
one’s
self
to
people,
content,
systems,
networks,
etc.
during
the
learning
process
itself
…
and
it
may
occur
through
several
mediums

10. How should we call it ?
Learning 2.0
Connectivism
Connected learning
Learning
2.0
is
more
like
technology
term
and
has
been
used
too
much
with
web
2.0.
There
will
be
also
a
web
3.0.
Connectivism
approach
will
Qill
the
cap
between
learning
and
the
use
of
technology
tools.
Connectivism
approach
highlights
capabilities
to
learn
new
and
make
new
connections
between
people
and
context.
George
Siemens
describes
learning
in
digital
age
by
following:
“
learners
challenge
is
to
recognize
the
patterns
which
appear
to
be
hidden.
Meaning-­‐making
and
forming
connections
between
specialized
communities
are
important
factors”.
In
his
theory
of
connectivism
learning
is
considered
to
happen
outside
of
ourselves.
Connected
Learning
If
‘Connected
Learning’
is
part
formal,
part
informal
and
part
social,
there
will
always
be
the
act
of
‘connecting’
one’s
self
to
people,
content,
systems,
networks,
etc.
during
the
learning
process
itself
…
and
it
may
occur
through
several
mediums

11. Connections
People
Topic
Thread
Sharing updates
Class room presentation
The
behaviour
of
learning
will
always
start
with
a
connection.
Source:
Dan
Pontefracts
http://www.danpontefract.com

12. The
different
connections
can
be
called
as
modalities
according
to
Dan
Pontefracts.
Source:
Dan
Pontefracts
http://www.danpontefract.com

13. Right balance = Quality points of
learning ?
Balance between different learning ways is difficult to predict and
measure since learning occurs mostly in situated informal ways.
Right balance can be found from the most important quality points
of learning ways in a particular system by testing.

14. Most important quality points of
learning
Socialness
Usability
Ways of Learning (Cognitive and Connected
Learning)
SOCIALNESS
How
well
community
is
supporting
communications
and
group
processes.
Is
the
system
open
to
commenting
and
feedback?
USABILITY
How
easy
and
comfortable
it
is
to
use
the
software.
Ways
of
Learning
(Connectivism)
Connected
learning.
How
well
does
the
system
support
different
ways
of
networking
and
complexity?
COGNITIVE
LEARNING
Cognitive
learning
occurs
inside
individuals
mind
and
emphasizes
the
memory
capacity
of
a
person.
How
well
are
the
system’s
web
2.0
tools
supporting
the
cognitive
processes?