The document discusses how social learning is a fundamental shift in how people work, leveraging connections but with new tools like social media. It defines social networks and social media, and discusses why social learning is now relevant due to expanding connections, changing workforce demographics, and customized technologies. Examples of building social learning communities include social webcasting, microblogging, wikis, virtual worlds, and games/gamification.

1. SOCIAL MEDIA AND
SOCIAL LEARNING: BUSINESS
MI-AECT – March 31, 2011
Copyright Tim Boileau

2. KEY PREMISE

3. KEY PREMISE
• Sociallearning is a fundamental shift in how people work--
leveraging how we have always worked, but now with new
tools to accelerate and broaden individual and organizational
reach.

4. KEY PREMISE
• Sociallearning is a fundamental shift in how people work--
leveraging how we have always worked, but now with new
tools to accelerate and broaden individual and organizational
reach.
• Focus on connecting with the people, and the tools will all make
sense.

5. SOME DEFINITIONS

6. SOME DEFINITIONS
• Social
Networks – virtual communities enabled by Web 2.0
technologies e.g., Facebook, LinkedIn, Google Buzz, Orkut,
Bebo, Ning, MySpace, et al.

7. SOME DEFINITIONS
• Social Networks – virtual communities enabled by Web 2.0
technologies e.g., Facebook, LinkedIn, Google Buzz, Orkut,
Bebo, Ning, MySpace, et al.
• Social Media – set of Internet-based technologies designed to
be used by three or more people for publishing and
consuming rich media content e.g., YouTube, Flickr, Slideshare,
Delicious, Digg, Picasa Yelp, et al.

8. SOME DEFINITIONS
• Social Networks – virtual communities enabled by Web 2.0
technologies e.g., Facebook, LinkedIn, Google Buzz, Orkut,
Bebo, Ning, MySpace, et al.
• Social Media – set of Internet-based technologies designed to
be used by three or more people for publishing and
consuming rich media content e.g., YouTube, Flickr, Slideshare,
Delicious, Digg, Picasa Yelp, et al.
• Social Learning – learning with and from others;
participating with others to make sense of new
ideas or realities [70/20/10]

9. WHY IS SOCIAL LEARNING
RELEVANT NOW?
The convergence of three workforce trends has accelerated the need for
social learning:

10. WHY IS SOCIAL LEARNING
RELEVANT NOW?
The convergence of three workforce trends has accelerated the need for
social learning:
• Expanding opportunities for personal connection

11. WHY IS SOCIAL LEARNING
RELEVANT NOW?
The convergence of three workforce trends has accelerated the need for
social learning:
• Expanding opportunities for personal connection
• Emerging expectations from shifting workforce demographics

12. WHY IS SOCIAL LEARNING
RELEVANT NOW?
The convergence of three workforce trends has accelerated the need for
social learning:
• Expanding opportunities for personal connection
• Emerging expectations from shifting workforce demographics
• Increasing reach of customized technologies
• Role mashups
• Workgroup mashups
• Content mashups
• Management mashups

13. BUILDING SOCIAL LEARNING
COMMUNITIES
• Social Webcasting – Digital Storytelling
• Micro-Blogging for Healthy Culture
• Wikis – Growing Collective Intelligence
• Virtual Worlds
• Games / Gamification

14. SOCIAL WEBCASTING

15. SOCIAL WEBCASTING
• People are tied together by anecdotes, impressions, observations, and
narratives, which together map the shape and substance of their world

16. SOCIAL WEBCASTING
• People are tied together by anecdotes, impressions, observations, and
narratives, which together map the shape and substance of their world
• The more deeply people know the stories, the more deeply they are invested
in the culture, and the more deeply people know the community

17. SOCIAL WEBCASTING
• People are tied together by anecdotes, impressions, observations, and
narratives, which together map the shape and substance of their world
• The more deeply people know the stories, the more deeply they are invested
in the culture, and the more deeply people know the community
• Recording and sharing stories is easier than ever using a webcam, Flip video
cameras, smartphones, or tablets (iPad 2) to capture HD video (and audio)

18. SOCIAL WEBCASTING
• People are tied together by anecdotes, impressions, observations, and
narratives, which together map the shape and substance of their world
• The more deeply people know the stories, the more deeply they are invested
in the culture, and the more deeply people know the community
• Recording and sharing stories is easier than ever using a webcam, Flip video
cameras, smartphones, or tablets (iPad 2) to capture HD video (and audio)
• Inexpensive software like Camtasia allow for simultaneous capture of screen
content, webcam video, and audio which can be integrated with other digital
content to build and share knowledge in short sequences or learning nuggets

19. SOCIAL WEBCASTING
• People are tied together by anecdotes, impressions, observations, and
narratives, which together map the shape and substance of their world
• The more deeply people know the stories, the more deeply they are invested
in the culture, and the more deeply people know the community
• Recording and sharing stories is easier than ever using a webcam, Flip video
cameras, smartphones, or tablets (iPad 2) to capture HD video (and audio)
• Inexpensive software like Camtasia allow for simultaneous capture of screen
content, webcam video, and audio which can be integrated with other digital
content to build and share knowledge in short sequences or learning nuggets
• Sharing of digital media provides a way to foster interaction and sociability, and
another way to cultivate communities, using free or inexpensive streaming
services that can be embedded in LMS pages, web sites, or blog postings

20. SOCIAL WEBCASTING EXAMPLE

21. MICRO-BLOGGING

22. MICRO-BLOGGING
• Microsharing is the class of social software tools that enables people to update
one another with short bursts of text, links, and multimedia either through
standalone applications or as part of larger online communities or social
networks

23. MICRO-BLOGGING
• Microsharing is the class of social software tools that enables people to update
one another with short bursts of text, links, and multimedia either through
standalone applications or as part of larger online communities or social
networks
• Messages shared are typically limited to 140 characters. This is the limit that
mobile devices (SMS) can accept (with an additional 20 characters for
identifying information)

24. MICRO-BLOGGING
• Microsharing is the class of social software tools that enables people to update
one another with short bursts of text, links, and multimedia either through
standalone applications or as part of larger online communities or social
networks
• Messages shared are typically limited to 140 characters. This is the limit that
mobile devices (SMS) can accept (with an additional 20 characters for
identifying information)
• Microsharing emerges from a trend to make digital content smaller and faster to
spread. It is eclipsing email (too slow) and texting (too restricted an audience)

25. MICRO-BLOGGING
• Microsharing is the class of social software tools that enables people to update
one another with short bursts of text, links, and multimedia either through
standalone applications or as part of larger online communities or social
networks
• Messages shared are typically limited to 140 characters. This is the limit that
mobile devices (SMS) can accept (with an additional 20 characters for
identifying information)
• Microsharing emerges from a trend to make digital content smaller and faster to
spread. It is eclipsing email (too slow) and texting (too restricted an audience)
• Conference speakers and educators have begun to recognize a backchannel,
enabled by microsharing to create and sustain relationships and dialogue around
sessions and classes

26. MICRO-BLOG EXAMPLES

27. WIKIS

28. WIKIS
• Wiki represents a transformative culture shift from a “ need to know” to a
“need to share”. It builds a case that collaboration has an impact on how a
community evolves and moves forward

29. WIKIS
• Wiki represents a transformative culture shift from a “ need to know” to a
“need to share”. It builds a case that collaboration has an impact on how a
community evolves and moves forward
• Wiki supports knowledge development for the community, relying on
contributions from people who are personally affected the community, or
who have additional perspectives

30. WIKIS
• Wiki represents a transformative culture shift from a “ need to know” to a
“need to share”. It builds a case that collaboration has an impact on how a
community evolves and moves forward
• Wiki supports knowledge development for the community, relying on
contributions from people who are personally affected the community, or
who have additional perspectives
• Wiki becomes a place where community members can capture, organize,
share, and use the community’s emerging and dynamic knowledge

31. WIKIS
• Wiki represents a transformative culture shift from a “ need to know” to a
“need to share”. It builds a case that collaboration has an impact on how a
community evolves and moves forward
• Wiki supports knowledge development for the community, relying on
contributions from people who are personally affected the community, or
who have additional perspectives
• Wiki becomes a place where community members can capture, organize,
share, and use the community’s emerging and dynamic knowledge
• Success of wikis should be measured not by how many people use them
but by a finer outcome: developing something broader, deeper, or more
innovative than individuals could create on their own

32. WIKI EXAMPLES

33. VIRTUAL WORLDS

34. VIRTUAL WORLDS
• Virtual environments provide places (i.e., rooms, buildings,
cities, islands, etc.) that are ‘built’ to deliver an authentic user
experience by integrating other social learning tools; or may
aggregate online communities and media sharing sites, by
adding an immersive and engaging visual wrapper

35. VIRTUAL WORLDS
• Virtual environments provide places (i.e., rooms, buildings,
cities, islands, etc.) that are ‘built’ to deliver an authentic user
experience by integrating other social learning tools; or may
aggregate online communities and media sharing sites, by
adding an immersive and engaging visual wrapper
• Virtualenvironments may be experienced from a first person
point of view, by manipulating an avatar inside of the virtual
world (i.e., Second Life) or from a third person point of view
interacting with content and program generated characters

36. VIRTUAL WORLD EXAMPLE

37. GAMES / GAMIFICATION

38. PLAYGROUND RULES
1. No loitering in the playground areas. The value is in participation and engagement.
2. The playground is for people of all ages and work groups.
3. Only people interested in having influence are allowed on the premises.
4. Abusive, spammy, or intolerant behavior is not tolerated. Sarcasm, debate, and
challenging and calling out bull are welcome, though.
5. If you feed pigeons, be warned they may poop on you.
6. Keep excessive cussing, name calling, and partisan politics away from the pool.
7. Enjoy life offline to stay interesting online.
8. The right to be heard does not include the right to be taken seriously
9. Be patient, above all, with yourself.
Failure to obey these rules can result in missing an unprecedented opportunity to
learn with smart, interesting people across the globe.

39. REFERENCES
THE NEW SOCIAL LEARNING
• Bingham, T., &Conner, M. (2010) The new social learning. A guide
to transforming organizations through social media. San
Francisco: Berrett-Koehler
• http://thenewsociallearning.com