This training manual provides guidance for using social media tools to enhance instruction and social learning in organizations. It is structured in four units that will help learners understand social learning strategies and how to effectively incorporate social media tools into training. The goal is to equip trainers with the knowledge and skills to deliver social learning instruction that can connect employees both locally and globally.
Social Tsunami: Riding the Wave for Student Engagement and Success - Course T...Cengage Learning
Social Tsunami: Riding the Wave for Student Engagement and Success - Course Technology Computing Conference
Presenter: Beverly Amer, Northern Arizona University
More than 66% of higher education faculty don't teach the use of social media in their discipline. Yet nearly 100% use it outside the classroom for personal and professional reasons. The wave of social media use in society is now rapidly rushing onto mobile platforms, leaving many faculty - and their courses - treading water. With our students already regularly surfing on their mobile devices, the time is right for exploring how to turn the tide of social media into tools for student engagement and success. Interested in learning more? Then paddle your board to this session for ideas from this presenter's sabbatical research for successfully navigating the social storm and staying on top of the wave! Goals/outcomes: Attendees will learn about the various forms of social media, current research surrounding effective use of social media in higher education, and explore practical and meaningful approaches for incorporating social media - in all its forms - into their courses to help increase student engagement and success.
Role of Social Media in Education was made as part of UGC presentations held on our college campus. It covers the impact, both positive and negative, that social media has on students, professionals, and on- and off-campus communication.
By: Sarah Imran Ali Rizvi
Mass Media student of Bharatiya Vidya Bhavan's College
Report Summary: Design and Adoption of Social Collaboration Software within B...jonhickey
Report Summary: Design and Adoption of Social Collaboration Software within Businesses (Blackwell, J., Sheridan, J., Instone, K., Schwartz, D. R., and Kogan, S. (April 2009) )
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Social Media for Schools is a talk prepared for the Independent Schools Marketing Association of South Africa (ISMA) conference in Cape Town 2012 November.
The talk looks at Social Media, digital education, and its impact of schools, as well as some tips on how to succeed.
This talk was delivered in October 2016 at the Social Media in Higher Education Summit (Boston).
In the not too distant past, institutes of higher education relied on tried and true channels for interacting with prospective and current students, alumni and donors. But recently, due to social technologies, the tables are turned and the very groups that higher education seeks to engage with, are coming in droves digitally with questions, requests and expectations. While the audience needs remain the same, the methods for engaging have changed dramatically. As Higher Education enters this new world of 24X7 interaction, they often struggle to identify the best practices that can shepherd success. This session will share the methods for building a cohesive social strategy and measuring the impact while enabling the unique needs of various departments, programs and campaigns
Social Tsunami: Riding the Wave for Student Engagement and Success - Course T...Cengage Learning
Social Tsunami: Riding the Wave for Student Engagement and Success - Course Technology Computing Conference
Presenter: Beverly Amer, Northern Arizona University
More than 66% of higher education faculty don't teach the use of social media in their discipline. Yet nearly 100% use it outside the classroom for personal and professional reasons. The wave of social media use in society is now rapidly rushing onto mobile platforms, leaving many faculty - and their courses - treading water. With our students already regularly surfing on their mobile devices, the time is right for exploring how to turn the tide of social media into tools for student engagement and success. Interested in learning more? Then paddle your board to this session for ideas from this presenter's sabbatical research for successfully navigating the social storm and staying on top of the wave! Goals/outcomes: Attendees will learn about the various forms of social media, current research surrounding effective use of social media in higher education, and explore practical and meaningful approaches for incorporating social media - in all its forms - into their courses to help increase student engagement and success.
Role of Social Media in Education was made as part of UGC presentations held on our college campus. It covers the impact, both positive and negative, that social media has on students, professionals, and on- and off-campus communication.
By: Sarah Imran Ali Rizvi
Mass Media student of Bharatiya Vidya Bhavan's College
Report Summary: Design and Adoption of Social Collaboration Software within B...jonhickey
Report Summary: Design and Adoption of Social Collaboration Software within Businesses (Blackwell, J., Sheridan, J., Instone, K., Schwartz, D. R., and Kogan, S. (April 2009) )
Social Media and Digital Marketing for SchoolsChris Rawlinson
Social Media for Schools is a talk prepared for the Independent Schools Marketing Association of South Africa (ISMA) conference in Cape Town 2012 November.
The talk looks at Social Media, digital education, and its impact of schools, as well as some tips on how to succeed.
This talk was delivered in October 2016 at the Social Media in Higher Education Summit (Boston).
In the not too distant past, institutes of higher education relied on tried and true channels for interacting with prospective and current students, alumni and donors. But recently, due to social technologies, the tables are turned and the very groups that higher education seeks to engage with, are coming in droves digitally with questions, requests and expectations. While the audience needs remain the same, the methods for engaging have changed dramatically. As Higher Education enters this new world of 24X7 interaction, they often struggle to identify the best practices that can shepherd success. This session will share the methods for building a cohesive social strategy and measuring the impact while enabling the unique needs of various departments, programs and campaigns
How to Create the Perfect Social-Media PostGuy Kawasaki
These are the slides that Guy Kawasaki and Peg Fitzpatrick used for a webinar hosted by Mari Smith. The purpose of the webinar was to help people create "the perfect posts" for social media. The presentation uses a classic top-ten format.
“If you were to give a one-sentence tip to a small business owner just started out with social media, what would you say?”
That’s the question we’ve been asking a lot over the last few weeks.
We’ve asked: business owners, marketers, social media experts, bloggers, entrepreneurs, best-selling authors, and a ton of other people who have achieved success on social media.
Most stuck to one sentence. Some cheated a little.
But all provided helpful tips that any business can use when getting started.
Now, it’s your turn! “If you were to give a one-sentence tip to a small business owner just started out with social media, what would you say?” Let us know on our blog: http://ow.ly/A1gr1
What's the ROI of a Piano? What's the ROI of a YouTube channel? What's the ROI of anything!? After you read this deck you'll be able to answer all these questions easily.
Go Viral on the Social Web: The Definitive How-To guide!XPLAIN
Creating a Viral Content success story has no recipe. It has a lot of variables, not all of which can be controlled by a Brand. However, this deck offers you the ideal How-To approach in creating tasteful, inspired Content that will help your message stand out from the information noise on Social Web and make people eager to share it around.
Icebreakers and games for training and workshops - My website moved now to Bo...Boxolog.com
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My website moved now to Boxolog.com
A Complete Guide To The Best Times To Post On Social Media (And More!)TrackMaven
Do you know the most effective times to post on social media, send an email, or publish a blog? We've broken down the data behind the most effective times to post content on Twitter, Instagram, Facebook, Content Marketing, and Email.
6 Questions to Lead You to a Social Media StrategyMark Schaefer
It can be intimidating and overwhelming to try to develop a social media strategy, but if you follow through on these six questions, your strategy will reveal itself.
Practical workshop-based social media marketing training course in Birmingham...Opace Web Design
Delivering social media marketing, training and content creation across the nation! We are like a Facebook Academy, a Twitter University and the Royal College of LinkedIn. Our course provides business-focused expert social media marketing training in Birmingham and the West Midlands. Delivered to you by Opace in Birmingham, we provide a range of practical workshop-based SEO, social media and internet marketing training courses for groups and on a 1:1 basis.
All the stats, data, and trends you need to understand the state of the internet, social media, and mobile in Southeast Asia in 2017. This report is part of a suite of reports brought to you by We Are Social and Hootsuite - read all the other reports for free at http://www.slideshare.net/wearesocialsg/presentations
Team D Self Guided Social Media Training Manual Presentation Mark Hill
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This training manual designed for University of Phoenix employees, will offer instructional guidance regarding the availability of social media tools, their benefits, and correlation with the understanding of social learning for professional development.
Using social media to support learning in higher educationSue Beckingham
My keynote presentation considers how social media and digital technologies can be utilised effectively to enhance both informal and formal learning. Drawing upon the 5C Framework (Nerantzi and Beckingham 2014) I will share examples of how social media is used to connect, communicate, curate, collaborate and create; and through a student-staff partnership called ‘SMASH’ (Social Media for Academic Studies at Hallam) how with my students we have explored how social media can be used for ‘learning activities’ within and beyond the classroom, to ‘organise learning’ using relevant social media tools to curate and organise information, and the importance of ‘showcasing learning’ to enable students to openly share outcomes and projects.
The Future of Learning: Embracing Social Learning for SuccessSaba Software
Today, the world is grounded in a vast and dynamic world of information and technology. Organizations
have access to content like never before, compounded by the Web 2.0 movement. This ability to
communicate swiftly evolved into collaboration that has become an intense driver of the “knowledge
economy.”
During the last two years we have seen how knowledge management and leadership development
via learning are being incorporated more frequently as strategies to increase organizational agility.1
Additionally, learning organizations that act as strategic enablers for the business are more focused on
connecting people to people and content through knowledge management and social technology.
Saba Software partnered with Human Capital Media (HCM) Advisory Group to better understand how
business is taking advantage of social learning. In the 2013 survey, HCM examined how organizations are
approaching social learning, which methods have proven to be successful and where challenges are experienced.
Facebook Groups in Business Investigation- First FindingsJenny Ambrozek
First report of findings from our peer-to-peer action research initiative conducted Dec 07-Feb 08 and reported to the University of Warwick's Knowledge Innovation Network Spring Workshop, Northampton, March 2008
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people must have to know what is social media? Social media are computer tools that allows people to share or exchange
information’s, ideas, images, videos and even more with each other through a particular network. In this paper we cover all aspects of
social media with its positive and negative effect. Focus is on the particular field like business, education, society and youth. During
this paper we describe how these media will affect society in a broad way.
Self guided social media presentation learning team bmarne0209
Self-Guided Social Media Training Manual designed as a resource for employees which includes the basics and benefits of social learning based on four important social media tools.
Kimberly Haynes, Valjean Lee, Amanda Merino, and Marisha Senegal-Gonzales
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Monday, November 14, 2016
H Garth Beerman
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Ideas and examples of using social media inside an organization as well as to engage the general public. Presented in May and June 2010 at conferences by eXtension.org staff.
Week 6 final assignment organizational presentation may 30 2016Marchella Christian
This is an MAED/AET 560 team assignment about how to implement organizational change as well as how to apply theories of change, and address negativity and dispel rumors about change. It also address a training program to help implement change within the organization, and how to assess the change and whether it is effective or need improvement.
This is a diversity planning presentation on Walmart. It outlines the organizational needs; employee training outline; addresses legal issues and obstacles; it states the recommended course of action.
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This is a benchmark assignment for MAED/AET/560 with Dr. Christine Nortz. It is a communication plan for change within Build-A-Bear organization. This communication plan describes the steps in how to implement change within the organization as well as dispel rumors and address concerns about the change as a change leader. It includes how to launch the plan, the technology needed to accomplish the plan and how to test its effectiveness; as well as how to generate feedback for continuous improvement and to address negative responses or communications about the change. It also will address how change can affect organizational change.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Introduction to AI for Nonprofits with Tapp Network
Social media training manual ppt slides 1 12 completed version
1. SOCIAL MEDIA TRAINING
MANUAL
M. Christian, E. Fisher, B. Sims, E. Soskin,
C. Strowman, and L. Weaver
Social Media for Professional Learning/AET 562
July 11, 2016
Dr. Sean Spear
(sdsujms408f10gp5.wikispaces.com)
2. TRAINING MANUAL OVERVIEW
Description of the Training
Knowledge
Skills
Training Goal/Objective
Use of Social Media
Connect and Collaborate
Locally and Worldwide
Grow Individually
Target Audience
Basic knowledge
Comfortable Level
Motivated
Summative Assessment of Training
Practice Skills
Social Media Integration
(www.orionrepair.com)
3. MAIN LEARNING OBJECTIVES
Four Main Learning Objectives
Social Learning Dire
Problem Solving for Social Learning
Business Issues and Strengthening Relationships
through Social Learning
Social Media Tools for Social Learning
(www.phf.org)
4. UNIT 1 – SOCIAL LEARNING DIRE
Barriers to Effective Social Learning and Strategies to
Overcome those Barriers
Inappropriate communication
Leisure Activity
Cannot be measured
Squander business hours
Face-to-face
Knowledge on how to use social media tools
(med511-6.wikidot.com)
5. UNIT 1 – SOCIAL LEARNING DIRE
Ethical Considerations Associated with Social Learning
Respect diversity
Share and embrace differences
Build Trust
Promoting Social Learning in the Workforce
Management demonstrate social learning
Modeling
Organizations create their own social media tools
(asd.-hs.wikispaces.com)
6. UNIT 2- PROBLEM SOLVING FOR
SOCIAL LEARNING
Role of social learning in addressing business problems
How social learning affects employee perceptions of a problem
Differences between formal learning and social learning when
addressing problem solving processes
(clares-inquiry-learning.wikispaces.com)
7. UNIT 3 – BUSINESS ISSUES AND
STRENGTHENING RELATIONSHIPS THROUGH
SOCIAL LEARNING
Social learning affects goals and objectives
Indicators of success
a. Learning
b. Organizational engagement
c. Organizational opportunities
(getmespark.com)
8. UNIT 3 – BUSINESS AND STRENGTHENING
RELATIONSHIPS THROUGH SOCIAL LEARNING
CONTINUE
Resource allocation
Accountability and policy considerations
Organizational hierarchy
Staff relationships
(red-social.wikispaces.com)
9. UNIT 4- SOCIAL MEDIA TOOLS
FOR SOCIAL LEARNING
Benefits and limitations of social media tools
(yoryoterapiadospuntocero.com)
(onlineinternetmarketinghelp.com) (www.grazynet.com)
(dcyadeelenal.blogspot.com)
10. UNIT 4 - ORGANIZATIONAL
APPLICATION OF SELECTED SOCIAL
MEDIA TOOLS
Adobe Connect, Periscope, Facebook Business and
Google+ are excellent tools for adult learning and
training.
These tools are great for organizations that have
branches all over the world and can be used on
mobile devices.
(1977voltios.blogspot.com)
11. SUMMARY
This training manual is designed to provide trainers
with information, techniques, and strategies
associated with using social media tools as part of the
organization’s instructional delivery practices. It is
structured so that the learner’s knowledge will
increase and be equipped to deliver instruction with a
social learning strategy.
(blogs.lse.ac.uk)
12. REFERENCES
Bhalla, R. (2008). Using Adobe Acrobat software to facilitate global
collaboration in the enterprise-interview with Rak Bhalla of Adobe Systems
Incorporated. Journal of Digital Asset Management, 4(3), 150-157. Retrieved
from http://doi:http://dx.doi.org/10.1057/dam.2008.23
Bingham, T., & Conner, M. (2010). The new social learning: A guide to
transforming organizations through social media. San Francisco, CA:
Berrett-Koehler.
Bozarth, J. (2010). Social media for trainers: Techniques for enhancing and
extending learning. San Francisco, CA: Pfeiffer.
Fisher, S. L. & Ford, J.K. (1998). Differential effects of learner effort and goal
orientation on two learning outcomes. Personnel Psychology. 51(2), 397-
420.
Ivec, S. (2013). Social learning best practices for the workplace. Retrieved
from https://elearningindustry.com/social-learning-best-practices-for-
the-workplace
13. REFERENCES CONTINUE
Korte, R. (n.d.). The Socialization of newcomers into organizations: Integrating
learning and social exchange processes. Retrieved from
http://files.eric.ed.gov/fulltext/ED504550.pdf
Pacalin, L. (2011). Why Organizations Need Social Learning. Association for
Talen Development. Retrieved from
https://www.td.org/Publications/Newsletters/Learning-Circuits/Learning-
Circuits-Archives/2011/01/Why-Organizations-Need-Social-Learning
Schubert, C. (2014, July 14). Which factors are key for successful social
learning? Retrieved from http://www.iied.org/which-factors-are- key-
for-successful-social-learning
Shervington, M. (2016). What is Google Plus? A complete user guide.
Retrieved from http://www.martinshervington.com/what-is-google- plus/
Editor's Notes
Description of the Training: This training is designed to provide the learner with the knowledge and skills required for teaching training staff how to incorporate social learning into their learning programs.
Training Goal/Main Training Objective: The goal of this training is to educate trainees on the use of social media for professional growth and learning. Trainees will be able to use appropriately and efficiently social media tools to connect and collaborate with others, locally and worldwide, to grow individually and help improve the organization as a whole.
Target Audience: The learner should have at minimum a basic knowledge of how to use Microsoft Office tools such as Word, Excel, and Power point. The learner should be comfortable using multimedia tools used for online conferencing. Examples of these tools are Skype, GoToMeeting, and Web Ex. Learners should be motivated and seeking self-development.
Additionally, the learner should be/have:
Sufficient computer skills in which they could easily understand the structure and navigate the online training environment
Good communication skills, both written and oral. Learners need to understand online communication etiquette.
Learners should not just look at this experience as one for learning but also to collaborate and mentor
Good organizational skills that are needed to use an online training environment for both learning and teaching
Have good time management skills to effectively participate in training
Social skills that are conducive to communicating with diverse groups of people
This training is designed to be based on small group instruction with a minimum of 5 students and with a maximum of 10 (per session).
Summative Assessment of training: Trainees will have the opportunity to practice skills learned, using a variety of social media formats. Assessment will be based on the trainee’s proficient demonstration of social media integration, including all of the following:
Creating a plan for social media integration within their classroom.
Posting status updates that are appropriate to the desired audience, peers or learners.
Writing a blog post about what learning is occurring in their adult classroom.
Including opportunities for learner discussions and posts.
Sharing a valuable resource with other adult educators.
Sharing resources that are related to content with learners.
Creating an online pre-assessment for learners, including what they hope to learn during the course.
Creating an online post-assessment for learners that assesses learning and asks for feedback regarding the course.
Participating in a content discussion with other adult educators.
Unit 1 will cover Social learning dire and the effective social learning, barriers and strategies, and training the workforce with social learning strategies.
Unit 2 will cover Problem solving for social learning and the role of social learning in addressing business problems, social learning and employee perceptions, and comparing social and formal learning while problem solving.
Unit 3 will cover Business issues and strengthening relationships through social learning, technology tools for student collaboration, accountability and policy considerations, and social learning and institutional relationships.
Unit 4 will cover Social media tools for social learning and will focus on the benefits of social media tools, and the limitations of social media tools
Barriers/Strategies
Social learning participants may say things that are inappropriate or that reveal private information about the organization (Bingham & Conner, 2010, p.23). Strategy: Learners should be properly educated on how to appropriately use learning tools. They should be provided with proper training and guidelines to ensure the safety of employees and the organization. Setting guidelines will help promote participation in social learning, and it will also help protect classified information.
Some believe that using social media is more of a leisure activity rather than an effective training (Bingham & Conner, 2010, p.24). Strategy: While social learning can be interesting, it is an excellent way to gain knowledge and different perspectives that trainees may not otherwise receive. People must be informed that workplace success is shifting away “from individual accomplishment to teams, communities of practice, and collaboration” (Bingham & Conner, 2010, p.24).
Social learning cannot be measured (Bingham & Conner, 2010, p.26). Strategy: Social media actually makes it simple to observe what is happening because of its transparency. When monitored, it can provide an idea of the knowledge that is being gained.
People will squander their time during professional business hours (Bingham & Conner, 2010, p.49). Strategy: Management must take into consideration the time that people may otherwise spend on personal phone calls or sending e-mails. Management should address those that are trying to “look busy rather than get their work done” (Bingham & Conner, 2010, p.49). However, even a small amount of personal Internet browsing time has been known to be beneficial for employees’ concentration.
The belief that communicating and learning in face-to-face environments is more effective (Bingham & Conner, 2010, p.72). Strategy: Many messages are actually better delivered visually. Viewers can see gestures, hear sincerity and tone of voice, and presenters can add visual images and other media to enhance the meaning of the message.
Not everyone knows how to use the tools needed for online social learning (Bingham & Conner, 2010, p.99). Strategy: Tutorials are available for all types of social media, so anyone, no matter what age or experience with these tools, can quickly learn how to use them. If the tools seem to be overwhelming, users can simply concentrate on reading messages and replying until they feel as though they can take on more the tools’ features.
Ethical Considerations Associated with Social Learning
When collaborating and discussing with others, it is essential that participants are aware and respectful of diversity. They must consider that they are sharing with people of various backgrounds, such as race, culture, and gender. Social learning involves collaborating with others, and it is likely that they have many differences. Participants must respect all learners and their experiences in order to maintain an open, honest, positive, and trusting atmosphere that is conducive to learning. Many organizations have connections internationally, and employees that are participating in social learning represent the organization when communicating with others, so they must do so appropriately and respectfully. Additionally, what is posted to the Internet is permanent, and it can be seen by everyone. It has the ability to damage, not only the individual’s reputation, but the organization that they represent. For this reason, organizations should set clear policies and guidelines for social learning and social media use, and implementing proper training for employees is also necessary to ensure that all employees understand how to use these tools responsibly.
Promoting Social Learning in the Workforce
In order to promote social learning, management must demonstrate social learning themselves. Modeling is key to showing hesitant employees that the new tools and strategies are productive. Management can even find “a respected, well-liked employee who believe in your cause and can get others to join in” (Ivec, 2013, para. 4). The organization can even create their own blogs, wikis, or Twitter accounts for employees to use for support and questions. By including specific tools and providing employees with a purpose, they will be more likely to engage in the social learning activities. Also, clear, specific guidelines should be provided, and employees should receive adequate training to create confidence and excitement about the learning process.
This section of the training manual provides information that is associated with using social learning to solve business problems and the affect on the employee perceptions of the problem and the difference between formal and social learning in the problem solving process. There are several social learning platforms that can be used to train employees online. They are Web Ex (video and audio conferencing); Periscope and Google + (collaboration of employees/ sharing training videos); Facebook Business (for networking with others in the company); Adobe Connect (collaboration and problem solving ). “The industry is aware that 70-80 percent of training budgets are spent on formal learning, but as studies indicate, nearly 80 percent of what people actually learn is achieved informally” (Pacalin, 2011). Social learning can affect how an employee perceive problems. Connecting employees by using social learning is a way for the company, leadership and the workforce to solve problems and learn how to fix problems within the organization. This will in turn help the employees to have pride in their work and make learning a priority. Differences between formal learning and social learning is that with formal learning it is about teaching and not about sharing of ideas. Social learning is an way for employees to continue learning using Facebook business, Google+ and Periscope. Social learning is an way to motivate employees to learn from each other and share concerns, ideas and experience freely.
This section of the training manual explains how social learning affects goals and objectives, indicators of success in social learning, and policy considerations asocial with employees using social media tools. Social learning promotes peer learning and collaboration. Indicators of success can be related to learning, engagement, and organizational opportunities (Schubert, 2014). When learning is used effectively there are assessments in place to assure employees have learned the new material. Organizational engagement is used to drive changes within the training programs. Organizational opportunities is a way that employee performance is determined to demonstrate learning.
Social learning requires learners to be more actively involved in learning, rather than being an involved recipient (Fisher & Ford, 1998). Therefore resources that are considered for training is in the areas of money, human capital, and time, and it is used to facilitate social learning. Accountability and policy considerations are based on achievement gaps, aligning resources, internal political influence, and developing human capital. Concerning organizational hierarchy encourages a collaborative approach to learning and goal achievement, therefore management is able to view the needs of the workforce and determine what actions are needed. Concerning staff relationships, social learning can lead to decreased turnover, improved employee behavior and attitude, transference and maintenance of organizational culture, and learning of organizational norms (Korte, n.d.).
This section of the training manual explains technological tools that help provide valuable learning experiences for the 21st century. It allow the user to share and collaborate from any location and at any time. The examples listed are Google+, Periscope, Adobe Connect, and Facebook Business. Some benefits of Google+ is that it is easy to connect with others that have the same interests, learners are able to organize and manage contacts, controlling which users they share with and receive information from (Shervington, 2016). Some benefits of using Periscope is that users can participate in trainings and seminars from any physical space, and live streaming sessions can be any length, from minutes to days. Some benefits of using Adobe Connect is that the user can share ideas and knowledge using tools such as web cameras and documents, and users can contribute to documents in real-time (Bhalla, 2008). Some benefits of using Facebook Business are that users can create open or closed groups and create polls and questionnaires to receive feedback. Some limitation for using social media tools are: Users cannot add administrators to the account (Google); recorded broadcasts is available for download for a 24 hour period (Periscope); audio features does not work for teleconferencing (Adobe Connect); and administrator must check each post to ensure that comments are appropriate (Facebook Business).
Adobe Connect and Periscope are great ways to conduct web conferences or virtual classrooms. Participants can access the conferences and broadcasts even if they cannot be in the office (Bozarth, 2010). Facebook is useful for building connections and relationships through the sharing of knowledge with others that have the same interests. This type of tool can minimize space or power issues between trainers and learners. Participants truly build a sense of community (Bozarth, 2010). Google+ allows users to connect with others that share the same interests. This tool allows for continuing conversations after training. It enables users to share media and documents to improve the collective knowledge of the community.
This manual includes how to overcome barriers to social learning, how to address business problems, how it affects the employee, and the benefits in using social media.