Social Learning

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Presentation for MI-AECT on March 31, 2011

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  • Social learning reframes social media from a marketing strategy to a strategy that encourages knowledge transfer and connects people in a way consistent with how we naturally interact. It is not a delivery system analogous to classroom training, mobile learning, or e-learning. Rather, it’s a powerful approach to sharing and discovering a whole array of options--some of which we may not even know we need--leading to more informed decision making and a more intimate, expansive, and dynamic understanding of the culture and context in which we work.\n
  • Social learning reframes social media from a marketing strategy to a strategy that encourages knowledge transfer and connects people in a way consistent with how we naturally interact. It is not a delivery system analogous to classroom training, mobile learning, or e-learning. Rather, it’s a powerful approach to sharing and discovering a whole array of options--some of which we may not even know we need--leading to more informed decision making and a more intimate, expansive, and dynamic understanding of the culture and context in which we work.\n
  • Social learning reframes social media from a marketing strategy to a strategy that encourages knowledge transfer and connects people in a way consistent with how we naturally interact. It is not a delivery system analogous to classroom training, mobile learning, or e-learning. Rather, it’s a powerful approach to sharing and discovering a whole array of options--some of which we may not even know we need--leading to more informed decision making and a more intimate, expansive, and dynamic understanding of the culture and context in which we work.\n
  • Another way to consider these trends is:\na.More information sources\nb.More dissemination points\nc.An open approach to a wide network of communicators and collaborators who can help the work flow\n
  • Another way to consider these trends is:\na.More information sources\nb.More dissemination points\nc.An open approach to a wide network of communicators and collaborators who can help the work flow\n
  • Another way to consider these trends is:\na.More information sources\nb.More dissemination points\nc.An open approach to a wide network of communicators and collaborators who can help the work flow\n
  • I’m going to talk about five different interventions to enable social learning. These can be used individually though more often are used in combination for building sustainable learning communities.\n
  • Examples of this abound: Video and audio podcasts embedded in Blackboard; video channel on YouTube; iTunes University; and Screencast.com\n
  • Examples of this abound: Video and audio podcasts embedded in Blackboard; video channel on YouTube; iTunes University; and Screencast.com\n
  • Examples of this abound: Video and audio podcasts embedded in Blackboard; video channel on YouTube; iTunes University; and Screencast.com\n
  • Examples of this abound: Video and audio podcasts embedded in Blackboard; video channel on YouTube; iTunes University; and Screencast.com\n
  • Examples of this abound: Video and audio podcasts embedded in Blackboard; video channel on YouTube; iTunes University; and Screencast.com\n
  • Storytelling with an educational focus...\n
  • Twitter is perhaps the most well known microsharing sharing tool. Hashtags make it possible to follow broad reaching topics across multiple communities by creating discussion threads. Use of groups and judicious discrimination of who you choose to follow, enables personal learning communities. Some people create different accounts to enable participation in different communities.\n
  • Twitter is perhaps the most well known microsharing sharing tool. Hashtags make it possible to follow broad reaching topics across multiple communities by creating discussion threads. Use of groups and judicious discrimination of who you choose to follow, enables personal learning communities. Some people create different accounts to enable participation in different communities.\n
  • Twitter is perhaps the most well known microsharing sharing tool. Hashtags make it possible to follow broad reaching topics across multiple communities by creating discussion threads. Use of groups and judicious discrimination of who you choose to follow, enables personal learning communities. Some people create different accounts to enable participation in different communities.\n
  • Twitter is perhaps the most well known microsharing sharing tool. Hashtags make it possible to follow broad reaching topics across multiple communities by creating discussion threads. Use of groups and judicious discrimination of who you choose to follow, enables personal learning communities. Some people create different accounts to enable participation in different communities.\n
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  • Social Learning

    1. 1. SOCIAL MEDIA ANDSOCIAL LEARNING: BUSINESS MI-AECT – March 31, 2011 Copyright Tim Boileau
    2. 2. KEY PREMISE
    3. 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. 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. 5. SOME DEFINITIONS
    6. 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. 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. 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. 9. WHY IS SOCIAL LEARNING RELEVANT NOW?The convergence of three workforce trends has accelerated the need forsocial learning:
    10. 10. WHY IS SOCIAL LEARNING RELEVANT NOW?The convergence of three workforce trends has accelerated the need forsocial learning:• Expanding opportunities for personal connection
    11. 11. WHY IS SOCIAL LEARNING RELEVANT NOW?The convergence of three workforce trends has accelerated the need forsocial learning:• Expanding opportunities for personal connection• Emerging expectations from shifting workforce demographics
    12. 12. WHY IS SOCIAL LEARNING RELEVANT NOW?The convergence of three workforce trends has accelerated the need forsocial 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. 13. BUILDING SOCIAL LEARNING COMMUNITIES• Social Webcasting – Digital Storytelling• Micro-Blogging for Healthy Culture• Wikis – Growing Collective Intelligence• Virtual Worlds• Games / Gamification
    14. 14. SOCIAL WEBCASTING
    15. 15. SOCIAL WEBCASTING• People are tied together by anecdotes, impressions, observations, and narratives, which together map the shape and substance of their world
    16. 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. 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. 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. 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. 20. SOCIAL WEBCASTING EXAMPLE
    21. 21. MICRO-BLOGGING
    22. 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. 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. 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. 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. 26. MICRO-BLOG EXAMPLES
    27. 27. WIKIS
    28. 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. 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. 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. 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. 32. WIKI EXAMPLES
    33. 33. VIRTUAL WORLDS
    34. 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. 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. 36. VIRTUAL WORLD EXAMPLE
    37. 37. GAMES / GAMIFICATION
    38. 38. PLAYGROUND RULES1. 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 seriously9. 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. 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

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