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Val Evans Sa Presentation


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Presentation of Social Software research findings to TAFE SA e-Dayz Conference 28 September 2007

Published in: Education, Technology
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Val Evans Sa Presentation

  1. 1. Networks, Connections and Community: Learning with Social Software Val Evans Lead Researcher In collaboration with Larraine Larri
  2. 2. On behalf of: <ul><ul><li>Knowledge Sharing Services, and </li></ul></ul><ul><ul><li>Research and Policy Advice </li></ul></ul><ul><li>Projects of </li></ul><ul><li>Australian Flexible Learning Framework </li></ul>
  3. 3. The Aim <ul><li>To investigate how social software technologies could best support: </li></ul><ul><ul><li>Knowledge sharing and capability development of VET practitioners, and </li></ul></ul><ul><ul><li>Vocational Education and Training (VET) delivery. </li></ul></ul>
  4. 4. The Questions <ul><li>For Knowledge Sharing Services: </li></ul><ul><ul><li>Uptake – </li></ul></ul><ul><ul><ul><li>How ready are VET practitioners to take up web 2.0 technologies? and </li></ul></ul></ul><ul><ul><ul><li>What are the characteristics of organisations, groups and individuals and their stories?. </li></ul></ul></ul><ul><ul><li>Knowledge and Professional Development (PD) – </li></ul></ul><ul><ul><ul><li>What PD practices, models, guidelines or frameworks could best support uptake? </li></ul></ul></ul><ul><ul><ul><li>How can a ‘social’ approach support capability development? </li></ul></ul></ul><ul><ul><li>Application of research - </li></ul></ul><ul><ul><ul><li>What type of collaboration services are best delivered via the Australian Flexible Learning Framework? </li></ul></ul></ul><ul><ul><ul><li>What evaluation methods would be best used for evaluating impact and comparison with other knowledge building and PD strategies? </li></ul></ul></ul>
  5. 5. <ul><li>For VET Delivery: </li></ul><ul><ul><li>How can social software technologies best support teaching and learning in VET? </li></ul></ul><ul><ul><li>What benefits are there to VET clients in using social software technologies in their learning? </li></ul></ul><ul><ul><li>What are the future directions of applications of social software technologies in VET? </li></ul></ul><ul><ul><li>What are the resourcing implications for the future use of social software technologies in teaching and learning in VET? </li></ul></ul>
  6. 6. Methodology <ul><li>Appreciative Inquiry </li></ul><ul><ul><li>Discovery - ‘what is’ </li></ul></ul><ul><ul><li>Dream - ‘how could it be’ </li></ul></ul><ul><ul><li>Design - ‘what should be’ </li></ul></ul><ul><ul><li>Destiny – implement the design </li></ul></ul><ul><li>Success Stories of those ‘doing it’ </li></ul><ul><ul><li>7 Knowledge Sharing and Capability Development Stories </li></ul></ul><ul><ul><li>6 VET Teaching and Learning Stories </li></ul></ul><ul><li>Online Survey </li></ul><ul><li>Two Focus Groups </li></ul><ul><li>Research Blog and Wiki </li></ul><ul><ul><li>Using the tools to research the tools </li></ul></ul><ul><li>Literature Review </li></ul>Discovery Design Appreciative Inquiry Destiny Dream
  7. 7. Readiness and Characteristics <ul><li>Seen in a Change Management Context </li></ul><ul><li>Adoption and Diffusion of Innovation (Rogers 1995) </li></ul><ul><ul><li>Innovators and Early adopters </li></ul></ul><ul><ul><li>Small number of Early Majority </li></ul></ul>
  8. 8. Key Findings
  9. 9. Why Use Social Software? <ul><li>Empowering </li></ul><ul><li>Lifelong Learning competence </li></ul><ul><li>Community building </li></ul><ul><li>Improved workflow and productivity </li></ul><ul><li>Relatively resource-free </li></ul>
  10. 10. Pre-conditions for Success <ul><li>Authentic Need </li></ul><ul><li>Appropriate for the client </li></ul><ul><li>Relevant to the context </li></ul><ul><li>Spirit of openness </li></ul><ul><li>Willingness to share </li></ul><ul><li>Willingness to collaborate </li></ul><ul><li>Enabling culture </li></ul>
  11. 11. Enablers <ul><li>Organisational Support </li></ul><ul><li>Immersion </li></ul><ul><li>Modelling </li></ul><ul><li>Professional Development </li></ul>
  12. 12. Professional Development <ul><li>A social and blended approach </li></ul><ul><ul><li>From the Survey </li></ul></ul><ul><ul><li>Strategy Very useful </li></ul></ul><ul><ul><li>Action Learning 74% (48) </li></ul></ul><ul><ul><li>Mentoring (just-in-time) 69% (45) </li></ul></ul><ul><ul><li>Coaching 65% (42) </li></ul></ul><ul><ul><li>Work-based Learning 58% (38) </li></ul></ul><ul><ul><li>Face-to-Face Workshops 46% (30) </li></ul></ul><ul><ul><li>Online Tutorials 41% (26) </li></ul></ul><ul><ul><li>Critical Conversations 38% (24) </li></ul></ul><ul><ul><li>From the Focus Group </li></ul></ul><ul><ul><li>Modelling, Stealth and Immersion </li></ul></ul>
  13. 13. Theories and Models <ul><li>Lifebased Learning (Staron et al, 2006) </li></ul><ul><li>Constructivism </li></ul><ul><li>Connectivism (Siemens, 2006) </li></ul><ul><li>Community </li></ul><ul><li>e-Learning 2.0 (Downes, 2005) </li></ul><ul><li>Balanced Approach (Stuckey and Arkell, 2006) </li></ul>
  14. 14. Contexts and Clients
  15. 15. The Tensions <ul><li>Adoption v Status Quo </li></ul><ul><li>Enabling v Compliance </li></ul><ul><li>Collaboration v Individualism </li></ul><ul><li>LMS/CMS v Social Software </li></ul>
  16. 16. The Challenges <ul><li>Security </li></ul><ul><li>Privacy </li></ul><ul><li>Integrity </li></ul><ul><li>Adaptation </li></ul><ul><li>Time </li></ul><ul><li>Usability </li></ul><ul><li>Bandwidth </li></ul>
  17. 17. Recommendations <ul><li>Analysis </li></ul><ul><ul><li>The client base </li></ul></ul><ul><ul><li>The shifting landscape </li></ul></ul><ul><ul><li>The tools </li></ul></ul><ul><li>Design/Development </li></ul><ul><ul><li>PD Framework </li></ul></ul><ul><ul><li>Strategy to engage managers </li></ul></ul><ul><ul><li>Strategy to engage IT managers </li></ul></ul><ul><ul><li>Series of ‘unconferences’ </li></ul></ul>
  18. 18. <ul><li>Implement </li></ul><ul><ul><li>Reward and recognise innovators and early adopters </li></ul></ul><ul><ul><li>Develop staff skills in social networking </li></ul></ul><ul><ul><ul><li>Use social software to learn about social software </li></ul></ul></ul><ul><ul><ul><li>Introduce reverse mentoring </li></ul></ul></ul><ul><ul><ul><li>Model knowledge sharing using social software </li></ul></ul></ul><ul><ul><li>Foster non-threatening conversations </li></ul></ul><ul><li>Evaluate </li></ul>
  19. 19. Strategies and Tips for Implementation <ul><li>Strategies </li></ul><ul><ul><li>See Final Report (Pp 55 – 57) </li></ul></ul><ul><li>Tips </li></ul><ul><ul><li>See Final Report – Appendix 4 (pp 76-78) </li></ul></ul>
  20. 20. Conclusions <ul><li>1. Social software is valuable in enhancing and enriching knowledge sharing, capability development and the teaching and learning experience and should be seen as ‘another tool’ in the organisation’s and VET practitioner’s toolkit. </li></ul><ul><li>2. The successful use of social software relies on a spirit of openness and a willingness to share and collaborate as well as an enabling culture , both within the organisation and the classroom environment. </li></ul><ul><li>3. The ‘Net Gen’ is a significant client group of the future. It is critical that VET is able to provide them with enriching learning experiences and this will require the use of social software in some form. Other drivers, including economic drivers, may lead to a broader application of social software across the VET demographic. </li></ul><ul><li>4. Like email, social software may well become ‘ ubiquitous ’! </li></ul>
  21. 21. Key Links <ul><li>Final Report - </li></ul><ul><li>Social Software Research Wiki - </li></ul><ul><li>Social Software Research Blog - </li></ul>
  22. 22. Thank You <ul><li>Val Evans </li></ul><ul><li>Val Evans Consulting </li></ul><ul><li>[email_address] </li></ul>