{"id":1179,"date":"2014-10-28T16:14:21","date_gmt":"2014-10-28T16:14:21","guid":{"rendered":"http:\/\/blogs.iriss.org.uk\/socialmedia\/?p=1179"},"modified":"2014-10-30T15:15:58","modified_gmt":"2014-10-30T15:15:58","slug":"learning-the-social-dimension","status":"publish","type":"post","link":"https:\/\/blogs.iriss.org.uk\/socialmedia\/2014\/10\/28\/learning-the-social-dimension\/","title":{"rendered":"Learning: the social dimension"},"content":{"rendered":"

I’ll be running a workshop on the social dimensions of learning at\u00a0Learning Essentials, the\u00a0\u00a0Elearning Alliance conference<\/a>\u00a0on\u00a0Friday 31 October at West Lothian College, Livingston.<\/p>\n

In\u00a0a recent blog post<\/a>\u00a0Jane Hart notes that social learning\u00a0is how we learn naturally, with our friends and colleagues. Social media, although not essential, she says, does\u00a0offer\u00a0tools that\u00a0help us to help us connect to our\u00a0networks of colleagues to\u00a0ask and answer questions, and exchange ideas, thoughts and experiences. \u00a0This is known as a Personal Learning\u00a0Network,<\/em> a concept\u00a0we explored in our\u00a0recent animated story<\/a>.<\/p>\n

Continuous learning is less about courses and more about people sharing knowledge, experience, ideas and resources as part of the daily workflow. But Hart also\u00a0warns\u00a0against forcing<\/em> people to use social media in courses or in the workplace and then confusing compliance with engagement learning.<\/p>\n

Paul Matthews, in his recent book\u00a0Informal Learning at Work: How to Boost Performance in Tough Times<\/a>,\u00a0notes that employees need to be adaptable, responsive, continuous learners, innovative and willing to share.\u00a0\u00a0To be like that, employees need to\u00a0work in an environment that allows access to personal learning networks. \u00a0The emphasis here is on personal. \u00a0<\/em>People have to want to do this, not be compelled to.<\/em><\/p>\n

Knoco stories<\/a> is a blog from Nick Milton offering insights on\u00a0knowledge transfer. A recent post (Why knowledge transfer through discussion is 14 times more effective than writing<\/a>) compares and contrasts\u00a0two ways of transferring knowledge:<\/p>\n

    \n
  1. Connecting people so that they can discuss<\/li>\n
  2. Collecting knowledge in written (explicit) form so others can find and read it<\/li>\n<\/ol>\n

    He argues that connecting people<\/em> is far less efficient than collecting<\/em> while being far more effective – but how much more effective? He concludes that\u00a0\u00a0effectiveness of transmission of knowledge through connecting<\/em> is 35% compared to 2.5% for collecting.<\/em>\u00a0I’ll leave it to others to decide if they agree with his\u00a0analysis but it does seem to support the notion that discussion and collaboration are vital parts of learning.<\/p>\n

    In\u00a0the workshop we’ll have look at tools for building the personal learning networks and environments that can help us learning continuously and effectively, and willingingly!<\/p>\n

     <\/p>\n","protected":false},"excerpt":{"rendered":"

    I’ll be running a workshop on the social dimensions of learning at\u00a0Learning Essentials, the\u00a0\u00a0Elearning Alliance conference\u00a0on\u00a0Friday 31 October at West Lothian College, Livingston. In\u00a0a recent blog post\u00a0Jane Hart notes that social learning\u00a0is how we learn naturally, with our friends and colleagues. Social media, although not essential, she says, does\u00a0offer\u00a0tools that\u00a0help us to help us connect… Read More »Learning: the social dimension<\/span><\/a><\/p>\n","protected":false},"author":8,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_coblocks_attr":"","_coblocks_dimensions":"","_coblocks_responsive_height":"","_coblocks_accordion_ie_support":"","neve_meta_sidebar":"","neve_meta_container":"","neve_meta_enable_content_width":"","neve_meta_content_width":0,"neve_meta_title_alignment":"","neve_meta_author_avatar":"","neve_post_elements_order":"","neve_meta_disable_header":"","neve_meta_disable_footer":"","neve_meta_disable_title":""},"categories":[1],"tags":[],"_links":{"self":[{"href":"https:\/\/blogs.iriss.org.uk\/socialmedia\/wp-json\/wp\/v2\/posts\/1179"}],"collection":[{"href":"https:\/\/blogs.iriss.org.uk\/socialmedia\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.iriss.org.uk\/socialmedia\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.iriss.org.uk\/socialmedia\/wp-json\/wp\/v2\/users\/8"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.iriss.org.uk\/socialmedia\/wp-json\/wp\/v2\/comments?post=1179"}],"version-history":[{"count":0,"href":"https:\/\/blogs.iriss.org.uk\/socialmedia\/wp-json\/wp\/v2\/posts\/1179\/revisions"}],"wp:attachment":[{"href":"https:\/\/blogs.iriss.org.uk\/socialmedia\/wp-json\/wp\/v2\/media?parent=1179"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.iriss.org.uk\/socialmedia\/wp-json\/wp\/v2\/categories?post=1179"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.iriss.org.uk\/socialmedia\/wp-json\/wp\/v2\/tags?post=1179"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}