Ikujiro Nonaka and Hirotaka Takeuchi propose a model of the knowledge creating process to understand the dynamic nature of knowledge creation, and to manage such a process effectively: the SECI model.
There is a spiral of knowledge involved in their model, where the explicit and tacit knowledge interact with each other in a continuous process. This process leads to creation of new knowledge. The central thought of the model is that knowledge held by individuals is shared with other individuals so it interconnects to a new knowledge. The spiral of knowledge or the amount of knowledge so to say, grows all the time when more rounds are done in the model.
"Lessons learned by successful and effective managers are roughly: - 70% from tough jobs - 20% from people (mostly the boss) - 10% from courses and reading"
"The responsibility for creating an environment where real learning occurs and opening up workplace learning opportunities is primarily in the hands of senior leadership and line managers. However, HR and Learning professionals have an important role to play.
A 70:20:10 approach does mean Learning professionals need to put a new lens on their responsibilities."
OK, these skills are not actually “new” – they’ve always been present – but perhaps they have not always been as visible as they should have been, as Oscar Berg explains in The collaboration pyramid (or iceberg). But, as businesses transform into social businesses, the social workplace is going to become more and more reliant on these skills.
In recent years, there has been a rapid growth in the use of social networking tools (e.g., Facebook) and social media in general, mainly for social, recreational, and entertainment purposes (Smith, Salaway, & Caruso, 2009). Many educators believe that these tools offer new educational affordances and avenues for students to interact with each other and with their teachers or tutors. Considering the traditional dropout rate problem documented in distance courses (Rovai, 2003; Woodley, 2004), these tools may be of special interest for distance education institutions as they have the potential to assist in the critical “social integration” associated with persistence (Sweet, 1986; Tinto, 1975). However, as distance students are typically older than regular on-campus students (Bean & Metzner, 1985; Rovai, 2003), little is known about their expertise with social media or their interest in harnessing these tools for informal learning or collaborating with peers.
One of the more interesting areas of crowdsourcing today is in the area of collective knowledge and intelligence – often referred to as Q&A.
With these sites, the propensity for useless and unorganized information is high, as anyone can answer, and there is nobody there to vet backgrounds or experience of respondents. So of course, all of these helpful tips should be taken with a grain of salt. The problems that arise with such sites markedly go away when you can ask your questions to a community who actually has some expertise in the areas of concern.
1. Business managers and IT managers are beginning to work more closely together to co-own and co-sponsor emergent collaboration initiatives. 2. There is not a strong enough focus on developing an enterprise strategy before deploying a technology platform. 3. Organizations are stuck in the “value paradox.” 4. Solving a business problem or achieving an objective is just as good as being able to show a financial ROI. 5. A combination of both a structured and unstructured approach is the most successful and commonly used approach by organizations.
I started and ended my presentation with a provocative statement: collaboration is the IT investment of the decade. Let me first define what I mean by collaboration: collaboration is a combination of social, mobile, video and virtual elements, and must be accessible from all types of devices. IT professionals will spend a lot of their time delivering a holistic integrated collaboration solution for their customers, partners and employees in the next 10 years. What makes this a bit more exciting is each component of collaboration is going through significant transformation.
I am currently writing a chapter regarding open and networked learning. I have used the term Personal Learning Network (PLN) dozens of times over the last few years, and have seen it mentioned countless times in blog and microblog posts, and other forms of media. However, I cannot seem to find a solid reference or definition for the concept of PLN. I sent out several email messages asking people if knew of an existing article or reference for the PLN definition, and I have yet to receive a response. About the best lead I could find was a post from Stephen Downes that mentioned “Dave Warlick has taken the concept of the Personal Learning Environment, renamed it (to Personal Learning Network).”
The NDLR actively uses social networking tools as mediums of communication and collaboration, which have successfully helped to foster and maintain over thirty active communities of practice enabling members to communicate with each other, collaborate on the development of reusable learning objects and share best practice teaching and learning initiatives, which have resulted in the development of over 20,000 open and reusable learning objects. The use of social networking features within the NDLR communities supports best practice in the development of quality education resources and facilitates national collaboration, irrespective of the institutions that academics are representing. The community areas are self-moderated by community members, allowing academics to collaborate and work on their own initiatives in their own free time with other community members. Due to the support and success to the social networking aspects of the NDLR community areas, the NDLR will continue to develop and enhance existing social networking features and technologies based on the needs of the NDLR community.
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