Online People Tagging: Social Mobile Networking Services in Work-based Learning
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The document discusses online people tagging and social mobile networking services in the context of informal workplace learning. It explores key issues related to social networking, including relationship dynamics, collaborative scaffolding, and the role of social tools in enhancing learning experiences. The aim is to develop a typology of workplace learning that integrates these concepts for improved educational outcomes.
Online People Tagging: Social Mobile Networking Services in Work-based Learning
- 1. Online People Tagging: Social Mobile Networking Services in Work-based Learning – John Cook, LTRI, London Metropolitan University – Norbert Pachler, Institute of Education, University of London 1
- 2. #somobnet #matureip #lmlg – SoMobNet International Roundtable on “Social Mobile Networking for Informal Learning” Institute of Education, Nov 21 2011: http://cloudworks.ac.uk/cloudscape/view/2363 – To comment on this presentation: http://cloudworks.ac.uk/cloud/view/5968 – Acknowledgement: slide template draws on that from talk by Karen Cator at ALT-C 2011 http://bit.ly/qUQrs5 the content is our own ...
- 3. Structure Key issues from the literature on social (mobile) networking services Towards a typology of informal workplace learning Online people tagging in work-based contexts
- 4. Definition of Social Networking Services “web-based services that allow individuals to 1. construct a public or semi-public profile within a bounded system 2. articulate a list of other users with whom they share a connection, and 3. view and traverse their list of connections and those made by others within the system” boyd and Ellison, 2008 4
- 5. Key issues from the literature on social (mobile) networking services Bridging social capital (Putnam, 2001), which is the creation of social networks between socially heterogeneous groups Collaborative scaffolding literature (Pata, Sarapuu, & Archee, 2005; Yeh, Lo, & Huang, 2011) Pertaining to the notion that the “concept of a social network reduces the social human actor to a point – not even a point of view – but a point that connects in various ways to other points” (Merchant, 2011) 5
- 6. Key issues from the literature on social (mobile) networking services Establishing a group-wide medium creates latent ties from which weak ties may build; a change of medium recasts weak ties (Haythornthwaite et al 2007) Not everyone has relevant experience, but modelling of learning can take place (self-efficacy, Bandura, 1982) 6
- 7. Key issues from the literature on social (mobile) networking services relationship initiation vs maintenance (boyd and Ellison, 2008) nature of the relationships formed and maintained and how they relate to activity and action in other contexts (Merchant, 2011) notion of „technologised socialbility‟: conflation of everyday human experience with mediated communication (Merchant, 2011) „identity play‟: iterative relationship of identity work done online with offline identity (Merchant, 2011); „personal augmentation‟ (Facer, 2011) 7
- 8. Key issues from the literature on social (mobile) networking services paradigms for online communities: person-centric (hub-and-spoke), topic- centric, bounded community (White, 2006) Passionate affinity space (Gee, 2011) Notion of cultural resources (Pachler, et al., 2010) Appropriation (Pachler, et al., 2010) 8
- 9. ALPS Mobility embedded in practice Social tools amplifying learning Digital Content with bridges MATURE – Facebook for workplace 9
- 10. Towards a typology of informal workplace learning Learning in workplace viewed as response to complex problem or task Embedded in meaningful and authentic cultural contexts (4Cs) • Collaboration in group activities • Working alongside colleagues • Tackling challenging tasks • Working with clients Eraut provides empirical work on f-2-f Factors affecting learning in the workplace (Eraut, 2004) 10
- 11. Towards a typology of informal workplace learning Key questions How can we scale up meaningful learning activities of • individuals and groups so they become linked together • building confidence, commitment, performance & progress? Amplified by SNSs and mobile technologies? Mediated by scaffolding and bridging activities? 11
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- 13. Online people tagging in work-based contexts MATURE EC Framework 7 project: http://mature-ip.eu/ • Social network tools amplifying learning in the workplace • Seen by EC as „flagship TEL project' • And by users at Career Guidance Services UK as „Facebook for the workplace‟ • Challenge repurposing cultural contexts: http://cloudworks.ac.uk/cloud/view/5806 13
- 14. Collaborative tagging • gather information about people • inside and outside organization Tag each other • according to topics they associate with that person “Who knows what?” 14
- 15. Applying MATURE case to the typology Aims: Test of typology as analysis tool when applied to a case. Does it reveal anything missing? 15
- 16. Thank you! John Cook john.cook@londonmet.ac.uk @johnnigelcook Norbert Pachler n.pachler@ioe.ac.uk @servusuk 16
Editor's Notes
- #8: http://www.alps-cetl.ac.uk/Goal for WBL TEL is to be like the IKEA web site Multiple entry points and multiple levels of interaction Bridges to help solve a problem
- #11: https://bubbl.us/
- #15: John CookProfessor of Technology Enhanced LearningLearning Technology Research InstituteLondon Metropolitan University, KR-2-07 Shoreditch Building35 Kingsland Road, ShoreditchLondon E2 8AADirect +44 (0)20 7749 3752Fax +44 (0)20 7749 3781Email: john.cook@londonmet.ac.uk Papers online: http://www.mendeley.com/profiles/john-cook6/Home page: http://staffweb.londonmet.ac.uk/~cookj1/Twitter: http://twitter.com/johnnigelcookSlideshare: http://www.slideshare.net/johnnigelcookAcademia.edu http://londonmet.academia.edu/JohnCook/About