In a previous post, I asked the question: How can social network environments be used to support competency models that include attitudes and behaviors?
With the variety of social network environments (SNEs) available in today’s Web 2.0 milieu, the possibilities for leveraging them in the support of competency models and training initiatives may be infinite. In this post, I will focus on two or three of the SNEs and may choose to write about some of the others later. That said, I would encourage you to comment to this post about your ideas for these and other SNEs.
Weblogs and Blogging
Weblogs (blogs) are easy to implement but are challenging to leverage in support of competency models and training initiatives. I say “challenging” because blogging requires an individual or small group of knowledge experts to write content and keep it up to date. I think they are a very valuable tool, but when using them to support training initiatives, it is important to:
- Identify potential authors
- Create a writing schedule
- Remind authors when its time to write
- Link relevant courses to the blog
- Encourage readers to comment
- Assign someone to identify comments that need a response from an expert
Wikis
I’ve personally worked with at least 9 different wiki tools. Some of them I’ve simply written inside of, others I’ve implemented for clients or simply for my own understanding of their usefulness. While these tools are a bit more challenging to implement than a blog, I believe they are enormously important for supporting competency models and training initiatives.
I recently read an article, that described how P&G saved $500,000 annually by moving the technical support for a particular internal tool from phone based support to wiki-based support. I think the same can be true in supporting learners in the attainment of competencies.
Wikipedia offers an excellent example of how a wiki can be used to support the acquisition of knowledge. In a business environment, an internal wiki could give users the opportunity to locate content quickly and because any member can edit the content the community can monitor, correct and update the content.
When I first logged onto Facebook, I really didn’t get how powerful of a tool this can be. I recall telling coworkers that its not really all that valuable for us. However, now that I’ve been using Facebook for a few months, I find myself on it nearly every day. I actually met some men from the church I attend on Facebook before I met them in person.
One way that Facebook can be used to support competencies and learning is through the groups and pages feature provided. These features allow users to interact about subjects that are important to them. But it also allows them to get to know one another through the information shared on personal pages.
Before Hurricane Katrina destroyed parts of New Orleans, I was an associate professor in Tulane University’s online program. Over the six years I taught in their online program, one of the biggest challenges I faced was encouraging students to collaborate and discuss the content. In a classroom, this happens almost automatically, but in an online course, it has to be fostered. If Facebook would have been available then, I would have used it to drive the discussions for my class. I believe when students know what one another look like and some of their interests, the sense of knowing someone and participating in something with them increases dramatically.
Through some of the Facebook groups I participate in, I have been impressed by how quickly you can find and get to know someone. And how it breaks down some of the barriers to online collaboration.
Conclusion
I’m sure there are more ways to leverage these tools just as there are many other tools available online that can be leveraged. What ideas do you have?
Related Articles
- How Do We Support Competency Models?
- Facilitating Personal Growth Through Training
- Competency Models Drive Success
- Social Software’s Culture Clash
Having recently researched instructional strategies and best practices for distance learning, it became glaringly apparent to me that the best eLearning courses are rich with content, individual interactions in the way of activities, practice activitieties and assessments, but are missing an important integration of learning theory involving student to student and student to instructor interactions and collaboration.
Social networking tools present an exciting and effective way to create dynamic Communities of Learning from somewhat static eLearning courses. Instructional designers have an exciting opportunity to integrate learning theory and knowledge sharing/building with tools such as wikis, blogs, and Facebook, and Instant Messaging. Let’s get started!