collective learning and charting, allison littlejohn

Collective learning and charting: a new approach to supporting the transition from education to work

Presentation to the National Conference for University Professors, London, UK, 24th Feb 2009 by

Allison LittlejohnDirector, Caledonian AcademyChair of Learning Technology Shell Senior researcher

Collaborators:Dr Anoush MargaryanDr Colin MilliganGlasgow Caledonian University, UKwww.academy.gcal.ac.uk

http://www.academy.gcal.ac.uk/

Extending reputation

1. Adaptable Workforce IBM Global Human Capital Study (2008)

2. Knowledge assets Enterprise of the Future Study (2009)

3. Goal actuation IBM Global CEO study (2006)

CONSUMPTION




CONSUMPTION

CONTRIBUTION




CONSUMPTION

CONNECTION CONTRIBUTION




collectiveintelligence




CONSUMPTION


collectiveintelligence

CONSUMPTION


COLLECTIVEKNOWLEDGE




1. Forethought - Goal setting

2. Performance - Goal implementation

3. Self –reflection - Goal refinement

CONSUMPTION


COLLECTIVEKNOWLEDGE

CONSUMPTION


CHARTING

The Collective

ConsumeContributeConnect

The individual

Their GOALS

charting

You Your goal

Dynamic Knowledge, e.g. wikis

Shared resources (e.g. delicious)

Formal Learning

Recommended Resources

The collective

Smart Information

You Your goal

Your Knowledge

YouManager

Colleagues with similar skills

Team

External contacts



Peers with similar goals

Formal Learning


The collective

Smart Information

You Your goal

Your Knowledge

YouManager


Team

External contacts




Formal Learning


The collective

Smart Information

CONSUMEYou Your goal

Your Knowledge

YouManager


Team

External contacts




Formal Learning


The collective

Smart Information

CONSUME

CONNECT

You Your goal

Your Knowledge

YouManager


Team

External contacts




Formal Learning


The collective

Smart Information

CONSUME

CONNECT

You Your goal

Your Knowledge

CONTRIBUTE

YouManager


Team

External contacts




Formal Learning


The collective

Smart Information

CONSUME

CONNECT

Your Knowledge

You and Your Peers

Your goals

CONTRIBUTE

Subject

Instruments

Object Outcome

CommunityRules Division of labour

PRODUCTION

CONSUMPTION

EXCHANGEDISTRIBUTION

Process Chemist

Collective knowledge:- external and internal resources (manuals, reports, course materials, company databases, knowledge

sharing fora, personal networks)- external and internal supports (peers, coach, mentor,

supervisor)

Finding a coolant

for drilling in a new

substrate

New process

TeamCompanyDiscipline

Professional associations and networks

Professional regulations, HSE regulations, Cost-benefit considerations,Company regulations

Disciplinary ethosCulture

Project partners and colleagues

PRODUCTION

CONSUMPTION

EXCHANGEDISTRIBUTION

How do we support the achievement of goals?

ME

MY GOALS

The Ideal?

Everything you do contributes towards achieving your goals.

Actually, this is too simplistic

ME

MY GOALS

The Ideal (2)

Not every activity contributes towards achieving your goals and you will periodically assess and refine your effort.

ME

MY GOALS

The Reality

Goals may actually evolve over time.

ME

MY GOALS MY GOALS

Charting

Helps you relate where you are to where you started and where you want to be.

ME

MY GOALS

Charting (2)

Helps you relate where you are to where you started and where you want to be

… over and over …

providing the opportunity to dynamically interact with your goals and personal development.

ME

MY GOALS

Charting (3)Charting presents an opportunity to make use of people and resources to fine tune your plans at each point.

ME

MY GOALS

Useful resources, Useful people


1. ways in which novices and experts create, consume and share knowledge

2. how novices and experts self-regulate their learning and development

3. how they draw upon the collective knowledge base to attain their learning goals

4. how they perceive the impact of knowledge sharing on learning, development and work.

Building on existing behaviours: Shell Study


1. Learning in the workplace is structured by and integrated within work tasks.

2. Novices (rather than experts) value formal learning opportunities

3 Experts develop both internal and external peer networks

4. Experts draw heavily upon the collective – primarily their personal networks of trusted peers

5. Experts are motivated to contribute to the community if they can see applicability to someone else’s problem and if they develop a reputation across the company.

6. Experts’ motivation is impacted by line manager’s attitude to the value of global knowledge sharing beyond immediate local context.

7. Fragmentation of knowledge bases is a problem

Building on existing behaviours: Shell Study

Collective learning and charting

Slides available from:caledonianacademy.blogspot.com

Allison LittlejohnDirector, Caledonian AcademyChair of Learning Technology Shell Senior researcher

With thanks to collaborators:Dr Anoush MargaryanDr Colin MilliganGlasgow Caledonian University, UKwww.academy.gcal.ac.uk

http://www.academy.gcal.ac.uk/

collective learning and charting, allison littlejohn

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