The document discusses the shift from traditional e-learning to social learning. It notes that while most e-learning simply automates traditional self-paced models, social and collaborative learning spans both formal and informal learning. It highlights that learning happens both individually and in groups, both formally through courses and informally through social interactions. The document argues that organizations should support both formal and informal social learning, and considers different technological and cultural factors involved in facilitating a social learning approach.

1. From E‐Learning to Social Learning
Café Session, L&SG Conference, 9 June 2009
C fé S i L&SG C f 9J 2009
Jane Hart, Social Media & Learning Consultant
Centre for Learning & Performance Technologies
www c4lpt co uk

2. For many years this was the model of learning.
For many years this was the model of learning.
(c) C4LPT, 2009

3. Most e‐Learning
simply automates
simply automates
that model.
The only difference is
Th l diff i
now learners don’t
need to be in the same
need to be in the same
place at the same time.
They can have access
They can have access
to learning at any time,
yp
any place
(c) C4LPT, 2009

4. However, although a lot of money is spent on creating engaging,
interactive, multimedia courseware,
one vital ingredient is missing: other people
one vital ingredient is missing: other people
So a blended approach
is often employed.
But even face‐to‐face
events are often
delivered in a fairly
traditional way.
(c) C4LPT, 2009

5. Meanwhile, outside of the formal learning
Meanwhile outside of the formal learning
environment (online courses, classroom,
workshops, etc) individuals are learning in
p, ) g
other ways – often without realising it ‐
whether it be by reading, listening or watching
…
(c) C4LPT, 2009

6. … or simply by talking to one another.
or simply by talking to one another.
(c) C4LPT, 2009

7. Only recently
Only recently
has this
informal learning
g
been recognised as
important …
and that it needs to
be supported within
an organisation.
But how?
(c) C4LPT, 2009

8. In fact, the easy availability of
In fact the easy availability of
new, social media tools has
meant that individuals are
already managing their own
personal (informal) learning
…
that is they search for and
that is they for and
access all kinds of resources:
videos, podcasts, blogs, etc,
,p , g, ,
whenever they need them,
they create their own resources
and store them for easy
retrieval
(c) C4LPT, 2009

9. They also make
Th l k
connections
with like‐minded people
with like minded people
with whom they can
communicate
i t
and share ideas,
resources, experiences,
i
and so on.
(c) C4LPT, 2009

10. And groups of
individuals are using
these new tools
to “self‐organise”
t “ lf i ”
…
to collaborate and
co‐create content and
co create content and
generally
work and learn
together
(c) C4LPT, 2009

11. Even within the traditional formal learning environment,
these new tools are being used by educators
to ensure that formal learning is becoming more
participative, social and collaborative.
participative social and collaborative
(c) C4LPT, 2009

12. To summarise, organisational learning takes place both
formally and informally AND individually and in groups
formally and informally AND individually and in groups
ORGANISATIONAL LEARNING
Formal Informal
e e
Individual Group Group Individual
x x
t Taking a self-study,
g
self-paced course
y Learning with
g
others on a course
Working and
g
learning together
Reading, listening,
g g
watching, sharing, t
connecting
(c) C4LPT, 2009

13. It is also now accepted that
20% of learning in an organisation takes place formally
20% of learning in an organisation takes place formally
and 80% takes place informally
ORGANISATIONAL LEARNING
80%
20%
Formal Informal
Individual Group Group Individual
Taking a self-study,
g y Learning with
g Working and
g Reading, listening,
watching, sharing,
t hi h i
self-paced course others on a course learning together connecting
(c) C4LPT, 2009

14. Most E‐Learning is traditionally and primarily focused on self‐paced formal learning;
Social & Collaborative Learning spans both formal and informal learning
Social & Collaborative Learning spans both formal and informal learning
ORGANISATIONAL LEARNING
Formal Informal
Individual Group Group Individual
Taking a self-study,
g y Learning with
g Working and
g Reading, listening,
watching, sharing,
t hi h i
self-paced course others on a course learning together connecting
E-Learning
Social & Collaborative Learning
(c) C4LPT, 2009

15. Today’s Learning & Development departments should therefore be
both managing formal (social) learning and supporting informal (social) learning.
ORGANISATIONAL LEARNING
Formal Informal
Individual Group Group Individual
Taking a self-study,
g y Learning with
g Working and
g Reading, listening,
watching, sharing,
t hi h i
self-paced course others on a course learning together connecting
E-Learning
Social & Collaborative Learning
Manage Support
(c) C4LPT, 2009

16. So, how does an
organisation do this
technologically
strategically
pedagogically
culturally
and what implications does
this have for the L&D
this have for the L&D
department?
TECHNOLOGY and PEOPLE
(c) C4LPT, 2009

17. Technology
gy
(c) C4LPT, 2009

18. Current LMS manage formal, non‐social, learning, so how can organisations
support formal and informal social learning? What are the options?
support formal and informal social learning? What are the options?
ORGANISATIONAL LEARNING
Formal Informal
Individual Group Group Individual
Taking a self-study,
g y Learning with
g Working and
g Reading, listening,
g g
self-paced course others on a course learning together watching, sharing,
connecting
LMS
(c) C4LPT, 2009

19. (1) LMS 2.0 (ie LMS + social media) is the next generation of LMS.
(1) LMS 2 0 (ie LMS + social media) is the next generation of LMS
ORGANISATIONAL LEARNING
Formal Informal
Individual Group Group Individual
Taking a self-study,
g y Learning with
g Working and
g Reading, listening,
g g
self-paced course others on a course learning together watching, sharing,
connecting
LMS
LMS 2.0
(c) C4LPT, 2009

20. (2) What about making (more) use of the very many, free, social media tools?
Individuals could use what they like for their own informal learning
l l h h lk f h f ll
and course designers can incorporate them into formal courses.
ORGANISATIONAL LEARNING
Formal Informal
Individual Group Group Individual
Taking a self-study, Learning with Working and Reading, listening,
watching, sharing,
self-paced course others on a course learning together connecting
LMS + blog RSS
soc
bkmkg
soc
netwkg
Micro-
blog
Collab-
oration
(c) C4LPT, 2009

21. If you let individuals and
course designers
select their own tools,
select their own tools
might this be far too
overwhelming g
for many users?
(c) C4LPT, 2009

22. Would the fact that personal
Would the fact that personal
and organisational data is
scattered all over the
Internet, be a concern for
data privacy and security
(c) C4LPT, 2009

23. What about if you
selected and supported
a specified number of tools
AND/OR
hosted them inside the firewall?
h d h i id h fi ll?
(c) C4LPT, 2009

24. (3) What about a social media and collaboration platform that integrates
social media tools and provides a seamless interface, that can be used for
l l l f h b f
both formal, informal learning and collaboration?
ORGANISATIONAL LEARNING
Formal Informal
Individual Group Group Individual
Taking a self-study,
g y Learning with
g Working and
g Reading, listening,
watching, sharing,
t hi h i
self-paced course others on a course learning together connecting
LMS
SOCIAL MEDIA & COLLABORATION PLATFORM
(integrated suite : blogging, RSS, soc bookmarking, soc networking, micro-blogging, etc)
(c) C4LPT, 2009

25. People
p
(c) C4LPT, 2009

26. Whatever the
platform or tools
platform or tools
that are used
to provide a
social learning
i ll i
approach
within an
within an
organisation,
learning
professionals will
need to consider
the people
the people aspect.
(c) C4LPT, 2009

27. 1
1 – SKILLS
Many people are
natural, informal self‐
organised learners but
others will need help to
acquire a range of skills
acquire a range of skills
to manage their own
personal learning
AND
course designers will
need help to build
need help to build
formal social learning
solutions, facilitators to
,
deliver formal social
learning effectively.
(c) C4LPT, 2009

28. 2 – COLLABORATIVE CULTURE
Although many individuals work happily together, sharing knowledge and
resources, others will need help to learn and work collaboratively to learn and
work collaboratively (both in formal learning groups and in other teams)
work collaboratively (both in formal learning groups and in other teams).
(c) C4LPT, 2009

29. 3 – MANAGEMENT
BUY‐IN
Although some
Although some
managers understand
the power of “social”,
p ,
others view it as
time‐wasting or
social NOT‐working,
l k
so they will need help
to appreciate the
to appreciate the
value of a social and
collaborative approach
pp
to learning and
working.
(c) C4LPT, 2009

30. For more information about
For more information about
Social Learning
p / /
www.c4lpt.co.uk/socialmedia/about.html
The Centre for Learning & Performance
Technologies provides a range of
Technologies provides a range of
Social Learning Consultancy Services
to help organisations with their
social learning initiatives
www.c4lpt.co.uk/socialmedia/
(c) C4LPT, 2009