Defining Social Learning. Defining Social Learning Two years after we published The New Social Learning, I still hear people say “there is no definition” or worse yet, defining it in truly silly ways. A post with a slide of my definition is consistently one of the most popular posts on this site so I thought people might appreciate more on how I define the terms and what social learning is not.
I’ll frame this in the questions I’m often asked. How do you define social learning? I define social learning as participating with others to make sense of new ideas. “Social learning is not just the technology of social media, although it makes use of it. What isn’t social learning? Social learning is not technology. It’s not synonymous with informal learning, a term often used to describe anything that’s not learned in a formal program or class.
It’s not a new interface for online search, which could only be considered social because other people developed the content you discover. Then get started. 1. 2. 3. 4. 5. 6. 7. Recommended Readings - SoL - Society for Organizational Learning. Being the Change: Building Communities of Collaboration and Co-inspiration for Systemic Change by Claudia Madrazo and Peter Senge. November 13, 2011 Theory U: Leading from the Future as it Emerges by C. Otto Scharmer. 2007 Inside-Out: Stories and Methods for Generating Collective Will to Create the Future We Want by Tracy Huston. 2007 Profit for Life: How Capitalism Excels by Joseph (Jay) Bragdon. 2006 Learning for Sustainability by Peter Senge, Joe Laur, Sara Schley, and Bryan Smith. 2006 The Fifth Discipline: The Art and Practice of the Learning Organization" (revised edition) by Peter Senge. 2006 "The World Cafe: Shaping Our Futures Through Conversations That Matter" by Juanita Brown, David Isaacs, World Cafe Community, Margaret J.
"Leading Change Toward Sustainability: A Change-Management Guide for Business, Government and Civil Society" by Bob Doppelt. 2005 "Solving Tough Problems: An Open Way of Talking, Listening, and Creating New Realities" by Adam Kahane. 2004. Www.visionrealization.com/Resources/Organizational/Adult_Learning_Theory.pdf.
Chapter 9: Changing paradigm of teaching. Transforming VET Teaching: From a Training to a Learning Paradigm (Stephen Darwin) Stephen Darwin Challenging as it is to adopt newpractices, it is increasingly evident thatconstructivist approaches offer ameans to address effectively theemergent need to create active,learner-centred environments thatreflect the growing labour marketdemands for new learner capabilitiesfor flexibility, adaptability and lifelonglearning. In essence, constructivismoffers a sustainable framework totransform a training orthodoxy intoone focused on learning. This clearlypresents a considerable challenge forVET teachers and VET teachereducators to put into practice,particularly in environments whereresources are limited and change isdifficult to support.
However, withoutsuch change the distance between theteaching and vocational context mustinevitably widen. References Australian National TrainingAuthority (ANTA). (2002). Freshthinking about learners and learning: A blue sky project . Australian National TrainingAuthority (ANTA). (2003) High levelreview of training packages: Phase 3 . . . . Media.leadnet.org/blog-content/leadnet/downloads/archives/trainingvslearning.pdf. From Training to Learning in the New Economy. Brigitte Jordan, Ph.D. Consulting Corporate Anthropologist email: jordan@akamail.com phone: 650 747-0155; fax: 650 747-0196 web site: www.lifescapes.org "We spend a billion dollars globally on training .... and what we get is worth shit.
" The VP for Global Training of a Fortune-50 company who said that to me recently reflects a sentiment that is widely shared among corporate strategists and managers at all levels. Why have these problems emerged just now? What is abundantly clear to anybody working in the training arena is that the established, conventional Training Paradigm is no longer effective. Several trends and developments are challenging this view, bringing the situation to a head and making change unavoidable: This problem is exacerbated by geographic and cultural distance between the designers of learning technologies and training programs and their users. Considering these dynamics, the question is not how to make training more efficient but how to make learning more effective.