Social Web Academy

Social Web Academy is a web-based learning system which combines formal e-learning methods with informal learning, in an approach which centres on specific target groups. Social web academies initiate learning communities using formal learning processes, which at the same time encourage web-based learning. The difference between this and networking platforms, such as XING, is that this approach takes advantage of formal learning methods in order to foster competence building online.

Requirements

Social web academies rely on the notion of connectivism, which assumes that learning processes are increasingly taking place on the Internet (see also G. Siemens, 2006). The only facility to store knowledge in such a way that it can be constantly updated and modified according to arising problems is a network which has been developed according to the individuals' intellectual needs. For this reason, learners in a connectivist system require an open learning environment which offers the opportunity to interact efficiently with fellow network users. Learners also need to have the ability to identify, evaluate and describe knowledge which is relevant for the learning process, and to further develop it in collaboration with their learning partners.

Social web academies aim to enable online competence development by combining knowledge transfer and classical e-learning with communication tools related to Web 1.0, as well as blending competence-focussed e-learning with Web 2.0 tools (social software).

Competence development as the ability to organise oneself (see also John Erpenbeck; Lutz von Rosenstiel, 2008) requires a high level of qualification. Highly competent individuals are usually also highly qualified. Qualification alone, however, does not suffice to build genuine competence. This can only take place in a self-organised manner by coping with real-life challenges.

Based on this prerequisite, a social web academy has to incorporate the following elements:

• Classical e-learning using Web 1.0 lays the groundwork for all processes involved in competence development by conveying the necessary knowledge via problem-oriented web-based trainings. This knowledge is then processed and applied through tasks, case studies, or simulation games and takes place in an almost entirely monological manner, which includes feedback but no further dialogical exchange. Experts (programme developers) and learners are clearly distinguished and communication takes place mainly in learning communities or in-class lectures.
• Competence-focussed e-learning using Web 2.0 technology is based on a second generation of Internet services (social software), which facilitate online collaboration and the sharing of knowledge. It relies on the initiative of learners who share their experiences using for example blogs or wikis, and subsequently develop their knowledge further in a self-organised manner. It is for that very reason that the trainings contain transfer tasks which require new knowledge to be applied in specific scenarios and which give learners additional practical experience. It has also proven beneficial for learners to work on practical projects in addition to the formal learning process. They share this experience-based knowledge with the group via project diaries or blogs, before collaboratively developing it onwards. Throughout the duration of the course, learning communities often transform into self-organised communities of practice which frequently outlast the formal training. This means that a process of knowledge management is derived from a formal learning environment in a bottom-up fashion.

A social web academy is usually structured as a blended learning system. Under certain circumstances, however, competence development can also be achieved in learning systems which are mainly or purely Internet-based. For example, if learning partners from different countries and cultures collaborate in an intercultural training course, the exchange with the partner is in itself a practical challenge resulting in competence building through the handling of an intercultural encounter. A blended learning system systematically utilises online communities to aid this self-organised acquisition of competence, and this requires learning objectives to be clearly defined and progress to be measured using appropriate tools.

The boundaries between experts and learners, professionals and amateurs as well as coaches, supervisors and employees are thus becoming increasingly permeable and the learners’ behaviour changes.

Structure

At first glance, it seems contradictory that competence can be built online, as this objective requires the successful accomplishment of real-life challenges. However, these challenges nevertheless continue to occur at the workplace or in dealing with a customer. Social software provides the opportunity to share knowledge gained from experience, for example within the learning network of a social web academy, or to enter into an intense process of communication and thus further develop experience until it becomes organisational knowledge.

A learning management system is required for competence building, which does not only incorporate aspects of formal learning such as the structuring of the learning process, the provision of media, or the enabling of communication via forums and chats, but also comprises knowledge management tools and the possibility of net(work) learning. The technology of Web 2.0 is particularly suited to this purpose. An e-portfolio can also be added to the described range of functions, which allows learners to create their own individual learning environment.

References

• John Erpenbeck und V. Heyse: Die Kompetenzbiografie. 2. Auflage, Münster, New York, Munich, Berlin 2007
• John Erpenbeck und W. Sauter: Kompetenzentwicklung im Netz – New Blended Learning mit Web 2.0. Köln 2007
• John Erpenbeck und L. von Rosenstiel: Handbuch Kompetenzmessung. 2. Auflage, Stuttgart 2007
• V. Heyse und John Erpenbeck (Hrsg.): Kompetenzmanagement. Münster, New York, Munich, Berlin 2007
• Annette S. Kuhlmann und W. Sauter: Innovative Lernsysteme –Kompetenzentwicklung mit Blended Learning und Social Software. Heidelberg 2008
• George Siemens: Connectivism: A Learning Theory for the Digital Age. 2004, accessed via [1]
• George Siemens: Knowing Knowledge. 2006, accessed via [2]

External links

• KOMUNIKI PROJECT

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