Social
collaboration refers to processes that help multiple people interact,
share information to achieve any common goal. Such processes find their
'natural' environment on the internet, where collaboration and social
dissemination of information are made easier by current innovations.
Sharing concepts on a digital collaboration environment often facilitates a "brainstorming" process, where new concepts may emerge due to the contributions of individuals, professional or otherwise. A crucial concept behind social collaboration is that 'ideas are everywhere.' Individuals are able to share their ideas, as it is not limited to professionals, but rather the general public who wishes to become involved.
Social collaboration is related to social networking, with the distinction that social collaboration is more group-centric than individual-centric. Social networking services generally focus on individuals sharing messages in a more-or-less undirected way and receiving messages from many sources into a single personalized activity feed. Social collaboration services, on the other hand, focus on the identification of groups and collaboration spaces in which messages are explicitly directed at the group and the group activity feed is seen the same way by everyone.
Social collaboration may refer to time-bound collaborations with an explicit goal to be completed or perpetual collaborations in which the goal is knowledge sharing (e.g. community of practice, online community).
Social collaboration is similar to crowd sourcing as it involves individuals working together toward a common goal. Andrea Grover, curator of the 2006 crowd sourcing art show, Phantom Captain: Art and Crowd sourcing, explained in an interview that collaboration among individuals is an appealing experience, because participation is "a low investment, with the possibility of a high return." Social collaboration appeals to young entrepreneurs because of this notion.
Features
1 – moving from a focus on organizing and managing training (which includes e-learning and blended learning) FOR others, to helping individuals and teams address their OWN performance problems.
2 – recognizing that most learning already happens in the workplace – informally and socially – as people connect and work with one another – as well as outside the organization in their professional networks. It means encouraging everyone to take responsibility for their own continuous learning and professional development.
3 – helping people work and learn effectively in this networked era (and within a social business), by developing their own Personal Knowledge Management (PKM) skills. PKM is “a set of processes, individually constructed, to help each of us make sense of our world & work more effectively”, and is therefore a fundamental skill in social and collaborative learning
4 – identifying the underlying root cause of a learning or performance problem by working with the teams involved in order to identify the best solution that will work for them – not just by organising what is in effect a “social training” solution for them.
5 – measuring success in terms of performance outcomes – not in testing against learning objectives, or in course completions or “bums on seats” in classrooms.
6 – realising that even when there is a need for more structured approaches to collaborative learning, it is not just telling people to learn socially, but encouraging them to have a more active part in either facilitating or supporting the process and sharing their knowledge and experiences.
7 – recognizing that even when there is a need for new content, this doesn’t have to be provided top-down, in sophisticated formats, but may better be achieved by helping teams create their own content and share it with one another. It also doesn’t need to be moderated or managed by L&D, but in fact should by moderated by the group members themselves.
8 – providing support to groups to build and sustain their OWN communities of practices – rather than doing it for them, forcing them to participate in them and trying to monitor and tracking their activity.
9 – helping teams to work collaboratively, sharing knowledge and narrating their work – by modelling the new collaboration and community skills. So it’s not just training teams how to use the social tools, but helping them to use them in the context of carrying out their work.
10 – fostering connections across the organization to build collective intelligence – which might start in on boarding/induction but will be an ongoing process
11 – understanding that the technology that powers collaborative learning in the social workplace needs to be one that enables conversations, knowledge sharing and collaboration (not manages learning) and in fact needs to be the VERY SAME that is used to power the work in the organization – not a separate learning management system or platform that tracks “learning” activity in a few courses, or traps knowledge in a separate system from where work takes place.
12 – appreciating that the role of L&D is therefore much more about managing an enterprise community than managing a learning management system, and involves a whole range or activities.
Sharing concepts on a digital collaboration environment often facilitates a "brainstorming" process, where new concepts may emerge due to the contributions of individuals, professional or otherwise. A crucial concept behind social collaboration is that 'ideas are everywhere.' Individuals are able to share their ideas, as it is not limited to professionals, but rather the general public who wishes to become involved.
Social collaboration is related to social networking, with the distinction that social collaboration is more group-centric than individual-centric. Social networking services generally focus on individuals sharing messages in a more-or-less undirected way and receiving messages from many sources into a single personalized activity feed. Social collaboration services, on the other hand, focus on the identification of groups and collaboration spaces in which messages are explicitly directed at the group and the group activity feed is seen the same way by everyone.
Social collaboration may refer to time-bound collaborations with an explicit goal to be completed or perpetual collaborations in which the goal is knowledge sharing (e.g. community of practice, online community).
Social collaboration is similar to crowd sourcing as it involves individuals working together toward a common goal. Andrea Grover, curator of the 2006 crowd sourcing art show, Phantom Captain: Art and Crowd sourcing, explained in an interview that collaboration among individuals is an appealing experience, because participation is "a low investment, with the possibility of a high return." Social collaboration appeals to young entrepreneurs because of this notion.
Features
1 – moving from a focus on organizing and managing training (which includes e-learning and blended learning) FOR others, to helping individuals and teams address their OWN performance problems.
2 – recognizing that most learning already happens in the workplace – informally and socially – as people connect and work with one another – as well as outside the organization in their professional networks. It means encouraging everyone to take responsibility for their own continuous learning and professional development.
3 – helping people work and learn effectively in this networked era (and within a social business), by developing their own Personal Knowledge Management (PKM) skills. PKM is “a set of processes, individually constructed, to help each of us make sense of our world & work more effectively”, and is therefore a fundamental skill in social and collaborative learning
4 – identifying the underlying root cause of a learning or performance problem by working with the teams involved in order to identify the best solution that will work for them – not just by organising what is in effect a “social training” solution for them.
5 – measuring success in terms of performance outcomes – not in testing against learning objectives, or in course completions or “bums on seats” in classrooms.
6 – realising that even when there is a need for more structured approaches to collaborative learning, it is not just telling people to learn socially, but encouraging them to have a more active part in either facilitating or supporting the process and sharing their knowledge and experiences.
7 – recognizing that even when there is a need for new content, this doesn’t have to be provided top-down, in sophisticated formats, but may better be achieved by helping teams create their own content and share it with one another. It also doesn’t need to be moderated or managed by L&D, but in fact should by moderated by the group members themselves.
8 – providing support to groups to build and sustain their OWN communities of practices – rather than doing it for them, forcing them to participate in them and trying to monitor and tracking their activity.
9 – helping teams to work collaboratively, sharing knowledge and narrating their work – by modelling the new collaboration and community skills. So it’s not just training teams how to use the social tools, but helping them to use them in the context of carrying out their work.
10 – fostering connections across the organization to build collective intelligence – which might start in on boarding/induction but will be an ongoing process
11 – understanding that the technology that powers collaborative learning in the social workplace needs to be one that enables conversations, knowledge sharing and collaboration (not manages learning) and in fact needs to be the VERY SAME that is used to power the work in the organization – not a separate learning management system or platform that tracks “learning” activity in a few courses, or traps knowledge in a separate system from where work takes place.
12 – appreciating that the role of L&D is therefore much more about managing an enterprise community than managing a learning management system, and involves a whole range or activities.
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