Social Web Academy
Social Web Academy (also Social Media Academy ) is a web-based learning system that combines formal learning with e-learning with informal learning in a target group-oriented manner. Social Web Academies initiate learning communities through formal learning processes and thus promote online learning. In contrast to pure networks such as XING , the attempt is made to promote competence learning on the Internet based on formal learning processes.
conditions
Social Web Academies are based on the connectivism approach , according to which learning increasingly takes place online (cf. G. Siemens 2006). Only those who set up needs-based networks can keep their knowledge up-to-date and problem-oriented. In a connectivist learning system, learners therefore need an open learning environment in which efficient opportunities for interaction with network partners are also offered. The learners need the ability to identify, evaluate and describe relevant knowledge for the learning process and to develop it further in a joint process with learning partners.
The aim of social web academies is to enable the development of competencies on the internet by combining knowledge transfer and classic e-learning with web 1.0 communication instruments and competence-centered e-learning with web 2.0 instruments (" social software ").
Competence development in terms of self-organization disposition skills (cf. John Erpenbeck , Lutz von Rosenstiel 2008) requires a high level of qualification. People with a high level of competence are always also qualified. However, qualification alone is not enough to develop skills. These can only be built up in a self-organized manner when mastering real challenges.
Therefore, the following areas must be linked in the Social Web Academy.
- Classic e-learning in Web 1.0 creates the basis for competence development processes in this system by conveying the necessary knowledge via problem-oriented web-based training and securing it in the context of exercises, case studies or simulation games. As a rule, it does not know any real dialogues, but rather feedback monologues. There is a clear separation between experts (learning program developers) and learners. Communication takes place in the learning community or in face-to-face events.
- Competence -centered e-learning in Web 2.0 is based on a second generation of web services (“ social software ”) that helps people to work together and share knowledge online. It relies on the emancipation of learners who actively contribute their experience, for example via blogs and wikis , and develop it further together. Therefore, the learning programs also contain transfer tasks, which the learners gain practical experience when working on. In addition, it has proven effective to enable the development of competencies by learner working on real practical projects parallel to the formal learning process. They bring this empirical knowledge to the learning group through practical or project diaries, for example via blogs, and develop it further together. In the course of the learning process, the learning communities transform into self-organized communities of practice, which as a rule continue to exist even after the formal learning process has been completed. This creates a bottom-up knowledge management process from the formal learning process .
As a rule, the Social Web Academy is designed as a blended learning system. However, under certain conditions, competence development can also be possible in pure online systems. If the learning partners come together internationally in an intercultural training course, for example, joint learning with the learning partner is already a challenge (dissonance), and when it is mastered, competencies are built up in an emotional labilization process. As part of this blended learning system, online communities are systematically used to support self-organized skills acquisition. This in turn presupposes that the learning objectives are defined in a competence-related manner and measured with suitable measuring systems.
The boundaries between experts and learners, professionals and amateurs, but also trainers, tutors, coaches and employees become permeable through this integrated learning system. The actions of the learner change.
structure
Learning skills online seems contradictory at first glance, because this goal requires mastering real challenges. However, these continue to take place at the workplace or with the customer. However, social software offers the opportunity to pass on the experience gained in the process in the respective learning network of the Social Academy and to develop it into organizational knowledge in an intensive communication process.
A learning management system is required for competence learning which, in addition to the functionalities for formal learning, e.g. learning organization, provision of learning media or communication with forums and chats, also includes tools for knowledge management and network (network) learning. The tools of Web 2.0 are particularly suitable for this . This offer can be supplemented by e-portfolios, which offer every learner the opportunity to design their own learning area.
literature
- John Erpenbeck and V. Heyse: The competence biography . 2nd edition, Münster, New York, Munich, Berlin 2007
- John Erpenbeck and W. Sauter: Competence Development in the Net - New Blended Learning with Web 2.0 . Cologne 2007
- John Erpenbeck and L. von Rosenstiel: Handbook of competence measurement . 2nd edition, Stuttgart 2007
- V. Heyse and John Erpenbeck (eds.): Competence management . Münster, New York, Munich, Berlin 2007
- Annette S. Kuhlmann and W. Sauter: Innovative learning systems - competence development with blended learning and social software . Heidelberg 2008
- George Siemens: Connectivism: a Learning Theory for the Digital Age . 2004, accessed at [1]
- George Siemens: Knowing Knowledge . 2006, p. 29 ff., Accessed under [2] (PDF; 8.6 MB).