Researches found that group members who identify with a group and believe that knowledge acquisition is important, might compensate for technical flaws in the tool used for knowledge management and social collaborations. What are the implications at work from a study which brings back the social context to online collaboration and moves beyond the importance of good user experience for technology supporting it?
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OK. Fine for me!
Does this look familiar to you? After hours of work you put into a text or a presentation you receive five words of feedback. In the numerous online courses I participated in, peer feedback was a central part of collaborative learning. I believe that the main ideas of peer feedback can be applied at work, too.
We all know that when time is short, it’s easy to send out a simple e-mail like the one above. But on the long run, both feedback giver and feedback taker benefit more from elaborated feedback. As someone giving feedback, you have to force yourself to read and understand the work you received. And as a feedback taker, everything is better than a simple “OK”. In peer-feedback processes in online courses there are sometimes very elaborated questions you have to answer and criteria you have to rate. Here are four simple but effective questions you could answer the next time somebody asks you for feedback:
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Research-based and evidence-based have become the new HR buzzwords. They are everywhere. Practitioners start their presentations with a bunch of academic references and the audience becomes quiet. Nobody will ever question the validity and applicability of a Schmidt & Hunter (1998) paper, right?
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This has been my final assignment for the first course of my Master’s studies about digital literacy (Winter 2014). I was fascinated by the interconnection of (adult) education and getting a job, as well as the discussion about what it meant to be workplace literate. It was an ambitious assignment which I still find interesting to read, even though it is a bit too lengthy and not straight to the point. Enjoy!
The struggle for finding a superordinate definition of literacy can be retrieved regarding workplace literacy discussions (Mikulecky, 1988; Perin, 1997; Hull 2000; Belfiore, Defoe, Folinsbee, Hunter, and Jackson, 2004) and the influences of technology, being of interest for the workplace as a transforming key factor (Reinking, 1998). When literacy is seen as an age-independent continuum, distinguishing sharply between young and adult learners becomes hindering (UNESCO, 2009). In addition, the traditional dichotomy between literate-illiterate slows down the acknowledgement of lifelong learning (UNESCO, 2013). Rather, literacy is synonymous with “fundamental components of a complex set of foundational skills (or basic competencies), which require sustained learning and updating” (UNESCO, 2013, p. 17) to function as an empowering tool enriched by literate environments (UIL, 2010). The workplace connects various age groups with an enriched literate environment, where a social practice view of literacy is appropriate. When literacy is perceived as context-specific (UNESCO, 2005), a context definition backs the detection of skills and competencies for successful participation. Recruiting as a potential interface bridging literacy and context contributes by specifying required competencies to apply functional literacy in the work context. However, the expansion of literacy concepts complicates analysing it and distinguishing from “expressions such as knowledge, competence and learning” (Säljö, 2012, p. 6).
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