Social Media as a Form of Organizational Knowledge Sharing : A Case Study on Employee Participation at Wärtsilä

This study investigates the effectiveness of using Facebook in enhancing vocabulary knowledge among Community College students. Thirty-three (33) Community College students are exposed to the use of Facebook as an environment of learning and enhancing their English vocabulary. They are given a pre-test and a post-test and the findings indicate that students perform significantly better in the post-test compared to the pre-test. It appears that Facebook could be considered as a supplementary learning environment or learning platform or a learning tool; with meaningful and engaging activities that require students to collaborate, network and functions as a community of practice, particularly for introverted students with low proficiency levels and have low self-esteem.

/pdf/enhancing-students-vocabulary-knowledge-using-the-facebook-5gj99v286g.pdf

Enhancing students’ vocabulary knowledge using the Facebook environment

International Evaluation of Research and Doctoral Training at the University of Helsinki 2005-2010: RC-Specific Evaluation of MECOL - Media and Communication Transforming Public Life

First year in higher education (FYHE) and the coursework post-graduate student

Learning and learning environments have changed, and are still continuously changing. Many changes are connected with information and communication technologies. In this article, we analyze changes in learning concepts and knowledge creation, and the types of skills that learners will need in the future. New requirements are examined from a life-wide learning perspective. On the basis of these changes, we introduce a new pedagogical concept for teaching and learning in schools; global sharing pedagogy (GSP). The aim is to engage students in learning through four mediators: (1) Learner-driven knowledge and skills creation; (2) collaboration; (3) networking; and (4) digital media competencies and literacies. As an example, we present the applications of GSP in digital storytelling. Finally, we discuss the importance of how learners are prepared for the future global world.

Crossing Boundaries for Learning – through Technology and Human Efforts

Johtamisviestintää!: esimiehen ja asiantuntijan viestintäkirja

Purpose – The purpose of this paper is to describe the conditions that give rise to and support self‐organizing learning and creativity in blended learning environments. Particular attention is given to theoretical and practical suggestions and the roles of on‐ and offline working environments.Design/methodology/approach – Iterative grounded theory methodology is used to provide a case analysis of a course held at the University of Helsinki in 2010 in conjunction with theoretical discussions.Findings – Practical advice is provided for organizers of blended learning courses and a theoretical model for self‐organizing in blended learning settings is proposed. Three key considerations of self‐organizing – space, knowledge, and agency –were located and each of them is discussed with a focus on practical recommendations.Research limitations/implications – More research is needed, especially in a “classroom” context, in order to further clarify the links of different on‐ and offline learning environments and to...

Conditions for self-organizing and creativity in blended learning environments

Towards responsible dialogue: Searching for the missing piece of strategic employee communication

Leimahtavat julkisuudet - organisaatioiden uusi haaste

VISA - valtionhallinnon viestinnän seuranta- ja arviointijärjestelmä

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