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 Designed for employees of our organization to have a concise, one-stop learning 
resource. 
 Educate the staff about th...
 Social Learning: informal and there are no set 
time frames for classes like traditional learning 
 Barriers: personal ...
 Role of social learning in effective workforce 
training 
 Potential ethical dilemmas 
 Strategies for handling ethica...
 Social media tools an organization can use to 
increase learning is Facebook, LinkedIn, 
YouTube, and Wikis. Facebook is...
 Social media might or might not be the best change 
in our company but we must test the waters and 
give straight forwar...
 Bozarth, J. (2010). Social media for trainers: Techniques for enhancing and extending learning. San Francisco, CA: 
Pfie...
Social media training manual presentation
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Social media training manual presentation

AET562 presentation to accompany Self-Guided Social Media training manual

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Social media training manual presentation

  1. 1.  Designed for employees of our organization to have a concise, one-stop learning resource.  Educate the staff about the proper usage and effectiveness of Social media such as Facebook, LinkedIn, YouTube and Wikis as functions of social learning, organizational problem-solving, and as a function of other business processes.  The effectiveness of social media in an organization can increase the learning curve  Ability to complete modules, online learning and mandated refresher courses at their own speed.  Social media delivers and receives messages in different ways dependent upon the median that is used.  Strategic guideline for employees  Delivers messages, connects the world, and creates an atmosphere for associates to network in sharing information and being careful not to share information that will be detrimental to the reputation to that of the company.  Social media can be leveraged to enhance organizational learning and problem solving.  solve business issues and strengthen both internal and external relationships.  Social media in business and a company setting connects personal around the globe and provide online training.
  2. 2.  Social Learning: informal and there are no set time frames for classes like traditional learning  Barriers: personal interaction differences that can be a barrier when considering using social media for learning because some have more experience than others  Over coming : incorporate social learning into day-to-day requirements to gain employees trust they will use them for learning
  3. 3.  Role of social learning in effective workforce training  Potential ethical dilemmas  Strategies for handling ethical conflicts  Social learning importance  Problem Solving through Social Learning
  4. 4.  Social media tools an organization can use to increase learning is Facebook, LinkedIn, YouTube, and Wikis. Facebook is a single-login site that aggregates many forms of social media, such as messages, photos, videos, events, discussions, and hobbies (Bozarth, 2010).
  5. 5.  Social media might or might not be the best change in our company but we must test the waters and give straight forward guidelines to see if in fact this is going to work.  Make the social media work for us and not work for the social media in cultivating relationships.  Maximizing our approach to training, cultivation, and exposure shows that we are will to invest in the present and future state of our company.  Turning conversation into real time solutions will be greatly appreciated.
  6. 6.  Bozarth, J. (2010). Social media for trainers: Techniques for enhancing and extending learning. San Francisco, CA: Pfieffer.  Bozarth, J. (2012). FROM TRADITIONAL INSTRUCTION TO INSTRUCTIONAL DESIGN 2.0. T+D, 66(3), 64-67.  Cobb, S. C. (2011). Social Presence, Satisfaction, and Perceived Learning of RN-to-BSN Students in Web-Based Nursing Courses. Retrieved from http://search.proquest.com.ezproxy.apollolibrary.com/education/docview/863645876/E3865F113067462FPQ/1?accou ntid=458  George, D. R., & Dellasega, C. (2011). Social media in medical education: two innovative pilot studies. Medical Education, 45(11), 1158-1159.  Marvin, S. (2004). Viewing learning organizations through a social learning lens. Retrieved from http://search.proquest.com.ezproxy.apollolibrary.com/education/docview/215658204/E3865F113067462FPQ/10? accountid=458  McCartney, P. R. (2008, May/June). The new networking: Wikis: Virtual community collaborations. MCN, The American Journal of Maternal/Child Nursing, 33(3), 190.  Miller, M., & Nunn, G. D. (2001). Using group discussions to improve social problem-solving and learning. Education, 121(3), 470-475.  Penley, L. E. (1978). STRUCTURING A GROUP'S COMMUNICATION FOR IMPROVED PROBLEM-SOLVING. Journal of Business Communication, 16(1), 25-37.  Raddaoui, A. (2013). The Disruptive Potential of e-Learning in Academe and Beyond: A Futuristic Perspective. Proceedings Of The International Conference On E-Learning, 386-392.  RedAnt (2014). Retrieved from: http://www.redant.com.au/  Sissonen, M. (2013, June). Overcoming barriers to social learning and collaboration in health care. SAP Community Network retrieved from http://scn.sap.com/community/socialsoftware/blog/2013/06/28/overcoming-barriers-to-social- learning-and-collaboration-in-health-care  University of Phoenix (2014) Retrieved from http://www.phoenix.edu/  Wal-Mart. Facebook (2014) Retrieved from https://www.facebook.com/Walmart  YouTube. Google App (2014). Retrieved from: https://www.youtube.com/user/GoogleApps

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