1.1, 1.2 Constructs of collective and social learning and other related constructs
Definition of Collective and Social Learning
Social learning is defined as a process in which people connect, converse, collaborate and learning from and with each other on a daily basis (CIPD, 2017). In this case, through social learning, people observe and model their behaviors from others, their attitudes and emotional reactions of others. As per Bandura’s Social Learning Theory people learn by observing and modelling the behaviors and attitudes of others where as currently this is implemented by the use of social tools such as Facebook, Twitter and Instagram among others. This is as opposed to the collective learning which is identified as a dynamic and cumulative process that ultimate contribute to knowledge production. The knowledge is later significantly institutionalized through distinct structures, rules, routines, norms, discourse and strategies guiding future practices (Knapp, 2010).
Similarities and Differences of Collective and Social Learning
Similarities
In regard to their similarities, collective and social learning is identified as a system that provides an opportunity for individuals to work collaboratively as excellent groups of individuals in a workforce or a group. According to Simons and Laat (2002), the outcome of this is successful solving of the problems and innovating more accurately and promptly. The success of the collective and social learning is facilitating an interaction process through knowledge development and leaving it to individuals in determining the content and forming of knowledge-sharing prowess. The effectiveness of both learning process is based on their potential to facilitate an individual collaboration and leaving it to the discretion of individuals in establishing the content and form of knowledge essential for sharing.
Differences
The Main difference between is collective learning aims for a common goal where as Social learning need not have a common goal. According to the social learning theory (Wenger, 2009), the process is inclusive of four main areas which entail active engagement with others. The concept is illustrated in figure 1: Wenger’s – social theory of learning (2009) They include;
Meaning-An approach of talking on the changing ability individually and collectively for experiencing their life and world as meaningful
Practice- A way of communicating on shared resources and perspectives sustaining mutual engagement in an active practice.
Community- A manner of communicating on the existing social structures defining on the organisations and where their participation defines their competence.
Identify-An approach of talking on how learning changes who we are and creating individual histories of development in the context of their communities.
According to activity theory (Engeström, 2014),
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