Supporting knowledge sharing in Learning Networks

A Learning Network (LN) is one kind of social network designed for learning purposes.  In LNs, learners are connected to learn together but they can learn in their own place and time based on their own pace. The learning environments of LNs are suitable for self-directed learners with personalized learning goals. However, learners of LNs have to self-organize learning activities such as reading materials and finding other learners to share knowledge with.

Knowledge sharing is a term that refers to social interaction between learners. It is not only about transferring knowledge from the owner to the receiver but also about all kinds of social interaction involved such as asking questions, having discussions, working cooperatively or collaboratively on one  task, etc.

The process of social interaction determines the quality and effects of knowledge sharing on individuals’ learning. In LNs, without support finding a suitable peer to share knowledge with does not occur magically because connected learners do not really know who others are and what they know. Thus, the first step of the support should help learners find suitable peers for knowledge sharing. From our previous work, Van Rosmalen et al. have set up four criteria of defining suitability of a peer, namely availability, content and tutor competences as well as eligibility. The question remains how to decide the relative weights of different criteria, in particular content and tutor competences.

Secondly, finding a suitable peer does not guarantee the quality of social interaction during knowledge sharing in the online learning environments of LNs. To make sure that learners focus on knowledge sharing, we need to consider apply certain interaction structures that are often used in formal learning settings. From the perspective of cognitive load theory, human cognitive architecture consists of limited working memory that processes new information and unlimited long-term memories. When working on complex tasks, we need to focus our attention on dealing with the interactive information elements and avoid distracting our attention on irrelevant activities such as searching data or struggling with online written communications. We believe that applying certain interaction structures can help learners focus on knowledge sharing itself and decrease cognitive load imposed by irrelevant activities.

 At this moment, I am looking for secondary schools to do empirical studies about these two steps of support. For those who are interested in my studies, please contact me via e-mail.