BLOGGING AS A VIRTUAL CO-LEARNING ENVIRONMENT IN

THE INTERNATIONAL COURSE CONTEXT

Heli Aramo-Immonen1, Salvatore Ammirato2, Jari J. Jussila3 1Tampere University of Technology, Pori Unit, FINLAND

2 University of Calabria, Mechanical, Energy and Management Engineering, ITALY

3Tampere University of Technology, Information Management and Logistics, FINLAND

EDULEARN 2016 Barcelona

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Context of the study

•  This study was conducted on the international Master’s degree course in Knowledge Management (#PLA55106) at Tampere University of Technology, Pori unit in Finland.

•  The planning and execution of the course has been a collaborative learning curve for teachers: From the very beginning, Professor Salvatore Ammirato from the University of Calabria Department of Mechanical, Energy and Management Engineering and Dr Jari J. Jussila from Tampere University of Technology (TUT) Department of Information Management and Logistics have collaborated with Dr Heli Aramo-Immonen at TUT Industrial Engineering at Pori unit.

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Theory you find in our paper

•  Collaborative learning •  Co-learning environment •  Team based learning •  Virtual teams

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Team Subjectareaintheblogmainpage SubjectoftheindividualblogpageTeam1 ICMIntellectualCapitalManagement IntellectualCapitaldefinitions

SocialCapitalRelationalCapitalIntellectualCapitalManagement

Team2 ICMIntellectualCapitalManagement IntellectualPropertyManagementIPRIntellectualpropertyrightsHumanrecourcemanagementStrategichumanresourcemanagement

Team3 IMInnovationManagement InnovationandcreativityProcess,productandserviceInnovationHowtoboostinnovativenessincompanyDefinitionsofinnovation

Team4 IMInnovationManagement InnovationSpace4psInnovationManagementOpeninnovationDisruptiveInnovation

Team5 KMKnowledgeManagement TacitknowledgeExplicitknowledgeExperincebasedknowledgeWhatisknowledge?Knowledgetheory

Team6 KMKnowledgeManagement KnowledgestrategyValuebaseddecisionmakingStrategicdecisionmakingKnowledgebasedstrategy

Team7 KMKnowledgeManagement KM2.0PersonalKMKMSoftwaresKMversusInformationManagement

Team8 OLOrganizationalLearning OrganizationallearningprocessesKnowledgesharingarenasSECImodelLearning&DevelopmentStrategy

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Team9 OLOrganizationalLearning SingleanddouplelooplearningHowtonuturelearningincompanyLearningprocessesinorganizationDeuteroLearning

Team10 OLOrganizationalLearning ExpansivelearningBlendedlearningProjectbasedlearningProblembasedlearning

Team11 OMOrganization'sMemory Organizations'memoryaidsInternalmemoryaidsExternalmemoryaidsKnowledgetransfer

Team12 OMOrganization'sMemory KnowledgerepositoriesCognitionOntology(informationscience)Computeraids

Team13 SOMESocialMedia CollectiveintelligenceWisdomofcrowdsCrowdsourcingParticipatoryeconomy

Team14 SOMESocialMedia Web2.0technologiesSocialmediatoolsEnterprise2.0Socialbusinessdesign

Team15 KMKnowledgeManagement KnowledgeManagementSystemsProcess-OrientedKnowledgeManagementProjectbasedknowledgemanagementCustomerKnowledgeManagement

Team16 SOMESocialMedia CommunitiesofPracticeColearningSOMEplatforms

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Klick the picture To enter to the Blog page!

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Based on our findings, we can conclude that blogging as a virtual co-learning environment in the context of an international course is meaningful and relevant.

More than 76% of students agreed that the use of the information and communication aids during the course supported their learning.

More than 71% of students expressed the feeling that the new social media tools studied during the course could also be used later in their studies or working life.

Blogging, as a collaborative learning environment, is also useful due to its cumulative nature. Students can learn from the earlier year’s students’ pages.

In parallel, students can effectively learn from each other.

This study offers one possible blueprint for experiments for teachers who plan to include social media tools in their course implementation

To Conclude

Some References •  [1] Aramo-Immonen, H., Jussila, J., Huhtamäki, J. (2015) Exploring co-learning

behavior of conference participants with visual network analysis of Twitter data. Computers in Human Behavior, Volume 51, Part B, October 2015, pp. 1154-1162.

•  [2] Järvenpää S. L., Shaw T. R., and Staples S. D., (2004) The Role of Trust in Global Virtual Teams. Information Systems Research 15(3), pp. 250–267.

•  [9] Sofo, F., Volpentesta, A.P., Ammirato, S. (2008), “Establishing a Framework for Collaborative Innovation Processes In A Technological District in Italy”, The International Journal Of Technology, Knowledge And Society, Vol. 4, Issue 1, pp. 169-176.

•  [10] Sofo, F., Ammirato, S., Sofo, M. (2013),“Leadership as a Process to Create Organizational Culture and Group Learning“, Organizational Cultures: An International Journal (a section of The International Journal of Knowledge, Culture, and Change Management). Vol. 12, n°1, pp. 71-84.

•  [26] Linna, P., Aramo-Immonen, H., Saari, M., Turunen, J., Jussila, J., Joel-Edgar, S., & Huhtala, M. (2015). Assessment of social media skills among vocational teachers in Finland. In Proceedings of the 7th International Conference on Education and New Learning Technologies, Barcelona, Spain, 6-8 July, 2015.

•  [27] Aramo-Immonen, H., Jussila, J., Huhtamäki, J., Kärkkäinen, H., Joel-Edgar, S. (2016) Visualizing Informal Learning Behavior from Conference Participants’ Twitter Data with the Ostinato Model. Computers in Human Behavior. Volume 55, Part A, February 2016, pp. 584–595.

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CONTACT Heli Aramo-Immonen, heli.aramo-immonen@tut.fi Twitter: @AramoHeli, Blog: http://heliaramoimmonen.wordpress.com/ Jari J. Jussila, jari.j.jussila@tut.fi Twitter: @jjussila Salvatore Ammirato salvatore.ammirato@unical.it

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Please find this Slide Show with Audio in YouTube by clicking the link above

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https://youtu.be/-EFA8OWvZFk