Hot Topics in HPT: Social Media Learning
Jeanette Novakovich
ABSTRACT
Allen, M., Naughton, J., & Ellis, R. (2011). Social Learning. T+D, 65(8), 50-55.
Keywords: social learning, ASTD, learning professionals, social media tools
The purpose of this article is to provide an updated ASTD competency model that
includes the implications of social learning for the workforce in terms of the training and
development of employees. The authors present the results of an ASTD commissioned
study that assessed what skills learning professionals needed to best utilize social
learning paradigms and how to best integrate social learning paradigms into training
programs.
Social media tools can be used to teach both formally and informally; however, since
the majority of workplace learning takes place informally or through informal learning
channels, understanding how to harness social media tools to create an informal social
learning environment where the learner engages others in order to become better
informed can be a key component to successful training programs.
An ASTD survey of members demonstrated social learning’s importance in terms of the
profession and it future. Research indicates that social learning can serve a number of
corporate goals, such as knowledge of the workplace and collaborative problem solving.
Social learning is unique in that it is highly adaptable and leads to active learning, high
engagement and efficacy.
The knowledge and skills that professionals must have in order to develop informal
social learning interventions include the following:
 How social media can be used for learning
 Fluency using social media tools
 Skills to overcome objections to its use
ABSTRACT
Davis, M. R. (2011). Social Media Feeds Freewheeling PD. Education Week, 31(9), S13S14.
Keywords: Professional development, social media feeds, ed camps, educators
Summary: This article describes how social media site discussions are leading to a new
form of informal professional development conference identified as Edcamps. Edcamps
are similar to Tweetups where like-minded twitter followers meet up for informal
discussions or events. Edcamps are specifically targeted toward educators and keeping
them up with the latest trends and online discussions.
In addition to the Edcamps where some teachers are actually receiving credits for
professional development, social feeds also provide access to experts. An educational
Twitter guru might have as many as 10,000 followers sharing teaching information and
lesson plans that they can pull together weekly into a blog posting. The guru might
schedule weekly twitter topics and host what are called Edchats where information
sharing takes place.
ABSTRACT
Jaenke, Richard (2011). Social Media Basics for Frontline Workers. T+D, 65(12), 30-31.
Keywords: social media, performance training, frontline workers
Summary: While it is known that social media has many work place applications, such as
publishing training modules, providing instant communication delivery, it is not so well
known how it can be used for customer service environment to serve solving problems
in real-time with an expanding network of resources or personnel available to step in
and contribute or collaborate.
The article recommends using the following tools to enhance customer service training
for frontline workers:
 A learning blog to create informal discussion channels
 Glossaries type of shared wiki space
 Discussion starter in the form of a modified blog for training new employees
 IM’s or chats to help new employees seek advice from experts who are not close
at hand
 Activity applications like polls, puzzle-gaming activities
Implementing just a few of these activities will lead to enhanced team-building and
performance improvement.