Virtual Professional Development and Informal Learning via Social Networks

Citation

Neville, K. (2013), "Virtual Professional Development and Informal Learning via Social Networks", Online Information Review, Vol. 37 No. 2, pp. 346-347. https://doi.org/10.1108/OIR-04-2013-0077

This book examines the role of Web 2.0 tools such as blogs, wikis and twitter in providing informal learning for professionals in the classroom and in the corporate environment. The purpose of this book is to explore new systems of participating in informal learning and staff development using problem solving and sharing stories via social communication networks such as Facebook, Twitter and Google+. Traditionally, the majority of learning tends to takes place in a formal, structured classroom setting. However, frequently the knowledge is not retained. The Community of Practice (CoP) is a concept whereby people can learn effectively by engaging in group tasks, share common interests and gain knowledge as they exchange information informally; however, this type of learning is not always possible. As an alternative, online social communication networks can be used to help professionals share knowledge and interact easily in a less structured environment, and this book is designed for academics and practitioners who are interested in new research and case studies in this area.

Social media tools for informal learning can include Facebook, Wordpress, Blogger, YouTube, podcasts, Twitter and Second Life. Chapter 7 examines the topic of creating ongoing communication for professionals through social networks for both current students and recent graduates by using Web 2.0 technologies. The aim of this study is to prepare graduates to meet the challenges of the twenty‐first century workplace by exploring interactive learning environments using social networking tools such as podcasts and discussion forums. Exciting future directions for online professional development include virtual reality and “augmented reality” using 3D virtual worlds to simulate real‐world work environments.

In Chapter 13 a group of researchers analyses the entries in a self‐generated blog for a teaching community and conclude that the study shows that online communities for teachers assist with “emotional sharing” as well as collegiality and provide a forum for informal learning and professional development. The authors hypothesise that teachers can benefit from online social communities possibly more than other fields, as online environments are “inexpensive, replicable, extendable, and reusable” and allow teachers to freely exchange ideas and information to improve their effectiveness as classroom teachers.

The chapters have been written by professionals and experts in their particular fields. The case studies are based on empirical studies and divided into three separate types: cases and research in higher education, pre‐ and in‐service teaching and case studies from the workplace. The case studies are predominately from the USA, but there are some examples from the UK and South America, and they cover a range of areas including examples of formal and informal use of social media by medical students and the use of a wiki built around workplace stories for conflict management practitioners.

Overall this is a stimulating, detailed and well‐researched volume that provides ideas for further discussion in the area of professional development and learning in an online environment utilising Web 2.0 tools. I recommend this book as a worthwhile purchase for tertiary education libraries, particularly those with a teaching faculty.