FELICIAN UNIVERSITY Creating a Learning Community Using Knowledge Management and Social Media Dr. John Zanetich, Associate Professor Felician University School of Business Dr. David Turi, Associate Dean Felician University School of Business

Abstract The principles of the knowledge management process (knowledge creation, knowledge transfer, knowledge storage and strategic Intent) were used to construct an infrastructure in this learning community. Social media was used to maximize interactions between members, transfer knowledge, and store knowledge. Content: spread of Ebola virus from Central Africa to the United States

Methods Triangulation of data from: Reflection of the knowledge manager Thematic analysis of a focus group of learning community members Results of a closed ended survey of members.

Social Media Mechanisms to build relationships between students, faculty and other members of the learning community: Voice messages Blogs Journals Portfolios Collaborations Discussion Boards Groups Voice Board Voice Podcaster Wikis Internet Facebook Twitter Flickr MySpace Blogger YouTube

A learning community can be viewed as a common subjective feeling of members, which motivates them to participate and share (Chen, et al, 2009). Classroom dynamics lend themselves to the creation of learning communities (Wenger, E. & Lave, J. 1991). Classroom-learning communities can be structured and managed as temporary organizations and can also be studied using principles of organizational theory and educational learning pedagogy. Classroom Learning Communities

Assumption 1 Knowledge is created as a result of the interaction of tacit and explicit knowledge. Facilitating and enhancing interactions increases the creation of knowledge. Since knowledge management focuses on interactions, knowledge management can be used to manage and control the interactions as well as provide a standard process for structuring a learning community.

Assumption 2 Social media defines a set of communication methods that can be used in knowledge creation. The use of social media is both a popular and a pervasive part of the 21st century Information Age. Can be quickly viewed on handheld devices (e.g., smartphones and tablet PCs) at the convenience of the user at anytime of day or night with minimal effort. Social media can be used to facilitate and moderate the interactions necessary to create new knowledge.

Assumption 3 Classroom Learning communities are temporary networks formed by common interest and, once created, are powerful learning environments. Learning communities provide safe environments for risk taking, and consequently they present opportunities for experiential learning. As a type of organizational network, learning communities can be constructed and activities guided by the strategic Intent of managers through the use of the principles of knowledge management.

How the Study was Conducted Preliminary plans on structuring a learning community were developed before the learning community was operationalized. Following the traditions of action research, changes were made as evaluations of the process and content warranted. The development of the learning community was an interactive, dynamic process that was guided by the principles of knowledge management and the communications requirements of the social media used.

Making the Phenomena of a Learning Community Observable The learning community in this study was open to students in a college course on health communications. Use of social media (Facebook, Twitter and Instagram) was included in the design of the learning community and the students were aware of the requirement to join Facebook, Twitter and Instagram. Most students had active accounts in Facebook and Twitter. This learning community would introduce some members to social media for the first time.

Identifying the Content Once the communications methods and the requirements for using social media were defined and put into place, the task shifted to identifying the common interest in health that would be shared among members of the learning community. Everyone in the class was interested in the emerging Ebola virus in central Africa and the United States in the Fall of 2014.

Monitoring and Managing the Knowledge Management Process Classroom notations Checking member participation by number of posts Examining Google analytics about engagements (Likes, Dislikes, Comments and Sharing) and trending on the Facebook page

Knowledge manager’s directives to individual members to guide member actions using the principles of knowledge management. DirectivesKM Component “Make sure to save this.”Knowledge Storage “Make sure you pass that on.”Knowledge Transfer “Make sure you post that and explain why it is important.” Knowledge Creation “Look for more information and post it.” Strategic Intent - increase interactions

Findings The findings in the focus group of this study indicated that overall, the students viewed the social media platform set up by the instructor to be an effective way to construct and disseminate knowledge.

Conclusions In this exploratory study, it was observed through the methodology that student learning was enhanced through the experiences of the learning community. It was clear that social media was the major factor in contributing to its success. Social media enabled the members to connect with one and other more frequently outside face-to-face meetings in a shared virtual environment, creating a “subjective and collective reality” around the learning community and the topic of Ebola.

Open Discussion Future of social media and learning communities… Questions?