Trust, collaboration, e‐learning and organisational transformation

Abstract

While theoretically distinct, learning and knowing are meshed in practice. This paper builds on this observation and argues that organisational transformation and the development of best practices in e-learning share some similar context. This is particularly evident when knowledge management perspectives are considered. Specifically, trust and collaboration are shown to be common enablers of both activities. A range of interrelated models is introduced with trust identified as prominent within a complex mix of processes and outputs that can be described in terms of interoperability. Collaboration and interoperability are identified as key organising principles in information-based and knowledge-based economies. Through collaboration common goals and mutual benefit are discerned and pursued; duplication of effort is minimised; innovation is stimulated. Achieving technical interoperability demands use of networks in ways that harness the aggregate capacity of disparate systems, applications and services. The resulting infrastructure matches requirements of both elearning and organisational transformation.

Towards a team-based, collaborative approach to embedding e-learning within undergraduate nursing programmes

“…In particular there is confusion as to whether the role is essentially technical, academic, administrative or a combination of all three (Conole et al, 2006). This lack of clarity in relation to what learning technologists actually do is unlikely to promote the kinds of 'trusting' relationships identified as being central to the success of collaborative teams (Mason and Lefrere, 2003). For example, Knowles and Kalata (2008) report on a case study where such a collaborative relationship was compromised due to academics being unsure about what they could legitimately ask learning technologists for help and assistance with.…”

“…However, it does little to respond to calls for more direction, clarity or help for stakeholders to "talk a common language" (McPherson and Nunes, 2007:241). Without this it is difficult to achieve the kind of consistency of purpose that Mason and Lefrere (2003) identify as being a core part of 'trust' in collaborative relationships. In their view consistency requires "semantic interoperability" and a need to establish "shared vocabularies " (2003:265).…”

“…This concept is particularly useful as it builds on the observation that learning technologists often have welldeveloped professional networks (Timmis, 2003), and suggests a way of theorising a less institutionally-bound and more informal, framework for collaboration. However, it is widely acknowledged that further work needs to be undertaken around the specific factors and organisational issues that contribute towards successful collaboration in the field of e-learning (Conole et al, 2006;Jameson et al, 2006;Lisewski, 2004;McPherson and Nunes, 2006;Mason and Lefrere, 2003).…”

Knowledge Management for Learning: ICT System Affordances and the Impact of Order of Use

“…Prior studies have suggested that KM activities are closely aligned with collaborative learning [35,36]. Davenport and Prusak [8] have identified four distinct knowledge conversion activities common in KM: Comparison (examining information against what is already known), Consequences (determining whether the information is sufficient to satisfy the knowledge need), Connections (identifying the relationship between this and other knowledge), and Conversation (exploring what others think).…”

Understanding the Roles of Knowledge Sharing and Trust in Online Learning Communities

“…CoPs are increasingly being used in the diffusion of knowledge by streamlining workflow and sustaining intellectual capital within and across organizational boundaries [8]. KS research emphasizes that a shared understanding and a common ground among people in a community are essential for collaboration and productive knowledge transfer [1].…”