Transient Knowledge - Collaborative Learning

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In two different publications I read for my graduate class this week, the topic of collaborative learning and knowledge exchange on social media sites was discussed.  

In one publication that reviewed the use of social media tool StudiVZ, the German equivalent of Facebook among German college-age students, it noted that although a majority of the students in the study used it for social interaction, students that were online most often were the students most interested in exchanging study knowledge   (Wodzicki, K., Schwämmlein, E., & Moskaliuk, J. (2012). “Actually, I Wanted to Learn”: Study-related knowledge exchange on social networking sites. The Internet and Higher Education, 15(1), 9–14).  It found that mostly the younger, newer students were using StudiVZ as a platform to exchange study topics because they were trying to orient themselves in their new college environment.  This amounted to about one-fifth of the total student user group.

This is unfortunate because in the quickly evolving economy today, especially with COVID-19 and the changes it has brought to the workplace with more people working remotely, and assuming additional duties, it is essential for people to be able to learn quickly the knowledge and skills to be used in the workplace.  The use of "authentic learning" or learning with instances of real-world problems, is more important than ever.  Many employers want and require workers to have reliable soft skills, but who also can effectively work collaboratively in a team.   In such instances, working as a team member to built collective knowledge is creating transient knowledge, that is, knowledge that is evolving and growing with both input, and evolution, of the content.

In 2011, the University of Phoenix noted that skills needed for success in the future include "social intelligence, virtual collaboration and cross-cultural competency".  These are skills that are honed within universities who focus on collaborative learning activities, use of teams in projects, and who promote interaction among students.  Assessments of learning in these environment could use "alternative assessments" which is an assessment for learning rather than of learning.  In essence, providing feedback on the skills and interactions needed to learning collaboratively in a college environment, but also to work successful in a team (Williams, P. (2017). Assessing collaborative learning: big data, analytics and university futures. Assessment & Evaluation in Higher Education, 42(6), 978-989).