The Management and Construction of Knowledge as an Innovation Strategy for Collaborative Learning Through the Use and Creation of Learning Communities and Networks

The Management and Construction of Knowledge as an Innovation Strategy for Collaborative Learning Through the Use and Creation of Learning Communities and Networks

Marlin Alicia Aaron Gonzalvez (Universidad de la Guajira, Colombia), Oscar Alonso Castañeda Toledo (Universidad de la Guajira, Colombia) and Ana Rosa Ibarra Rodriguez (Universidad de la Guajira, Colombia)
DOI: 10.4018/978-1-5225-5631-2.ch091
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This article aims to approach the importance of a pedagogical strategy for collaborative learning through the use and construction of networks and learning communities directly connected to knowledge management. From my experience within the Networks, Learning Communities and Knowledge Management Seminar in the Masters of Education in the Information Technology and Communication Department at the University of La Guajira, the way members of a society communicate and interact by identifying a qualitative transition between the information society and the knowledge society, in which knowledge management in cyberspace has broken deeply rooted paradigms in the education system through the construction of effective teaching strategies that contribute to the development of processes in different parts of the world, contributes to the creation of virtual learning environments and the implementation of pedagogical strategies such as networking and learning communities that reinforce the collective work and resources that the web 2.0 offers in terms of knowledge management and the development of higher thinking abilities. Also, the teacher changed roles and acted as another member of the group, which provoked an interesting flow of communication.
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The pedagogic strategy referred to occurred during the Networks, Learning Communities and Knowledge Management Seminary in the Masters of Education of the ICT at the University of La Guajira, Colombia, and was a classroom experience with a high component of virtual work, not only during classroom sessions, but also as a result of the seminars in the curriculum. Given the condition that all the Master’s students should be working teachers and the generation of knowledge is attributed to increasingly fewer in-class experiences and conceived for more cyber-space activity, interchanges of process production among individuals that may be far from each other and connected only by the now-famous social networks, as indicated by Burbules and Callister (2001);

…from the most unlikely corners of the globe, virtual communities as vital and attractive as life are formed, since these communities are central and closely linked to areas of interest and concern that are often essential to the sense of individuality and wellbeing of the participants.

This allows for decision-making and agreed debate with others in relation to opinion and contribution, which are initial elements for cultivating knowledge and its later collective management.

That each individual is related to another regardless of time and space is increasingly evident in the constant social connectivism proposed by Siemens (2005), which means that the social web is that space where such a virtual community constitutes a work unit that makes effective use of knowledge management systems and web 2.0 tools.

These are not only limited in the exchange of information, but contribute to the construction of a more semantic web in which that flow of information has meaning from the tacit (individual) to the explicit (collective), and new processes for facilitating mechanisms for collaborative interaction among members of that community are generated. As proposed by De Kerckhove (1999),

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