WEB SEMINAR

Use of Social Networking in Knowledge-Sharing

Sept 26, 2015
Organized by Modern Rohini Education Society, New
Delhi
INDIA

SOCIAL NETWORKING AND KNOWLEDGE-SHARING WITH

REFERENCE TO HIGHER EDUCATION IN INDIA

Author:
Dr V BASIL HANS MA, MPhil, PhD (Economics)
St Aloysius Evening College
Mangaluru 575 003
Karnataka State
India
vbasilhans@yahoo.com

For (re)search
Keywords: Knowledge, higher education, ICT, India,

skills, social networking

JEL Classification codes: I23, O3, O31, O33, O34

I. Introduction
Education in Digital Age; Social Media
Facebook, Google+, LinkedIn, WhatsApp, Skype, Twitter

etc. have become global leaders

Objectives of the paper are
To analyze how ICT application is integrated with
knowledge creation
To examine knowledge-sharing exercises in teachinglearning
To assess the impact of ICT tools on higher education
To probe into the barriers in accessibility and application
of ICT in education sector

II. ICT for Knowledge and Skills

Telephone, Radio, Television, Cellular phone, Computers,

Networks, Satellite systems

Hardware and Software, the internet and its application,
various services and applications-video conferencing and
distance learning
Demand side = applied
KD = techniques from computer science + artificial
intelligence - data bases - knowledge discovery in
databases (KDD) transformation - data mining and
analytical processing -Enterprise Resource Planning
(ERP)

Continued
What to learn; how to learn; more important than where

to learn, & when to learn: knowledge management

Indian Higher Education Scenario calls for quality
enhancement
(not
simply
enrollment)

social/economic/intellectual imperatives
Making education pro-HRD even through ICT tools!

III. Impact of ICT on Higher Education

Getting used to chat sessions, Wikis, Twitter Feeds, AV

Technologies, Social Networking sites, Podcasts,

Mobile/Electronic Tablets etc. anywhere, anytime
learning
Authentic learning, e.g. ICT based Indian network in
Vivekdisha ICT program of Ramakrishna Mission
Vivekananda University using online multimedia online
class module

Continued
ICT learning or digital literacy impact in stages and forms:

(i) Access and awareness (I have), (ii) Skills (I

can), (iii) Practices (I do) and (iv) Identity (I
am)
Virtual classrooms even for farmers
Professional networking & developing
Shadow mentoring and messaging go together

IV. Problems and Challenges

Too many strategies and skills complex, if not complicated
Failure if ICT literacy is not gelling with information literacy, media literacy and e-literacy
Hypothesising and hyper-texting without clue or care for hermeneutics
Failure to define and distinguish ICT as main content, part of content,

delivery

technology and facilitating or networking technology

Technophobia the fear of technology
Stop to reading? Need to go beyond copying and pasting even print outs ought to be

readable and read: thats part of computer literacy

Prepared to use math/stat/calculations
Not learning how to learn! potential danger
Info-savvy teachers are very rare
Infrastructure and support services are weak

V. Networks and Initiatives in India

Increased budget allocation (by 37%, from INR195.1

billion in 2011-12 to INR267.5 billion in 2013-14)

National Skill Development Corporation (NSDC) 2008
Village Knowledge Centres (VKCs) 2008
National Knowledge Network (NKN): To interconnect all
universities, libraries, laboratories, hospitals and
agricultural institutions etc.
National Mission on Education through Information and
Communication Technology (NMEICT) 2009: To
create high quality, curriculum-based interactive
content for all subjects

Continued
National Programme on Technology Enhanced Learning

(NPTEL): A joint initiative of the IITs and IISc enabling elearning through online web and video courses
Education Satellite (EduSAT) and Direct to Home
platforms
Virtual
Libraries;
UGC-INFONET
Digital
Library
Consortium

Continued
Network Technology Test-based
e-Governance
Ministry of Skill Development and Entrepreneurship, the

new ministry (2015) (http://india.gov.in/website-ministryskill-development-and-entrepreneurship)

VI. Conclusion
Our suggestions
Mission that enables, inspires, investigates, and facilitates effective

integration of scientific and educational goals, practices, and outcomes in

citizens knowledge platform.
Culture that integrates innovation with values, making learning
transformational and not mastery of a programme
Turnaround Strategies effective classroom, transformational teachers,
focussed instruction, diffused (not confused!) students, community
engagement and accountability
Staffing Policy make ICT competencies as criteria for selection and
recruitment of staff
Security of systems and of the users, physically and legally such as
through the IT Laws
Motivation for innovations and utilisation, reorienting and reskilling
Smart and Dynamic replacing the clich hard working
Measure and not simply treasure the knowledge

Continued
Shared Leadership collective wisdom of the teacher and the

taught
Accuracy and Relevance very text to be contextual
Rewarding financial and promotional incentives for best
practices made in and through ICT
Cost Effective make ICT tools (e.g. Akash tablets, internet and
cloud computing etc.) available at low cost and local languages
Good Training teachers and students should be ICTs-trained in
their wider application, making for a knowledge-creating and
knowledge-utilising economy
Effective Evaluation of every output in the knowledge
production: it is from the stage of knowledge creation/discovery
( KD) to knowledge transfer (KT)and knowledge management
(KM)

Conclusion
To conclude, education being both an input and output of

a development process, ICT needs to be considered as

indispensable ingredients for the process of economic
growth and human development in a local or global
environment. Time has come to upgrade the use of ICT
tools and declaring ICT use in education, mandatory. The
full picture of ICT based teaching-learning, however is
obtained by studying the workings of specific instruments
in various settings and across time. Impact assessment
models and reports for rationale, review and reform
will therefore, be handy.

AUDIENCE AND
ORGANIZERS

Thank you!