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Video-Story Making: A Focus For Collaborative Learning

In: Knowledge Management Nurturing Culture, Innovation, and Technology

Author

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  • JANET MC DONNELL

    (University of Greenwich, Park Row, Greenwich, LONDON SE10 9LS, England)

Abstract

Reflection, the mental action that distances a person from incidents, is a central component of experiential learning. Formal opportunities for reviewing events are embedded in many organizational routines and making time to reflect is advocated as good practice for an individual's professional development. However, particularly in work settings, these occasions for reflection operate at an instrumental level, they are task-focused. This paper argues that constructing shared accounts of events in the form of video-stories tends to move reflection beyond review of particular events, giving opportunities to surface and question values and assumptions which are otherwise taken for granted. As part of professional development individuals can benefit from opportunities to make video-stories as part of personal competency development. In an organizational setting, collaboration to produce video-stories fosters knowledge transactions through which knowledge is exposed to evaluation and thus can lead to organizational learning.

Suggested Citation

  • Janet Mc Donnell, 2005. "Video-Story Making: A Focus For Collaborative Learning," World Scientific Book Chapters, in: Suliman Hawamdeh (ed.), Knowledge Management Nurturing Culture, Innovation, and Technology, chapter 14, pages 161-169, World Scientific Publishing Co. Pte. Ltd..
    • Handle: RePEc:wsi:wschap:9789812701527_0014
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