Why Schools Cannot Ignore Web 2.0: Economic Factors

#iCTLT2010 Last week I looked at the technical drivers for change. Turning now to economic factors, I’ve called this set of factors ‘economic’ rather than ‘commercial’ because I’m using the term in its pure sense, which is to do with efficiency rather than money.

It’s recognised in the world of business that sharing knowledge actually increases knowledge, because it enables people within the enterprise to make connections that they may not have made before. This has obvious parallels in education.

Companies are starting to use customers to help develop what they can offer to customers, and this is another example of this levelling process I’ve talked about.

There is also the point that social networks such as Linked-In are not just clones of Facebook. Many people are using them as part of their job-seeking process. By posting their details online, and also by contributing to groups – Linked-In has over half a million groups ­– people can draw attention to themselves and put into practice Woody Allen’s dictum that 80% of success is showing up. It seems to work: I myself have been contacted by companies out of the blue because someone has been looking for a consultant and seen my details on Linked-In.

Corporate recruiters use them as well. For example, the Head of Viadeo’s French operations says that the resumés online tend to be right up-to-date, and that people’s profiles give them a good idea of a candidate very quickly.

Finally, knowledge-hunting. A study last year found that workers spend between 6 and 10 hours a week hunting for information, but that using social networks they can save a lot of that time because of the knowledge-sharing and collaboration they encourage.

All this indicates that using socal networks, and by implication other Web 2.0 applications, is more and more starting to be an economic imperative. Schools which do not recognise this, and act on that realisation, are doing a disservice to their students in this respect.