Abstract
This paper focuses on the claim that the development and persistence of learning and working groups, which are key to managing knowledge and experience-based content, both at an organisational and individual level, can be promoted via the relatedness inherent within fairy tales.
In the first section of this paper, a brief overview of the current research situation is provided (Sect. 2). In Sect. 3, a collaborative storytelling model is developed, explaining that learning and working in line with Knowledge Cooperation requires social exchange and collaboration (Sect. 3.1), that (digital) storytelling is an appropriate method for promoting social interaction by bringing people and their (tacit) experiences together (Sect. 3.2) and finally, that fairytales can do much more in terms of holding learners in a community together (Sect. 3.3). In Sect. 4, a concrete project idea is presented based on the theoretical considerations outlined in Sect. 3, before the most significant results are finally summarised (Sect. 4).
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Notes
- 1.
Early versions of parts of this and of other sections have been used in a short sketch of our approach which was published as a blog post [17 ].
- 2.
See Sharda et al. [10].
- 3.
An increased need for such social interaction and communication is suggested by the key phrase of the communication society.
- 4.
Studies document the positive effects of the storytelling method on the learning process in different ways. Yang and Wu state that the use of storytelling in foreign language lessons has a positive impact on academic achievement, critical thinking and learning motivation [13].
- 5.
- 6.
Ozmen describes tacit knowledge as knowledge which may not be codified. Therefore the core element of tacit knowledge is that it is not tangible [7].
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Bittel, N., Bettoni, M. (2014). Learning CSCW Through Fairytales: A Practical Model. In: Cerone, A., et al. Information Technology and Open Source: Applications for Education, Innovation, and Sustainability. SEFM 2012. Lecture Notes in Computer Science(), vol 7991. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-54338-8_6
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