<\/p>\n\n\n\n
Prior to starting our critical inquiry on TikTok in education as a team for our learning event, I was excited to uncover the opportunities TikTok can offer in digital learning environments. Given my background in organizational learning and development, I will focus my blog on the futuristic view of TikTok in organizations. <\/p>\n\n\n\n
With many organizations moving towards permanent virtual or hybrid work environments as their Future of Work (FOW) (Moore, 2016), organizations will be seeking ways to support workforce development with the use of mobile technologies. Soon, FOW environments will consist of millennials and Generation Z as their knowledge workers, and who are already avid consumers of TikTok (Khlaif & Salha, 2021). Organizations must then \u201cprepare and equip young people for the challenges and demands of work in today\u2019s knowledge-based, technology-driven, globalized environments\u201d (Moore, 2016, p. 234). <\/p>\n\n\n\n
TikTok is a social media phenomenon that has so much unknown to the same degree as social media in general. Khlaif & Salha (2021) defined social media as a collection of applications that are \u201cinternet-based technologies used to create and exchange contents that provide an environment for creation, openness, conversation, and socialization among users in an online community of similar ambitions and traits\u201d (p. 214). I believe organizations should investigate further the use of social media and any other emerging technologies such as TikTok as part of their organizational learning playbook. In doing so, I would argue that the exploration would need to consider the theorical implications to be a meaningful and credible exercise. <\/p>\n\n\n\n
So far, Mayer\u2019s cognitive theory of multimedia learning (Sajonia, 2022) is an interesting theory to explore along with Khlaif & Salha\u2019s (2021) Nano-learning and Micro-learning. From my own experience in organizational learning, I believe that organizations are not quite yet trusting a delivery technology such as TikTok as part of their organizational learning agenda. However, I believe the opportunities are there just by the nature of the future workforce already consumers of TikTok. Skill development (Henneman, 2020) and learner motivation and resourcefulness for self-learning (Adnan, 2021) are two examples of many opportunities that can be explored to make the business case that TikTok can be a useful educational tool in the FOW. <\/p>\n\n\n\n
References:<\/p>\n\n\n\n
Adnan, N. I., Ramli, S., & Ismail, I. N. (2021). Investigating the usefulness of TikTok as an educational tool. International Journal of Practices in Teaching and Learning (IJPTL)<\/em>, 1<\/em>(2), 1-5. https:\/\/ir.uitm.edu.my\/id\/eprint\/52140\/<\/a><\/p>\n\n\n\n Henneman, T. (2020). Beyond lip-synching: Experimenting with TikTok storytelling. Teaching Journalism & Mass Communication 10<\/em>(2), 1-14. https:\/\/www.researchgate.net\/publication\/349151860_Beyond_Lip-Synching_Experimenting_with_TikTok_Storytelling<\/a><\/p>\n\n\n\n Khlaif, Z. N., & Salha, S. (2021). Using TikTok in Education: A Form of Micro-learning or Nano-learning? Interdisciplinary Journal of Virtual Learning in Medical Sciences<\/em>, 12<\/em>(3), 213-218. <\/p>\n\n\n\n Moore, C. (2016). The future of work: What Google shows us about the present and future of online collaboration. TechTrends<\/em>, 60<\/em>(3), 233-244. https:\/\/link.springer.com\/article\/10.1007\/s11528-016-0044-5<\/a><\/p>\n\n\n\n Sajonia, K.I. (2022). #EduWOW: TikTok App as an Educational Creative Platform.\u00a0Available at SSRN 4000091<\/em>. \u00a0http:\/\/dx.doi.org\/10.2139\/ssrn.4000091<\/a><\/p>\n","protected":false},"excerpt":{"rendered":" Prior to starting our critical inquiry on TikTok in education as a team for our learning event, I was excited to uncover the opportunities TikTok can offer in digital learning environments. Given my background in organizational learning and development, I will… Continue Reading →<\/a><\/p>\n","protected":false},"author":219,"featured_media":353,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9,1],"tags":[34,24],"class_list":["post-477","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-lrnt526","category-uncategorized","tag-microlearning","tag-social-media"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0225\/wp-json\/wp\/v2\/posts\/477","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0225\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0225\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0225\/wp-json\/wp\/v2\/users\/219"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0225\/wp-json\/wp\/v2\/comments?post=477"}],"version-history":[{"count":1,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0225\/wp-json\/wp\/v2\/posts\/477\/revisions"}],"predecessor-version":[{"id":478,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0225\/wp-json\/wp\/v2\/posts\/477\/revisions\/478"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0225\/wp-json\/wp\/v2\/media\/353"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0225\/wp-json\/wp\/v2\/media?parent=477"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0225\/wp-json\/wp\/v2\/categories?post=477"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0225\/wp-json\/wp\/v2\/tags?post=477"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}