Re: Emotions & KM #emotions

Robert L. Bogue

Arthur –


I took a quick look at the references you provided – some of which I had in my library from other educational work – and I think I’m still stuck between the social connection and emotion – not emotion or experience and learning.


The neurology is clear that we learn differently when under emotional stress. (particularly fear)  It’s also relatively clear about the fact that we process both subjective and objective input simultaneously.  When I present, I’m always using full color slides behind my text (with appropriate contrast) to help emote feeling and provide another potential connection point.  We’re working on an augmented reality environmental services training program.  So I’m 100% onboard with the approaches you’re talking about and the impact to learning.


Where I’m getting stuck is I’ve not seen anything specifically related to the relation between emotion and social interaction – and it’s intriguing to me.  I’d like to know more if you stumble across something that makes that connection.





Robert L. Bogue

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From: <> On Behalf Of Arthur Shelley via
Sent: Saturday, October 17, 2020 12:34 AM
Subject: Re: [SIKM] Emotions & KM




Yes there is not an absolute connection between emotions and social interactions, but they are definitely closely related. I’ll take a quick dig around my resources and see what I can pull out (some below).


When I am designing interventions and facilitating them, I always consider the emotional aspects of the experience. Within the foundation of “safe fail” and psychological safety, I will deliberately take people outside their comfort zone in order to expand their boundaries. This emotional journey make the learning more real and memorable for them  and this influences the learning. Many of these interventions are based on knowledge cocreation and share perspectives of what is perceived to be “known”. Typically they are combinations of games, activities and video/images, followed by reflective conversations about the various perspectives about the experiences. There is absolutely no doubt that the emotional state (and often the deliberate changing of this through the activities) impact the outcomes.


This journal article (and the journal generally) is a good starting place for related reading:

Kolb, A. Y., & Kolb, D. A. (2017). Experiential Learning Theory as a Guide for Experiential Educators in Higher Education. Experiential Learning & Teaching in Higher Education, 1(1 Article 7), 7-44.


Emotions and learning:,as%20motivating%20action%20and%20behavior.


This isn’t a bad starter touching on emotions and social interactions in learning:


Some of the aspects of COVID forcing remote learning and the impacts of social isolation is starting to emerge too. No doubt there will be more of this. An early paper on this is here:

Butler-Henderson, K., Crawford, J., Rudolph, J., Lalani, K., K. M. Sabu. (2020). COVID-19 in Higher Education Literature Database (CHELD V1): An open access systematic literature review database with coding rules. Journal of Applied Learning and Teaching, 3(3), DOI:

Some other research that may be useful for you (in the social and emotional aspects):

Burton, R., & Hope, A. (2018). Simulation based education and expansive learning in health professional education: A discussion. Journal of Applied Learning and Teaching, 1(1), 25-34.

Van Epp, M., & Garside, B. (2014). Monitoring and Evaluating Social Learning: A Framework for Cross-Initiative Application. CCAFS Working Paper no. 98. Copenhagen, Denmark: CGIAR Research Program on Climate Change, Agriculture and Food Security (CCAFS).

Zilliacus, H., Holm, G., & Sahlström, F. (2017). Taking steps towards institutionalising multicultural education – The national curriculum of Finland. Multicultural Education Review, 9(4), 231-248.


Kefalaki, M. K., & Diamantidaki, F. (2020). Nurturing Collective Knowledge and Intelligence: Social phenomena and implications for practice. Journal of Education, Innovation, and Communication, 2(1), 7-9.


Wright, G. B., (2011). Student-Centered Learning in Higher Education. International Journal of Teaching and Learning in Higher Education, 23(3), 92-97.


There is quite a lot in the opinion media (not academic research with evidence) about the negative emotional impact of social isolation on learning. I am sure there is more I can get in time, but the above is a quick grab (have to go out now).


Hope this helps.



Arthur Shelley

Producer: Creative Melbourne

Author: KNOWledge SUCCESSion  Sustained performance and capability growth through knowledge projects

Earlier Books: The Organizational Zoo (2007) & Being a Successful Knowledge Leader (2009)


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From: <> On Behalf Of Robert L. Bogue
Sent: Saturday, 17 October 2020 12:32 PM
Subject: Re: [SIKM] Emotions & KM


Arthur –


I don’t equate social interactions with emotions directly.  There is definitely research on the increased retention based on group work but I’ve never seen that connected to emotions – I’d love to see resources if you have them.





Robert L. Bogue

O: (317) 844-5310  M: (317) 506-4977 Blog:

Want to be confident about your change management efforts?

Are you burned out? can help you get out of it (for free)


From: <> On Behalf Of Arthur Shelley via
Sent: Friday, October 16, 2020 8:57 PM
Subject: Re: [SIKM] Emotions & KM


Hello SIKMers,


I have been watching this thread with great interest and reflecting on the insights being shared. Yesterday I finished an article on the importance of social interactions in knowledge cocreation and learning (it will be published on an open source journal in December - will share the link here when available). 


There is a significant body of evidence to support the value of social interactions (and therefore emotions) to enhance the quality of learning. Although there are also some who argue against this, my own experiences in formal teaching, executive education and professional development practice have all reinforced this is critical. This is especially so after the formal parts of the learning have been completed, and as Murray highlights - the putting the learning into practice. Socialisation with peers in the application of the learning in practice helps to reinforce the learning and support the refining and extension of knowledge over time.  


Humans are social beings and this means that emotions influence what we do (either consciously for those with strong self-awareness, or subconsciously for those who are not so self aware). Subconscious bias is a good example of this. Who we Trust, and therefore share our knowledge with is another. For most people, Emotions have more impact on decision-making than logic (this is not new - refer Aristotles Rhetoric - Ethos, Pathos, Logos). 


When we interact socially we learn much more deeply than when we learn alone (both in formal learning and in our general life situations). This is because we share the diversity of perspectives on how we interpret the knowledge that is being shared (and who we receive that "insight/version" from, which determines whether we accept it or not). 


You can read more about this in there open access journals (acknowledging Murrays point that people don't read as much formal literature now)

here (free)

Applied Social Learning Ecosystems:


and here (not open, but can read abstracts free)

Arthur Shelley

Founder, Intelligent Answers

Producer Creative Melbourne


+61 413 047 408


On 17 Oct 2020, at 11:07, Matt Moore <matt@...> wrote:



"This work that we do in KM is very much dependent on the management behaviours and the measurements and KPIs that often provoke competition rather than collaboration."


Well said! I have had many conversations like this:

Manager: I want my people to collaborate more. Can you give me some software that will do that?

Me: What do you reward them for?

Manager: Individual performance.

Me: I see. Would you consider changing that?

Manager: No. Can't you just hurry up and give me the software?





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