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Blog-post by Jenny Mackness, June 2011, summarizing key points from Etienne Wenger's address "Communities of practice CoPs have implications for organisations as they might be working under the radar of vertical accountability of the organisation (working on a horizontal dimension) Communities of practice cannot be built. Only members can build communities. But they can be enabled. A CoP is a learning partnership. A group may or may not be a learning partnership. A team is not usually a community of practice. A CoP is a vehicle by which an organisation can place its strategic development in the hands of the practitioners. A classroom is not a CoP. It is instructional design. Knowledge and learning Knowledge is power. Learning is a claim to competence. Learning is power in both directions. Learning is its own enemy. The paradox is that learning gives you power, but that power also limits your learning. Power and knowledge are always part of the equation. Learning is achieving a state of knowledgeability. The view of curriculum in institutions is 'to fill it up'. CoP theory view of curriculum is that learning has to follow construction of meaning, not precede it."

Jenny's blog post/learning artifact on questions to ask in designing a MOOC. Questions are useful for other learning enterprises and the MOOC image is delightful and amusing. Kudos to Jenny and her collaborators; very nicely done!

Great videos on e-learning with such topics as: How does one get started as Instructional Designer? Does Social Media Selling Works? How to build your digital footprint. What's your learning style? Knowledge Creation Digital Age. Embrace the digital communication age. What we're learning from online education. The educators is as site that has resources and blogs about learning. You can spend days here!

Very interesting process map on how to argue with research results, Grant Wiggins' blog

Interesting blog post on a business MOOC out of Case Western Reserve in Entrepreneur, Jane Porter, April 25, 2014. Received $69,000 grant to design and deliver it.

Howard Rheingold interviews George Siemens on MOOCs, May 2011, 21 minutes long video Youtube based, Week 1, September 12, 2011 EXCERPTS that intrigue me: At 2.12 into interview: "We encouraged people to create their own spaces. Our assumption was that educational institutions need to stop providing spaces for learners to interact, and allow learners to bring their spaces with them which means they have an archive. So people were setting up spaces in Second Life. We had the course syllabus translated into 5 languages, we had 2,300 people signed up to join. We let people do basically what they wanted." At 3:22 -"We wrap the social elements around the content. That's how traditional education is done. Here is your text, here is your readings, now talk about it. Our assumption was partly that we wanted the social interactions to actually produce the content which doesn't mean that we wanted to run through open meadows learning randomly. We still started off each week with readings, literature that we wanted them to engage in, videos, we wanted to keep everything open. We did have a closed journal but those were optional." 4:11 "The content isn't what you are supposed to master at the starting point. The content we provide you with at the start is the catalyst to converse, to form connections with other learners in the course, with other academics around the world, to use the content as a conduit for connections. Because once the course ends, the learning experience typically in a university setting typically stops. It's done. And even if you are really passionate about it, the university severs those connections on your behalf. But with the internet, those connections exist well past the course." But if your colleagues are blogging ... or are active on the internet, it's easy to stay connected. 6:05 HR question: In regard to Moodle are you using a Discussion Board or chat board, what parts of Moodle are you using? 6:12 "We are continuing to experime

Great blog post by Jane Hart at Learning in the Social Workplace on Enterprise Community Management for managing and supporting learning within the workplace. It takes the comments by Donna LaCoy in 2012 discussion about how learning is not always a recognized component of work to show that in fact, someone has to manage and support such learning in ECM. Excerpt: his emerging practice is known as Enterprise Community Management (ECM), and is much wider than just supporting one small team or community of practice within an organisation, but is about having responsibility for building and sustaining a community across the whole of the organisation. In fact as ECM can include a significant range of responsibilities, in a large organisation it undoubtedly needs to be undertaken by a number of people. Screen Shot 2013-03-17 at 08.14.02ECM activities are likely to include integrating all social and collaborative initiatives into a common platform planning the new community's strategic approach promoting and supporting its use within training (both online and face-to-face, but particularly within induction/onboarding) helping to support its use for team knowledge- and resource-sharing supporting individuals as they build and maintain communities of practice and other interest groups developing an ongoing programme of both face-to-face and online activities and events - to encourage employee engagement on an ongoing basis helping to model social and collaborative working and learning behaviours as a major part of helping workers use the technology building the new personal and social skills required for productive collaboration in the organisation measuring the success of community in terms of business performance (not just in terms of social activity) Whoever takes on these ECM responsibilities is going to have a significant influence and impact on the business. But more than this, as face-to-face training goes out of fashion an

Very interesting articles on how MOOCs and people completing them are building respect for their accomplishment with employers. Also an interesting point by Thrun on '"there are a huge number of willing and eager lifelong learners that are underserved" by higher education.'