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anonymous

To Really Drive Enterprise 2.0 Forward We Need A Behaviour Change - 3 views

www.danpontefract.com/?p=1475

design dan pontefract #fslt12

shared by anonymous on 24 May 12 - No Cached
  • The ROI of Enterprise 2.0 / Social Anything is not how much did it cost to deploy the technology; it’s what gains have we seen in productivity, employee engagement and customer satisfaction as a result of new collaborative behaviours that are aided and propelled by Enterprise 2.0 / Social Anything technologies.
  • They forget adoption occurs only when people behave in a way that allows collaboration to manifest across an organization.
  • The HR / Learning Professionals are having massive difficulty adjusting to a world with Enterprise 2.0 / Social Anything technologies, but they can’t get in front of it in time to actually establish the behaviours for an organization … even if they knew what behaviours to depict in the first place.
  • ...4 more annotations...
  • The technologists are happy discussing Enterprise 2.0 / Social Anything features, gizmo’s and futuristic trends … but they forget about the behaviours that are needed to actually make the software more effective in the first place.
  • Whether using new or traditional technologies, the key to digital transformation is re-envisioning and driving change in how the company operates. That’s a management and people challenge, not just a technology one.
  • Dropping Enterprise 2.0 / Social Anything tools into the company theater is not going to guarantee your employees/leaders are collaborating and it’s certainly not going to drive reciprocity.
  • it’s the behavior of people that has to change in parallel with the deployment of any Enterprise 2.0 / Social Anything technology.
anonymous

Microsoft's View of the Future Workplace is Brilliant, Here's Why - Forbes - 5 views

www.forbes.com/...2

design literacy #fslt12

shared by anonymous on 28 May 12 - No Cached
  • ethical leaders will rebalance the work environment to support greater collaboration, serendipitous encounters, informal knowledge flows and more profit
Lone Guldbrandt Tønnesen

Stanford's open courses raise questions about true value of elite education | Inside Hi... - 4 views

www.insidehighered.com/...out-true-value-elite-education

Change11 stanford courses MOOC

shared by Lone Guldbrandt Tønnesen on 15 Dec 11 - No Cached
  • Search form |  Follow us: Get Daily E-mail Thursday, December 15, 2011 Home NewsAssessment and Accountability Health Professions Retirement Issues Students and Violence Surveys Technology Adjuncts Admissions Books and Publishing Community Colleges Diversity For-Profit Higher Ed International Religious Colleges Student Aid and Loans Teaching and Learning ViewsIntellectual Affairs The Devil's Workshop Technology Blog UAlma Mater College Ready Writing menu-3276 menu-path-taxonomy-term-835 od
  • This made Stanford the latest of a handful of elite American universities to pull back the curtain on their vaunted courses, joining the Massachusetts Institute of Technology’s OpenCourseWare project, Yale University’s Open Yale Courses and the University of California at Berkeley’s Webcast.Berkeley, among others. The difference with the Stanford experiment is that students are not only able to view the course materials and tune into recorded lectures for CS221: Introduction to Artificial Intelligence; they are also invited to take in-class quizzes, submit homework assignments, and gather for virtual office hours with the course’s two rock star instructors — Peter Norvig, a research executive at Google who used to build robots for NASA, and Sebastian Thrun, a professor of computer science at Stanford who also works for Google, designing cars that drive themselves. (M.I.T., Yale and Berkeley simply make the course materials freely available, without offering the opportunity to interact with the professors or submit assignments to be graded.)
  • MOOCs question the value of teaching as an economic value point.”
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  • Based on the success of Norvig and Thrun’s experiment, the university’s computer science department is planning to broadcast eight additional courses for free in the spring, most focusing on high-level concepts that require participants already to have a pretty good command of math and science.
  • It raises the question: Whose certification matters, for what purposes?
  • For one, the professors can only evaluate non-enrolled students via assessments that can be graded automatically.
  • it can be difficult to assess skills without being able to administer project-based assignments
  • With a player like Stanford doing something like this, they’re bringing attention to the possibilities of the Web for expanding open education
Keith Hamon

Organizing a Massive Open Online Course (MOOC) - 4 views

blog.clomedia.com/...assive-open-online-course-mooc

Tammara Combs mooc

shared by Keith Hamon on 09 Jan 12 - No Cached
  • Typically, a MOOC begins by setting up a simple registration website put together by your facilitators
  • Offering a MOOC is like putting on Woodstock. It will probably be chaotic, unruly, produce totally unexpected outcomes
  • Everyone is part participant and part presenter
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  • If your company is looking for ways to expand its client base and position itself as a thought leader, consider hosting a MOOC.
  • For our purposes, consider a MOOC to be a free, open-ended, online course involving potentially thousands of participants using all kinds of social tools like websites, blogs, Facebook, Twitter, discussion forums — you name it — to discuss and learn about a topic from every angle and generate a body of knowledge that all can share.
  • I usually ask clients what they can give away for free that will increase their brand recognition or status. A MOOC is a great example.
  • the necessary ingredients for a MOOC: Knowledge or the opposite of knowledge: a question to which you don’t have an answer, but that you’d like to have answered. People to serve as facilitators. A digital infrastructure.
  • Hosting a MOOC doesn’t require: A large budget for staff. The mandate to measure ROI. A significant input of time, since participants take much of the lead. Physical space, since MOOCs take place in the virtual world.
  • Vanessa Vaile on 09 Jan 12
     
    Not just for ed or other training, relevant to local development, PR, marketing, branding, etc. 
  • Keith Hamon on 11 Jan 12
     
    the necessary ingredients for a MOOC:  Knowledge or the opposite of knowledge: a question to which you don't have an answer, but that you'd like to have answered. People to serve as facilitators. A digital infrastructure.
Tai Arnold

Systemic Changes in Higher Education | in education - 9 views

ineducation.ca/...temic-changes-higher-education

siemens higher education future

shared by Tai Arnold on 16 Sep 11 - Cached
Vanessa Vaile liked it
  • When control over information shifts from organizations to individuals, considerations of new models in universities is required, as evidenced by historical transitions of information-based institutions. As an industry fundamentally concerned with “creating and communicating information” (Carey, 2009,
    • Tai Arnold
      Tai Arnold on 16 Sep 11
       
      This is probably the most important element; control=power and the other changes are expanding individual control of content
  • Recognition of only formal learning is a needlessly limiting mindset currently held by higher education.
    • Tai Arnold
      Tai Arnold on 16 Sep 11
       
      Yes!!!
  • Many of the assumptions that inform higher education today – such as classrooms, textbooks, physical space, co-location of educators and learners, pairing of research and teaching, bounded curriculum – are called into question by emerging learning theories and technologies.
  • ...6 more annotations...
  • However as education in the developed world moves in new directions, we must be cognizant of how this move impacts the learners in the developing world. How will learners in these areas access, explore and contribute to the creation of knowledge? Will social networking technologies, and the emergence of next generation technologies further exclude the greatest number of undergraduate learners. Will this new reality result in too few voices connecting and validating knowledge? How can non-Eurocentric voices be heard? One must ensure that there is some democracy in this new model.
  • Educators and leaders in academia are confronted with important questions. How should institutions of learning be designed to serve the needs participative, social, and global information cycle? What assumptions about the system of higher education need to be abandoned due to technological advancements? How can the vital roles of research and teaching and learning be addressed through distributed means? How can accreditation be broadened to include the full spectrum of formal and informal learning activities?
  • Failure to recognize the pivotal role of digital technologies will result in institutions at odds with the world in which they operate.
  • The American Faculty: The Restructuring of Academic Work and Careers (Schuster & Finkelstein, 2006) propose that universities are experiencing a revolution—with tremendous consequences. They write, Everything is in play, as nearly every aspect of academic life is being driven by a host of inter-related developments: dazzling technological advances, globalization that permeates academic boundaries, rapid increase of tertiary students worldwide, expansion of proprietary higher education, a blurring of (the) public/private distinction, and entrepreneurial initiatives on and off campus. (p. xvii)
  • Technological innovations in bandwidth, storage, processing speed, and software directly impact education (Downes, 2009), creating new opportunities for learner-learner/educator and learner-information interactions.
  • ome researchers have turned to complexity theory to advance education, suggesting that emphasis be placed on the whole system rather than reductionist views often found in "mainstream science" (Mason, 2008). Increased collaboration in a model of "interlocking partnerships among researchers, among universities, and across international borders” (McFadden Allen, 2007, p. 3) promises a new model of not only what it means to be an academic, but also what it means to be an academic institution.
  • Vanessa Vaile on 16 Sep 11
     
    a very important article - as someone commented (either about this article of another of George's), those who most need to read it probably won't. I'm going to see what I can do about changing that
  • Robert Maxwell on 18 Sep 11
     
    Education, as knowledge presentation, assessment and learning is not the only concern about the modern university system. We must also concern our selves with helping student acheive their goals, or as mentors, helping them to discover what they want to contribute to society. While part of this is job placement, a great deal of it is helping the learning see the possibilities out there and providing them with the tools to acheive those possibilities (such as knowing what types of credentials, certificates, degrees, etc.. they may need). It is also about helping them develop their abilities to filter material, think of material in new or different ways. One problem is the rigid, ego centric hold provided by discipline specific education.
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