Skip to main content

Home/ change11/ Group items tagged networks

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
anonymous

SoulPancake - 3 views

soulpancake.com

enchantment networks

shared by anonymous on 16 Apr 12 - Cached
anonymous

Corporate Leadership Council - Human Resources - 1 views

clc.executiveboard.com

social learning networks leadership design

shared by anonymous on 19 Apr 12 - No Cached
  • anonymous on 19 Apr 12
     
    CLC Human Resources
anonymous

Own It: Social Media Isn't Just Something Other People Do - 4 views

www.theatlantic.com/...256212

social learning networks

shared by anonymous on 23 Apr 12 - No Cached
  • We look at a generation that has grown up online, and we worry about how "they" can't put down their iPhones, how "they" can't hold a real conversation, how "they" prefer distraction to presence. How will they form relationships? How will they learn to listen, or to be heard? The real and difficult questions are not about them, but about us. How will we choose to live online? How will we sustain conversations, build relationships, and cultivate genuine connection? And for those who are experiencing the kind of angst Turkle describes, an even more challenging question: How can I change when, where and how to plug in so that I actually like my life online?
  • We can have what Turkle terms a "big gulp of real conversation" -- through a chat window that keeps us connected, all day, to a best friend on the other side of the country. We can embrace the value of solitude and self-reflection, writing a blog post that digs deeply into a personal challenge -- perhaps choosing to write anonymously in order to share a deeper level of self-revelation than we'd brave offline. We can truly listen, and truly be heard, because online affinity groups help us find or rediscover friends who are prepared to meet us as we really are. These are the tools, practices, and communities that can make online life not a flight from conversation, but a flight to it. But we will not realize these opportunities as long as we cling to a nostalgia for conversation as we remember it, describe the emergence of digital culture in generational terms, or absolve ourselves of responsibility for creating an online world in which meaningful connection is the norm rather than the exception. We are making that digital shift together -- old and young, geeky and trepidatious -- and we are only as alone as we choose to be.
onewheeljoe

http://www.mpiweb.org/CMS/uploadedFiles/Article%20for%20Marketing%20-%20Mary%20Boone.pdf - 3 views

www.mpiweb.org/...rketing%20-%20Mary%20Boone.pdf

change11 Cynefin networks #change11 education decision

shared by onewheeljoe on 06 Apr 12 - No Cached
  • onewheeljoe on 29 Apr 12
     
    Harvard Business Review article on Cynefin Framework.
anonymous

That Something Else Better - 1 views

halfanhour.blogspot.ca/...hat-something-else-better.html

social learning networks serendipity enchantment stephen downes

shared by anonymous on 29 Mar 12 - No Cached
  • AttitudeComplianceHumilityService AuthorityBased upon titleBased upon earned trustNone; offers an example which may be followed or not
anonymous

Charlie Angus: Why I'm Saying Goodbye to Twitter - 3 views

www.huffingtonpost.ca/...quit-twitter_b_1394617.html

social learning networks Twitter

shared by anonymous on 04 Apr 12 - No Cached
  • Being on Twitter is like being badgered by a drunk on a 24-hour bus ride.
  • It is vital for people to deconstruct how technologies affect and change our interactions.
  • more and more Twitter seems to be morphing into a bully pulpit for trolls
  • ...2 more annotations...
  • Tossing a hate bomb is the easiest thing in the world when you have a Twitter account with a fake name. It's a technology tailor made for the knee jerk reaction.
  • I had tracked down the sixth largest corporation in America and found that they were engaged in the same level of slacktivism as somebody sitting on a couch with a smart phone and a couple of bottles of beer.
anonymous

The learning organization: an often-described, but seldom-observed phenomenon | Harold ... - 7 views

www.jarche.com/...but-seldom-observed-phenomenon

networks harold jarche #fslt12

shared by anonymous on 01 Jun 12 - No Cached
  • anonymous on 01 Jun 12
     
    In my experience, these three indicators would suggest a true learning organization: People at all levels are narrating their work in a transparent environment The daily routine supports social learning Time is made available for reflection and sharing stories
Lone Guldbrandt Tønnesen

Learnlets » The 7 c's of natural learning - 2 views

blog.learnlets.com/?p=1203

Clark Quinn learning #change11

shared by Lone Guldbrandt Tønnesen on 20 Dec 11 - Cached
  • Yesterday I talked about the seeding, feeding, and weeding necessary to develop a self-sustaining network
  • Choose: we are self-service learners.  We follow what interests us, what is meaningful to us, what we know is important. Commit: we take ownership for the outcomes.  We work until we’ve gotten out of it what we need. Crash: our commitment means we make mistakes, and learn from them. Create: we design, we build, we are active in our learning. Copy: we mimic others, looking to their performances for guidance. Converse: we talk with others. We ask questions, offer opinions, debate positions. Collaborate: we work together. We build together, evaluate what we’re doing, and take turns adding value.
  • With this list of things we do, we need to find ways to support them, across both formal and informal learning. 
  • ...10 more annotations...
  • In formal learning, we should be presenting meaningful and authentic tasks, and asking learners to solve them, ideally collaboratively.
  • While individual is better than none, collaborative allows opportunity for meaning negotiation.  We need to allow failure, and support learning from it. We need to be able to ask questions, and make decisions and see the consequences.
  • I think there are 8 elements!! I miss Collate, this is not the same as Choose, it is about organising anbd structuring what we learn, (constructing our emergent uderstanding) as opposed to the selection of a direction.
  • However, real learning involves research, design, problem-solving, creativity, innovation, experimentation, etc
  • the intersection of 1) self-organized learning and 2) online collaboration is what I consider should be a primary focus of organizational learning professionals
  • Common web 2.0 practice is to link back to what has been copied, a form of collaboration or perhaps cooperation.
  • in informal learning, we need to create ways for people to develop their understandings, work together, to put out opinions and get feedback, ask for help, and find people to use as models.  By using tools like blogs for recording and sharing personal learning and information updates, wikis to collaborate, discussion forums to converse, and blogs and microblogs to track what others think are important, we provide ways to naturally learn together.
  • informal learning is NOT, by definition, manageable
  • just trying to raise awareness that what we typically do formally is not well aligned with how people really learn, and that supporting some of these activities is the key to unlocking organizational innovation.
  • but instead to provide a conducive environment and encourage them
James Mackenzie

Using mLearning and MOOCs to understand chaos, emergence, and complexity in education |... - 5 views

www.irrodl.org/...2026

ChangeMOOC

shared by James Mackenzie on 29 Nov 11 - No Cached
  • James Mackenzie on 13 Dec 11
     
    ChangeMOOC
  • James Mackenzie on 13 Dec 11
     
    what is a self-organising system? They don't define. In a strict sense there cannot be such a thing - if any thing is in touch with its environment then it is being organised by its environment as much as by itself. Alternatively, "self-organising" is an unnecessary tautology - it doesn't add anything to the idea of a thing being a system. At best, chaos/complexity is a very loose analogy, not very helpful - because this learning network process is not shown to behave in exactly the ways prescribed by Prigogine etc (the makers of chaos theory). At best it suggests that the learnings gained by the participants are not initially foreseen (as they are supposed to be in a more formal education programme). In principle chaos/complexity theory could be used to explore the trajectory of learning in the system, if not that of individual participants.
‹ Previous 21 - 40 of 84 Next › Last »
Showing 20▼ items per page