Group items tagged

From the Harvard Business Review, 2/1/13 We want people with entrepreneurial spirit on our team, and actively seek it out. These are the people that challenge the norm, have original opinions that move a discussion forward, and act with tenacity and determination.

Alice's wonderful blog, from September 30, 2013, commenting on DIY learning conversation in CPsquare. Excerpt: "Emilie Doolittle summarizes some related research in a blog post, showing that social networks can improve collaborative efforts, reduce costs, help people get just-in-time help, speed decision making, and retain employees. Does your organization treat knowledge as a thing and learning as a pre-planned and isolated activity? If so, you might experiment by thoughtfully connected some networks, and watch to see what happens."

Blog post identified by Brenda Kaulback for CPsquare Inquiry 2013. Blog by Scott Jaschik, August 19, 2013, focuses on the DOCC, a MOOC feminized with different values and pedagogy. Excerpt "The DOCC aims to challenge MOOC thinking about the role of the instructor, about the role of money, about hierarchy, about the value of "massive," and many other things. The first DOCC will be offered for credit at 17 colleges this coming semester, as well in a more MOOC-style approach in which videos and materials are available online for anyone." Excerpt: "A DOCC is different from a MOOC in that it doesn't deliver a centralized singular syllabus to all the participants. Rather it organizes around a central topic," Balsamo said. "It recognizes that, based on deep feminist pedagogical commitments, expertise is distributed throughout all the participants in a learning activity," and does not just reside with one or two individuals. Read more: http://www.insidehighered.com/news/2013/08/19/feminist-professors-create-alternative-moocs#ixzz2xY8xLHur Inside Higher Ed

In June 2014, Jane Hart updated her social workplace learning chart with roles and activities, resulting in four social workplace learning models: Directed social learning model (what we did as facilitators to ensure that people participate and stay on track); Guided social learning model (guiding to encourage and support the conversation rather than enforce it) Continuous social learning model (championing the ongoing sharing of knowledge and expertise, encourage learning out loud, working out loud, collaborative working) Independent social learning model (advising individuals to develop the new skills to manage their own learning networks and bring insight/feedback into the organization)

by Seth Kahan, April 12, 2013, Fast company 1. fundamental model of membership is in question ...What is membership turning into? Too early to tell. Engaged action is one candidate. This is the anticipated, intentional, collective behavior of a group. 2. Adoption of private sector business practices ...Pursuing the bottomline in tough market conditions seems like a no-brainer, but the overall impact is not necessarily what is desired for a mission driven organization, shifting priorities away from impact and member value. 3. Talent ...continuous, aggressive professional development is an organizational asset only in some associations. This is changing. It means less certainty for employees while it opens up new territory for innovation and expansion of the organization. 4. Competitive intelligence ...many associations are doing negligible work on behalf of their mission. Prices for gathering intelligence are plummeting. Often it is only the CEO who actively searches for new information and connects the dots for organizational strategy. Expect this to change 5. Disruption of members' business Savvy associations leaders are looking around the curve, putting the puzzle together for members. This means going beyond providing information and ata. Instead it means compiling, analyzing, distilling and communicating useful knowledge that impacts members' lives. ???It is not uncommon to see associations beefing up their subject matter experts these days because members need it in a disruptive economy. 6. Driving uptake in a competitive world ...each association owned a small monopoly, providing the single best resource to everyone in their field. No more. With the advent of 24/7 interconnectivity, anyone can set up shop and begin serving your members.

Bob Marshall on what an effective group workshop looks like--September 30, 2014, quite demanding yet doable. he above story illustrates a range of features of an effective workshop: Certain shared proficiencies in e.g. Skilled Dialogue, Lean Coffee, etc.. Pre-reading (shared), including "standard" texts - here including Nancy Kline and Chris Argyris. Clarity of purpose "just why are we here?". Shared purpose "we're all here for the same things". Folks tweeting and googling continuously during the workshop. Amanuensis / cybrarian to facilitate shared learning in the workshops. Democratic agenda-setting. Mutual exploration of topics. Active curiosity. "Essentiality" - avoidance of rabbit-holes and extraneous discussion of details. Focus on impacts (as compared to busyness, or outputs, or even outcomes). Post-reading - following up new references. Follow-up conversations, actions. Feedback. - Bob Afterword In writing this story, it seemed to me that a video of a workshop in action would be a great addition to the resources available to BaCo staff to help them appreciate the nature of an effective workshop. Maybe one day I'll have the opportunity to write and/or direct such a video. Further Reading What is Dialogue? ~ Susan Taylor (pdf) Share this: inShare10 Email Print More

Copyblogger post by Henneke Duistermaat, July 2014. "Follow these steps: Over the next five days, block 30 minutes for reviewing your blog. On day one, create a profile of your favorite fan. On day two, write down your blog purpose and discover why your fans come to your blog. On day three, think about your favorite fan and write down at least 30 blog topics that he'd love to read. On day four, review your blog promotion strategy. How can you reach more people in the time available to you? Which activities can you cut? How can you experiment? On day five, consider your email strategy. How can you build a closer relationship with the fans on your list?"

Blog post by Katie Bascuas, Associationsnow.com, July 14, 2014. Post reports on 22 CEOs who "will lead by example demonstrating health lifestyle habits in an effort to encourage the more than 2 million employees at their organizations to make healthier choices in their own lives." The simple seven are listed below. What about a simple seven for leading online? What would that look like? ""Life's Simple 7": getting active, controlling cholesterol levels, eating healthy, managing blood pressure, losing weight, reducing blood sugar, and quitting smoking."

Jarche compares Nick Milton's Boston Square with Ask, Tell, Search, Share with his sense-making and seeking and sharing activities. November 2011 Jarche says: Seeking and sharing conversation without any conversation around it would only serve to create additional noise with no signal. It's the individual context, gained through conversations, that provides the real value.

Great blog post that weaves in Maggie Kuhn's (founder of the Gray Panthers) practices to ally Age and youth in action. And why we need to engage with millennials in fundraising/resource development activities.

Excellent page from Rheingold's social media classsroom wiki on interactive media resources that his learners may use to present knowledge and engage active participation.

This woman, Shellie Riley, advertises concierge servicees that consist of consulting, coaching, placement, FAQs, Pro bono financial aid, and contact us. A www.nerdconcierge.net service is advertised to start Spring 2013 but does not look active yet. Excerpt: "Our EDUCATIONAL CONCIERGE SERVICE packages comprehensive and customized support to families navigating any and all educational queries, concerns, choices and decisions from Pre-School to Post-Secondary learning. "

Web site for Digital Competence: European-wide validation for all levels of learning "Objective:  Identify the key components of Digital Competence (DC) in terms of the knowledge, skills and attitudes needed to be digitally competent; Develop a DC framework/guidelines that can be validated at European level, taking into account relevant frameworks currently available; Propose a roadmap for the possible use and revision of a DC framework for all levels of learners. Outcomes: (1) a consolidated draft proposal for a DC framework, applicable at all levels of education, including non-formal settings (2) roadmap on how to realise and revise the DC framework. Rationale: With the 2006 European Recommendation on Key Competences (Official Journal L 394 of 30.12.2006), Digital Competence has been acknowledged as one of the 8 key competences for Lifelong Learning by the European Union. Digital Competence can be broadly defined as the confident, critical and creative use of ICT to achieve goals related to work, employability, learning, leisure, inclusion and/or participation in society. DC is a transversal key competence which, as such, enables acquiring other key competences (e.g. language, maths, learning to learn, creativity). It is amongst the so-called 21st Century skills which should be acquired by all citizens, to ensure their active socio-economic participation in society and the economy. Major questions: What are the key components of DC and what kind of knowledge, skills and attitudes people should have to be digitally competent, today and in the future? How can and/or should the development of this competence be validated at European level within a lifelong learning context, thus encompassing formal education, non-formal and informal learning and the world of work? "

Sherry Turkle ruffled some feathers at the ASAE annual meeting with less than full endorsements of social media/always on tecnology

Interesting assessment of the value of volunteer moderators, July 7, 2015, by Ernie Smith on Reddit

From Entrepreneur.com: some fun and useful exercises to get in touch with what you are passionate about. All of them are active - none are text oriented.

"Updated February 2013 Adopted by the NCTE Executive Committee, February 15, 2008  Literacy has always been a collection of cultural and communicative practices shared among members of particular groups. As society and technology change, so does literacy. Because technology has increased the intensity and complexity of literate environments, the 21st century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies are multiple, dynamic, and malleable. As in the past, they are inextricably linked with particular histories, life possibilities, and social trajectories of individuals and groups. Active, successful participants in this 21st century global society must be able to Develop proficiency and fluency with the tools of technology; Build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought; Design and share information for global communities to meet a variety of purposes; Manage, analyze, and synthesize multiple streams of simultaneous information; Create, critique, analyze, and evaluate multimedia texts; Attend to the ethical responsibilities required by these complex environments."

Blog post, December 2013, by Kevin O'Keefe on how active Twitterers really are. Lyn is in the top .01% with 25,000+ followers. The Studio is around the 85 percentile in terms of followers.

Learning is a good way to not only create fresh neurons, but keep them active and healthy. From Infinite Unknown blog

article by Simone C. O. Conceicao, July 2014, on designing online learning for learners. Reviews book: Design Alchemy by Roderick Sims. Excerpt "The learner should be engaged in a learning activity at any point in the course. Sims recognizes the need to test assumptions, construct solutions, adjust variables, and/or introduce content within the online environment. "