Group items tagged

Really good articles that comes down to offering choice and balance to keep both introverts and extraverts learning and growing. Nicki Monahan, Faculty Focus, October 28th, 2013

Article on web 2.0 marketing to millennials by Strategic Enrollment Management February 2009. "Although we are not going to dedicate our article to a recap of millennial marketing, we do want to reinforce the importance of understanding the millennial mindset before you begin to build your Web 2.0 plan. Consider that 64 percent of your audience (teens 12 to 17 years old) are reported to engage in at least one type of online content creation, up from 57 percent just four years ago. Understanding what they are doing online allows our plans to be more comprehensive and effective and fully integrated into a successful enrollment plan. There is even an emerging classification of teenagers using a host of technology options for dealing with family and friends, including traditional landline phones, cell phones, texting, social network sites, instant messaging and e-mail. These "super communicators" represent about 28 percent of the entire teen population (Guess 2008). And possibly the most interesting statistic to watch comes out of Noel-Levitz's "E-Expectations: The Class of 2007" report, which claims that 43 percent of high school juniors have a profile page designed for use in researching colleges (Lenhart & Madden 2007). This all means that if you are not already participating in an active use of online marketing you are overlooking a large group of your audience. Frankly, they are keenly aware of marketing, and as marketers we need to understand their mindset to build effective plans to reach and educate them. We cannot expect that they will conform to marketing as it has been done in a traditional way. Tools of the Trade: Components to Consider The goal of any Web 2.0 is to inform and connect. Simply stated, the tools you choose should work to reinforce that goal and integrate with the other tools of the trade you are using. Enrollment managers who know their audience understand the need to consider a variety of marketing options, from traditional adve

A PDF presenting the mission and strategic plan for Association for Women in Science 2011-2014. Well done in design and content. Look at these goals and objectives: Increase awareness of issues that impede and endanger American competitiveness by limiting progress in STEM careers Promulgate results of important national studies on gender inequity in learning environments and workplaces Work with federal and local agencies to show how gender equity aligns with their goals for workforce development Actively seek out opportunities for positive coverage in the media of AWIS activities and positions Highlight ways to restructure STEM environments to foster diversity and inclusion to advance national competitiveness Focus on career transitions and special needs of women of color and other underrepresented groups Actively propose and support federal legislation and initiatives which are consistent with AWIS policies and position statements such as, but not limited to: 1. Economic equity; 2. Flexible work options; 3. Parental leave; 4. Improvement of post-doc employment status; and 5. Title IX compliance. Develop mechanisms to engage individuals and chapters in advocacy Identify opportunities for innovation and systemic change across multiple work sectors Promote best practice models for employers and educators by gathering and highlighting examples from different disciplines, work sectors, and industries Highlight the central role of professional societies in advancing women's careers Expand our voice through strategic alliances and partnerships

SeniorNet assesses correctly, that "access to informational resources, pusuit of activities to maintain independence in daily living and the ability to actively participate in our society, require mastery of technology and usage of the internet."

"Group administrators can change a group's privacy settings at any time by visiting the group's Admin tab > Group Settings. Group roles BuddyPress group members have three roles available to them. Members: By default, when a user joins a group, he or she has the role of member. What does it mean to be a member of a BuddyPress group? That depends on what kind of group it is. In a public group, members are able to post to that group's forums, as well as submit content to other parts of the group (for instance, group members can upload documents in conjunction with the BuddyPress Group Documents plugin). When a user posts to the discussion forum of a public group, the user automatically becomes a member of the group. Additionally, being a member of a group means having the group's activity aggregated in your Activity > My Groups activity stream. In a private group or a hidden group, members have all the same privileges as members in a public group. Additionally, being a member of a private group means that you get to see who else is a member of the group, and that you're able to send invites to other users. Moderators: When a group member is promoted to be a moderator of the group, it means that the member receives the following additional abilities: Edit group details, including the group name and group description (see: #4737) Edit, close, and delete any forum topic or post in the group Edit and delete other kinds of content, as produced by certain plugins Administrators: Administratorshave total control over the contents and settings of a group. That includes all the abilities of moderators, as well as the ability to: Change group-wide settings (Admin > Settings). For instance, administrators can turn group forums on or off, change group status from public to private, and toggle on or off various other group functionality provided by plugins Change the group avatar (Admin > Group Avatar) Manage group members (Admin > Manage Members). More specifically,

wonderful article on differences between networking, coordinating, cooperating, and collaborating drawn from work of Arthur Himmelman.  They add up:  exchange information, alter activities, share resources, enhance capacity for each player. 

Article by Joanne Fritz at About.com Nonprofit Charitable Orgs on managing social media. She suggests "high activity on a limited # of networks." She uses Twitter (#1), Facebook, Google + (because it is growing rapidly and counts a lot toward SEO), and Hootsuite as her dashboard for social activity. Also recommends sharing reciprocity as indicated below: "I generally try to maintain a ratio of one for me to two or three of everyone else. One recent blog post suggested using the rule of quarters: 25% your content, 25% interaction, and 50% others' content. Of course, there is a reason for that. It's called reciprocity. When I promote someone else's blog posts or articles, that someone is likely to return the favor. When someone else endorses my work, that is much more effective than when I do it. My system for sharing revolves around my RSS Feed (I use Google Reader). The key to success with RSS is to get into the habit of checking it often. Otherwise it becomes a mess. "

blog post by Clay Johnson, Information Diet author, Lifehacker, Excerpt: "First, let's define notification. In the context of our discussion, a notification is something that comes from a service that the service deems worthy of your attention: The scarlet box at the top of every Google page notifying you of things happening in Google+. The messages you get from Twitter telling you that you have a new message. The email icon that shows up in your system tray telling you that you have a new email. Facebook letting you know what you're missing out on Facebook. Your sister's latest move in Words with Friends." Besides being disrespectful to your attention, notifications like this do something else that's much more nefarious: they train you to be a passive consumer of information rather than an active one. If we don't control the notifications we're receiving, we're forced to react to them: from Google's big red box, to Living Social's notification for a deal on backwaxing." Besides being disrespectful to your attention, notifications like this do something else that's much more nefarious: they train you to be a passive consumer of information rather than an active one. If we don't control the notifications we're receiving, we're forced to react to them: from Google's big red box, to Living Social's notification for a deal on backwaxing."

From Entrepreneur, February 19, 2015. Identifies 2 different networkers online: posters and seekers. Those who actively post info, resources, tips, offers are posters. Seekers are the consumers of products, services, and content. On social media, look for high-level networkers (HLN), those who are very active and have at least 500 connections on LinkedIn or Xing.

real measures of how online social activities yield offline results in who volunteers for you, how many volunteer who is donating and repeat donating, downloading your reports, attending events, more clients being served, comments on your work by people who matter to you, perceptions of greater support for org, etc.

Connected Learning, a new research-driven initiative was introduced at the Digital Media and Learning Conference 2012. This blog post by Jackie Gerstein discusses its essence and includes TED video of Henry Jenkins and separate video of Mimi Ito. See excerpt on core values and principals of connected learning: At the core of connected learning are three values: Equity - when educational opportunity is available and accessible to all young people, it elevates the world we all live in. Full Participation - learning environments, communities, and civic life thrive when all members actively engage and contribute. Social connection - learning is meaningful when it is part of valued social relationships and shared practice, culture, and identity (http://connectedlearning.tv/connected-learning-principles). This initiative is being driven by the following design principles: Shared purpose - Connected learning environments are populated with adults and peers who share interests and are contributing to a common purpose. Today's social media and web-based communities provide exceptional opportunities for learners, parents, caring adults, teachers, and peers in diverse and specialized areas of interest to engage in shared projects and inquiry. Cross-generational learning and connection thrives when centered on common interests and goals. Production-centered - Connected learning environments are designed around production, providing tools and opportunities for learners to produce, circulate, curate, and comment on media. Learning that comes from actively creating, making, producing, experimenting, remixing, decoding, and designing, fosters skills and dispositions for lifelong learning and productive contributions to today's rapidly changing work and political conditions. Openly networked - Connected learning environments are designed around networks that link together institutions and groups across various sectors, including popula

Interesting blog post by Jane Hart on building an enterprise learning network within an enterprise social network. Is the WLS going to be an enterprise learning network? Perhaps not in the usual sense of an organization with employees comprising a workforce. But perhaps it can use some of the same techniques advocated by Hart below: Under Part Two 1. new social approaches to training and online learning--backchannel learning, online social workshops ("participants with a lot of autonomy, so that they participate in the ways that they feel more comfortable and best suits them..." ); tiny training aka microlearning--short bursts of learning ten minutes long... 2. Innovative Learning Initiatives--social onboarding, social mentoring 3. Continuous series of learning activities and events 10 minutes a day - provide a daily link to a place where individuals can spend just 10 minutes learning something new. Note: 10 minutes a day, each weekday adds up to around 6 days of training in a year! Live chats - run regular live Twitter-like live chat sessions on different topics. They might just take place over 1 hour or be a longer all-day event that people can join in at any time. Hot seats - put one of your people (e.g. CEO or a leading expert) in the hot seat for a period of time, and encourage employees to ask them questions. Book club - organise a monthly time for conversation around a book of interest. Lunch'n'Learns - ask someone to lead a short informal session on a topic of interest to them. This might be purely conversational or involve a web meeting or face-to-face meeting, with the ELN used as a backchannel. 4 - SUPPORT OTHER PEOPLE-BASED LEARNING SERVICES Your ESN provides the opportunity to set up and support other learning activities in private group spaces. A Learning Help Desk service (aka Learning Concierge service) which provides an advice centre for ad hoc learning and performance problems. - See more at:

Great example of the Social Learning Centre's (UK) approach to "other" learning activities on its website.

This page focuses on the Towards Maturity Learning Landscape Audit (LLA)--survey tool to help businesses understand how their staff learn, both formally and informally. The few bullet points contrast the views of 2,000 randomly selected learners from the private sector with 500 L & D professionals--a wide gap exists with regard to how learners are learning and like to learn with what L & D professionals are doing. For instance, 80% of learners prefer work in collaboration with other team members whereas only 1 in five L & D managers surveyed actively encourage staff to help each other solve problems using social media.

excellent points for us to stress in our work, too.

4 questions on convening with list of activities that might have value from U.S. DOE's Idea Partnership group

study results presented in ScienceInsider, Aleszu Bajak, May 12, 2014 on traditional stand and deliver lectures 1.5 times more likely to fail with undergraduate students than in classes that use more active engagement methods.

article by Daniel de Vise, Washington Post, February 15, 2015, on how colleges are eliminating or reducing or redesigning lectures in class to make them available online outside of class hours, mixing them with interactive questions and discussion, and making them shorter.

article by Daniel de Vise, Washington Post, February 15, 2015, on how colleges are eliminating or reducing or redesigning lectures in class to make them available online outside of class hours, mixing them with interactive questions and discussion, and making them shorter. 

Blog post by Lisa Lane early this month (November 2012 explaining to another online instructor how she built a system for aggregating students' blog posts that may be relevant to WLStudio series and "sharing" activities? She uses FeedWordPress. Excerpt: "Participants set up their own blog wherever. Then I need to get the feeds from those blogs into the Pedagogy First! aggregated blog, using FeedWordPress. I use the Add Link widget (yes, I know it's old) so participants can add their own, and have provided more extensive instructions for them about blogs and feeds. In particular, we want people who post on many subjects to not only use the "potcert" tags for their posts, but use the feed for that tag only. This is so only their class-related posts show up on the class blog. The back end of this process is a little more complicated. When participants enter their information in Add Link, it goes directly into the Blogroll. The Blogroll is what feeds into FeedWordPress as a default. I customize the titles of feeds and the names of participants to use their real names for everything. I change the titles of feeds by going into FWP's Syndication area and using Feeds & Updates. Using the drop down menu to bring up a particular blog, I change the title and click manual control so it doesn't revert back the next time the feed updates. When I do this, it seems to update automatically in the Links area. Then I go to Users and make sure their names are their full names by editing them individually."

Very interesting graphics for categorizing MOOC participants (lurkers, drop-ins, passive participants, and active participants) and for no-shows at end of week 1 (almost 90%)