Group items tagged

Very very interesting--a year ago we talked about a learning concierge service in the studio. And look at Jane Hart's post published in July 2013 about how we need to provide such a service for people to take charge of their learning. She mentions towards the end of her post that this could be an outsourced function and then shares how she does it. Look at the link to her page describing the service here-- http://learningconcierge.co.uk/about/ She is offering a workshop, too, and one may join her free learning concierge practice group now. Will also share with Change MOOC for Brenda to see.

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. "

interesting take on learning concierge services by Edtech, June 2015. First time I have seen this term used by a big company.

This paper written by George Siemens in 2008 on Learning in Networks raises issues very similar to those we are raising in our discussion at CPSquare. This paper also has implications for how the Women's Learning Studio is launched into practice in its discussion of teacher as learning atelier, concierge, etc. Google Scholar, Scopus, and open access journals offer increased access to academic resources; an extension to more informal approaches such as regular internet search and Wikipedia. Social software (blogs, wikis, social bookmarking, instant messaging, Skype, Ning) provide opportunities for learners to create, dialogue about, and disseminate information. But what becomes of the teacher? How do the practices of the educator change in networked environments, where information is readily accessible? How do we design learning when learners may adopt multiple paths and approaches to content and curriculum? How can we achieve centralized learning aims in decentralized environments? This paper will explore the shifting role of educators in networked learning, with particular emphasis on curatorial, atelier, concierge, and networked roles of educators, in order to assist learners in forming diverse personal learning networks for deep understanding of complex fields.

My Learning Springboard offers a Learning Concierge(R) which "brings together subject matter experts and curriculum specialists to develop customized programs for individuals or groups of all sizes and ages, including adult learners. Services include private tutoring, enrichment teaching, test preparation, field trips, independent study, after school programs, and summer programs in our direct service areas and beyond."

Customer concierge for Delighted blog post, what creation is about

Unusually good assessment IMO by Jane Hart of how modern learning differs from traditional training practices, 4/28/2014. She identifies six key features: autonomy small and short continuous on demand social anywhere, anytime, on any device Are these features then the new standards for learning concierges, learning coaches, learning stewards and facilitators? As well as for the learners themselves?

Blog post on flipping PD into a process starting with coaching to help the educator/learner plan and document goals. by Kristin Daniels in EdSurge, April 18, 2014. subtitle is How to use 'Flipped PD' to build personal learning plans STEPS: "Planning and Documentation "--learner and coach talk about learning goals and create a learning plan Personalized digital content--coach provides just-in-time resources to motivate, inform, engage learner Regularly scheduled PD--ongoing embedded PD Personalization through coaching Communities of learning Could this be adapted as a learning concierge pathway service?

Example of a conversation guide to help employees create personal learning plans by James Tyer in Google Drive, January 2013. Found it through the Learning Concierge Society moderated by Jane Hart.

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: