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anonymous

Crowdsource the Course - 1 views

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    Yes, it is the general idea and the quality of learning may or may not be there . . . what are their potential topics? Why would anyone send $100 before understanding what the options are for learning with others? Perhaps he has established credibility elsewhere that would warrant others to sign up.
Doris Reeves-Lipscomb

Rheingold U - 0 views

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    Excellent resource page for building intelligence dashboard using RSS feeds, Yahoo Pipes, persistent searches, etc. Rheingold uses short videos (usually <10 minutes) to staircase steps for building the dashboard.
Doris Reeves-Lipscomb

Seminar Tips - Notre Dame OpenCourseWare - 0 views

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    Very nice list of before, during, and after actions for learning in college seminars at the University of Notre Dame. Believe these tips have value for our Learning Labs, too. Before class--do the reading, don't expect to understand, make notes on the readings, write an outline, bring in ideas During class--add your point of view, be the devil's advocate, ask questions, say wrong things, check the facts and look up the quotes, expect discussion to wax and wane. After class--let things gel, then mix them up again (reflect, write to explain your view and that of someone else), don't make up your mind, write a blog post, talk to other experts, revisit old readings.
Lisa Levinson

http://www.core4women.org - 1 views

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    CORE4Women is a free organization where women can share and discover online learning. From their website: Why CORE4Women? Traditional websites are a one-way flow of information from a computer to an end-user. CORE4Women is a live, interactive discussion among women about online learning. There are volunteers who have life experiences that have been significantly influenced by online learning. These volunteers want to mentor and share their experiences with other women. There are also scholarships available to members enrolled in fully online programs!
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    CORE4Women provides a way for mentors to dialogue directly with women who are looking for answers about online learning. These mentors can explain how to locate degree programs, how to seek funding, how to register, how to engage with others in the online environment, and how to balance many responsibilities while completing course work.
Doris Reeves-Lipscomb

The Web is my Workplace (and Learnplace) | Learning in the Modern Workplace - 0 views

  • Skype to talk on a regular basis with my close Internet Time Alliance colleagues (Jay Cross, Charles Jennings, Harold Jarche and Clark Quinn) and I mainly use Twitter to connect with my extended set of colleagues around the world. This is the way I find out what they are up to, ask them questions, share ideas and brainstorm with them. (This is my equivalent of going to meetings and having coffee breaks or watercooler conversations, etc.)
  • t is true, that in some organizations it will require (organisational and individual) mindset changes to appreciate&nbsp;that workplace learning today is more than just training. In particular, managers will need to recognize the value of this form of continuous learning, and that they will need to provide time to do it, and indeed measure its success in&nbsp;other ways than through training attendance or online course completion.
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    great blog post by Jane on working independently but learning interdependently via the web/internet.
Doris Reeves-Lipscomb

2012 Survey of Online Learning | News & Events | Babson College - 0 views

  • “Learning is no longer limited to four walls – learning can happen anywhere – and it already is happening everywhere, everyday.
  • 2012 Survey of Online Learning
  • at least one online course has now surpassed 6.7 million.
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    Babson Study of online learning in 2012underwritten by Pearson Learning Solutions and Sloan Consortium.
Doris Reeves-Lipscomb

Silicon Valley's Youth Problem - The New York Times - 0 views

  • There are more platforms, more websites, more pat solutions to serious problems — here’s an app that can fix drug addiction! promote fiscal responsibility! advance childhood literacy!
  • The doors to start-up-dom have been thrown wide open. At Harvard, enrollment in the introductory computer-science course, CS50, has soared. Last semester, 39 percent of the students in the class were women, and 73 percent had never coded before.
  • I protested: “What about Facebook?” He looked at me, and I thought about it. No doubt, Facebook has changed the world. Facebook has made it easier to communicate, participate, pontificate, track down new contacts and vet romantic prospects. But in other moments, it has also made me nauseatingly jealous of my friends, even as I’m aware of its unreality. Everything on Facebook, like an Instagram photo, is experienced through a soft-glow filter. And for all the noise, the pinging notifications and flashing lights, you never really feel productive on Facebook.
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  • Amazon Web Services (A.W.S.)
  • “But now, every start-up is A.W.S. only, so there are no servers to kick, no fabs to be near. You can work anywhere. The idea that all you need is your laptop and Wi-Fi, and you can be doing anything — that’s an A.W.S.-driven invention.” This same freedom from a physical location or, for that matter, physical products has led to new work structures.
  • Despite its breathtaking arrogance, the question resonates; it articulates concerns about tech being, if not ageist, then at least increasingly youth-fetishizing. “People have always recruited on the basis of ‘Not your dad’s company,’ ” Biswas said.
  • On a certain level, the old-guard-new-guard divide is both natural and inevitable. Young people like to be among young people; they like to work on products (consumer brands) that their friends use and in environments where they feel acutely the side effects of growth. Lisa and Jim’s responses to the question “Would you work for an old-guard company?” are studiously diplomatic — “Absolutely,” they say — but the fact remains that they chose, from a buffet of job options, fledgling companies in San Francisco.
  • Cool exists at the ineffable confluence of smart people, big money and compelling product.
  • Older engineers form a smaller percentage of employees at top new-guard companies, not because they don’t have the skills, but because they simply don’t want to. “Let’s face it,” Karl said, “for a 50-something to show up at a start-up where the average age is 29, there is a basic cultural disconnect that’s going on. I know people, mostly those who have stayed on the technical side, who’ve popped back into an 11-person company. But there’s a hesitation there.”
  • Getting these job offers depends almost exclusively on the candidate’s performance in a series of technical interviews, where you are asked, in front of frowning hiring managers, to whip up correct and efficient code. Moreover, a majority of questions seem to be pulled from undergraduate algorithms and data-structures textbooks,
  • “People want the enterprise tools they use at work to look and feel like the web apps they use at home.”
  • Some of us will continue to make the web products that have generated such vast wealth and changed the way we think, interact, protest. But hopefully, others among us will go to work on tech’s infrastructure, bringing the spirit of the new guard into the old.
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    Interesting article on the age divide between new guard (Stripe) and old guard companies (Cisco) and why that is so, Yiren Lu, March 12, 2014
Doris Reeves-Lipscomb

Privacy, please: New technologies could hide your identity online - NBC News - 0 views

  • Data crunching has grown so sophisticated and powerful, privacy researchers now warn that tracing identities from a pool of supposedly "anonymized" data is not just a possibility, it's a certainty.
  • "It is depressingly hard to try to anonymize data in a way that resists identification by a committed adversary," Arvind Narayanan, a privacy researcher at Princeton University, told NBC News.
  • such as the DuckDuckGo search engine, whose motto is "We don't track you" — gain popularity, an incentive would arise.
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  • Microsoft, Apple, Google, Facebook and Yahoo aren't likely to make changes to the way they collect or share data overnight. Some online tools politely request third-party trackers to stop, but such requests are like a "gentleman's anonymity based on a handshake," Ford said. Of course, if you're signed into a service like Facebook that asks for your real name up front, you've already checked anonymity at the door.
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    article by Nidhi Subbaraman, June 14, 2013 on lack of privacy online, NBC News
Doris Reeves-Lipscomb

Living by the Numbers: A Tyranny of Data? - SPIEGEL ONLINE - 0 views

  • So far, many companies have tried to dispel such fears by noting that the data they gather, store and analyze remains "anonymous." But that, as it turns out, is not entirely accurate, in that it sells the power of data analysis radically short. Take the analysis of anonymous movement profiles, for example. According to a current study by the online journal Scientific Reports, our mobility patterns are so different that that they can be used to "uniquely identify 95 percent of the individuals." The more data is in circulation and available for analysis, the more likely it is that anonymity becomes "algorithmically impossible," says Princeton computer scientist Arvind Narayanan. In his blog, Narayanan writes that only 33 bits of information are sufficient to identify a person.
  • A study by New York advertising agency Ogilvy One concludes that 75 percent of respondents don't want companies to store their personal data, while almost 90 percent were opposed to companies tracking their surfing behavior on the Internet.
  • Is it truly desirable for cultural assets like TV series or music albums to be tailored to our predicted tastes by means of data-driven analyses? What happens to creativity, intuition and the element of surprise in this totally calculated world?
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  • But for a modern society, an even more pressing question is whether it wishes to accept everything that becomes possible in a data-driven economy. Do we want to live in a world in which algorithms predict how well a child will do in school, how suitable he or she is for a specific job -- or whether that person is at risk of becoming a criminal or developing cancer?
  • Users, of course, "voluntarily" relinquish their data step by step, just as we voluntarily and sometimes revealingly post private photos on Facebook or air our political views through Twitter. Everyone is ultimately a supplier of this large, new data resource, even in the analog world, where we use loyalty cards, earn miles and rent cars.
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    #7 in a series on big data by Martin Muller, Marcel Rosenback and Thomas Schulz
Doris Reeves-Lipscomb

You're Probably Getting Scammed By the Crowdsourced Hive Mind - CityLab - 0 views

  • researchers found that reviewers are easily manipulated by “social influence bias,” a feedback loop in which positive reviews beget more positive reviews
  • The Italian newspaper Italia a Tavola recently proved how necessary that enhanced insight is. Staffers scammed the ratings system by creating a profile for a fake restaurant in Moniga del Garda then posting 10 glowing ratings (under different usernames) over the course of a month, Jezebel reported. Within weeks, La Scaletta had the highest TripAdvisor ratings in town—despite the fact that it didn’t exist.
  • Why were people so quick to take the reviews at face value? “Stories that come from other people [are viewed as] much more believable than information from companies, because our working assumption is that [individuals] don't have an ulterior motive,” says Sarah G. Moore, assistant professor of marketing at the University of Alberta. Additionally, given a lack of identifying information, we
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    Interesting article by Jessica Leigh Hester, July 7, 2015 on CityLab that shows impact of "social influence bias" in crowdsourced opinions--good case for crap detection. Don't know how to get around it except look at other review sites, business's website, etc.
Doris Reeves-Lipscomb

assessing-learning-in-a-post-lms-world - 0 views

  • Learning is on the move. Mobile, social and informal exchanges of information are enhancing or replacing traditional training and course structures.
  • economic pressure is rewarding the creative repurposing of content freely available on the Web and from original sources.
  • For example, the portal may integrate wiki pages to support threaded discussions on a critical topic, link to user profiles to create expert networks and provide access to electronic performance support to enable just-in-time learning.
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  • Imagine the value of assessing learning by correlating:• A decrease in plant accidents with an increase in safety training.• An increase in sales with an increase in sales training and collaboration.• An increase in customer satisfaction scores with an increase in performance support for the call center.
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    Although written in 2011, it forecasts nicely how LMSs are being revamped/enhanced/integrated with business performance & business transformation. Really it's about boundary management, too, in terms of formal employer led/sponsored training/learning and what employees may learn and apply on their own.
Doris Reeves-Lipscomb

Seven ways to break down workplace silos - 0 views

  • Silos allow staff to specialize in their unique talents, give them accountability, and provide clarity about tasks that need to be accomplished. “When we start talk about silos, it goes immediately to the negative,” Clancy says. “It's important for leaders to talk about what silos add. They do have a place in organizations to allow for focus on what you're responsible for, moving things forward and getting jobs done. To a certain degree, they are a necessary requirement to getting work done.” Of course, the problems begin when the intensity of organizational silos shifts to the extreme, and inefficiencies and animosity bubble to the surface. Fortunately, there are many ways to break down silos. It's an ongoing process, and nonprofits are continually striving to improve the way people interact with one another.
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    blog post by Sondi Bruner at Charity Village on 7 ways to break down silos, November 5, 2012. Also recognizes some of the positive things that come from the right degree of silo-ism.
Doris Reeves-Lipscomb

Four Tips for Nonprofits to Stay Relevant in 2016 - 0 views

  • Will websites die in the next 10 years? No, websites are not at risk of being phased out, but of course they will evolve, function, and look different than they do today. Social media platforms and mobile will become even more prevalent (including ones that we don’t even know about yet) and nonprofit leaders must carve out time to understand these trends and act now to remain relevant with their base of supporters.
  • Make your website, signup forms, and donation forms mobile responsive.
  • Update Your Nonprofit’s Facebook page a few times a day.
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  • Build up your nonprofit’s leadership influence online.
  • The president of your organization may have clout in offline and influential circles including the White House, but online is an entirely different ball game. As more news breaks online, often on Twitter, you want your leadership to be the go-to source for reporters. Guess what? Reporters look for experts on Twitter. If your leadership has no active social media presence, reporters who need facts and interviews ASAP will quickly overlook your senior leadership. I've seen this happen many times.&nbsp;
  • Test new platforms.
  • If your nonprofit hasn’t tested Medium, try it. It’s a strong community of thought leaders who write and share different perspectives from the arts to climate change.
  • Another app worth testing is Periscope, acquired by Twitter.
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    Allyson Kapin writes about nonprofits taking advantage of online social media, December 31, 2015.  Includes new ones such as Medium, Periscope. 
Doris Reeves-Lipscomb

Technology-Enabled Learning Events: What's Now and Next?: Associations Now - 0 views

  • overwhelming majority of associations offer technology-enabled learning like webcasts, virtual conferences, and self-paced tutorials.
  • Association Learning + Technology 2016,
  • five emerging learning formats: massive open online courses (MOOCs), flipped classes, gamified learning, digital badges, and microlearning.
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  • using technology to repeat, reinforce, or sustain learning after participants complete an educational product or service.
  • Nearly a third (31.5 percent) said they do, and 29.4 percent said they plan to do so in the coming year.
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    Tech-Enabled Learning by Whitehorne, Associations Now, January 2016, refers to recent survey on associations using technology to help their members/staff learn
Doris Reeves-Lipscomb

Are lectures a good way to learn? - 0 views

  • This paper is so important because it combines 225 individual research studies through a technique called meta-analysis.
  • active approaches privilege “what the student does”. Courses built around active learning require students to spend class time engaged in meaningful tasks that lead to learning. These tasks might be online or face-to-face; solo or in a group; theoretical or applied. Most of our popular learning and teaching buzzwords at the moment are active approaches: peer instruction, problem-based learning, and flipping the classroom are all focused on students spending precious class time doing, not listening.
Doris Reeves-Lipscomb

Lectures are an effective teaching method because they exploit human evolved 'human nat... - 0 views

  • Of course, lectures will only get you so far, and individual teaching by ‘apprenticeship’ supported by self-directed study remain necessary for learning specialized and high level skills.
Doris Reeves-Lipscomb

Colleges looking beyond the lecture - The Washington Post - 0 views

  • rethink
  • Faculty are learning to make courses more active by seeding them with questions, ask-your-neighbor discussions and instant surveys.
  • “active learning.” Students are working experiments, solving problems, answering questions — or at least registering an opinion on an interactive “smartboard” with an electronic clicker.
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  • lecture model
  • Mazur has developed an interactive teaching technique called peer instruction, in which the lecture is broken into chunks. Between topics, Mazur poses questions and students work together to answer them.
  • reduced the lecture to a commodity
  • lectures and posts them online as homework,
  • time in the lecture hall as a sort of “office hours for everybody,
  • Class time is devoted to writing programs and solving problems, with students working together and posting solutions on a projected screen.
  • put lectures online.
  • Active learning is hard work. Students say the interactive classes are more taxing than any lecture.
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    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.
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    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. 
Doris Reeves-Lipscomb

A framework for social learning in the enterprise - 0 views

  • There is a growing demand for the ability to connect to others. It is with each other that we can make sense, and this is social. Organizations, in order to function, need to encourage social exchanges and social learning due to faster rates of business and technological changes. Social experience is adaptive by nature and a social learning mindset enables better feedback on environmental changes back to the organization.
  • the role of online community manager, a fast-growing field today, barely existed five years ago.
  • The web enables connections, or constant flow, as well as instant access to information, or infinite stock. Stock on the Internet is everywhere and the challenge is to make sense of it through flows of conversation
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  • All organizational value is created by teams and networks.
  • Learning really spreads through social networks. Social networks are the primary conduit for effective organizational performance. Blocking, or circumventing, social networks slows learning, reduces effectiveness and may in the end kill the organization.
  • Social learning is how groups work and share knowledge to become better practitioners. Organizations should focus on enabling practitioners to produce results by supporting learning through social networks. The rest is just window dressing. Over a century ago, Charles Darwin helped us understand the importance of adaptation and the concept that those who survive are the ones who most accurately perceive their environment and successfully adapt to it. Cooperating in networks can increase our ability to perceive what is happening.
  • Wirearchies inherently require trust, and trusted relationships are powerful allies in getting things done in organizations.
  • Three of these (IOL, GDL, PDF) require self-direction, and that is the essence of social learning: becoming self-directed learners and workers, all within a two-way flow of power and authority.
  • rom Stocks to Flow
  • Knowledge: the capacity for effective action. “Know how” is the only aspect of knowledge that really matters in life. Practitioner: someone who is accountable for producing results. Learning may be an individual activity but if it remains within the individual it is of no value whatsoever to the organization. Acting on knowledge, as a practitioner (work performance) is all that matters. So why are organizations in the individual learning (training) business anyway? Individuals should be directing their own learning. Organizations should focus on results.
  • Because of this connectivity, the Web is an environment more suited to just-in-time learning than the outdated course model.
  • Organizing
  • our own learning is necessary for creative work.
  • Developing emergent practices, a necessity when there are no best practices in our changing work environments, requires constant personal directed learning.
  • Developing social learning practices, like keeping a work journal, may be an effort at first but later it’s just part of the work process. Bloggers have learned how powerful a learning medium they have only after blogging for an extended period.
  • we should extend knowledge gathering to the entire network of subject-matter expertise.
  • Building capabilities from serendipitous to personally-directed and then group-directed learning help to create strong networks for intra-organizational learning.
  • Our default action is to turn to our friends and trusted colleagues; those people with whom we’ve shared experiences. Therefore, we need to share more of our work experiences in order to grow those trusted networks. This is social learning and it is critical for networked organizational effectiveness.
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    excellent discussion of networks and social learning in organizations with references to Hart, Jennings, Cross, and Internet Time Alliance among others, 2010
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