Group items tagged

"NAAL defines literacy as both task-based and skills-based. The task-based definition of literacy, used in both the 1992 and 2003 assessments, focuses on the everyday literacy tasks an adult can and cannot perform. The 2003 NAAL adds a complementary skills-based definition of literacy that focuses on the knowledge and skills an adult must possess in order to perform these tasks. These skills range from basic, word-level skills (such as recognizing words) to higher level skills (such as drawing appropriate inferences from continuous text). New information provided by the 2003 NAAL is intended to improve understanding of the skill differences between adults who are able to perform relatively challenging literacy tasks and those who are not."

article in INC on definition of entrepreneurship by Howard Stevenson, HBS professor, captured in book Breakthrough Entrepreneurship by Jon Burgstone. "Entrepreneurship is the pursuit of opportunity without regard to resources currently controlled."

From the Huffington Post, by Emma Gray. Every woman has her own definition of success. But there are certain traits that most successful women share. "I spend a good part of my work day reading and writing about women who have achieved great things -- and I make it a point to surround myself with women who are well on their way to doing so. " She identifies 12 things successful women do.

From the Huffington Post, by Emma Gray. Every woman has her own definition of success. But there are certain traits that most successful women share. "I spend a good part of my work day reading and writing about women who have achieved great things -- and I make it a point to surround myself with women who are well on their way to doing so. " She identifies 12 things successful women do.

important explanation of DSL communications medium. one key thing is that download speeds may be 10 times faster than upload speeds. So if someone is transmitting video, could really clog their system into nonperformance.

"The Varied Functions of Badges" summary from HASTAC discussion, 9/2012 My interest in the functions of badges was spurred along when the MacArthur Foundation asked for help documenting the design principles for using digital badges that emerge across the 30 projects underway by the awardees in their Badges for Lifelong Learning project. We needed to come up with a manageable number of categories. Here is what we came up with: Recognizing Learning. This is the most obvious and arguably the primary function of badges. David Wiley has argued cogently that this should be the primary purpose of badges. If we focus only on purposes, then he may well be right. His point is that badges are credentials and not assessments. This is also consistent with the terrifically concise definition in Seven Things You Should Know About Badgesby Erin Knight and Carla Casilli. Assessing Learning. Nearly every application of digital badges includes some form of assessment. These assessments have either formative or summative functions and likely have both. In some cases, these are simply an assessment of whether somebody clicked on a few things or made a few comments. In other cases, there might be a project or essay that was reviewed and scored, or a test that was graded. In still other cases, peers might assess an individual, group, or project as badgeworthy. Motivating Learning. This is where the controversy comes in. Much of the debate over badges concerns the well-documented negative consequences of extrinsic incentive on intrinsic motivation and free choice engagement. This is why some argue that we should not use badges to motivate learning. However, if we use badges to recognize and assess learning, they are likely to impact motivation. So, we might as well harness this crucial function of badges and study these functions carefully while searching for both their positive and negative consequences for motivation. Evaluating Learning. The final category of

article by Joshua Rothman on leadership and how our views of leadership have changed through the centuries and how leadership virtues don't always agree with the actions taken by "leaders" whom we admire. 

Good definition of social media vs. social networking from Huffpost Books by Fauzia Burke, 10/2/2013. Defines social media as the content you upload, and a one-to-many communication method. You own the content you share and have to produce it yourself. Social Networking, on the other hand, is engaging your audience with sites like Facebook and Twitter. Social Networking is about creating relationships, communicating with your readers, building a following. It is important to listen as much as talk with social networking so it becomes a sharing, and conversation-rich communication.

#change11, blog post by Bon Stewart, May 2, 2012 And here's the rub... "The original MOOCs - the connectivist MOOCs a la Siemens & Downes, and the work of David Wiley and Alec Couros and others - have been, for the most part, about harnessing the capacity of participatory media to connect people and ideas. They've been built around lateral, distributed structures, encouraging blog posts and extensive peer-to-peer discussion formats. Even in live sessions showcasing facilitator's expertise, these ur-MOOCs have tended towards lively backchannel chats, exploring participants' knowledge and experiences and ideas. They've been, in short, actively modelled on the Internet itself. They've been experiential and user-driven. Their openness hasn't stopped at registration capacity, but extended to curricular tangents and participatory contributions and above all, to connections: they've given learners not just access to information but to networks. They've been messy, sometimes, but they have definitely not been business as usual. The problem with EdX is that, scale and cost aside, it IS essentially a traditional learning model revamped for a new business era. It puts decision-making power, agency, and the right to determine what counts as knowledge pretty much straight back into the hands of gatekeeping institutions."

Updated blog post by Linda Stone on screen and email apnea, Huffington Post, May 7, 2012. Eighty percent of us seem to have it. I broke the story about it in early 2008 on the Huffington Post, and called the phenomenon, "email apnea." Later in 2008, in talks and interviews, I referred to it interchangeably as "email apnea" and also, as "screen apnea." Definition: Shallow breathing or breath holding while doing email, or while working or playing in front of a screen. Excerpt: Recently, researchers, Gloria Mark, Stephen Voida, and Anthony Cardello, have made headway into formally validating the impact of email, using HRV. Why are we doing this? Our posture is often compromised, especially when we use laptops and smartphones. Arms forward, shoulders forward, we sit in a position where it's impossible to get a healthy and full inhale and exhale. Further, anticipation is generally accompanied by an inhale -- and email, texting, and viewing television shows generally includes a significant dose of anticipation. Meanwhile, the full exhale rarely follows. The stress-related physiology of email apnea or screen apnea is described in some detail in my 2008 post, linked to above. What's the remedy? A new way of interacting with technologies that I call: Conscious Computing. Technologies like the Heartmath emWave2, Huffington Post's GPS for the Soul, and a variety of optimal breathing techniques, can support us in using technologies in healthier ways. Instead of sending an email, call or walk over to your colleague's office. And there's always that other possibility: every now and then, just turn everything off. When you text or use email on your smartphone, when you check and respond to your email, are you breathing or do you hold your breath? Is it worse when you're using a laptop vs. an iPad? How might you incorporate some of the remedies?

Great short post by Oprah on getting unstuck. The quote by Turecki is so true: "Nothing happens until you decide." Excerpt: When our expert, Dr. Stanley Turecki, finished watching, he said something that made the hairs on my arm stand up: "Nothing happens until you decide." The reason her 3-year-old didn't sleep in his own bed was that the mother had not decided it would happen. When she did, the child would go to his bed. He might cry and scream and rant until he fell asleep, but he would eventually realize that his mother had made up her mind. Well, I knew he was speaking about a 3-year-old, but I also knew for sure that this brilliant piece of advice applied to many other aspects of life: Relationships. Career moves. Weight issues. Everything depends on your decisions. For years I was stuck in a weight trap, yo-yoing up and down the scale. I made a decision two years ago to stop wishing, praying, and wanting, wanting, wanting to be better. Instead I figured out what it would really take to improve my life. Then I decided to do it. When you don't know what to do, my best advice is to do nothing until clarity comes. Getting still, being able to hear your own voice and not the voices of the world, quickens clarity. Once you decide what you want, you make a commitment to that decision. One of my favorite quotes is from mountaineer W.H. Murray: "Until one is committed there is hesitancy, the chance to draw back, always ineffectiveness. Concerning all acts of initiative (and creation), there is one elementary truth, the ignorance of which kills countless ideas and splendid plans: that the moment one definitely commits oneself, then Providence moves, too. All sorts of things occur to help one that would never otherwise have occurred. A whole stream of events issues from the decision, raising in one's favor all manner of unforeseen incidents and meetings and material assistance, which no man could have dreamt would have come his way. I have learned a deep res

blog post by Jennifer Gilhool, 6.4.2013 "You are connected to work 24/7. You don't need your lap top to be connected. You are connected via BlackBerry, iPhone and iPad to name just a few. These devices no longer provide flexibility. Instead, they tether you to the office. They enable you to work all the time and anywhere. And, now, many companies believe that is the definition of flexibility: "'What flexibility means today is not part time,' the head of work-life at one large organization told me recently. 'What people want is the ability to work anytime, anywhere.' That's true if your target labor pool is twenty-somethings and men married to homemakers. The head of HR at another large organization asked, when I described the hours problem, 'What do you mean, how can we get women to work more hours?'" - Why Men Work So Many Hours, Joan C. Williams, May 29, 2013 Harvard Business Review Why Your Manager Doesn't Want You To Innovate Ron Ashkenas Ron Ashkenas Contributor LinkedIn: Busting 8 Damaging Myths About What It Can Do For Your Career 85 Broads 85 Broads Contributor Someone has taken the "human" out of "Human Resources" departments across America. And, this behavior is not limited to operations in America. I work for a multi-national corporation that cannot seem to wean itself from the 24 hour work day. Colleagues in China often begin their day with a 6:00 a.m. meeting and end it with a meeting that begins at 10:00 p.m. or, worse, 11:00 p.m. To combat this problem, the company leadership agreed to a global meeting policy. The policy provides that global meetings should occur only between the hours of 6:00 a.m. and 9:00 p.m. and that no meetings should occur on Friday nights in Asia Pacific. Further, the policy provides a 10 hour fatigue rule. In other words, there should be 10 hours between your last meeting of the day and your first meeting on the next day. First, if you need a global meeting policy, you are in

Nice differentiation between mentor, advisor, coach and supervisor on AWIS blog. "As the largest cross-disciplinary organization representing women in STEM, mentoring is a topic we've been addressing for decades. Donna J. Dean, PhD, past AWIS President and Fellow, has authored a book on mentoring women in STEM. (Which everyone in STEM should read. Men can definitely gain insight from Donna's wisdom, too.) So, what is the difference between mentoring, coaching, advising and supervising? Donna sums it up this way: A mentor is a wise and trusted person who guides, protects, and promotes the protégé's (mentee's) career. An advisor is someone who offers advice, from a perspective of wisdom or authority. A coach helps with specific skill and ability development, often on a fee basis. A supervisor ('boss') has the official task of overseeing your work."

Great blog post from 2012 on how difficult it is to change teaching practice to embrace technology and new learning routines when the margin for experimentation, error, time, & definition of academic success is so narrow

from The Future of Work. Elizabeth Segran "For women in tech, a humanities background can be an added liability, since there is already a perception that they are less competent at science and math. Danielle Sheer says that when she joined Carbonite, her first impulse was to hide her lack of knowledge and retreat at meetings. However, she quickly changed strategy, deciding it was more important for her to ask questions to fully grasp the technology. She's spent hours tinkering with the software and working with engineering teams to learn about it. She says her colleagues are supportive, even if she sometimes slows them down. "By articulating complicated technical or strategic ideas in plain English, you'd be amazed at how much progress we've made solving problems," she says. "We've become very good at assuming that we don't have the same definition.""

article by teacher in 2012 in Baltimore Post-Examiner on why technology is so vital to learning in the classroom. "Is that how we learn nowadays? Let's say I wasn't helpful and didn't provide a definition of intensive-explicit instruction, but you wanted to know what it meant. What would you do? Google it, of course. That's the power of technology: I can learn so much about the world through my own sense of discovery. The trick for today's teachers is to instill that sense of discovery, and traditional intensive-explicit instruction will not foster that independence."

Article by Timothy Stafford, November 2014, eLearn Magazine. Reports on study of 25 instructional designers who had at least three years of experience in p.i. design and one year of implementing social media into their instructional design platforms. Most interesting to me is the equal weight given to 3 learning theories to drive design and very broad definition of social media (which I agree with). Conclusion "Learning is shifting, but in many ways it is the foundations of learning that are having the most profound effect on contemporary instructional designers. Defining social media, digital literacy and learning, knowing, and expertise are only the tip of the iceberg for the future of learning within digital environments."

definition of closed platform includes a reference to a walled garden. "More generally, a walled garden can refer to a closed or exclusive set of information services provided for users. Similar to a real walled garden, a user in a walled garden is unable to escape this area unless it is through the designated entry/exit points or the walls are removed.[3]"

article by Gail Sessoms, Demand Media good definition of where silos may exist--one department, similar worker types, geographic,

description and definition of triple loop learning with a clear diagram with the differences between single, double, and triple loop learning.

Adapted from the Field Guide to Consulting and Organizational Development, this pdf has concise, clear definitions of single, double, and triple-loop learning. Single loop = follow the rules; double-loop = changing the rules; triple-loop = learning about learning