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Changing Course: Ten Years of Tracking Online Education in the United States is the tenth annual report on the state of online learning in U.S. higher education. The survey is designed, administered and analyzed by the Babson Survey Research Group. Data collection is conducted in partnership with the College Board. This year's study, like those for the previous nine years, tracks the opinions of chief academic officers and is aimed at answering fundamental questions about the nature and extent of online education. Based on responses from more than 2,800 colleges and universities,

Excellent how-to on developing slides by Scott Schwertly, May 14, 2014

The explanation of Connected Learning has a great graphic on learning principles and design principles that we can adapt for the WLS's work with professional membership groups. "Connected Learning leverages the advances of the digital age to make that dream a reality - connecting academics to interests, learners to inspiring peers and mentors, and educational goals to the higher order skills the new economy rewards. Six principles (below) define it and allow every young person to experience learning that is social, participatory, interest-driven and relevant to the opportunities of our time. "

Great 19 minute podcast with Buffy Hamilton, Unquiet Librarian, on why libraries are great places for connected learning. This podcast produced by Connected Learning Alliance, a national initiative led by Mimi Ito and other big names on Making Learning Relevant has lessons for WLS. The podcast design itself The content, especially the emphasis on libraries (substitute WLS) as incubator hubs, making learning relevant by working from the learner's point of need, interest and project driven, etc.

Article in Fortune about Google and innovation Story of Sheryl Sandberg "Take the case of Sheryl Sandberg, a 37-year-old vice president whose fiefdom includes the company's automated advertising system. Sandberg recently committed an error that cost Google several million dollars -- "Bad decision, moved too quickly, no controls in place, wasted some money," is all she'll say about it -- and when she realized the magnitude of her mistake, she walked across the street to inform Larry Page, Google's co-founder and unofficial thought leader. "God, I feel really bad about this," Sandberg told Page, who accepted her apology. But as she turned to leave, Page said something that surprised her. "I'm so glad you made this mistake," he said. "Because I want to run a company where we are moving too quickly and doing too much, not being too cautious and doing too little. If we don't have any of these mistakes, we're just not taking enough risk." When a million-dollar mistake earns a pat on the back, it's obvious this isn't your normal corporation."

An open Google Document set up by Leadership Learning Community with categories--network culture, network mindset, network behaviors, processes, skills, network structure, and personal mastery--with attributes for each, and a column for voting,

Charles Jennings, November 17, 2014 "This type of learning is 'designed' by the individual (sometimes with input from their manager), it is self-managed, and the measurement is in terms of outputs - not by passing a test or some form of certification but by demonstrating the ability to do work better, faster, more accurately, with greater agility and levels of innovation if needed."

blog by George Siemens reflecting on his first week of a dual-layer MOOC, October 28, 2014. "I'm biased toward learners owning their own content and owning the spaces where they learn. My reason is simple: knowledge institutions mirror the architecture of knowledge in the era in which they exist. Today, knowledge is diverse, messy, partial, complex, and rapidly changing. What learners need today is not instructivism but rather a process of personal sensemaking and wayfinding where they learn to identify what is important, what matters, and what can be ignored. Most courses assume that the instructor and designer should sensemake for learners. The instructor chooses the important pieces, sets it in a structured path, and feeds content to learners. Essentially, in this model, we take away the sweet spot of learning. Making sense of topic areas through social and exploratory processes is the heart of learning needs in complex knowledge environments. " Though I am biased toward learner-in-control, I do recognize the value of formal instruction, particularly when the topic area is new to a learner. Even then, I would like to see rapid transitions from content provision to having learners create artifacts that reflect their understanding. These artifacts can be images, audio, video, simulations, blog posts, or any other resource that can be created and shared with other learners. Learning transparently is an act of teaching.

"What You'll Learn: In this highly interactive three-day workshop, we'll take a deep dive into transformative leadership for social change. Employing the framework if "I/We/It" What you'll learn: Why mindfulness is a critical leadership skill How to shift from "ego" to "eco" or system-awareness The difference between organizational and network leadership How to identify your allies, build relationships, and map your network What "systems-change" is, and how to scale social impact   Why design-thinking is a critical skill for change-makers Case-studies of organizations and networks that have achieved impact at scale "

The authors Peter Senge, Hal Hamilton, and John Kania in this magazine article from Winter 2015 outline their belief that the deep changes necessary to accelerate progress against society's most intractable problems require a unique type of leader - the systems leader, the person who catalyzes collective leadership. They use Nelson Mandela as the supreme example of this, but state that they have met many systems leaders on a national, regional, and local level. Systems leaders have the ability to see the interconnection of all the moving parts of a problem, issue, or crisis and develop interventions designed to bring diverse views and standings together in supportive and structured ways to address differences. "The simple idea that you could bring together those who had suffered profound losses with those whose actions led to those losses, to face one another, tell their truths, forgive, and move on, was not only a profound gesture of civilization but also a cauldron for creating collective leadership. Indeed, the process would have been impossible without the leadership of people like Bishop Desmond Tutu and former President F. W. de Klerk."

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]"

defines costs of silo effects--draining the stored grain from a farm silo means it cannot be replenished from within, must go outside silo to get more grain (ideas, innovations, weak ties?...) Breakthrough Manufacturing is host site from 2/16/2012.

good article on planning off-sites that work by Logan Chandler and Bob Frisch, June 2006, The Magazine. Has a chart listing objectives, content, meeting design and structure, and participants 60 days out, 45 days out, 30 days out, 2 weeks out, and 1 week before the meeting.

Jane Hart speaks to the context behind her upcoming workshop (starts April 6) on updating our approaches to helping people learn based on what many are already choosing to do. Food for thought ... MAEA and learning design? Blog post?

interesting look by Karen Sands on boomers' reasons for retiring/launching third and fourth "ages"

very good action mapping slide deck by Cathy Moore (@CatMoore) on elearning with impact

article from Online Learning Insights on video lectures, April 28, 2014

article from Online Learning Insights on video lectures, April 28, 2014

Excellent schematic drawn by Jane Hart, Social Learning Centre, UK, to show the new "learning and performance consultants" roles ranging from instructional & resource designers to performance support specialists to collaboration advisors/community managers TO LEARNING ADVISORS, PKM SPECIALISTS, CAREER COACHES (emphasis mine), November 19, 2012

schematic from Jane Hart on the new roles for learning and performance professionals

Blog post by Chris Collison on 2.26.13, that discusses reciprocity in fostering a learning atmosphere and adoption of best practice in an organization. Excerpt: "Reciprocity is an important principle for knowledge management, and one which underpins the idea of Offers and Requests. Offers and Requests was a simple approach, introduced to make it easier for Operations Engineers at BP to ask for help, and to share good practice with their peers. The idea was for each business unit to self-assess their level of operational excellence using a maturity model, and identify their relative strengths and weaknesses. In order to overcome barriers like "tall poppy syndrome", or a reluctance to ask for help ("real men don't ask directions"), a process was put in place whereby every business unit would be asked to offer three areas which they felt proud of, and three areas which they wanted help with. The resulting marketplace for matching offers and requests was successful because: i) The principle of offering a strength at the same time as requesting help was non-threatening and reciprocal - it was implicitly fair. ii) The fact that every business unit was making their offers and requests at the same time meant that it felt like a balanced and safe process."