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Doris Reeves-Lipscomb

What We Do | The Buckminster Fuller Institute - 0 views

bfi.org/what-we-do

Fuller trim_tab website institute creativity womenslearningstudio

shared by Doris Reeves-Lipscomb on 06 Oct 15 - No Cached
  • conceive and apply transformative strategies based on a crucial synthesis of whole systems thinking, Nature's fundamental principles, and an ethically driven worldview. By facilitating convergence across the disciplines of art, science, design and technology, our work extends the profoundly relevant legacy of R. Buckminster Fuller. In this way, we strive to catalyze the collective intelligence required to fully address the unprecedented challenges before us.
  • Doris Reeves-Lipscomb on 06 Oct 15
     
    page from Buckminster Fuller Institute that explains how they work--they build across disciplines to understand divergent needs/answers, then facilitate convergence across the disciplines of art, science, design, and technology to "address the unprecedented challenges before us."
Doris Reeves-Lipscomb

Disciplines of social learning leadership | Wenger-Trayner - 1 views

wenger-trayner.com/...-of-social-learning-leadership

disciplines social-learning leadership Wenger-Trayner womenslearningstudio

shared by Doris Reeves-Lipscomb on 02 Jan 15 - No Cached
  • Doris Reeves-Lipscomb on 02 Jan 15
     
    A brilliant look by Wenger-Trayners on social learning leadership disciplines, December 30, 2014
Doris Reeves-Lipscomb

A Massively Bad Idea - On Hiring - The Chronicle of Higher Education - 0 views

chronicle.com/...37193

shared by Doris Reeves-Lipscomb on 27 Mar 13 - No Cached
  • Doris Reeves-Lipscomb on 27 Mar 13
     
    Review by Rob Jenkins on the Chronicle, 3.18.13, on why MOOCs are a massively bad idea for wait-listed community college students in California as proposed in new legislation there. Excerpt: "We know that succeeding in online classes requires an extraordinary degree of organization, self-discipline, motivation, and time-management skill. A simple Google search of "how to succeed in online classes" yields a plethora of Web sites-including many college and university sites-offering students such gems as "be organized," "manage your time wisely," and (my favorite) "stay motivated."" Excerpt: So to recap, California's plan (or to be fair, one senator's plan) is basically to dump hundreds of thousands of the state's least-prepared and least-motivated students into a learning environment that requires the greatest amount of preparation and motivation, where they will take courses that may or may not be effective in that format. Here's a prediction: Those students will fail and drop out at astronomical rates. Then the hand-wringing will begin anew, the system will pour millions more dollars into "retention" efforts, and the state will be in an even deeper fix than it is now. (Virtual cheating will probably run rampant, too, followed by expensive anticheating measures, but that's another blog post.) Look, I'm not a politician or an economist. I don't know the answer to California higher education's budget woes. But I'm pretty sure herding community-college students into MOOCs is not it.
Lisa Levinson

Learning Theory - What are the established learning theories? - 0 views

cmapspublic3.ihmc.us/...Learning%20Theory.cmap

learning_theory WLStudio networks

shared by Lisa Levinson on 10 May 13 - No Cached
  • Lisa Levinson on 10 May 13
     
    A map of learning theories that cover the human lifespan, with connections between them, the developers of the theory, and the discipline (such as education, philosophy) they are included in. An amazing map!
  • Lisa Levinson on 10 May 13
     
    You have to see this-really amazing.
Doris Reeves-Lipscomb

Mindful Infotention: Dashboards, Radars, Filters - City Brights: Howard Rheingold - 0 views

blog.sfgate.com/...tion-dashboards-radars-filters

attention infotention Rheingold womenslearningstudio

shared by Doris Reeves-Lipscomb on 12 Feb 14 - No Cached
  • Doris Reeves-Lipscomb on 12 Feb 14
     
    Blog post by Howard Rheingold on September 1, 2009. "Knowing what to pay attention to is a cognitive skill that steers and focuses the technical knowledge of how to find information worth your attention. More and more, knowing where to direct your attention involves a third element, together with your own attentional discipline and use of online power tools - other people. Increasingly, most of the recommendations that make it possible to find fresh and useful signals amid the overwhelming noise of the Internet are social media - online networks that make possible social exchange and relationship. Tuning and feeding our personal learning networks is where the internal and the technological meet the social. "
Lisa Levinson

Women In Learning and Leadership (WILL) - 1 views

will.pages.tcnj.edu

leadership learning race culture women WLStudio

shared by Lisa Levinson on 02 Aug 13 - No Cached
  • Lisa Levinson on 02 Aug 13
     
    Interesting org that strives to foster a deeper understanding of gender and its intersections with race, culture, class, sexuality and other aspects of social identity. This program provides opportunities for women to explore career and life choices in multiple disciplines that enable them to excel and realize their full potential. Connects students with each other and to a strong supportive network of critical thinking, intellectual curiosity, problem-solving and leadership skills.
  • Lisa Levinson on 02 Aug 13
     
    Although mostly for high school and college students, WILL has an international program and offers some wonderful learning opportunities.
Doris Reeves-Lipscomb

PDF.js viewer - 0 views

c.ymcdn.com/...rategic_Plan_FINAL_NOV1720.pdf

AWIS mission goals PDF website womenslearningstudio

shared by Doris Reeves-Lipscomb on 11 Apr 14 - No Cached
  • Doris Reeves-Lipscomb on 11 Apr 14
     
    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
Doris Reeves-Lipscomb

Leaders and the Learning Organization | You're Not the Boss of Me - 0 views

gwynteatro.wordpress.com/...nd-the-learning-organization-2

online_leadership leadership systems team vision Teatro womenslearningstudio

shared by Doris Reeves-Lipscomb on 15 Sep 14 - No Cached
  • Doris Reeves-Lipscomb on 15 Sep 14
     
    Digest of ideas by Gwen Teatro, You Are Not the Boss of Me, reprinted 9/7/14, originally written in 2010. Very interesting look at the Fifty Discipline by Peter Senge. "There was a time when everyone was jumping onto The Learning Organization bandwagon. This usually happened when times were good, when organizations felt a little more ebullient...Budgets were cut....wisdom and decisions would only come from the few and learning for the many was a luxury no one could afford." Learning Organization components 1. Vision--shared--may start with one person, it must be embraced and shared by all. Can be simple, i.e., Zappo's Delivering Happiness 2. Team learning--in an age where shared leadership is or will become critical, the need to understand the dynamics and functional operation of teams is pretty great--how team members communicate with each other, how they manage conflict, and how they examine their successes...and their failures 3. Personal Mastery--taking the time to study and understand our reality and our purpose 4. Mental models--dangers of clinging to and operating from narrow perspectives--assumptions and biases in our thinking 5. Systems thinking--paying attention to the connections between and among a variety of elements that make up the whole.
Lisa Levinson

Mindfulness - Getting Its Share of Attention - NYTimes.com - 0 views

www.nytimes.com/...n-are-capturing-attention.html

WLStudio mindfulness nytimes unclutter apps meditation

shared by Lisa Levinson on 03 Nov 13 - No Cached
  • Lisa Levinson on 03 Nov 13
     
    Very interesting article from the NYTimes on how mindfulness has taken hold in Silicon Valley encouraging tech workers and beyond to take time out, meditate even for a minute, and creating new apps to help you do it. Google has a course on mindfulness that sells out whenever offered. Rebranding mindfulness from groovey discipline to way to clear your head to increase productivity, prioritize to do lists, unclutter your work life.
Doris Reeves-Lipscomb

Personal Knowledge Mastery. From Scratch with Harold Jarche - 0 views

www.nigelpaine.com/...rom-scratch-with-harold-jarche

podcast PKM Paine Jarche womenslearningstudio

shared by Doris Reeves-Lipscomb on 17 Nov 14 - No Cached
  • Doris Reeves-Lipscomb on 17 Nov 14
     
    4 minute interview with Harold Jarche by Nigel Paine, May 2014, on what personal knowledge mastery really is--the adoption of disciplines, changes in behavior, interacting with others, be transparent about insights with others in public. "We have used each other's ideas, we can not only learn for ourselves but learn with each other." Great example of short, effective single topic podcast on audio boo. Effimova, Pollard, and Jarche use personal knowledge management terminology--Jarche changed it to mastery--practice, outlook, way of improving ourselves. If you are working in any kind of knowledge work, this is a component for everyone to use.
Doris Reeves-Lipscomb

PDF.js viewer - 0 views

www.thecultureofcollaboration.com/...20Evan%20Rosen%20Interview.pdf

Rosen talent_development collaboration womenslearningstudio

shared by Doris Reeves-Lipscomb on 16 Feb 15 - No Cached
  • Doris Reeves-Lipscomb on 16 Feb 15
     
    An interview by Kellye Whitney, 2013 for Talent Management Magazine with Evan Rosen on "Can Collaboration be Forced?" The short answer is no because that would only continue the command and control mindset and decision making that stifles collaboration. Instead design structures and processes that bring people together to partner and collaborate across disciplines, locations, etc. Uses example of BMW reducing development time needed for new car with workers in Germany/S. Carolina being matched up to work together to solve problems, design issues.
Doris Reeves-Lipscomb

Parent-Managed Learner Profiles Will Power Personalization | Getting Smart - 0 views

gettingsmart.com/...les-will-power-personalization

learner learner_profile digital_footprint portfolio womenslearningstudio

shared by Doris Reeves-Lipscomb on 19 Apr 16 - No Cached
  • What is a learner profile?  A learner profile includes three elements: Learning transcript: grades, courses (and/or learning levels), state and district achievement data Personalized learning information: supplemental achievement data, record of services received, feedback on work habits, record of extracurricular activities and work/service experiences. Portfolio of student work: collection of personal best work products.
  • What about children with disconnected parents? As the number of learning options expands many students and families would benefit from a chosen guide. The Donnell Kay Foundation imagines a new system of education where learners create customized paths with advocates who work with them to connect their present learning to their desired future. This role of mentor/advocate/coach could benefit all students but particularly students without the benefit of engaged parents. In some cases, parents/guardians will choose to allow designees (e.g., mentors, relatives) to manage learner profile privacy settings. Young people in the foster care and juvenile justice system may have a court (or state) appointed guide that would manage privacy settings.
  • Data Quality Campaign recently noted, “With access to current education data child welfare staff can help the highly mobile students in foster care achieve school success by providing support such as the following: helping with timely enrollment and transfer of credits if a school change is needed, identifying the need for educational supports, working with school staff to address attendance and discipline issues, and assisting with transition planning to post-school activities such as higher education.”
  • ...3 more annotations...
  • How would postsecondary profiles work? LinkedIn founder Reid Hoffman said a 21st century diploma, “Would accommodate a completely unbundled approach to education, allowing students to easily apply credits obtained from a wide range of sources, including internships, peer to peer learning, online classes, and more, to the same certification.” This “dynamic and upgradable” machine readable profile, “Should allow a person to convey the full scope of his or her skills and expertise with greater comprehensiveness and nuance, in part to enable better matching with jobs.” Hoffman obviously has interest in LinkedIn serving as the preferred market signaling platform.
  • “Own the student record.” The Lone Star pilot was a good start. With foundation support a small state or group of school districts could pilot a parent controlled learner profile.
  • Online profile management is becoming important in every aspect of life, it’s a new digital literacy competency that every young person must learn to exercise. That starts with empowering parents to take charge of education data with a portable learning profile.
  • Doris Reeves-Lipscomb on 19 Apr 16
     
    excellent explanation by Tom Vander Ark on why parent-managed learner profiles are becoming more important all the time for young people.  Is the corollary true for adults owning their learning in portable, digital carry-alongs for sharing with potential employers, etc.  
Doris Reeves-Lipscomb

What does the future of education look like? | - 0 views

ideas.ted.com/ion-needs-to-embrace-messiness

Coleman Ted Bennington learning engagement womenslearningstudio

shared by Doris Reeves-Lipscomb on 20 Apr 16 - No Cached
  • Action is the most important thing of all. Everything in CAPA — everything — is driven by the question: how is this changing your capacity to engage the world effectively? If you can’t answer that question, it’s not a CAPA course.
  • We keep looking for seminal issues — places to work — where if you can work there, you’re going to really have a way of seeing what matters.
  • CAPA operates under a pedagogy of discovery, not a pedagogy of consumption. You have to find out what you don’t know. The
  • ...6 more annotations...
  • only difference between the faculty and students is that the faculty know how to be students.
  • What I’m saying is that disciplines don’t ring. We have to see the world through issues and action
  • I think that what I see is increasing avoidance of complexity, which is a problem because the world is complex. I think there’s a fundamentalism about technology. Technology itself isn’t going to save us. Technology is wonderful, but it’s a tool.
  • There’s a wonderful line: “Don’t just do something, stand there.” That’s the essence of CAPA. If you really want to be effective, you have to stand there and take it in and learn and figure out and bring the resources that you bring to other things. You need to do it with other people — don’t try to do it alone.
  • We can also think about adult education as a place to create an activist citizenry.
  • How can we organize a way for adults to talk to each other about things of common concern? We’re very good at having people talk to each other about things that matter — when we do it.
  • Doris Reeves-Lipscomb on 20 Apr 16
     
    excellent interview with Liz Coleman, former president/reformer of Bennington College on action, engagement, learning, real-time issues, etc.
Doris Reeves-Lipscomb

Recovering from information overload | McKinsey & Company - 0 views

www.mckinsey.com/...ring_from_information_overload

information overload online_overload McKinsey

shared by Doris Reeves-Lipscomb on 30 Jan 14 - No Cached
  • Drucker’s solutions for fragmented executives—reserve large blocks of time on your calendar, don’t answer the phone, and return calls in short bursts once or twice a day—sound remarkably like the ones offered up by today’s time- and information-management experts.2
  • Add to these challenges a torrent of e-mail, huge volumes of other information, and an expanding variety of means—from the ever-present telephone to blogs, tweets, and social networks—through which executives can connect with their organizations and customers, and you have a recipe for exhaustion. Many senior executives literally have two overlapping workdays: the one that is formally programmed in their diaries and the one “before, after, and in-between,” when they disjointedly attempt to grab spare moments with their laptops or smart phones, multitasking in a vain effort to keep pace with the information flowing toward them.
  • First, multitasking is a terrible coping mechanism.
  • ...21 more annotations...
  • econd, addressing information overload requires enormous self-discipline.
  • Third, since senior executives’ behavior sets the tone for the organization, they have a duty to set a better example.
  • Resetting the culture to healthier norms is a critical new responsibility for 21st-century executives.
  • What’s more, multitasking—interrupting one task with another—can sometimes be fun. Each vibration of our favorite high-tech e-mail device carries the promise of potential rewards. Checking it may provide a welcome distraction from more difficult and challenging tasks. It helps us feel, at least briefly, that we’ve accomplished something—even if only pruning our e-mail in-boxes. Unfortunately, current research indicates the opposite: multitasking unequivocally damages productivity.
  • he root of the problem is that our brain is best designed to focus on one task at a time
  • When we switch tasks, our brains must choose to do so, turn off the cognitive rules for the old task, and turn on the rules for the new one.
  • arely helps us solve the toughest problems we’re working on. More often than not, it’s procrastination in disguise.
  • the likelihood of creative thinking is higher when people focus on one activity for a significant part of the day and collaborate with just one other person.
  • survey of managers conducted by Reuters revealed that two-thirds of respondents believed that information overload had lessened job satisfaction and damaged their personal relationships. One-third even thought it had damaged their health.8
  • ome leaders now explicitly refuse to respond to any e-mail on which they are only cc’d, to filter out issues that others think require no action from them. Y
  • some combination of focusing, filtering, and forgetting.
  • Managing it may be as simple—and difficult—as switching off the input.
  • A good filtering strategy, therefore, is critical. It starts with giving up the fiction that leaders need to be on top of everything, which has taken hold as information of all types has become more readily and continuously accessible.
  • feeling connected provides something like a “dopamine squirt”—the neural effects follow the same pathways used by addictive drugs.9
  • giving our brains downtime to process new intellectual input is a critical element of learning and thinking creatively
  • Getting outside helps—recent research has found that people learn significantly better after a walk in nature compared with a walk in the city.
  • The strategies of focusing, filtering, and forgetting are also tougher to implement now because of the norms that have developed around 21st-century teamwork.
  • But there is a business responsibility to reset these norms, given how markedly information overload decreases the quality of learning and decision making. Multitasking is not heroic; it’s counterproductive. As the technological capacity for the transmission and storage of information continues to expand and quicken, the cognitive pressures on us will only increase. We are at risk of moving toward an ever less thoughtful and creative professional reality unless we stop now to redesign our working norms.
  • First, we need to acknowledge and reevaluate the mind-sets that attach us to our current patterns of behavior.
  • eaders need to become more ruthless than ever about stepping back from all but the areas that they alone must address.
  • eaders have to redesign working norms together with their teams.
Doris Reeves-Lipscomb

Group Projects: creating an environment for collaboration. Interview with Tom Ewing. - ... - 0 views

chronicle.com/...ation-interview-with-tom-ewing

group projects collaboration chronicle womenslearningstudio

shared by Doris Reeves-Lipscomb on 04 Aug 15 - No Cached
  • In the group that did the best someone took on a lead role and was able to delegate and make sure things were done effectively. This makes me wonder about teaching project management and group dynamics for the social sciences and other solo-author disciplines?
  • Doris Reeves-Lipscomb on 04 Aug 15
     
    interesting look at group projects by Brian Mathews, July 14, 2015 on bringing together history students in research/product projects
Doris Reeves-Lipscomb

How Curiosity Leads to Creativity -- Science of Us - 0 views

nymag.com/...osity-leads-to-creativity.html

curiosity creativity Gilbert women womenslearningstudio

shared by Doris Reeves-Lipscomb on 06 Oct 15 - No Cached
  • We live in a culture that very much fetishizes passion and certainty. I think sometimes people lose their way in the creative path because they’re being told to follow their passion. It can be a really cruel piece of advice
  • Forget about the notion of passion, and give your attention to your curiosity. Passion burns hot and fast, which means it can come and go
  • I have followed things in my life that barely had a pulse, but it was the only thing that was there that day
  • ...2 more annotations...
  • But part of that path, of leading a creative life, is to believe that there’s a reason that you’re into this thing, whatever it is.
  • Every time I hear someone talk about discipline all I see is the scratch marks on the walls they left with their fingernails. All that anxiety. You’ve got to take it easy on yourself. You’re doing an inherently weird thing. You’re investing time and money into making something that nobody asked you to do. It’s inherently a wacky thing to do. You’re going to have strange feelings, especially about the uselessness of it all. But then you think, I’m going to stay with it, because it’s more interesting than anything else.
  • Doris Reeves-Lipscomb on 06 Oct 15
     
    Really a wonderful summation of how curiosity leads to creativity--interview with Elizabeth Gilbert by Melissa Dahl, September 23, 2015
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