Group items tagged

Interesting website from Great Britain for women. "Life RevYou" They have a course that started in November and will extend for several months on personal change. Find their use of RevYou interesting--could we adapt for Reset intro?

This framework reminds of what we need to use for our Story Booth-- Seth Godin's Icarus Sessions "The rules are simple The Icarus Sessions are a challenging new way to bring your art forward. Not to make a sales pitch, not to get customers or patrons, but to find the courage to stand up and say, "here, I made this." You can attend a session without presenting, of course. A presentation at an Icarus Session is 140 seconds long. You can go shorter, but not a second longer. You can use slides, or handouts, or even better, just bring your enthusiasm. The assignment: Tell the group about your art. What have you created? What frightened you? What matters? Not a pitch. An act of brave vulnerability. I made this. It scared me. This might not work. Here's how it changed me. What do you think?"

Blog post by Chris Collison, , on why organizations don't value implementing in a more systematic way the documented learning. "In my experience, many organisations sometimes treat lessons learned like they are an end in themselves - as though the value has to remain in the document - rather than where possible leading to actions which embody the learning. These actions might include updating a process, policy, standard or system has been updated to incorporate the learning, which removes the need to promote the lessons or recommendations to future teams. So why do some organisations settle for a pile of lessons rather than a set of improvements? Some possibilities: It's much easier to write a document than see a change through to completion. It's too difficult to find the owner of the process which needs changing. I'm measured on how many lessons our project captures. We have invested in customizing SharePoint to capture lessons learned documents, and need to show that we're using it. Although I wrote the recommendation, I'm not 100% confident that we should change the process for everyone."

Blog by Clark Quinn (Learnlets) on reimagining learning, March 8, 2010. Find the combination and order of content, activity, and product followed by reflection and evaluation logical and appropriate for WLS offerings.

video (18 minutes) by Clay Johnson, February 2012, hyping his book The Information Diet. Goes to food analogies again and again--pizza tastes better than broccoli--and abundance of entertainment, affirmation, and fear is secret pact between customer and media producers online. What is it that people want? What we tell them through our clicks and searches is that we want to be right acc: to Johnson. AP story--poll economic worries pose new snag for Obama. On Fox news, it says that Obama has big problem with white women. They changed headline and reduced story by 600 words, taking out everything positive about his work. They know that readers will read something negative about president. "Opinion tastes better than news." How AOL should make its editorial decisions--they want to spend no more than $84 on a piece of content. How they decide: traffic potential (using SEO to find out what people are searching for--no one is searching for Pentagon Papers or broccoli); bottom of list is editorial integrity because it is market inefficiency. Believes that we are living in land of info abundance where we want to be affirmed, not told the truth. SEOs complete the inquiry to present tabloid types of info that attract us and distract us and misinform us. Our clicks lead to poor information diets, a disease. Make a whole news movement, a slow news movement, demand that media change. We as readers need to upgrade. information over-consumption, not overload enable infoveganism--eat food, not too much, real food at bottom of food chain. 2. Use source material--show your work. 3. Let me pay you for ad free experience. 4. Content is not a commodity (for news producers)

Blog post at P2PU, 2.13.13, that references MIT Media Lab's indicators for measuring success--might they apply to WLStudio? See excerpt below. "Finding the Right Metrics It can be easier to think about success in terms of indicators. High-level indicators are essentially aggregates of measurements that give you a quick indication of whether or not the organization is on target with its goals and will allow us to map all projects and initiatives to the objectives - bearing in mind that most projects don't fit nicely into a single goal or objective, but it's helpful to know how each project is contributing to the overall goals of the organisation. MIT Media Lab uses three indicators when they measure success: Uniqueness - have we done something new that helps the field? Impact - Have we reached people? Magic - Did we create epiphanies and enable serendipity? "

This video by Seth Dickens poses two questions 1) What do I know that could be shared? and 2) What do I want to learn? While I might disagree with the order, the rest of the video (about 4 minutes long) does a beautiful job of explaining what a learning (professional or personal) network is and what it allows one to do to connect purposeful and learn. Other information: Uploaded on Feb 21, 2012 This short video is an introduction to PLNs; known also as "Professional Learning Networks" and "Personal Learning Networks." These simple, organic networks help professionals to continually learn and add new skills and knowledge through informal learning. I'd be delighted to add you to my PLN, whether you're just getting started, or have already established a network. Join me on Twitter: www.twitter.com/sethdickens Find me at my blog: www.digitalang.com/blog For Teacher-Training Seminars & educational Consultancy please contact info@digitalang.com This work is licensed under a Creative Commons Attribution-NonCommercial ShareAlike 3.0 Unported License. You are free: to Share - to copy, distribute and transmit the work , to Remix - to adapt the work, to make commercial use of the work provided under the following conditions Attribution - You must attribute the work to Seth Dickens -www.digitalang.com Noncommercial - You may not use this work for commercial purposes. Share Alike - If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one.

Article by Pamela Mitchell for the New York Times Opinion Pages, 2.10.13 on creating employment and career growth opportunities for young and older workers. Excerpt below speaks to what older workers need to do to be more greatly valued. I do not think most middle to late career workers can afford to let go of the golden handcuffs (HI coverage) to take side trips into entrepreneurial ventures though. Nevertheless, the argument supports the need for WLStudio assisted learning online by women. Excerpt: "Conversely, older workers often need to develop the enhanced technology and communications skills necessary in today's marketplace. But the most important skill an older worker can learn from someone younger is that of continuous, conscious reinvention. Rather than fruitlessly searching for a "safe" job in a "safe" industry (neither of which exist), older workers must embrace the younger generation's flexible perspective. This means structuring their remaining working years as a latticework of skill-development opportunities with multiple employers, along with occasional side trips into entrepreneurship. "

Blog, June 19, 2013, Scoop.it, on how Most Popular leads into reading more in a webiste can be quite distorted to direct reads. Advocates for human curation. "The solution: Human curation. We need to provide readers with lists and collections of content that are popular within a certain field because they are genuinely popular to those who know about or are interested in that field. Most Popular lists on websites are generated by algorithms, making them extremely easy to game (by clicking the same content repeatedly, for instance) which in turn leads readers to believe they've found good content when they oftentimes haven't. It's the job of the curator, as a human, to let other humans know what they (the curator) are finding to be the best pieces of content on a topic - as someone who knows about a specific subject or interest."

Core process for individual growth, a blog by Nick Heap. How to find the unique talent that each of us has to "make a valuable contribution in the world and to lead more fulfilling lives."

An interesting practice suggested by Jordan Rappaport, 6.24.13, curated on Scoop.it!

Can't find the date on this but Quertime lists 15 of the most widely used web forum platforms that we might want to explore. It does list BuddyPress as well. phpBB looks interesting, as does zetaboards, and maybe PunBB.

tools for Retooling

I like this term "free-range learning" and believe it might be part of the Studio language. "Ms. Morgan borrows the phrase "free-range learning" to describe students' behavior, and she finds that they generally shop around for content in places educators would endorse. Students seem most favorably inclined to materials from other universities. They mention lecture videos from Stanford and the Massachusetts Institute of Technology far more than the widely publicized Khan Academy, she says. If they're on a pre-med or health-science track, they prefer recognized "brands" like the Mayo Clinic. Students often seek this outside content due to dissatisfaction with their own professors, Ms. Morgan says." Also this comment: I don't think academe has really come to grips with the very large role peer-to-peer sharing plays in the way students learn. We proved this interesting phenomenon this year in a very large online course that we were in the process of redesigning. One section of the course piloted the redesign, which had dropped the former textbook in favor of all online content, cut out 1/3 of the subject areas covered in the old version of the course and changed the assignment instructions and interaction modalities radically. Despite the fact that all students in the pilot section were fully informed that they were in a different and new course, and were required to go though an extensive introductory module covering all aspects of the new version of the course, including the syllabus, and were required to pass a test covering the course requirements and structure, we still had something like 5% of the students turn in work that was based on the old course assignments and old course structure. Some of them had apparently not read any of the assignment instructions from their own section, and were relying entirely on peers in other sections for information on how to complete assignments.

How crowdsourcing is impacting scientific research, and how blogging about scientific findings is changing how information about new discoveries gets supported/debunked. Interesting in the social media crowdsourcing aspect of how information is not in the hands of just experts anymore.

CrowdSourcing is changing the power dynamics of scientific information. Interesting article for the power of blogging and commenting vs professionals and scientific community.

Blog post by Jenny Mackness on April 24, 2012 announcing a MOOC on First Steps into Learning and Teaching in Higher Education, #fslt12, running from 5/21 to 6/22. Raises issues of how to engage with learners who may not be well-grounded in technology yet who might want to participate because of content, finding the right balance. Will offer certificate for "assessed" learners. Excerpt: "This is an exciting but rather daunting process. We have had lots of interest, with people from all over the world expressing interest in different aspects of learning and teaching in Higher Education. I am beginning to realize the amount of work that must go on behind the scenes in the other MOOCs I have attended. We have deliberately chosen to distribute the course across different platforms - WordPress (for the Home site), Moodle (for the course), Blackboard Collaborate (for the live synchronous sessions) and we are still discussing whether or not to have a separate wiki site, or to go with the wiki in Moodle. The reason for this decision (i.e. the different platforms) is that we hope to introduce participants new to teaching in HE to the idea that learning can take place in a variety of online spaces. Access to our WordPress site has been open pretty much from the word go, and now access to the Moodle site has been opened, despite the fact that neither of these is yet ready. For me, this is a new way of working and takes a bit of getting used to (heart in your mouth stuff!). Finally, we are conscious that the course has been designed to attract people for whom this way of working and the technology involved might be completely new -so we have to achieve the right balance between providing enough structure and support and encouraging open academic practice and independent learning - one of the many tensions involved in designing a MOOC."

This book, The Start Up of You, looks very good to me because it explains how networks (most easily maintained online!) create value that extends beyond finding a job and includes learning, building connections, etc. Reviewed by Claire Reinelt, April 26, 2012.

Interesting site for women to find out and act on what they desire to be. She has courses (paid), groups, workshops, etc. Worth looking at for her content, offerings, and possible connection to the Studio. Plus, she is something else!

I like the feel of the site. It is a little more fluff than I think we would use, but it offers some interesting components for us to consider. Thanks.

Post by Katie Salen, July 26, 2012, Leveling Up project at Connected Learning Research Network. I like this emphasis on individual and collective gains in connected learning networks. And how connected learning is "value additive." Excerpts: "Further, because connected learning, as a model, advocates for experiences that offer low barriers to entry and information, social supports for learning, and diverse opportunities for the development of interest and expertise, it must also advocate for outcomes that are both individual and collective in nature. It is no longer enough to develop metrics and pathways for individual outcomes; we must also find ways to recognize outcomes produced by groups or communities and provide pathways for collective participation. Or so our hypothesis goes." As a community, the members of Ravelry produce knowledge and expertise, projects and products with academic, civic, and peer value. The welcoming nature of the site and the mere existence of the thousands of groups it hosts are mechanisms inviting participation and the development of shared knowledge. Conversely, the environment provides individuals with opportunities to acquire social, economic, and cultural capital, to learn domain-specific content and skills, and develop metacognitive skills and learning dispositions. Unlike models of learning that center solely on individual outcomes and competition for zero-sum resources and rewards, like those seen in most schools, Ravelry exemplifies how connected learning is value-additive, elevating individuals and collectives in an integrated way. High-functioning connected learning environments are characterized not only by engaged learning at an individual level, but by high quality content and standards and collective purpose that is shared by all participants.