Group items tagged

Web site for Digital Competence: European-wide validation for all levels of learning "Objective:  Identify the key components of Digital Competence (DC) in terms of the knowledge, skills and attitudes needed to be digitally competent; Develop a DC framework/guidelines that can be validated at European level, taking into account relevant frameworks currently available; Propose a roadmap for the possible use and revision of a DC framework for all levels of learners. Outcomes: (1) a consolidated draft proposal for a DC framework, applicable at all levels of education, including non-formal settings (2) roadmap on how to realise and revise the DC framework. Rationale: With the 2006 European Recommendation on Key Competences (Official Journal L 394 of 30.12.2006), Digital Competence has been acknowledged as one of the 8 key competences for Lifelong Learning by the European Union. Digital Competence can be broadly defined as the confident, critical and creative use of ICT to achieve goals related to work, employability, learning, leisure, inclusion and/or participation in society. DC is a transversal key competence which, as such, enables acquiring other key competences (e.g. language, maths, learning to learn, creativity). It is amongst the so-called 21st Century skills which should be acquired by all citizens, to ensure their active socio-economic participation in society and the economy. Major questions: What are the key components of DC and what kind of knowledge, skills and attitudes people should have to be digitally competent, today and in the future? How can and/or should the development of this competence be validated at European level within a lifelong learning context, thus encompassing formal education, non-formal and informal learning and the world of work? "

excellent discussion of networks and social learning in organizations with references to Hart, Jennings, Cross, and Internet Time Alliance among others, 2010

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?"

Found this book on "The Information Diet" by Clay Johnson that speaks to the information obesity that most of us suffer from. Am interested in seeing what the information diet's framework is and how it could help.

Description of a course offered by the Hague University of Applied Sciences, Fall 2012. Nancy White is one of the faculty. "The intersection of technology and social processes has changed what it means to "be together." No longer confined to an engineering team, a company, a market segment or country, we have the opportunity to tap into different groups of people using online tools and processes. While we initially recognized this as "online communities," the ubiquity and diversity of technology and access has widened our possibilities. When we want to "organize our passion" into something, we have interesting choices. It is time to think about a more diverse ecosystem of interaction possibilities which embrace things such as different group configurations, online + offline, short and long term interactions, etc. In this course we will consider the range of options that can be utilized in the design, testing, marketing and use of engineering products. In this course, we'll also begin to pay attention to "The Four i's of Innovation." You'll be learning a lot about these in the coming courses, but consider this a preview. The first i is the itch; "a hunch" that there is something going on. This inclination can indicate the sublime starting point for change or an innovation The second i is insight; the research framework to base the fundamentals of the innovation on The i for idea; the experimenting towards potential solutions ("what if"- approach) The final i is for impact; the realization of the changes and innovations."

Authors did an opening exercise at a conference in 2010 to force choices by educators on organizationally controlled vs. individually controlled PLEs. It clear that the shift is toward individualized learning supported/guided by educators side by side not in front of the learner. Excerpt "To help them in this endeavour, institutions have an important role as guides (not leaders) that have to trespass their own walls and enter the environments (in plural) where learning actually takes place, which increasingly is outside of the framework of formality. In fact, this seems to be answering at the WHAT question: what is learning in the digital era? The rest of pairs (Openness and the Barriers) seem to be pointing at the HOW question: how should learning be carried on in the digital era?. The answer seems to be open and flexible institutions, new educational systems and methodologies and a dire organizational change."

post by Dave Snowden on Table Napkin Model drawing test, it if doesn't fit on a table napkin, model is too complicated, 7.31.2015

Evaluating Professional Development: A Framework for Adult Education, A publication of Building Professional Development Partnerships for Adult Educators Project, May 1997

Incredible post by Beth Kanter on integrating learning into nonprofits' work, January 2, 2014. Very grounded piece that links to excellent resources. References Charles Jennings' framework of adding learning to work, embedding learning in work, and extracting learning from work. Ends with these questions: How does your nonprofit integrate learning into your work? How do you as a nonprofit professional incorporate professional learning into your work? - See more at: http://www.bethkanter.org/learning-at-work/#sthash.CxcnOOYv.dpuf

"This leadership is less about current position, authority, management, or control, and much more about facilitating the work of others: engaging, connecting, and catalyzing people, and helping them to self-organize and innovate around shared goals. It requires new mindsets, tools, and skills" This leadership is less about current position, authority, management, or control, and much more about facilitating the work of others: engaging, connecting, and catalyzing people, and helping them to self-organize and innovate around shared goals. It requires new mindsets, tools, and skills. nice graphic of ALF journey to impact

"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 "

good description of the history, development, uses, and framework of single-loop and double-loop learning as defined by Argyris and Shon. Examples of double-loop learning in organizational and educational settings, and actions taken at each step in the process.

great blog by Kanter on how Upwell uses social media for experimentation, failure, listening, measurement, 3.26.2013. Good graphics too.

Great article by Adam Lent, Ashoka, on how social media networks unleash the power of people to act as meaningful change makers themselves. June 8, 2015 Suggests that company leaders need to provide the platform to "allow others to flourish and create. Cites Frederic Laloux's book on organizational theory.

Matrix for evaluating PD from ND Title 1 Program Improvement Workshop at NCREL's annual meeting in 2007. Thomas R. Guskey's handout inspired matrix

14 minute video by Bev and Etienne Wenger-Trayner on their value creation network, April 2015. Explains the value creation network beautifully and impact of social learning from immediate value to potential value to applied value to realized value and then its strategic and enabling value.