Group items tagged

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

love slide 18 on digital literacy by creating, curating, accessing, and selecting capabilities. Also like slides 46 & 47 on consulting, speaking, collaborating, and learning with the world. Also like slide 50 on global mindset. The series on the Global Educator profile starting at slide 51 is well done, too. (52-explorer attitude; 53-global connectedness; 54-global imagination) Slideshare by Sylvia Tolisano on the NOW Literacies through the Lens of Sharing. Program has 65 slides.

"Women's entrepreneurship has hit a media tipping point. The question is: Is it just a passing media fad that will soon be a blip on the radar screen, or is it actually a real, fundamental economic force that's reshaping the world? I think it's safe to say that it's the latter. Women-owned entities in the formal sector represent approximately 37% of enterprises globally - a market worthy of attention by businesses and policy makers alike. While aggregated data is often challenging to find, the recent Global Entrepreneurship Monitor (GEM) found 126 million women starting or running businesses, and 98 million operating established (over three and a half years) businesses. That's 224 million women impacting the global economy - and this survey counts only 67 of the 188 countries recognized by the World Bank."

An amazing project that utilizes gaming, social media, digital badging, and virtual worlds as methods to promote digital literacy to youth in high risk areas. These after-school programs are designed to "Global Kids believes that youth be not merely critical consumers but active producers of digital media". Kids produce games on social issues impacting them (such as neighborhood violence or racial intolerance) that are designed to teach others about not just about the issue but how it feels to be impacted by the issue.

The Global Kids definition of leadership is very in tune with what we have been trying to convey, I think. Here is there goal statement: "The Global Kids Online Leadership Program (OLP) integrates international and public policy issues into digital media programs to encourage digital literacy and technical competency, foster global awareness, promote civic participation and develop 21st Century skills. OLP was created in 2000 to bring new media into Global Kids' after school programs, introduce these programs into online communities, and explore how the combination of the two could develop 21st Century Learning Skills. Through programs utilizing video games, virtual worlds, social media, and other forms of participatory media, youth involved in our programs now have the opportunity to have their voices heard and make a global impact in ways that were previously unimaginable."

An especially good blog (IMO) by Harold Jarche on the intersection of Individual, community, and network fluency, and the intersection and interplay of all 3 and the literacies necessary to be part of global networks to solve global issues.

Great blog by Harold Jarche on the core skills of individual, community, and networked fluency and literacy, and how they interact and influence and work with each other to solve global issues.

Interesting book. Chapter 17 - Computer Networks of Global Civil Society begins with a suggested charter document of human communications.

This excerpt from an interview with Sheryl Nussbaum-Beach, PLP founder, captures critical points for PD online. "Will and I agreed that we would only work with teams of school-based educators because the research made it clear that it was collaborative teams within in a school, working together, that really brought about sustainable improvement. That would give us what we needed to anchor the virtual experience in a local context. We also wanted participants to experience a global community of practice-to be able to have conversations with people very different than themselves, with fresh perspectives. Our thinking was that if we put teams of educators who had different ideologies, different geography, different purposes and challenges, all together in the same space, then they could each bring what they did well to the table and people could learn from that. Ultimately that would mean public, private, Catholic, and other kinds of schools; educators teaching well-to-do, middle-class, and poor kids; educators in different states and nations, at different grade levels, and in different content areas and roles. What ultimately grew out of our brainstorming was a three-pronged model of professional development that emphasizes (1) local learning communities at the school/district level; (2) an online community of practice that's both global and deep; and (3) a third prong that is more personal-the idea of a personal learning network that each educator develops as a mega-resource for ideas and information about their particular interests and areas of practice. (These three prongs are described in depth in a new book, The Connected Educator, where PLP community leader Lani Ritter Hall and I tell the story of the evolution of our model and the very solid research base behind it.)

Book that has 2 sections: Global Networks Virtual Issues and Transnational Citizenship. 2014. Taking stock of what we know about the Information Age with no stabilization of its complex social, technological and political arrangements.

"Updated February 2013 Adopted by the NCTE Executive Committee, February 15, 2008  Literacy has always been a collection of cultural and communicative practices shared among members of particular groups. As society and technology change, so does literacy. Because technology has increased the intensity and complexity of literate environments, the 21st century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies are multiple, dynamic, and malleable. As in the past, they are inextricably linked with particular histories, life possibilities, and social trajectories of individuals and groups. Active, successful participants in this 21st century global society must be able to Develop proficiency and fluency with the tools of technology; Build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought; Design and share information for global communities to meet a variety of purposes; Manage, analyze, and synthesize multiple streams of simultaneous information; Create, critique, analyze, and evaluate multimedia texts; Attend to the ethical responsibilities required by these complex environments."

Depressing article from USAToday by Elizabeth Weise about how the US is now 28th on the list of global gender equality, behind Rowanda and some other third world countries.

Amazing three minute video with Deepak Chopra talking and visualizing how the "global brain," the social networks we now create through our participation in Twitter, Facebook, Pinterest, etc., change our brains and our opportunities. We need to use this video in our E-vents.

A group of friends in Mexico, all entrepreneurs, started talking about their failed ventures. The conversation engendered such deep learning and reflection, they created a regular meeting where they modified the Japanese Petcha-Kutcha model of presenting slides for and narrating the slides for a very brief time. The Mexico group named these f2f thriving on failure group Fuck Up night. Others around the world began to hear about the FuckUp night via social media, and soon were asking the Mexico group if they could replicate the model. Now FuckUp nights are global, and the original group only asks that the model be followed, and any slides and videos of the presentations be shared with the world on the fuckup nights website.

A group of friends in Mexico, all entrepreneurs, started talking about their failed ventures. The conversation engendered such deep learning and reflection, they created a regular meeting where they modified the Japanese Petcha-Kutcha model of presenting slides for and narrating the slides for a very brief time. The Mexico group named these f2f thriving on failure group Fuck Up night. Others around the world began to hear about the FuckUp night via social media, and soon were asking the Mexico group if they could replicate the model. Now FuckUp nights are global, and the original group only asks that the model be followed, and any slides and videos of the presentations be shared with the world on the fuckup nights website.

TED talk that goes with his book, Cognitive Surplus. Very good talk about how we can now use internet and smartphones to really impact not only local but global political structures and systems, as well as get information out in real time that benefits everyone.

Harold Jarche blog, 11.16.12 Excerpt: summary by participant of keynote that Harold delivered in Denmark "Moving from local to global We live in a less barriered world: self-publication, group forming across the world, unlimited information. In the past we linked up with people with similar interests locally, due to simply physical realities… now we can link up with people from around the world. So from a learning perspective our learning group grows (personal addition: this also means that the group that lives inside the personal zone of proximal development grows, as more people can potentially be in this). Groupforming is now becoming networks. This has an effect on mentorship: per mentor you can only have so many learners, but with the growing group more mentors can stand up and the learners themselves can become mentors."

Article by Kerry Hannon, Forbes, 1.25.13 This author asserts that older workers will become more valued by employers even though they aren't making special efforts to hire or retain them now and do not want to pay for the cost of training/retraining them. These trends suggest that taking charge of one's own learning with a PLP, PLN, etc. and taking advantage of all the free opportunities will be valuable skills to have. This author only looks to community colleges for retraining and does not reference any of the online options that we know about from the work on the directory. Should we draft a comment back to Kerry Hannon on this website? "1. Who is going to pay for that training? Most labor market experts I have interviewed say the government and private employers need to ramp up more training programs for older workers and create workplaces that make it easier for them to do their jobs. Employers don't want to spend for it. They've already cut to the bone to stay competitive globally in recent years and this kind of spending is a tough sell. Conceivably, as I discussed as a panel member at a recent Federal Reserve Workforce Development conference, one way to provide the needed training is through the community college system. The coursework could be offered at an affordable cost for the worker. Depending on who foots the bill, employers or employeees could receive tax incentives to ease the tuition bill. (Please continue to next page.) "

ALISON MOOC--"With more than 1.2 million unique visitors per month and 250,000 graduates worldwide, Advance Learning Interactive Systems Online (ALISON), founded in 2007, is considered by some the first massive online open course (MOOC). " blog by Ellis Booker, Information Week Education, Excerpt: "Our focus is workplace skills," company CEO Mike Feerick told InformationWeek in a phone interview. Indeed, ALISON started with two globally in-demand skills: English and IT literacy, the latter in the form of ABC IT, a 15- to 20-hour training suite that remains the site's most popular course." Excerpt: "Employers don't care where you found those skills or how much you paid for them," he insists. Rather, employers want one thing: Verified competency. One service ALISON offers is tests for prospective hires that employers can administer to check the competence of job applicants who come with ALISON certificates. For a small fee, students can purchase an ALISON certificate after successfully completing a course, as a PDF, paper parchment or framed parchment."

Very nice poster/advertisement from University of Phoenix on top ten skills for successful 21st century worker. Note emphasis on leadership, communication, global citizenship, entrepreneurialism, and accessing, analyzing and synthesizing information

Infographic from LinkedIn on How to Network on LinkedIn.

Blog post by Ron Carlee, October 25, 2011, on Societal Impacts of Digital Exclusion, TechSoup for Libraries. He was "asked to comment on the importance of digital technologies from the perspective of local govenrments." Great quote for connected learning value. See cost proposition below: This increased societal connectiveness and awareness, however, is only available if one is connected. If you're not connected, you're really not connected. In an earlier day, we could legitimately debate the importance of a digital divide relative to other public priorities. In its infancy, informational technology was interesting and useful, but was it truly essential for everyone all the time? This is no longer a credible question. Without digital connectivity in the 21st century, people will earn less, pay more for the things they buy, live life with fewer personal connections, and they will not be exposed to virtual worlds of vast knowledge, art, and even frivolity. If we really care about having successful communities of educated people who can compete in a global economy, who are entrepreneurial and creative, if we really want people to connect with one another, if we want our institutions to connect with the people they serve, if we want a sustainable world that improves the lives of all people, then we must ask the question: can any community afford involuntary, digital exclusion for any of its residents?

Very interesting interviews with six global leaders on leading in the 21st century "But the common themes that emerged from these conversations-what it means to lead in an age of upheaval, to master personal challenges, to be in the limelight continually, to make decisions under extreme uncertainty-offer a useful starting point for understanding today's leadership landscape."