Group items tagged

"Phew! Talk about pressure. Writing a blog post about how to write a perfect blog post is the most meta of burdens. It's a bit different than writing about perfect tweets or ideal Facebook posts. There's nowhere to hide when you're blogging about perfect blogging. So I hope you'll still trust the advice here even if you don't find this post itself to be flawless. I'm sure we'd all love for each of our blog posts to be absolute perfection-however it is that you measure perfection-so I researched all the necessary info to get us started on the path to perfection. I'll cover headlines and length and visuals and so much more below. How close are you to creating the perfect post already?"

White paper by Shawn Callahan, Mark Schenk, and Nancy White, April 21, 2008 on Building a collaborative workplace "THE ROLE OF LEADERSHIP Leadership is a keystone for establishing supportive collaboration cultures, especially in teams and communities. This is based on how leaders mainly embed their beliefs, values and assumptions in the fabric of their organisation. There are six main behaviours that leaders display that mould the organisation's culture.[3] What leaders pay attention to, measure, and control on a regular basis-are they paying attention to collaborative strategies and behaviours from team, community and network perspectives? How leaders react to critical incidents and organisational crises-are they sacrificing long-term goals for short-term fixes which sabotage collaboration? Does fear of connecting to the larger network keep them from tapping into it? How leaders allocate resources-are they investing in the collaboration capability? Is it attentive to all three types of collaboration? How leaders express their identity through deliberate role modelling, teaching, and coaching-as our leaders collaborate, so do we! How leaders allocate rewards and status-are your leaders rewarding individual or collaborative behaviours? Or both? How leaders recruit, select, promote, and excommunicate-are collaborative talents sought and nurtured?"

A really wonderful look at community engagement--how to measure, make it happen, etc. Rachel Happe, Community Roundtable.

A big study by TNTP on teachers' professional development basically conceding defeat on helping teachers improve their classroom practice, especially once teachers pass the 5 year mark of experience. Sounds to me like the measures they are using to evaluate teacher improvement are too big and inflated so that individual progress cannot be observed much less evaluated for effectiveness from a reliable starting point. The other problem seems to be in recruiting teachers who are good to start off with.

"Yet with the 2016 elections looming and a spirit of economic populism spreading throughout the nation, that view of Occupy's impact is changing. Inequality and the wealth gap are now core tenets of the Democratic platform, providing a frame for other measurable gains spurred by Occupy. The camps may be gone and Occupy may no longer be visible on the streets, but the gulf between the haves and the have-nots is still there, and growing. What appeared to be a passing phenomenon of protest now looks like the future of U.S. political debate, heralded by tangible policy wins and the new era of activist movements Occupy inaugurated." Article on the lasting impact of Occupy Wall Street on today's political, social, and environmental debates in this country and abroad.

great article on learning agility (innovating, performing, reflecting, and risking) by J.P. Flaum and Becky Winkler, HBR, June 8, 2015

Volume XI, Number 4, Winter 2005/2006, Evaluation Exchange newsletter, Harvard Family Research Project, Harvard Graduate School of Education.

Jenn Deering Davis, 2012 Recommends: using an official conference hashtag 1. unique tag 2. communicate official tag 3. Track mention of the official and unofficial hashtags Surfacing interesting conference topics 4. Follow conversation as it unfolds 5. Pay attention to retweets 6. Use official handle to ask questions 7. Find problems quickly Sharing important conference content 8. Use official handle to post announcements and schedule changes 9. Distribute speaker slides 10. Answer attendee questions Tracking audience engagement 11. Measure total Twitter audience size 12. Determine popular speakers and presentations 13. Share metrics with sponsors Gathering feedback or your next conference 14. Tweet links to conference feedback survey 15. Compare this conference to other events 16. Analyze qualitative tweet content

Article published 10/3/12 in Medical Economics by Brandon Glenn. "Nearly one-fourth of physicians use social media on a daily basis to scan or explore medical information, according to a recently published study in the Journal of Medical Internet Research. The researchers behind the study set out to examine physicians' level of social media usage for the purpose of exchanging advice, ideas, reports, and scientific discoveries with other physicians. The study was based on emailed survey responses from 485 primary care physicians (PCPs) and oncologists, and it had a response rate of 28%. They found that, whereas just 24% of physicians use social media to "scan or explore" on a daily basis for those reasons, that number jumps to 61% when measured on a weekly basis. Physicians who use social media to "contribute," rather than merely scan information, stood at 14% daily and 46% weekly. "

blog post by Vu Le, February 2, 2015--reflections on SeaHawks' loss to Patriots and tie-in to nonprofits' lessons And I found that the greatest thing about this sport where a bunch of dudes throw an egg-shaped ball and shove each other around, is the community it builds. The last two weeks especially have been great. People were nicer to each other. Everyone seemed happier. And the ice at any meeting could be broken with a simple "Go Hawks." Applied to nonprofits: One of the most important things that nonprofits do is that we build community. This is hard to measure and is not often funded. But we cannot take this for granted. When we do a good job, our organizations and programs instill in people-our clients, staff, board, volunteers, donors-a sense of belonging to a community that cares about them, where they are seen, where they matter. (See "An immigrant kid's reflections on community.")

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 post by Tanmay Vora, January 10, 2011 on learning organizations. ID problems, correct them, then figure out how to prevent in the future. Make process improvements, document the lessons, relentlessly train teams, and incorporate preventive measures in their processes.

Measures Multiple Intelligences

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.

List of projects in Connected Learning Research Network as of July 27, 2012 Note this Longitudinal study of Connected Learning by Ben Penuel of late elementary and middle school students in connected learning environments and the "relationship of participation to valued outcomes. These outcomes include interest development, persistence in learning, civic participation, and development of a positive sense of the future." Could these outcomes be the same for WLS Studio connected learners?

Blog post identified by Brenda Kaulback for CPsquare Inquiry 2013. Blog by Scott Jaschik, August 19, 2013, focuses on the DOCC, a MOOC feminized with different values and pedagogy. Excerpt "The DOCC aims to challenge MOOC thinking about the role of the instructor, about the role of money, about hierarchy, about the value of "massive," and many other things. The first DOCC will be offered for credit at 17 colleges this coming semester, as well in a more MOOC-style approach in which videos and materials are available online for anyone." Excerpt: "A DOCC is different from a MOOC in that it doesn't deliver a centralized singular syllabus to all the participants. Rather it organizes around a central topic," Balsamo said. "It recognizes that, based on deep feminist pedagogical commitments, expertise is distributed throughout all the participants in a learning activity," and does not just reside with one or two individuals. Read more: http://www.insidehighered.com/news/2013/08/19/feminist-professors-create-alternative-moocs#ixzz2xY8xLHur Inside Higher Ed

great blog post by Jane on working independently but learning interdependently via the web/internet.

good questions to ask ourselves

article by Ron Ashkenas on difference between cooperation and collaboration and how to set up and negotiate successful collaborations, April 20, 2015

very interesting self-assessment by someone who took Jarche's course on PKM with the self-awareness building components. We struggle with some of the same challenges. Interesting graphic by Jarche in this post on different types of capital.