Group items tagged

blog post written June 20, 2011 on I.need.reflection, time to make sense of learning. Love the list of starting prompts for reflecting on a learning lab or experience.

Post by Chris Corrigan on need to build reflection and quiet time for individuals into group designs. November 25, 2013. Nancy White identified this post for me in her blog. ""Please consider integrating some introvert work into your designs. You don't have to worry about the extroverts: while you give the group quiet time, which is giving the introverts permission to reflect inwardly, most extroverts will just go on doing whatever they want to do but the introverts will feel better if you give them permission to reflect. It only has to be a minute of reflection before speaking but it can make a huge difference to the introvert's experience in small group talk.""

Jarche on reflection, August 26, 2014 "Here is a typical example of inefficient knowledge-sharing at a conference. A problem is presented in a plenary session and participants are immediately asked to brainstorm and give feedback. But why was the issue not presented weeks ahead of time? Probably because nobody would have reviewed it? What can be achieved in 10 minutes of thinking on demand? Not much. What is really achieved with 50 to 100 people in a room, a presenter and then questions from the floor? Nothing, other than the semblance of building and sharing knowledge. The conference rut reflects the workplace knowledge rut."

from Future Tense on June 11, 2016 by Teddy Wayne. he posits, with research to back him up, that we are losing the time, ability, and desire for reflection that leads to deeper thinking and learning. As smart phone, computer, and other digital uses increase, our focus on the immediate is replacing the practice and habit of reflection.

Great post on Resource Link, October 19, 2011, on value of twitter to professional learning community building. Found it via my Twitterers. Research has identified six 'common patterns of participation' for users of Twitter: Sharing Knowledge and Resources - sharing links to blogs, images or video clips of interest. Monitoring Educational New Sources - sourcing professional readings and research Digitally Attending Important Conferences - sharing thoughts and reflections from professional development sessions or conferences. Encouraging Reflection - engaging in a reflective conversation with others Gathering Instant Feedback - turning to Twitter as the first point of call when needing answers about their practice Mentoring Colleagues - turning to Twitter to find a digital mentor for yourself or a peer. (From Ferriter, W. M., Ramsden, J. T., & Sheninger, E. C. (2011). Communicating and Connecting with Social Media. Bloomington: Solution Tree Press.) How to get started: 1. Set up a Twitter account 2. Find people to follow 3. Learn some hashtags #_____ 4. Manage your posts

Kate Murphy talks about how we are now a culture of always doing something, and we avoid any reflective time because we are so unpracticed at it that we dwell on the negative when we do have quiet time without distraction. People will go far to avoid introspection - in experiments they give themselves electric shocks rather than sit quietly alone without anything to do. Research, especially the new neural research, all show that allowing your mind to drift is healthy and productive. Google, for example, has courses for employees in mindfulness, meditation, and "Search Inside Yourself". The research also shows that not giving yourself time to reflect impairs your ability to empathize with others. "Feeling what you feel is an ability that atrophies if you don't use it."

Another example of why reflection is important to well being, creativity, satisfaction with life, and connections to others

"learned socially, as we have for millennia. We need time for reflection, but even more so, we need experiences to reflect upon. This makes our learning personal: felt in our gut. Real learning is not abstract."

blog on four ways to build reflection into the learning process, January 22, 2014, Langwitches Blog. Is oriented to "students" but could be adapted for adult learning.

Bog post by Denise Alvarez, 9/23/14 on revamping in-house publication and importance of reflection. "It's important to take a moment to reflect. As YPs in the association world, we're given many opportunities to revamp or re-create materials, programs, and more. It's a great idea to take a moment after the project is complete to breathe and enjoy the finished product. See what you learned from the process and be sure to tell yourself "Well done!" when you hit the nail on the head."

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.")

Patrick Allan from Lifehacker proposes this simple journal template to reflect each day. In the Challenge course with Jane Hart, we are using this at the end of our day as a daily reflection, and then will report via our discussion group about our learning, and respond to others. It is a nice ritual to practice. Part of the exercise at the end of the week is to discuss how we will continue the practice after the 15 weeks are over.

BIOF reflection questions for learning: Backward-looking, inward looking, outward looking, forward looking--40 questions in all

BIOF reflection questions for learning: Backward-looking, inward looking, outward looking, forward looking--40 questions in all

Great elegant graphic of reflective learning, and a 4 step process. He has developed the 70:20:10 method of blended learning. This is from his blog on blogspot.

Reflection blog post by Nancy White on 1.9.13 on her Project Community course that she co-taught at the Hague. Offers many insights including this jewel below on what the learning design must bring together: "The other aspect of the design was to bring three elements together: sense making discussions about the subject matter (synchronously in class and asynchronously on the class website), insights from weekly "guests" shared via 5-10 minute videos (to bring a variety of voices), and action learning through small group experiences and team projects. I know there are strong feelings about team projects, but building collaboration skills was part of the course learning objectives, so this was a "must do." And we spent time talking about the how - -and reflecting on what was and wasn't working as a vector for learning these skills."

Blog by Harold Jarche, April 30, 2012. This excerpt IMO justifies why women (and everyone else!) needs to know how to work in social networks to learn and to help others learn and apply their "capacity for action" in their workplaces and elsewhere. They can transform their workplaces through enriched learning practices. They may not have the HR title but they can still role model organizational learning on a small scale at least. Excerpt: "Individual learning in organizations is irrelevant, as work is almost never done by one person alone. Knowledge, Senge said, is the capacity for effective action (know how) and it is the only aspect of knowledge that really matters in business and life. Value is created by teams and mostly by networks of people. While learning may be generated in teams, this type of knowledge comes and goes. Learning really spreads through social networks." Excerpt: It shows that the company never gave any thought to organizational learning. ■Are employees narrating their work in a transparent environment? ■Does the daily routine support social learning? ■Is time made available for reflection and sharing stories? "Narrating their work in a transparent environment," "support social learning," and "reflection" are all linked to other resources.

I joined Sheryl N-B's Google circle and have wandered through her posts including her Connected Learner Manifesto (that I believe came from a Twitter request she made, subsequently summarized into Circle document). I wrote a couple of entries. Note that on this page advertising the PLP Live 2012 event, they stress the need to do "embedded job learning" with their learners. Makes me wonder if we need to be more specific about the types of transitions/situations we wish to help women with. Because all learning needs to be applied/reflected on/? to be owned and used as a springboard for the next phase? Writing reflections or doing representations of learning advance learning and certainly document waypoints but are they enough?

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

interesting idea for gathering participants to learn from doing including reflecting and re-iterating phases. "Make Cycles" promoted by weekly newsletter to participants.

blog by George Siemens reflecting on his first week of a dual-layer MOOC, October 28, 2014. "I'm biased toward learners owning their own content and owning the spaces where they learn. My reason is simple: knowledge institutions mirror the architecture of knowledge in the era in which they exist. Today, knowledge is diverse, messy, partial, complex, and rapidly changing. What learners need today is not instructivism but rather a process of personal sensemaking and wayfinding where they learn to identify what is important, what matters, and what can be ignored. Most courses assume that the instructor and designer should sensemake for learners. The instructor chooses the important pieces, sets it in a structured path, and feeds content to learners. Essentially, in this model, we take away the sweet spot of learning. Making sense of topic areas through social and exploratory processes is the heart of learning needs in complex knowledge environments. " Though I am biased toward learner-in-control, I do recognize the value of formal instruction, particularly when the topic area is new to a learner. Even then, I would like to see rapid transitions from content provision to having learners create artifacts that reflect their understanding. These artifacts can be images, audio, video, simulations, blog posts, or any other resource that can be created and shared with other learners. Learning transparently is an act of teaching.

Both the discussion method (Tweet-chat) followed by private reflection and public writing, as well as the topic--design thinking are fascinating to me. Written by David Kelly on April 24, 2012. Is method of learning relevant to WLStudio?