Group items tagged

Great article by Idealware (one of our resource page reviewers) on using Pinterest effectively, 2.25.2013

Interesting explanation of business model for how nonprofit and forprofit MOOC partners--edX, Coursera, and Udacity--will make money along with the universities. Implications for other, smaller online learning partnerships? Excerpt on two models (large-scale efforts) According to Mr. Agarwal, edX offers its university affiliates a choice of two partnership models. Both models give universities the opportunity to make money from their edX MOOCs-but only after edX gets paid. Related Content What You Need to Know About MOOCs Document: The Revenue-Sharing Models Between edX and University Partners The first, called the "university self-service model," essentially allows a participating university to use edX's platform as a free learning-management system for a course on the condition that part of any revenue generated by the course flow to edX. The courses developed under that model will be created by "individual faculty members without course-production assistance from edX," and will be branded separately in the edX catalog as "edge" courses until they pass a quality-review process, according to a standard agreement provided to The Chronicle by edX. Once a self-service course goes live on the edX Web site, edX will collect the first $50,000 generated by the course, or $10,000 for each recurring course. The organization and the university partner will each get 50 percent of all revenue beyond that threshold. The second model, called the "edX-supported model," casts the organization in the role of consultant and design partner, offering "production assistance" to universities for their MOOCs. The organization charges a base rate of $250,000 for each new course, plus $50,000 for each time a course is offered for an additional term, according to the standard agreement. Although the edX-supported model requires cash upfront, the potential returns for the university are high if a course ends up making money. The university gets 70 percent of any revenue gen

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?

Great essay on adult learning online, January 2012

Examines metaphors for Internet, Rebecca Johnston, First Monday (peer reviewed journal on the internet), Volume 14, Number 4-6 April 2009. Abstract People use metaphors routinely to express their thoughts regarding the Internet's nature and potential. In a study of editorials over a three month period, writers used metaphors of physical space, physical speed, salvation, and destruction to describe the Internet. We need to understand what these metaphors imply and how they impact the Internet's future.

"The Varied Functions of Badges" summary from HASTAC discussion, 9/2012 My interest in the functions of badges was spurred along when the MacArthur Foundation asked for help documenting the design principles for using digital badges that emerge across the 30 projects underway by the awardees in their Badges for Lifelong Learning project. We needed to come up with a manageable number of categories. Here is what we came up with: Recognizing Learning. This is the most obvious and arguably the primary function of badges. David Wiley has argued cogently that this should be the primary purpose of badges. If we focus only on purposes, then he may well be right. His point is that badges are credentials and not assessments. This is also consistent with the terrifically concise definition in Seven Things You Should Know About Badgesby Erin Knight and Carla Casilli. Assessing Learning. Nearly every application of digital badges includes some form of assessment. These assessments have either formative or summative functions and likely have both. In some cases, these are simply an assessment of whether somebody clicked on a few things or made a few comments. In other cases, there might be a project or essay that was reviewed and scored, or a test that was graded. In still other cases, peers might assess an individual, group, or project as badgeworthy. Motivating Learning. This is where the controversy comes in. Much of the debate over badges concerns the well-documented negative consequences of extrinsic incentive on intrinsic motivation and free choice engagement. This is why some argue that we should not use badges to motivate learning. However, if we use badges to recognize and assess learning, they are likely to impact motivation. So, we might as well harness this crucial function of badges and study these functions carefully while searching for both their positive and negative consequences for motivation. Evaluating Learning. The final category of

Review of John Thackara's new book that has bearing on designing online learning spaces.

Slide share program presented by Steve Wheeler at St. James School, Exeter, England, July 14, 2012 as part of the Vital Meet Workshop. Excellent review of where the web started, evolved to, and could be going for learning.

The Blog of Tim Ferriss with guest post by Peter Diamandis about crowdsourcing problems and going to capital sources for funding. Reviews the changes in communication and cooperation and what is now possible with ICTs.

I was looking for a tool that allowed the "crowd" to create a database, which I think is ultimately what we would want. None of the ten listed seemed to fit that description. Did either of you see one that we may want to consider, or do we try to find something else? Does one of these seem like a good fit for us in other ways?

I haven't determined that any of these is the preferred channel for doing the W.W. database, Lyn. But the idea of incentivizing the creation and maintenance of a crowdsourced 'database' (for lack of a better term) is offered by these groups. A wiki that is set up for a Learning W.W. could be the beginning app until we find someone to do it or a tool to do it better. Even using Diigo in a paid account could work to gather tagged contributions with better organization to follow when we enlist someone to help us.

Colorful, informative graphical mindmap by Jane Genovese at Learning FUNdamentals in Australia for high school students on how to focus in the age of distraction. The branches include taking time to reflect and review, creating rituals/habits, how to work; managing your space, taking a digital technology detox, and help for addicts. From Learning Fundamentals. Also has a presentation for use with with these learning outcomes: By the end of "The Facebook Effect" workshop students will: 1.have developed an understanding of how social network sites (e.g. Facebook) are highly addictive; 2. have developed an understanding of the many benefits of working in a focused manner in a distraction free environment; 3. have access to a range of tools to help them eliminate distractions in their work environment; 4. have a deeper understanding of how multitasking can slow down their mental processes and lead to poorer learning outcomes; and 5. be aware of strategies to enhance their focus and concentration

This post by Bob Miglani (author of best selling book Embrace the Chaos) is the way I want to be in leading the Studio--leaning in with ideas (because we don't have many resources right now), plowing ahead (taking action), and not letting my over-analytical DNA slow me down too much (so that we get lost in the marketplace trends moving ahead of us). I especially love the one line review of his book at the end--"...shows you how to relax and enjoy the messiness of life." So theoretically, it all fits well for me. But where is the $? :-)

Blog post by Arianna Huffington, 4/16/12 on GPS for the Soul "The Internet and the rise of social media have, of course, given us amazing tools to connect, and to effect change in ways large and small. At the same time, there's a snake lurking in this cyber Garden of Eden. Our 24/7 connection to the digital world often disconnects us from the real world around us -- from our physical surroundings, from our loved ones, and especially from ourselves. We see the effects of this in every aspect of our lives. Writing in the Harvard Business Review, Ndubuisi Ekekwe, founder of the non-profit African Institution of Technology, notes how over-connectedness is actually bad for the bottom line. "We're also jeopardizing long-term productivity by eliminating predictable time off that ensures balance in our lives," he writes. Ekekwe also points to Professor Leslie Perlow, author of the forthcoming Sleeping with Your Smartphone: How to Break the 24/7 Habit and Change the Way You Work. Perlow presents research showing how deliberately disconnecting from their digital devices led to people feeling more satisfied in their jobs and their lives."

As I was reviewing Nancy White's blogs, one included a link to this page on virtual leadership development. Knowing Nancy, I was confident that it would be good and it is. What I like about it is the emphasis on developing leadership skills within an organization for a bunch of people, not just a few named leaders at the top. Plus the integration of the online work with an onsite team that chooses and collaborates on a critical issue in the workplace--this is real world leadership to solve problems facing the organization or environment, etc.

article by Diane Stafford at Kansas City Star, 9/20/13 on whether to use Facebook for work connections. It is not a clear progression of tips. Nor does it start from the very first thing one should do: find out about the workplace policy on using social media. 1. Let your boss ask first (?? meaning don't initiate?) 2. Check out how co-workers link (makes sense) 3. Ask first (makes sense to ask workers f2f about connecting) 4. Review your profile (looking for professionally harmful information on pages--makes sense to do regardless of Facebook friends at work) 5. Set privacy settings (yes, good practice to set privacy settings)

"According to a new study by Professor Susan Madsen there are more female executives heading nonprofits than males both nationally and in the state.  This is a standout fact in Utah, which was ranked last by the Center for American Progress for women in positions of decision-making and leadership."

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."

Need to review this and do my own graphic or capture, published 6/30/09 at SFgate.

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.

Has some good ideas (even if they are for academics being reviewed by vitae committees) for curating your online presence, Karen Kelsky, Chronicle HE,

blog by Jarche, 11.02.14 on creating the AAA organization (Action, Alternatives, and Awareness) Action that is focused within the organization, communities of practice to identify and review the alternatives, and awareness that one gets from diverse networks.