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Doris Reeves-Lipscomb

When an Online Community No Longer Works: Associations Now - 0 views

  • But investing in both strategies to minimize those issues (via a sophisticated commenting, social management, or forum system) and people to help soothe the pain is very much a way to help solve those pain points. If you’re not investing, you’re just opening yourself up to problems.
  • A controlled community of members commenting on a subject? Perhaps a better one.
  • public interaction—particularly, the framing of that interaction—needs to make sense with your association’s overall business goals,and if it doesn’t, it’s worth considering cutting bait.
anonymous

How To Use Twitter For Teaching And Learning | Edudemic - 0 views

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    Detailed information on use of Twitter for learning
anonymous

Illinois Online Network: Educational Resources : Online Teaching Activity Index - 1 views

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    The Illinois Online Network (ION) is a collaboration of all community colleges in Illinois and the University of Illinois working together to advance utilization of technology enhanced and Internet-based instruction and service.
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    Good resource, Lyn, with many good ideas. The fishbowl explanation and conceptual mapping are potentially relevant to us--fishbowl as a method we could use in online seminars with a Google Hangout within a Livestream and concept mapping as a tool to share with others. Sure there are other worthwhile pages here, too.
anonymous

12manage - All you need to know about management - 0 views

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    Discover summaries of methods and models. Discuss issues with managers, consultants and academics - 12manage.
Doris Reeves-Lipscomb

Top 10 Strategic Workforce Trends for 2020 from Oxford Economics - 0 views

  • Companies struggle to develop a learning culture. About half (52 percent) of executives says their company can retain, update, and share institutional knowledge, and only 47 percent say their company has a culture of continuous learning.
  • The 2020 workforce will be increasingly flexible and companies are unprepared. Forty-one percent of executives say their company is increasingly using contingent workers and 42 percent say this approach is affecting their workforce strategy.
  • Even though executives cite education and institutional training as the most important employee attribute
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  • don’t invest enough in identifying and developing talent
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    Summarizes Oxford Economics study on Workforce 2000, 2014.
Doris Reeves-Lipscomb

Business Ecosystems and Strategy - 0 views

  • Business ecosystems are dynamic webs of interdependent organizations that rely on each other for success.
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    Short post by Maya Townsend at Partnering Resources on ecosystems citing James F. Moore's work in 1993 and a Business Ecosystem model he devised. August 8, 2012
Doris Reeves-Lipscomb

Case Study: How Human Rights Watch Leverages Employee Personal Brands on Twitter | Beth... - 0 views

  • Twitter has flipped our relationship with media. Instead of us pitching journalists, many have come to rely on our staff as sources and connect with them through Twitter.  Many tweets lead to press calls.”
  • With almost 200 staff members engaging authentically on Twitter or curating news and information on their topics from different sources,  it forms the backbone of a robust content curation strategy.  Says Murphy, he and his colleague, typically curate the best 30-50 Tweets from the 1,000s by staff for the organization’s account.  
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    How a nonprofit used the personal Twitter "brands" of its employees to expand its reach with news media and other key audiences.
Doris Reeves-Lipscomb

Does Our Current Education System Support Innovation? | MindShift | KQED News - 0 views

  • We can’t just buy iPads (or any device), add water, and hope that strategy will usher schools to the leading edge of 21st century education. Technology, by itself, isn’t curative. Human agency shapes the path.
  • The social and economic world of today and tomorrow require people who can critically and creatively work in teams to solve problems.
  • All computing devices — from laptops to tablets to smartphones — are dismantling knowledge silos
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  • Within this model, standardization and mass production rule supreme.
  • Innovation, whether it’s with technology, assessment or instruction, requires time and space for experimentation and a high tolerance for uncertainty.
  • he margin can be a small percentage of class time that’s carved out each week for experimentation
  • Learning environments of the future are in incubation. And therein lies the challenge: Learning environments that don’t exist can’t be analyzed.
  • Moving into the unknown requires a pioneering spirit.
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    Great blog post from 2012 on how difficult it is to change teaching practice to embrace technology and new learning routines when the margin for experimentation, error, time, & definition of academic success is so narrow
Doris Reeves-Lipscomb

Let's Embrace Our Open-Source Overlords: Associations Now - 0 views

  • Open-source software often gets derided for its downsides—maintenance concerns, the need for development resources, concerns about security—but its huge transparency and collaboration benefits typically get missed.
  • (It’s worth noting that you may be using open-source software without realizing it: Most major content management systems, including WordPress and Drupal, are based on open-source code bases. Not that you’d immediately think of them in that context.)
  • Open source tends to follow current standards. The reason Mozilla Firefox gained so much momentum on Microsoft’s Internet Explorer about a decade ago has everything to do with programming strategy. IE, being proprietary and without much competition, didn’t have a reason to keep innovating quickly. Firefox, on the other hand, was in a spot to iterate relatively quickly and drive online development—and when Google Chrome came into the picture, this process moved even faster. This is true of a lot of open-source software. It can ensure you’re working with this year’s model.
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    good article on value of open source software by Ernie Smith, Associaitons Now, June 16, 2015
Doris Reeves-Lipscomb

Big Data Enables Companies and Researchers to Look into the Future - SPIEGEL ONLINE - 0 views

  • The expression "Big Brother" has become dated. Experts would seem to have reached consensus on the term "Big Data" to describe the new favorite topic of discussion in boardrooms, at conventions like Berlin's re:publica last week, and in a number of new books. Big Data promises both total control and the logical management of our future in all aspects of life.
  • New is the way companies, government agencies and scientists are now beginning to interpret and analyze their data resources. Because storage space costs almost nothing nowadays, computers, which are getting faster and faster, can link and correlate a wide variety of data around the clock. Algorithms are what create order from this chaos. They dig through, discovering previously unknown patterns and promptly revealing new relationships, insights and business models. Though the term Big Data means very little to most people, the power of algorithms is already everywhere. Credit card companies can quickly recognize unusual usage patterns, and hence automatically warn cardholders when large sums are suddenly being charged to their cards in places where they have never been. Energy companies use weather
  • According to official figures, since the Swedish capital Stockholm began using algorithms to manage traffic, drive times through the city's downtown area have been cut in half and emissions reduced by 10 percent. Online merchants have recently started using the analyses to optimize their selling strategies. The widespread phrase "Customers who bought this item also bought …" is only one example of the approach.
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    Beginning of a series on big data, algorithms, and some consequences by Martin Muller, Marcel Rosenbach, and Thomas Schulz in Spiegel Online International, May 17, 2013
Doris Reeves-Lipscomb

What We Do | The Buckminster Fuller Institute - 0 views

  • conceive and apply transformative strategies based on a crucial synthesis of whole systems thinking, Nature's fundamental principles, and an ethically driven worldview. By facilitating convergence across the disciplines of art, science, design and technology, our work extends the profoundly relevant legacy of R. Buckminster Fuller. In this way, we strive to catalyze the collective intelligence required to fully address the unprecedented challenges before us.
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    page from Buckminster Fuller Institute that explains how they work--they build across disciplines to understand divergent needs/answers, then facilitate convergence across the disciplines of art, science, design, and technology to "address the unprecedented challenges before us."
Doris Reeves-Lipscomb

Debunking the Eureka Moment: Creative Thinking Is a Process - 0 views

  • what should we praise? The effort, the strategies, the doggedness and persistence, the grit people show, the resilience that they show in the face of obstacles, that bouncing back when things go wrong and knowing what to try next. So I think a huge part of promoting a growth mindset in the workplace is to convey those values of process, to give feedback, to reward people engaging in the process, and not just a successful outcome.”
  • Most people don’t want to deal with the accompanying embarrassment or shame that is often required to learn a new skill.
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    Great blog post on becoming more creative and sustaining it by James Clear
Doris Reeves-Lipscomb

Why Ed Tech Is Not Transforming How Teachers Teach - Education Week - 0 views

  • teachers are far more likely to use technology to make their own jobs easier and to supplement traditional instructional strategies than to put students in control of their own learning. Case study after case study describe a common pattern inside schools: A handful of "early adopters" embrace innovative uses of new technology, while their colleagues make incremental or no changes to what they already do.
  • numerous culprits
  • Washington-based International Society for Technology in Education
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  • project-based unit on social-justice movements
  • Their goal: Produce independent research papers on topics of their choice, then collaboratively develop a multimedia presentation of their findings with classmates researching the same issue.
  • cloud-based tool called Google Slides
  • prepare written text (61 percent of respondents reported that their students did so "sometimes" or "often") conduct Internet research (66 percent), or learn/practice basic skills (69 percent).
  • "job-embedded" professional development
  • "most teachers [at the school] had adapted an innovation to fit their customary practices."
  • "second order" obstacles.
  • expanding teachers' knowledge of new instructional practices that will allow them to select and use the right technology, in the right way, with the right students, for the right purpose.
  • eachers and students in the small-scale study were found to be making extensive use of the online word-processing tool Google Docs. The application's power to support collaborative writing and in-depth feedback, however, was not being realized.
  • "We're telling teachers that the key thing that is important is that students in your classroom achieve, and we're defining achievement by how they do on [standardized] tests," she said. "That's not going to change behavior."
  • Far more rare were teachers who reported that their students sometimes or often used technology to conduct experiments (25 percent), create art or music (25 percent), design and produce a product (13 percent), or contribute to a blog or wiki (9 percent.)
  • "The smarter districts use those teachers to teach other teachers how to integrate tech into their lessons,"
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    Great article on why more progress in the classroom isn't happening with student-centered uses of technology. June 10, 2015 Edweek, quotes Larry Cuban.
Doris Reeves-Lipscomb

Towards Maturity - 0 views

  • Use Your Towards Maturity Learning Landscape Audit to find out:Your staff's preferences for different types of learning resources or modes of deliveryTheir willingness to use their own technologies and to share their learning with othersHow actively they are using social media and apps in their day-to-day life and workWhat formal learning they are involved with - both inside and outside workTheir views on working online - what works, what doesn’t work, what they find most helpful and what gets in the wayA comparison of the key findings for different groups of staff – managers, job roles, age, experience, location and othersWhen is it useful to conduct a Learning Landscape Audit?When designing new learning and performance solutionsWhen you are setting strategy and agreeing long term business plansWhen allocating resourcesWhen making the business case for changeWhen you need to set a benchmark prior to introducing change
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    This page focuses on the Towards Maturity Learning Landscape Audit (LLA)--survey tool to help businesses understand how their staff learn, both formally and informally. The few bullet points contrast the views of 2,000 randomly selected learners from the private sector with 500 L & D professionals--a wide gap exists with regard to how learners are learning and like to learn with what L & D professionals are doing. For instance, 80% of learners prefer work in collaboration with other team members whereas only 1 in five L & D managers surveyed actively encourage staff to help each other solve problems using social media.
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    excellent points for us to stress in our work, too.
Doris Reeves-Lipscomb

Inside Mark Zuckerberg's Bold Plan For The Future Of Facebook | Fast Company | Business... - 0 views

  • When I ask people close to Zuckerberg how, exactly, he has pulled off these achievements, I don’t hear a lot of anecdotes about him swooping in and personally making genius-level decisions that suddenly changed everything. Instead, they praise his inquisitiveness, persistence, ability to deploy resources, and devotion to improving Facebook and himself. He has a knack for carving up grand plans into small, doable victories. "Most of our conversation was about long-term strategy, and then we’d backtrack from there to what we should do over the next month," says Bret Taylor, who worked as Facebook’s CTO from 2009 to 2012 and who was at the company
  • or all of us who work with him, it’s like, Man, he is so good at improving."
  • Aim ridiculously high, and focus on where you want to go over the long term.
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    interesting lengthy article on Zuckerberg's style and plans for Facebook, November 2015
Doris Reeves-Lipscomb

Habits: Why We Do What We Do - 0 views

  • 40% to 45% of what we do every day sort of feels like a decision, but it’s actually habit.
  • There’s a cue, which is like a trigger for the behavior to start unfolding, A routine, which is the habit itself, the behavior, the automatic sort of doing what you do when you do a habit.
  • And then at the end, there’s a reward. And the reward is how our neurology learns to encode this pattern for the future.
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  • diagnose the cue and the reward.
  • every cue falls into usually one of five categories.
  • t’s usually a time of day, a certain place, the presence of certain other people, a particular emotion, or kind of a set of behaviors that’s become ritualized.
  • And that’s the reward that I was craving, was socialization.
  • keystone habits. Some habits seem to have a disproportionate influence
  • And in a lot of people’s lives a keystone habit is exercise. When they start exercising, they start using their credit cards less. They start procrastinating less. They do their dishes earlier. Something about exercise makes other habits more malleable.
  • So O’Neill actually said, I want to make workers more safe. I want to change worker safety habits. And everyone could sign on to that. What he was actually saying was, I want to make every single factory more efficient and more productive and producing a higher quality product, because that’s how we make things safer. But if he had come in and he had ordered greater efficiency, everyone would have rebelled, all the workers at least. But you come in and you say, I want to make everything safer, that’s something everyone can sign onto.
  • But 5% of your job as a CEO is making the big strategy choice. 95% is managing small choices, managing what your culture is going to be like, managing how you structure the rewards and the incentives that determine how people kind of automatically behave.
  • And when psychologists have looked at quantum changers, what they found is these are people who suddenly became very deliberate about their habits. There’s something almost magical about understanding how habits work, because studies show that once you understand, once you think about the structure of a habit, it becomes easier to change that habit. And once you change that habit, you start making these small, incremental adjustments to your day that over a year or over a decade can add up to a huge difference.
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    great interview with Charles Duhigg--transcript and podcast--on how individuals and organizations can bring about changes in their lives with "keystone habits"
Doris Reeves-Lipscomb

8 Scientifically-Proven Ways to Streamline Decision-making - 0 views

  • Proven Strategies for Better Decision-Making
  • 8.) Avoid Distractions
  • 7.) Take Naps
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  • 6.) Limit Your Choices
  • 5.) Create To-do Lists Based on Specific Goals
  • 3.) Learn To Let Go
  • .) Simple Rituals
  • 1.) Make All These a Habit!
  • The process of creating habits involves building neural pathways in your brain – and this takes a heck of a lot of time. How much time? In his book Outliers, Malcolm Gladwell says 10,000 hours. Another author says it takes approximately 45 days.
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    very good article by Arthur Piccio on making better and more decisions at YouTheEntrepreneur
Doris Reeves-Lipscomb

There's a Difference Between Cooperation and Collaboration - 0 views

  • most managers are cooperative, friendly, and willing to share information — but what they lack is the ability and flexibility to align their goals and resources with others in real time. Sometimes this starts at the top of the organization when senior leaders don’t fully synchronize their strategies and performance measures with each other.
  • First, consider the goal you’re trying to achieve. Map out the end-to-end work that you think will be needed to get the outcome you want.
  • Second, convene a working session with all of the required collaborators from different areas of the company to review, revise, and make commitments to this collaboration contract.
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  • work through the plans, make adjustments, and find ways to share resources and align incentives.
  • cross-functional collaboration is easy to talk about but hard to do, particularly because we tend to get stuck in cooperating mode.
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    article by Ron Ashkenas on difference between cooperation and collaboration and how to set up and negotiate successful collaborations, April 20, 2015
Doris Reeves-Lipscomb

Thinking about Teaching and Learning - 0 views

  • It’s learner-centered teaching—it’s those instructional strategies and approaches designed and used by teachers who want learners to be motivated, independent, and self-regulated.
  • We criticize students for their surface learning approaches and yet I see a lot of surface learning when it comes to teaching. Our infatuation with teaching techniques—the tips, tricks, and gimmicks that can make our teaching dance—yes, they’re important, but so are the assumptions and premises on which they rest. We quest for “right” answers to what we think are simple questions. “Should I call on students or let them volunteer?” The answer depends on a host of variables including; how you call on students, who you call on, when you call on them, and what’s the motivation behind calling on them. Thinking that good teaching results from having right answers trivializes the complexities that makes teaching endlessly fascinating.
  • learning about teaching. I have talked with teachers who admit they don’t do any pedagogical reading and others who don’t do any professional development activities. How can you expect to stay instructionally alive and well when you’re not taking actions that promote health? It’s not about needing to improve; it’s about wanting to grow. It’s about taking our love of learning and tackling teaching as a subject to be mastered, a skill to be developed.
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    great blog post by Maryellen Weimer on why teachers need to think about learning, their own PD to start!
Doris Reeves-Lipscomb

How corporates co-opted the art of mindfulness to make us bear the unbearable - 0 views

  • They’ve been sold on meditation as a simple way to bear the unbearable.
  • In other words, if you’re stressed out, you’re not working hard enough on your personal focus strategy. You’re letting the team down.
  • the marketing of mindfulness as a solution to work stress and life balance rather than the complex spiritual approach to living it is meant to be.
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  • Rather than a difficult but easily accessible way to free your mind and body, mindfulness has been rebranded as a kind of gentle harness to help us heel to the corporate leg.
  • Mindfulness is a way of living, not a substitute for taking action.
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    a view on how mindfulness/meditation is used to manipulate us into complying with dysfunctional or unbearable workplaces
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