Group items tagged

Blog post by Etienne and Beverly Wenger-Trayner on leadership groups within communities as act of service to lead group process. September 14, 2012 Need to do something like this in setting up Studio leadership roles that could be period specific, event specific, etc. See excerpt: The practice goes like this: everyone at a meeting belongs to a leadership group - and each group stewards one part of the learning process of the whole group. In this way leadership of the community meeting is distributed over the entire event. Leadership here is seen as an act of service, that is, not leadership in terms of telling others what to do, but helping the group develop itself as a learning partnership. We've seen these groups lead to some transformational turn-arounds in group dynamics and the learning potential. (Notwithstanding the times they flopped - which led us to learn a great deal!) We gave playful names to the groups in the spirit of making it a fun and inventive way of leading the process: agenda activists, community keepers, critical friends, social reporters, external messengers, value detectives. Over the years we've come to see that these groups can work well in lots of different contexts including group meetings, conferences, and long-term community development. Anywhere, that is, where there is an intention for collective learning.

a list of 30 terms for working with computers online at the National Institute on Aging, nice basic set of terms with pictures to illustrate what is meant by scrollbar or address field, etc.

At About.com, top 30 internet terms for beginners, 2013.

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?"

May 23, 2012 by Leadership Freak Dan Rockwell "8 ways to run great meetings: Short agendas are better than long. Allow ample time to discuss substantive issues. Rush through trivial items at the end. Press for decisions. Create immediate, short-term action items. Set short-term incremental deadlines. If it's due in six months it won't be started for five unless you set clear, impending milestones. Identify champions - people who own action items. Follow-up with participants in between meetings. Ask, "How's your project coming?""

In this blog post, John Hagel "lifts" from a much larger report, what platforms are, the three types (aggregation that is mainly short-term, transaction based; social for building long-term relationships and meshing of relationship networks to foster diversity of connections, and mobilization--those that move people to act together to accomplish something, ex. supply network, Linux in open source, and social movements such as Arab Spring), and how a fourth one--the "learning platform" is the aspiration of business ecosystems everywhere. Platforms do not mean apps. Platforms offer governance protocols and structure for determine who belongs and who doesn't. They also facilitate coordination, collaboration, and connection.

blog by Tanveer Naseer on leadership terms. Tweeted by Lolly Daskal in March 2014. Terms are meraki (Greek for doing something with love, creativity, & self); sawubona--seeing those we lead for the people they are; ubuntu--becoming aware of the impact we have on those around us; Taarradhin--transforming compromise from zero-sum into a win for everyone.

ASAE's page on Collaborate Welcome with explanation of how to get started and how members "easily interact and communicate online and via email to exchange ideas, experience, knowledge and wisdom of your peers." Join our discussion groups to spark or contribute to a conversation. The benefits are endless!" Overview of how to get started "1. customize your profile and preferences... 2. adjust your subscription settings... 3. start a conversation in the discussion groups... 4. start networking--find a member and connect... 5. Volunteer Town Square--here you will find short-term opportunities as well as ASAE's one-year term council and committee appointment groups. We encourage you to volunteer for projects that fit your interests, expertise, and schedule!"

Continuous acquisition and application of knowledge, skills, and beliefs by individuals, teams, and the whole enterprise is an essential aspect of high performance organizations. However, barriers to this learning are common in organizations. These barriers must be overcome in order for organizations to have long term success. Stephen Gill has identified 12 common barriers to learning in organizations: Program focus; Limited resources; work-learning dichotomy; passive leadership; non-learning culture; resistance to change; not discussing the un-discussable; need for control; focus on short-term, simple solutions; skilled incompetence; blame-not gain language; selective attention.

This 'manifesto' was offered in response by Paolo Bruttini to Jarche's adherence to networks for organizations operating today with different type of leadership. October 2014 Jarche concluded in his post: Networked leaders foster deeper connections, developed through ongoing and meaningful conversations. They understand the importance of tacit knowledge in solving complex problems. Networked leaders know they are just nodes in the knowledge network and not a special position in a hierarchy. What does a post-hierarchical organization look like? It will be one that provides a sense of belonging like a tribe, but with more diversity and room for personal growth. It will have the institutional structure to manage the basic systems so people can focus on customers and community, not merely running the organization. It will have market type competition, but without a winner-take-all approach. Finally, it will promote cooperative actions that add to the long-term value of the ecosystem and community, not just short-term collaboration to get the next project done or achieve some arbitrary quarterly results. Making the networked organization more resilient will help everyone in it, not just a few central nodes. The networked organization takes the long view.

very funny list of terms and pictures to illustrate the uniqueness of terms for writers/bloggers by Daniel Dalton on July 25, 2014, BuzzFeed via twitter

glossary on basic IT terms for association management

blog post on Mashable on how to create your online identity 5 tips 1. Google your name--see who you are competing against in terms of name recognition 2. Own your name--get LinkedIn profile and pictures to show up first by creating a name specific URL at LinkedIn 3. Block and tackle on social networks such as Facebook to only share certain info with the public or limit Facebook content to friends only. 4. Advance the ball forward--create some great content in the first page of results; some apps help with that--Brandyourself 5. Make your own plays--showcase your expertise in a blog post, answer a question on Quora or comment on an article.

Blog post by Jeff Cobb, the author of Ten Ways to be a Better Lifelong Learner and Mission to Learn blog, on EvoLLLution (illuminating the lifelong learning movement), 3.26.2012 See excerpt below for obstacles that keep people from lifelong learning: "AA: What are the major gaps keeping today's adults from effectively continuing their education? JC: There are two ways to come at that question, at least. It's high-level at first, to differentiate between education-which I consider to be primarily a formal, structured activity-and learning, the vast majority of which is informal and not necessarily structured. And learning encompasses education, but learning is just so much broader. When it comes to education, there can be any number of barriers that prevent an adult from continuing her education. Time and money tend to be two of the biggest. Those barriers can be overcome; like anything in life it's just often a matter of priorities and planning, both on the part of the individual and the society, but they do have to be overcome. On the other hand with learning, there's really nothing that can prevent an adult from continuing learning if they are in fact dedicated to doing that. We really can't help doing it; we're pretty much hard-wired to be continually learning. But we all know how overwhelming the flow of information can be around us these days; on the one hand it's this sense of being overwhelmed that can hold people back, I think another factor is that we simply don't look at a lot of the amazing new opportunities that we have, primarily through what the web now enables. … We don't necessarily look at these as learning tools and as things that can really help us to engage with and grow in life. Really, once you recognize that and once you start thinking in terms of effective strategies and effective approaches, the sky's the limit."

Blog post by William Bowen, March 25, 2013, on movement towards online education. He would like more hard evidence to understand impact/success among other effects, tool kits (platforms), new mind-set to attempt online to reduce costs without adversely affecting educational outcomes, what we must retain in terms of central aspects of life on campus such as "minds rubbing against minds." Excerpts: "My plea is for the adoption of a portfolio approach to curricular development that provides a calibrated mix of instructional styles." ... "Their students, along with others of their generation, will expect to use digital resources-and to be trained in their use. And as technologies grow increasingly sophisticated, and we learn more about how students learn and what pedagogical methods work best in various fields, even top-tier institutions will stand to gain from the use of such technologies to improve student learning." Really like this comment for value of MOOCs for post-college graduates: "A quibble. I am intrigued by your comment about "minds rubbing against minds." While there is undeniable worthiness of the thought inside academic communities perhaps underestimated is the lack of such friction after graduation and how MOOCs can provide opportunities outside the alma maternal environments. To take courses at the local U. costs both in inconvenience of scheduling, transportation and monetary costs equivalent to constantly having a new Hyundai. Those requirements wind up as being unreasonable. Since January I have had the great pleasure of thinking about the thoughts of Dave Ward and colleagues from the University of Edinburgh and arguing about points in the forums. More recently, Michael Sandel on Justice from Boston. These opportunities are enormously better than nothing at all, clearly benefiting myself and probably also friends, colleagues and civil society. While these experiences do not provide the intensity of a post seminar argument in the Ree

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

A British university guide on using Twitter in university research, 2011. Distinguishes between substantive, middle ground, and conversational tweets. Explains bit.ly and other url shortening devices, how work must be in public domain to be accessible in tweets, and when to tweet, and what it can do in terms of gathering feedback, etc. from stakeholders. Nice overview.

blog by Harold Jarche on the Connected Workplace, 4.15.2013 Excerpts: "Implicit knowledge is best developed through conversations and social relationships. It requires trust before people willingly share their know-how. Social networks can enable better and faster knowledge feedback for people who trust each and share their knowledge. But hierarchies and work control structures constrain conversations. Few people want to share their ignorance with the boss who controls their paycheck. But if we agree that complex and creative work are where long-term business value lies, then learning amongst ourselves is the real work in organizations today. In this emerging network era, social learning is how work gets done." ..."Personal knowledge management (PKM) skills can help to make sense of, and learn from, the constant stream of information that workers encounter from social channels both inside and outside the organization." ..."Collaboration skills can help workers to share knowledge so that people work and learn cooperatively in teams, communities of practice, and social networks." ..."Leaders need to understand the importance of organizational architecture. Working smarter in the future workplace starts by organizing to embrace networks, manage complexity, and build trust."

Blog post at P2PU, 2.13.13, that references MIT Media Lab's indicators for measuring success--might they apply to WLStudio? See excerpt below. "Finding the Right Metrics It can be easier to think about success in terms of indicators. High-level indicators are essentially aggregates of measurements that give you a quick indication of whether or not the organization is on target with its goals and will allow us to map all projects and initiatives to the objectives - bearing in mind that most projects don't fit nicely into a single goal or objective, but it's helpful to know how each project is contributing to the overall goals of the organisation. MIT Media Lab uses three indicators when they measure success: Uniqueness - have we done something new that helps the field? Impact - Have we reached people? Magic - Did we create epiphanies and enable serendipity? "

Blog post by Suzie Mitchell, November 6, 2012, on how her desire to have a more satisfying relationship with her son led to learning about technology and using online tools to build her knowledge, which in turn led to a new career and more satisfying life. Wonderful justification for Studio IMO enriching one's life in the short-term and how opportunities came to her for work, etc. Excerpt: ""Google is your friend, Mom. Use it whenever you don't understand something." OK, duh!, but those words set me free. I could ramp up my learning all by myself. I dived headfirst into the tech world, got a smartphone and started downloading apps on every topic that interested me: health and wellness, fitness, recipes, news and, yes, shopping. Soon Justin and I were exchanging emails about apps, articles and websites. It felt great; my son-buddy was coming back into the fold. There was a lot I didn't understand, but I embraced the "fake it until you make it" approach. Before long he was sending me links he thought would appeal to me. Some I really liked, but others were hard to comprehend. They offered products and services that boomers would supposedly appreciate - but I couldn't figure out how to navigate the site, or I didn't understand what was so "amazing" about the "revolutionary" product."