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Description of a course offered by the Hague University of Applied Sciences, Fall 2012. Nancy White is one of the faculty. "The intersection of technology and social processes has changed what it means to "be together." No longer confined to an engineering team, a company, a market segment or country, we have the opportunity to tap into different groups of people using online tools and processes. While we initially recognized this as "online communities," the ubiquity and diversity of technology and access has widened our possibilities. When we want to "organize our passion" into something, we have interesting choices. It is time to think about a more diverse ecosystem of interaction possibilities which embrace things such as different group configurations, online + offline, short and long term interactions, etc. In this course we will consider the range of options that can be utilized in the design, testing, marketing and use of engineering products. In this course, we'll also begin to pay attention to "The Four i's of Innovation." You'll be learning a lot about these in the coming courses, but consider this a preview. The first i is the itch; "a hunch" that there is something going on. This inclination can indicate the sublime starting point for change or an innovation The second i is insight; the research framework to base the fundamentals of the innovation on The i for idea; the experimenting towards potential solutions ("what if"- approach) The final i is for impact; the realization of the changes and innovations."

"Data is the new soil."  instead of "Data is the new oil."  "titanic amount of data" "dormant design literacy" "need relative figures related to other data" to understand data "scraping data" "Data visulization is form of data compression" "douche" is term he uses to show implosion as well as creation or combinations of data well worth watching

From ReferralCandy.com on the difference between social networks and social media. Examines the history of using these terms: prior to 2010, social network was more widely used. Sites such as Facebook and Twitter were just trying to connect people together. However, after 2010 both FB and Twitter started to become news and resource sources and the emphasis changed from connections to content. An example from Twitter: Used to ask - What are you doing? Now ask - what is happening?

new book by Kevin Kelly (Wired) praised by Godin, coming out June 7. Looks like equivalent of new "digital literacies" to me in terms of understanding how our futures will be affected by technological forces

I like this term "free-range learning" and believe it might be part of the Studio language. "Ms. Morgan borrows the phrase "free-range learning" to describe students' behavior, and she finds that they generally shop around for content in places educators would endorse. Students seem most favorably inclined to materials from other universities. They mention lecture videos from Stanford and the Massachusetts Institute of Technology far more than the widely publicized Khan Academy, she says. If they're on a pre-med or health-science track, they prefer recognized "brands" like the Mayo Clinic. Students often seek this outside content due to dissatisfaction with their own professors, Ms. Morgan says." Also this comment: I don't think academe has really come to grips with the very large role peer-to-peer sharing plays in the way students learn. We proved this interesting phenomenon this year in a very large online course that we were in the process of redesigning. One section of the course piloted the redesign, which had dropped the former textbook in favor of all online content, cut out 1/3 of the subject areas covered in the old version of the course and changed the assignment instructions and interaction modalities radically. Despite the fact that all students in the pilot section were fully informed that they were in a different and new course, and were required to go though an extensive introductory module covering all aspects of the new version of the course, including the syllabus, and were required to pass a test covering the course requirements and structure, we still had something like 5% of the students turn in work that was based on the old course assignments and old course structure. Some of them had apparently not read any of the assignment instructions from their own section, and were relying entirely on peers in other sections for information on how to complete assignments.

Blog by Harold Jarche on Leadership is an emergent property of balanced networks, May 29, 2012 Like this assessment of leadership skills in networks: "As networked, distributed workplaces become the norm, trust will emerge from environments that are open, transparent and diverse. As a result of improved trust, leadership will be seen for what it is; an emergent property of a balanced network ["in-balance" may be a better term for this changing state] and not some special property available to only the select few. And this one: Networked contributors (full-time, part-time, contractors) need to work together in a networked environment that facilitates cooperation and collaboration. This is why the narration of work and PKM will become critical skills, as work teams ebb and flow according to need, but the network must remain connected and resilient

Blog post by David Truss, Pair-A_Dimes, January 4, 2011, on learning at work by professionals, i.e., teachers. Has much more good stuff to say than this excerpt but I find this useful for Information Overload. Another term I ran across lately--practical obscurity--in relation to why we are now part of NSA's scope--because costs have fallen so low to monitor so much behavior online--voice and text--that what was once unavailable without a lot of costs is now quite feasible for someone to monitor, such as NSA, Google, Facebook, etc. Excerpt: "I read a post recently by Jeff Utecht, whom you have worked with, that said this: "Today at school I answered personal e-mail, updated my Facebook status, Tweeted, looked up flights for winter break, and even read articles that didn't pertain to school. And they say we're becoming less productive at work. What really is happening is the line between our work life and our social life is becoming blurred more and more every day." and he continues: "Sure I use some of my work time to do social things, yet I get home from work after 3pm and answer work e-mails, text faculty members about a computer problem, and work on lessons and things that need to be done. So it's an even swap. I'll use some of your time, you can use some of mine.""

article in Bits, NYT, by Nick Bilton on coping with email, January 19, 2014. Found the article through notation by my LinkedIn link Bob Gallo. Brings up the term email_bankruptcy whereby one deletes all the unread email at the start of the new year.

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."

Linda Stone's blog, April 20, 2012. Runs something called The Attention Project. New terms: conscious computing, email and screen apnea, continuous partial attention Excerpt: "Thirty years ago, personal computing technologies created a revolution in personal productivity, supporting a value on self-expression, output and efficiency. The personal communications technology era that followed the era of personal productivity amplified accessibility and responsiveness. Personal technologies have served us well as prosthetics for the mind, in service of thinking and doing. Our focus has been on technologies as prosthetics for the mind, and human-as-machine style productivity. This has led to burn-out, poor health, poor sleep, and what I call email apnea or screen apnea. We wonder where our attention has gone. Turns out, it's right where we left it - with our ability to breathe fully. We can use personal technologies that are prosthetics for our beings, to enhance our lives. I call this Conscious Computing. We can use technology to help enable Conscious Computing, or we can find it on our own, through attending to how we feel. For advice from a musician on how to do Conscious Computing, I interviewed the organist, Cameron Carpenter. Conscious Computing with the help of passive, ambient, non-invasive Heart Rate Variability (HRV) technology is poised to take off over the next few years. It has the potential to help all of us learn the skills that musicians, athletes and dancers have, that immunizes them from email apnea."

""We do our best work when we're physically connected," says Roy Hirshland, CEO of T3 Advisors, a commercial real estate advisor. Dialing in on Skype will work in a pinch, but it's not a substitute, he says. "When you're in the same room, you can see facial expressions, you can feel energy in a room." The idea is based on Media Richness Theory, which posits that some tasks require face-to-face interaction. Skype doesn't fit the bill. "Skype is a great, free way to communicate with sound and picture, but with glitchy connections, awkward camera angles, the limitations of webcams and cheap microphones, etc.," says Dr. Matthew Lombard, a professor at Temple University and president of the International Society for Presence Research. "It's far from the same experience as talking to someone in person. Face-Time and other tablet and phone methods have the advantage of mobility, but they suffer in terms of the vividness of the experience." "Narrow-bandwidth tech like text-based chat rooms and messaging, and email, are great for specific, relatively straight-forward, 'dry' cognitive tasks but not so good for things that involve ambiguity and emotion," Lombard says. "So there are an awful lot of tasks people need to complete in business (and certainly in life generally) that don't lend themselves well to these technologies.""

A number of great quotes offered by Tom Peters on leading in the 21st century, September 2014. Tom Peters: Today's technology tools give you great opportunities to do 73 things at a time or to at least delude yourself that you are. I see managers who look like 12-year-olds with attention deficit disorder, running around from one thing to the next, constantly barraged with information, constantly chasing the next shiny thing. The only thing on earth that never lies to you is your calendar. That's why I'm a fanatic on the topic of time management. But when you use that term, people think, "Here's an adult with a brain. And he's teaching time management. Find something more important, please." But something more important doesn't exist. Tom Peters: Unless you were born with a very, very silver spoon, you're going to spend the majority of adult life at work. Why shouldn't this be a joyful experience or an energetic experience or a vivid experience? If you're a leader, your whole reason for living is to help human beings develop-to really develop people and make work a place that's energetic and exciting and a growth opportunity, whether you're running a Housekeeping Department or Google. I mean, this is not rocket science. It's not even a shadow of rocket science. You're in the people-development business. If you take a leadership job, you do people. Period. It's what you do. It's what you're paid to do. People, period. Should you have a great strategy? Yes, you should. How do you get a great strategy? By finding the world's greatest strategist, not by being the world's greatest strategist. You do people. Not my fault. You chose it. And if you don't get off on it, do the world a favor and get the hell out before dawn, preferably without a gilded parachute. But if you want the gilded parachute, it's worth it to get rid of you.

Blog by Eric Barker, bakadesuyo.com, September 14, 2015 "Here's what you can learn about time management from very successful people: Do a time log. See how long things take and when your best windows are. Plan the whole week. Focus on your core competency and what makes you happy. Have a morning ritual that gets you closer to your long term goals. Set 3-5 anchor events for the weekend. Plan something fun for Sunday night."

GAO report that is focused on the contingent workforce. It defines a core contingent of workers as those who have no real regular work, and they make up 7.9 % of the workforce. All contingent workers represent 40.4% of the population currently, with 32.5% being more of contracted and longer-term contracted workers.

interesting blog post, lots of food for thought about PD for compliance reasons and how to support growth long-term, Peter DeWitt, August 18, 2015

good article on how more work is shifting to an always-on demand model in order to succeed or at least stay employed. Mathew Ingram, August 20, 2015

Web site for Digital Competence: European-wide validation for all levels of learning "Objective:  Identify the key components of Digital Competence (DC) in terms of the knowledge, skills and attitudes needed to be digitally competent; Develop a DC framework/guidelines that can be validated at European level, taking into account relevant frameworks currently available; Propose a roadmap for the possible use and revision of a DC framework for all levels of learners. Outcomes: (1) a consolidated draft proposal for a DC framework, applicable at all levels of education, including non-formal settings (2) roadmap on how to realise and revise the DC framework. Rationale: With the 2006 European Recommendation on Key Competences (Official Journal L 394 of 30.12.2006), Digital Competence has been acknowledged as one of the 8 key competences for Lifelong Learning by the European Union. Digital Competence can be broadly defined as the confident, critical and creative use of ICT to achieve goals related to work, employability, learning, leisure, inclusion and/or participation in society. DC is a transversal key competence which, as such, enables acquiring other key competences (e.g. language, maths, learning to learn, creativity). It is amongst the so-called 21st Century skills which should be acquired by all citizens, to ensure their active socio-economic participation in society and the economy. Major questions: What are the key components of DC and what kind of knowledge, skills and attitudes people should have to be digitally competent, today and in the future? How can and/or should the development of this competence be validated at European level within a lifelong learning context, thus encompassing formal education, non-formal and informal learning and the world of work? "

interesting take on learning concierge services by Edtech, June 2015. First time I have seen this term used by a big company.

really good interview with Jane Hart on learning workers--what it means in real terms, June 24, 2015

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