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Article on web 2.0 marketing to millennials by Strategic Enrollment Management February 2009. "Although we are not going to dedicate our article to a recap of millennial marketing, we do want to reinforce the importance of understanding the millennial mindset before you begin to build your Web 2.0 plan. Consider that 64 percent of your audience (teens 12 to 17 years old) are reported to engage in at least one type of online content creation, up from 57 percent just four years ago. Understanding what they are doing online allows our plans to be more comprehensive and effective and fully integrated into a successful enrollment plan. There is even an emerging classification of teenagers using a host of technology options for dealing with family and friends, including traditional landline phones, cell phones, texting, social network sites, instant messaging and e-mail. These "super communicators" represent about 28 percent of the entire teen population (Guess 2008). And possibly the most interesting statistic to watch comes out of Noel-Levitz's "E-Expectations: The Class of 2007" report, which claims that 43 percent of high school juniors have a profile page designed for use in researching colleges (Lenhart & Madden 2007). This all means that if you are not already participating in an active use of online marketing you are overlooking a large group of your audience. Frankly, they are keenly aware of marketing, and as marketers we need to understand their mindset to build effective plans to reach and educate them. We cannot expect that they will conform to marketing as it has been done in a traditional way. Tools of the Trade: Components to Consider The goal of any Web 2.0 is to inform and connect. Simply stated, the tools you choose should work to reinforce that goal and integrate with the other tools of the trade you are using. Enrollment managers who know their audience understand the need to consider a variety of marketing options, from traditional adve

Blog on professional development, 12/7/09 "In the newer flatter models, there are still leaders and followers but not so many layers in between, and that ratio seems to be evening out and actually shifting towards more leaders than followers. In others words, when an employee feels empowered and is driven to leverage all the tools available today for better decision-making (the collective human knowledge is now free and accessible), then really, organizations need to set goals and truly get the heck out of the way. The flatter models are working and they are working great. In addition to being flat, they are also virtual and function-based as opposed to departmental or vocation-based. So, whoever has the expertise necessary to achieve a goal is sought after and their knowledge is harnessed. In some cases, this functional expertise could very well be outside the traditional walls of an organization. As we start 2010, let's be open to performance instead of accountability, to flatter models instead of traditional hierarchies, and to achieving greater success by empowering those who we compensate to perform."

Excellent list of Diigo linked resources assembled by Elyse Eidman-Aadahl on traditions in adult and workplace learning. Has implications for how we structure the learning processes/places for WLS.

Traditional formats in Word or PDF are still preferred even by advertising and marketing executives

article by Jonnie Goodwin, founding partner of Lepe Partners, August 2014 on how the internet fosters traditional arts and crafts and passions that might turn into professional work opportunities

study results presented in ScienceInsider, Aleszu Bajak, May 12, 2014 on traditional stand and deliver lectures 1.5 times more likely to fail with undergraduate students than in classes that use more active engagement methods.

Blog post by Lisa Lane on her Program for Online Teaching class to teach people new to teaching online to articulate their pedagogy for teaching online. She explains how it started as a SMOOC (small to medium) online class in the middle of the quickly paced MOOC movement and how she wishes she had never categorized it as a SMOOC at all (even though it was open to requests to participate). Instead she views it is a class (with textbook and syllabus) guided by the facilitator and content and scaffolded with sequence and mentors/moderators, etc. However, she reverted to the more traditional model as the class was underway. September 4, 2012

Blog post by Jeff Cobb, February 2011, Tagoras site, on adults' self-concept of being responsible for their own decisions and how this is as odds with their frequent relapse into their K-12 expectations/habits/behaviors in adult learning situations. Explanation of Malcolm Knowles's concepts of the Adult Learner: 1. Adults need to know why they need to learn. 2. Adults have a self-concept of being responsible for their own decisions - they have a psychological need to be seen by others as capable of self-direction. 3. Experience is often the best foundation for adult learning activities - often the "richest resources for learning reside in the adult learners themselves." [66] 4. Adults tend to be most interested in learning that has immediate relevance to their jobs or personal lives. 5. Adult learners tend to be life-centered (or task-centered, or problem-centered) rather than subject or content-centered. 6. Adults are typically more responsive to internal motivators (job satisfaction, self esteem, quality of life, etc.) than external motivators (promotions, higher salaries, etc.). Excerpt on how online learning environments are not always recognized as such and how facilitation of learning networks is critical: "Finally - something I have been arguing in one way or another for years - the problematic side of "self-concept" pretty much flies out the window if you remove the obvious, traditional labels like "seminar" or "Webinar." This is a key reason why social networks are so powerful as learning environments - people tend not to consciously acknowledge them as such even though learning is typically the key social object in any professional community that survives and thrives over time. Educators must recognize this and learn to facilitate learning within networks if they want to truly lead learning in their fields and industries."

Interesting blog post bu Elizabeth MacBride, April 5, 2013, on virtual partnerships, 5 secrets 1. must have the same agenda 2. you actually like the person 3. complementary skill sets or traits 4. open lines of communications 5. good legal underpinnings Excerpt "Our number-one rule - and the glue that holds our partnership together - is keeping the workload manageable. We don't take on too many clients, and we don't hold ourselves to unrealistic standards for production. "Our business is focused on helping people navigate a big, ongoing trend-the shift from traditional jobs to an economy built around freelance, contract and temporary work. Pulling all-nighters at the business and cutting ourselves off from the rest of the world, as we might at a venture-capital backed startup, doesn't seem like the right way for us," Pofeldt says. "Why not enjoy one of the best parts of freelancing: the freedom to have an active life outside of work without apologizing for it?" Barry "CB" Martin and Larry Gaian are food writers and marketers-for-hire who met via their common networks. "This year I started several new ventures," Martin wrote via email. "I asked him to be a sounding board. On one of the ideas, he was thinking along the same lines so we decided to combine forces." They're working together under the moniker Guys In Aprons, asking food companies to hire them to write recipe posts and interview expert chefs."

Labels women who seek online learning options, usually more traditional, university based courses and explains their motivations for learning online. Study is from 2001 but still has merit.

Blog by Lindsay Brunner, June 19, 2013, Scoop.it curated, that identifies less known tools for sharing--Scribd, Reddit, Yarny, Scoop.it, and Google Drive and their advantages.

HASTAC discussion by badge designers, 10/2012 Note this excerpt: Include badge earners in the design process of your program. Understand their motivation, what drives their involvement, and what they hope to get out of the program you are creating. Consider the diversity of your learners; they are likely to be driven by different goals. Assessment is just as important in a badge-based learning system as it is in more traditional learning environments. In order for badges to have value to the earner and to those who would consider using the badge to impute the skills or competencies of an individual, appropriate assessment practices need to back up the process by which the badge was awarded. Craft a badge system that is flexible enough to accommodate a range of learning styles, motivations and pedagogies. Some contexts call for more proscribed badging opportunities, where experts set up gauntlets which learners pass successfully before earning badges. Other systems call for a more grassroots approach, in which learners set their own goals and pursue less well-defined pathways that get them where they want to go as individuals, with badges in hand to show for their efforts. Creating a badge system that can adapt to a variety of contexts and audiences is a worthy challenge. Break up complex requirements into simpler steps and attach a badge to each step (so the badges act like waypoints on the overall path).

Brad Zomick of skilledup for learners did a series on proving your skills to employers which included digital badges and certificates, credentials, and traditional degrees.

Article by Tanmay Vora, January 2016 on VUCA world (Volatile, Uncertain, complex & ambiguous) Traditional hierarchical structures are fading away to give way to purposeful networks and communities of people working together to achieve a shared purpose. The cumulative impact of these forces demands a new mindset and competences for leaders to be able to stay relevant and make a positive difference to people and hence, business.

has a from-to matrix by Phyllis Moen on shifting from traditional to open work environment and links to other resources

#change11, blog post by Bon Stewart, May 2, 2012 And here's the rub... "The original MOOCs - the connectivist MOOCs a la Siemens & Downes, and the work of David Wiley and Alec Couros and others - have been, for the most part, about harnessing the capacity of participatory media to connect people and ideas. They've been built around lateral, distributed structures, encouraging blog posts and extensive peer-to-peer discussion formats. Even in live sessions showcasing facilitator's expertise, these ur-MOOCs have tended towards lively backchannel chats, exploring participants' knowledge and experiences and ideas. They've been, in short, actively modelled on the Internet itself. They've been experiential and user-driven. Their openness hasn't stopped at registration capacity, but extended to curricular tangents and participatory contributions and above all, to connections: they've given learners not just access to information but to networks. They've been messy, sometimes, but they have definitely not been business as usual. The problem with EdX is that, scale and cost aside, it IS essentially a traditional learning model revamped for a new business era. It puts decision-making power, agency, and the right to determine what counts as knowledge pretty much straight back into the hands of gatekeeping institutions."

a new MOOC model: uses open source web content as course design. Won't need a traditional instructor or large start-up investment. Known as a mechanical MOOC.

Importance of learning online to replace formal degree seeking activities by Lolly Daskal and Matthew Brimer, founder of General Assembly, turning thinkers into creaters "Luckily for you, there are now a ton of educational resources and pathways to learn web design and hone your skills, available both online and offline, without the requirement of pursuing a traditional college degree. When hiring a designer, most employers today care about your portfolio over your resume, your creative talent over your GPA, and your ability to produce great work over the name brand of the school you attended."

CORE4Women is a free organization where women can share and discover online learning. From their website: Why CORE4Women? Traditional websites are a one-way flow of information from a computer to an end-user. CORE4Women is a live, interactive discussion among women about online learning. There are volunteers who have life experiences that have been significantly influenced by online learning. These volunteers want to mentor and share their experiences with other women. There are also scholarships available to members enrolled in fully online programs!

CORE4Women provides a way for mentors to dialogue directly with women who are looking for answers about online learning. These mentors can explain how to locate degree programs, how to seek funding, how to register, how to engage with others in the online environment, and how to balance many responsibilities while completing course work.

How some traditional jobs have become extinct or evolved into other services or for the need for additional and new skills.

Good quick study of how jobs change. Quote from intro: An overload of "DIY" and virtual everything may lead consumers to value skilled laborers as the new "big thing." Just remember that quality work is always in style and value will never be obsolete.