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Blog post by Jeff Cobb, February 2010, Tagoras site, on pricing elearning. Explains price, cost, margin, value relationship. Excerpt: "What then are typical price points for e-learning in the association market? I am tempted not to cite any because the only other price points that should matter to an organization are potentially those of competitors. (And as Apple, for example, has demonstrated so well, even competitor pricing should be given only so much weight.) Additionally, our research suggests that only 20 percent of associations have any sort of formal process for setting price - which makes me wonder how much thought is being put into value, margins, and volume. Still, it can be helpful to have some sort of benchmark, however, general, against which to gauge your organization's pricing. We go into much more detail about pricing in our Association E-learning: State of the Sector report, but the average price per e-learning content hour in the association sector - based on our survey of nearly 500 organizations - is $56.79. Per credit hour the average is $73.97. So, for example, based on these figures, the average fee for a 90-minute Webinar that offers CE credit would be around $110. Conclusion I began this discussion by focusing on value, and it seems important to note as I conclude it that the price point is not only dependent upon perceived value, it helps drive perceived value. Part of what gives a Mercedes or a Louis Vuitton handbag its sheen of value is the high price point associated with each. To a certain extent, of course, the price is driven by underlying cost. But it is also true that these companies simply have the audacity - the organizational self-esteem, you might argue - to set a premium price. And people gladly pay it. Few associations, I find, are willing to take such an approach with pricing their e-learning, and perhaps few would succeed if they did. But my suspicion is that most organizations are pricing at a lower l

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

Next to last page has good graphic of pd model they are using.

I am collecting models of professional development processes as research for our about us process re-design

Blog by Annie Murphy Paul, June 20, 2013, PBS Next Avenue on 8 things that can make you smarter. "4. Attention You've probably heard about the "marshmallow test," a famous experiment conducted by psychologist Walter Mischel in the late 1960s. He found that children who could resist eating a marshmallow in return for the promise of two marshmallows later on did better in school and in their careers. Well, there's a new marshmallow test that we face every day: the ability to resist the urge to check email, respond to a text or see what's happening on Facebook or Twitter. We've all heard that because "digital natives" grew up multitasking they excel at it, but in fact, we now know there are information-processing bottlenecks in everybody's brain that prevent us from paying attention to two things at the same time. Focused attention is an important internal situation that we must cultivate in order to fully express our intelligence." Another excerpt: "A common example: The ready availability of technology has convinced many people that they don't need to learn facts anymore, because they can always "just Google it." In fact, research from cognitive science shows that the so-called "21st-century skills" that we're always hearing about - critical thinking, problem-solving, collaboration, creativity - can't emerge in a vacuum. They must develop in the context of a rich base of knowledge that is stored on the original hard drive, one's own brain. For tech to make us smarter, we need to know when to put it away.

SAMR model--Substitution, Augmentation, Modification, Redefinition to introduce technology into learning processes by Christopher Pappas, March 3, 2016

Phased process for moving communities from one platform to another by James Davidson, June 30, 2016, CMS Wire--start with user profiles, then group structures/pages, then content

nice article on why women lose ambition from toxic environments and never fully recover, Shelly Darnutzer, March 9, 2016, LinkedIn Pulse via Twitter

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.

Beth Kanter's scoop.it curation on information coping skills, a skill we all need. Look at model for "how do you manage your information?" This process is part of designing and sustaining a personal learning environment.

Blog post by Jenny Mackness on April 24, 2012 announcing a MOOC on First Steps into Learning and Teaching in Higher Education, #fslt12, running from 5/21 to 6/22. Raises issues of how to engage with learners who may not be well-grounded in technology yet who might want to participate because of content, finding the right balance. Will offer certificate for "assessed" learners. Excerpt: "This is an exciting but rather daunting process. We have had lots of interest, with people from all over the world expressing interest in different aspects of learning and teaching in Higher Education. I am beginning to realize the amount of work that must go on behind the scenes in the other MOOCs I have attended. We have deliberately chosen to distribute the course across different platforms - WordPress (for the Home site), Moodle (for the course), Blackboard Collaborate (for the live synchronous sessions) and we are still discussing whether or not to have a separate wiki site, or to go with the wiki in Moodle. The reason for this decision (i.e. the different platforms) is that we hope to introduce participants new to teaching in HE to the idea that learning can take place in a variety of online spaces. Access to our WordPress site has been open pretty much from the word go, and now access to the Moodle site has been opened, despite the fact that neither of these is yet ready. For me, this is a new way of working and takes a bit of getting used to (heart in your mouth stuff!). Finally, we are conscious that the course has been designed to attract people for whom this way of working and the technology involved might be completely new -so we have to achieve the right balance between providing enough structure and support and encouraging open academic practice and independent learning - one of the many tensions involved in designing a MOOC."

Blog by Penny Scott at Info Career Trends website, 5/4/2009 See excerpt on five year goals and being proactive in PD and career development. When I began my current position at the University of San Francisco in 2003, I knew that five years down the road I would need to apply for a promotion. This involved showing my professional development and service by creating a promotion binder that traced my career development - and seemed a daunting task to my new librarian's eyes, because I was worried that I wouldn't be able to find enough professional opportunities with which to fill my binder. I've found, though, that the promotion process is a model for the art of being proactive about career development, both in thought and in deed. Being proactive requires an active, open, seeking attitude, as well as reliable, high-quality action. This combination is very powerful, and can help you get beyond the constraints of time, funding, geography, or your current job description - giving you a career path of which to be proud."

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.

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

great slideshare on hacking your RSS feeds to get only the most timely and relevant posts by Dawn Foster at Puppet Labs

"Openlab Workshops' mission is to use open source and free software tools and knowledge to both enable and inspire people's creativity. We are part of the open source and free software community because of their idealistic emphasis on transparency, knowledge-sharing, and collaboration. Since 2009 we've developed and taught over 24 workshops in such topics as programming for artists and designers using Processing, interactive lighting, livecoding, Arduino, and sound generation and analysis."

My cousin Evan Raskob's Openlab Workshop site. They are f2f workshops, but the concept is to bring diverse people together to create and share knowledge about digital art and technology.

Personalized Learning Blog Love the responsibility vs accountability pyramid and the description of how they define the process of personalized learning system (PLS) vs. a PLP.

Superb video (9 minutes) on creativity including collaboration and process of learning and innovating. Believe this video should be part of our Studio line-up in some way to prompt discussion, to back up our methods, etc.

"Women process information and make purchasing decisions differently than men: 59% of women feel misunderstood by food marketers; 66% feel misunderstood by health care marketers; 74% feel misunderstood by automotive marketers; 84% feel misunderstood by investment marketers 91% of women in one survey said that advertisers don't understand them 70% of new businesses are started by women The average black woman spends 3 times as much on beauty products compared with the average woman Women influence $90 billion dollars worth of consumer electronic purchases in 2007 61% of women influence household consumer electronic buying decisions Nearly 50% of women say they want more green choices 37% are more likely to pay attention to brands that are committed to environmental causes. 25% of all products in a woman's shopping cart nowadays are environmentally friendly.When women are aware you support women owned businesses 79% would try your product or service 80% would solidify their brand loyalty"

Blog post on flipping PD into a process starting with coaching to help the educator/learner plan and document goals. by Kristin Daniels in EdSurge, April 18, 2014. subtitle is How to use 'Flipped PD' to build personal learning plans STEPS: "Planning and Documentation "--learner and coach talk about learning goals and create a learning plan Personalized digital content--coach provides just-in-time resources to motivate, inform, engage learner Regularly scheduled PD--ongoing embedded PD Personalization through coaching Communities of learning Could this be adapted as a learning concierge pathway service?

Blog post by Sylvia Browder at the Story Exchange--where women mean business. "Challenge 2: Undefined Niche To Niche or Not to Niche…that is the question. What is a niche? A niche business is one that targets a very specific group of people with specific shared interest. A business with an undefined niche is like a ship sailing in shallow water. By creating a niche business allows you to market to your ideal clients. For example, if you were a behavioral psychologist targeting teens, you would market your services in places where parents are likely to find out about you; such as advertising in parent magazines, providing resources to local middle and high schools or joining organizations geared towards parents. Solution: By understanding who and where your ideal customers are; it is easy to craft a marketing plan to target them. Here are three easy ways to target your potential clients: * Improve your website's SEO with specific key words * Generate exposure locally and virtually with professional speaking, seminars or publishing a book or articles. * Craft a clear message that speak at the heart of your customer " Challenge 4: No Social Media Plan Random tweets and meandering Facebook posts will result in a lot of time devoted to zero results. Before making another useless post, sit down with pen and paper and make a list of what you want to achieve from social media. To which social media do you belong? What are some social media marketing strategies that you have noticed from other companies? What do you have that will offer value? You may find that your company is spread a little too thin across the social media spectrum. Quality truly is superior to quantity in this respect. Solution: Create a social media marketing plan and stay the long haul. Establishing a strong presence can be a very time consuming process. It is unwise to expect your list of fans, followers or subscribers to grow overnight.