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Report on Leadership and Networks, written for leadership programs that develop and support leadership for social change.

New report from Leadership Learning Community on networked leadership for organizations devoted to social change.

Blog post by Lisa Lane in her (Online) Teaching Blog, June 25, 2011 She reviews Pink's book on A Whole New Mind. Excerpt: "Accumulation -> Meaning Pink says the predominance of the baby boomer mentality means that the goal of accumulating meterial goods is changing to the desire to find meaning in life, a kind of "post-materialism"." For each chapter on these aptitudes, Pink provides resources and tips to develop your own brain along the new lines. Thus we go from theory in Chapter 1 to a series of storied examples, then each chapter ends with self-help advice. (It's already pretty light - I find it very funny that there's a "Summarized for Busy People" version available.) But the mental yoga commercial was a distraction from the main idea. What's significant here is that right-brained, big picture, contextual, design-based thinking will likely be increasingly respected in our culture.

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

This is a chapter from a book written by the Ed Techie guy Martin Weller. What is interesting is how he detailed the new methods he used to write his most recent book. Many of the sources and practices that he engaged in for writing the second book did not even exist six years before when he finished writing his first book. These new aids include ready e-journal access, Delicious/social bookmarking, blogs, Youtube, Wikipedia, Slideshare, Scribd, Cloudwords and other sites, his own blog, social network especially twitter, Google alerts, etc. I am not sure how this relates to MOOCs and open landscape learning except he has so much more to manage, and gain from, in having a well developed dashboard of tools for seeking, sensing, and sharing.

Amazing blog by Susan Lucille Davis for creativity in the new year, January 3, 2013 Many wonderful URL/links are provided here.

from Fast Company.com Explanation of Mightybell and interview with Gina Bianchini about why she created it. Again, the focus is on groups. "Today, the number of social networks available to us means there's a surfeit of places to come together online--we share aspirational photos on Pinterest, photos from our lives on Instagram, news on Google+, Internet happenings on Tumblr, and everything else on Facebook. But with so many channels to work with (waste time on?), the things we want to say are easily drowned out in noise, making it hard to establish genuine, intimate relationships with groups of people who aren't close friends and family. Sure, you can like a photo or retweet a clever one-liner as gestures of social solidarity, but they don't go far in making connections that count. Which is why Gina Bianchini, founder of new social network Mightybell, thinks it's time for an AOL chat room renaissance. Collaboration and action in intimate circles could be her competitive advantage."

More on Mightybell

blog post by Clay Johnson, Information Diet author, Lifehacker, Excerpt: "First, let's define notification. In the context of our discussion, a notification is something that comes from a service that the service deems worthy of your attention: The scarlet box at the top of every Google page notifying you of things happening in Google+. The messages you get from Twitter telling you that you have a new message. The email icon that shows up in your system tray telling you that you have a new email. Facebook letting you know what you're missing out on Facebook. Your sister's latest move in Words with Friends." Besides being disrespectful to your attention, notifications like this do something else that's much more nefarious: they train you to be a passive consumer of information rather than an active one. If we don't control the notifications we're receiving, we're forced to react to them: from Google's big red box, to Living Social's notification for a deal on backwaxing." Besides being disrespectful to your attention, notifications like this do something else that's much more nefarious: they train you to be a passive consumer of information rather than an active one. If we don't control the notifications we're receiving, we're forced to react to them: from Google's big red box, to Living Social's notification for a deal on backwaxing."

Second story by Eric Nelson offers good reasons for volunteering during transitions to build relationships, references, reach clarity on new directions, etc. January 29, 2013.

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."

Brian Williams Nightly News NBC, July 1, 2013, News segment on YouTube's benefit as an educational channel

"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

story of how an app will bring midwives to help each other lower mortality rate by providing better assistance to women giving birth and learn from each other in Papua New Guinea

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

how kids need to be equipped socially to work effectively with others by Greg Satel, @Digitaltonto

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.

Connected Learning, a new research-driven initiative was introduced at the Digital Media and Learning Conference 2012. This blog post by Jackie Gerstein discusses its essence and includes TED video of Henry Jenkins and separate video of Mimi Ito. See excerpt on core values and principals of connected learning: At the core of connected learning are three values: Equity - when educational opportunity is available and accessible to all young people, it elevates the world we all live in. Full Participation - learning environments, communities, and civic life thrive when all members actively engage and contribute. Social connection - learning is meaningful when it is part of valued social relationships and shared practice, culture, and identity (http://connectedlearning.tv/connected-learning-principles). This initiative is being driven by the following design principles: Shared purpose - Connected learning environments are populated with adults and peers who share interests and are contributing to a common purpose. Today's social media and web-based communities provide exceptional opportunities for learners, parents, caring adults, teachers, and peers in diverse and specialized areas of interest to engage in shared projects and inquiry. Cross-generational learning and connection thrives when centered on common interests and goals. Production-centered - Connected learning environments are designed around production, providing tools and opportunities for learners to produce, circulate, curate, and comment on media. Learning that comes from actively creating, making, producing, experimenting, remixing, decoding, and designing, fosters skills and dispositions for lifelong learning and productive contributions to today's rapidly changing work and political conditions. Openly networked - Connected learning environments are designed around networks that link together institutions and groups across various sectors, including popula

The "work from home" phenomenon is thoroughly explored in this illuminating new book from bestselling 37signals founders Fried and Hansson, who point to the surging trend of employees working from home (and anywhere else) and explain the challenges and unexpected benefits. Most important, they show why - with a few controversial exceptions such as Yahoo -- more businesses will want to promote this new model of getting things done.

"Content Marketing has been all the rage these past few years. We've heard from many experts and influencers that content marketing is the new advertising and that "brands must become media to earn relevance". But how do we measure ROI and know our content isn't just fueling some vanity metric but is actually helping our business? If content marketing is the new advertising, then we should try to assess this question with the same criteria. Which means first, we should acknowledge that while advertising is a practice that has been undisputed for decades, measuring its ROI can greatly vary. After all, a lot of marketers would still agree with John Wanamaker who said more than a century ago: "Half the money I spend on advertising is wasted; the trouble is I don't know which half.""

article by Steven Mintz for the Chronicle of HE, July 22, 2013 Excerpt: "But the most important challenge involves a shift in the way students consume higher education. Instead of attending a single institution, students receive credit in multiple ways, including from early-college/dual-degree programs, community colleges, online providers, and multiple universities. Students are voting with their feet, embracing online courses and undermining core curricula, which served as a cash cow, by turning to alternate providers, and pursuing fewer majors that require study of a foreign language." Fifteen innovations: 1. e-advising 2. evidence-based pedagogy 3. decline of lone eagle teaching 4. optimized class time 5. earlier educational transitions 6. fewer large lecture classes 7. new frontiers for e-learning 8. personalized adaptive learning 9. increased competency based and prior learning results; 10. data driven instructions 11. aggressive pursuit of new revenue 12. online and low-residency degrees at flagships 13. more certificates and badges 14. free and open textbooks 15. public-private partnerships