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Ron Barnett asserts that higher education has three goals to achieve with students: to create epistemological and ontological disturbance in the minds of the students; (curiosity), enable students to live at ease with this perplexing and unsettling environment; and enable them to make their own positive contributions to this super complex world.

Ron Barnett asserts that higher education has three goals to achieve with students: to create epistemological and ontological disturbance in the minds of the students; (curiosity), enable students to live at ease with this perplexing and unsettling environment; and enable them to make their own positive contributions to this super complex world. 

Ron Barnett's quote in context on why lecturing creates a predictable environment that does not engage the students.

Ron Barnett's quote in context on why lecturing creates a predictable environment that does not engage the students.  

Online template for developing a personal learning plan. Although k-12 focused, it is a good template for creating a PLP

DIY for after high school. Dropping out of college or not going at all is viewed as an alternative track for those who don't want to accrue massive debt and want to create the next "app" or online company.

Creating a vault to store your personal online data to preserve and manage your digital identity.

Word Cloud tools

blog post on using LinkedIn for career development Tips 1. create a keyword-heavy profile title 2. Join your college alumni groups 3. Never send LinkedIn invites unedited--always customize 4. Do "small goods" for your LinkedIn contacts

Fascinating article by Marina Gorbis on Fast Company site regarding how we must be able to learn online in micro-learning episodes that may last minutes, hours, days, weeks, etc. far removed from schools, MOOCs, and other structured and semi-structured curricula. Excerpt: "We are moving away from the model in which learning is organized around stable, usually hierarchical institutions (schools, colleges, universities) that, for better and worse, have served as the main gateways to education and social mobility. Replacing that model is a new system in which learning is best conceived of as a flow, where learning resources are not scarce but widely available, opportunities for learning are abundant, and learners increasingly have the ability to autonomously dip into and out of continuous learning flows. Instead of worrying about how to distribute scarce educational resources, the challenge we need to start grappling with in the era of socialstructed learning is how to attract people to dip into the rapidly growing flow of learning resources and how to do this equitably, in order to create more opportunities for a better life for more people." In the comments, this summary: "It doesn't matter if you are a physicist, chemist, sociologist, welder, mathematician, teacher, economist, lawyer, restaurant owner, farmer, trucker, whatever, the information most relevant and valuable to your employment is up to you to find! The task requires you find and digest information, on your own. This task used to be a pain, but now we have near-instant access to the entirety of information across the planet. The author is talking about making this access actually instant, not near-instant. Its really just an inevitable thing. "

Great exploration by Jane Hart, Learning in the Social Workplace, March 2013, that riffs on post by Clark Quinn on alternatives to online courses for online learning with examples

Article by Kerry Hannon, Forbes, 1.25.13 This author asserts that older workers will become more valued by employers even though they aren't making special efforts to hire or retain them now and do not want to pay for the cost of training/retraining them. These trends suggest that taking charge of one's own learning with a PLP, PLN, etc. and taking advantage of all the free opportunities will be valuable skills to have. This author only looks to community colleges for retraining and does not reference any of the online options that we know about from the work on the directory. Should we draft a comment back to Kerry Hannon on this website? "1. Who is going to pay for that training? Most labor market experts I have interviewed say the government and private employers need to ramp up more training programs for older workers and create workplaces that make it easier for them to do their jobs. Employers don't want to spend for it. They've already cut to the bone to stay competitive globally in recent years and this kind of spending is a tough sell. Conceivably, as I discussed as a panel member at a recent Federal Reserve Workforce Development conference, one way to provide the needed training is through the community college system. The coursework could be offered at an affordable cost for the worker. Depending on who foots the bill, employers or employeees could receive tax incentives to ease the tuition bill. (Please continue to next page.) "

article on women's career transitions clubs in Forbes, 2.22.13 ID by Bevan Rogel.

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

blog post by Andrea Coombes, 3.14.13, published by WSJ on creating the perfect boomer resume. 1. Keep it timely 2. Keep it focused 3. Tell a story 4. Make sure contact info is up to date 5. Tailor the format to the situation 6. Stick to a simple format (font) 7. Adjust your attitude.

This Slideshare provides useful information for researching and improving one's online presence.

Really good Prezi on creating personal learning networks; has video by Will Richardson and http://www.scoop.it/t/pln-creation URL

This framework reminds of what we need to use for our Story Booth-- Seth Godin's Icarus Sessions "The rules are simple The Icarus Sessions are a challenging new way to bring your art forward. Not to make a sales pitch, not to get customers or patrons, but to find the courage to stand up and say, "here, I made this." You can attend a session without presenting, of course. A presentation at an Icarus Session is 140 seconds long. You can go shorter, but not a second longer. You can use slides, or handouts, or even better, just bring your enthusiasm. The assignment: Tell the group about your art. What have you created? What frightened you? What matters? Not a pitch. An act of brave vulnerability. I made this. It scared me. This might not work. Here's how it changed me. What do you think?"

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 Kerry Hannon, November 7, 2012, Next Avenue--where grown-ups keep growing, a PBS sponsored site. Raises issues that WLS is concerned with. 3 Tips 1. Set up a free LinkedIn account. Create a winning LinkedIn profile. 2. Open a Twitter account. "Follow people or companies who interest you and ones you might want to interview for someday." 3. Share, ask, and engage. "Identify an online community of 'thought leaders' who discuss your field...

Susan Greene, a freelance writer and editor of web sites and articles, describes how creating a personal connection with potential customers is crucial on your About Us page. Tell stories, connect with visitors, be creative.

Another About Us page article

"This link will self destruct" technology to give you more control over how long a link will remain active."