"We’re at the point where the Internet pretty much supplies everything we need. We don’t really need teachers in the same way anymore."
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You're Not the Boss of Me | Some fundamentals of effective leadership - 0 views
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Blog by Gwen Teatro, You're Not the Boss of Me is name of blog, September 14, 2014. Identifies five elements that I believe are right on for real teams: 1. Everyone on the team clearly understands its purpose 2. Individuals on the team each know their roles in fulfilling the purpose 3. Individuals on the team see their roles as being no more, or no leass important than anyone else's 4. We pay attention to the team dynamic every time a new member is introduced 5. The team works together until its purpose is fulfilled.
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When the Computer Takes Over for the Teacher - The Atlantic - 0 views
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shared by Doris Reeves-Lipscomb on 19 Aug 15
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I was overwhelmed by the number of articles all confirming what I had suspected: The relatively recent emergence of the Internet, and the ever-increasing ease of access to web, has unmistakably usurped the teacher from the former role as dictator of subject content. These days, teachers are expected to concentrate on the "facilitation" of factual knowledge that is suddenly widely accessible.
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all computing devices—from laptops to tablets to smartphones—are dismantling knowledge silos and are therefore transforming the role of a teacher into something that is more of a facilitator and coach.
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hey have more resources, more money, an entire staff of professionals, and they get to concentrate on producing their specialized content,
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live-streaming and other technology are also allowing some modern churches to move toward a "multisite" format, one in which a single pastor can broadcast his sermons to satellite churches guided by pastors who—this might sound familiar—concentrate on the facilitation of a common itinerary.
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There is a profound difference between a local expert teacher using the Internet and all its resources to supplement and improve his or her lessons, and a teacher facilitating the educational plans of massive organizations. Why isn’t this line being publicly and sharply delineated, or even generally discussed?
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Fascinating and scary look about how the internet and the access to the widest range of resources imaginable, many of them beyond the scope of our individual capacities, is changing the role of classroom teacher to facilitator, and the role of pastor to facilitator through multi-site transmission of the sermons delivered by the best faith orators. Makes me wonder about WLS facilitation, too. Atlantic, Michael Godsey, march 25, 2015.
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Should You Start a Membership Site on Your WordPress Blog? | 7 Graces of Marketing | et... - 0 views
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shared by Doris Reeves-Lipscomb on 24 Jul 15
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A membership site is not a money-machine. The clue is in the name: membership site. It is a collection of people. You don’t just set it up, take people’s money, give them some content and walk away. They are there for an experience. They want something, and you have a duty of care to give it to them. Back when I first set up my Spirit Authors site, I attended a training session with the developers of WishList Member. The one thing they said repeatedly to our group was: ‘People COME to your site for the content, but they STAY for the community.’
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The bottom line is this: a membership site is not a product; it’s a business. As such, it doesn’t just need good content; it needs a business model, a marketing plan and a team of people who know what they need to do and how to do it.
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Make Cycles - CLMOOC 2015 - 0 views
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shared by Doris Reeves-Lipscomb on 08 Jul 15
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On Monday, Make Cycle leaders will publish a Newsletter announcing the theme of the cycle and sharing some related ideas and resources. Make Cycle leaders will then plan and facilitate a Make with Me live broadcast event on Tuesday evening which will be archived for later viewing. Make Cycle leaders will host a Twitter chat on Thursday evening to support reflection and discussion. All chats will also be archived. Then a second Newsletter toward the end of the week will prompt the community to reflect on their creations, highlight some of what’s been seen and made, and surface connections to the Connected Learning principles. Make Cycles are open-ended invitations. When in doubt, make, play, connect and learn in community.
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Capitalizing on the Contingent Workforce - Workforce Productivity - 0 views
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This development has been dubbed “The Open Talent Economy” in Deloitte’s Human Capital Trends 2013 study: the evolving workforce is a mixture of full-time employees, contractors, freelancers and, increasingly, workers with no formal ties to an enterprise.
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But one area people haven’t thought much about is the aging of the workforce. As people live longer, they will still be vigorous and want to have income, but they might want to change the nature of their status within the workforce.” She points to a Boston company that provides its clients with C-level executives who take on limited-run consulting engagements. This is the type of high-level “temporary worker” that is outside the bounds of traditional workforce planning—and is usually not captured by traditional technology.
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John Battelle's Search Blog - Thoughts on the intersection of search, media, technology... - 0 views
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WeWork is on a mission to create a global platform for people who want to express themselves through the work they do. Oh, and by the way, they also rent office space.
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They are attempting to scale a new kind of culture – one that promises a quality workstyle, to be certain, but one that also celebrates who we are as people: we seek to find meaning in work, we seek a connection to a community where we both belong and contribute.
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work-life integration, a relatively new phrase rising concurrent to the entrance of millennials in our workforce. But as he explained his support for the idea, I realized I’ve been working this way my entire life. It’s fundamental to the entrepreneurial lifestyle – Life is simply life, and if you’re passionate about what you do, then work is part of that life. As you plan your time, you prioritize everything in that life, and because work is no longer bound to one office space during one eight-hour period of time, you can mix and mingle all kinds of experiences – some work, some family, some personal – throughout your waking day. The flip side of this: If you adopt the philosophy of work-life integration, you must also adopt a philosophy of total individual responsibility. That means understanding how to prioritize things like exercise, nutrition, downtime, and family/friends into a demanding work life. It means that you are willing to be judged not on showing up or managing up, but on the work you deliver to your company. And it means you’ve joined a like-minded group who together have created a company that understands how to thrive in this new environment.
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Towards Maturity - 0 views
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Use Your Towards Maturity Learning Landscape Audit to find out:Your staff's preferences for different types of learning resources or modes of deliveryTheir willingness to use their own technologies and to share their learning with othersHow actively they are using social media and apps in their day-to-day life and workWhat formal learning they are involved with - both inside and outside workTheir views on working online - what works, what doesn’t work, what they find most helpful and what gets in the wayA comparison of the key findings for different groups of staff – managers, job roles, age, experience, location and othersWhen is it useful to conduct a Learning Landscape Audit?When designing new learning and performance solutionsWhen you are setting strategy and agreeing long term business plansWhen allocating resourcesWhen making the business case for changeWhen you need to set a benchmark prior to introducing change
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This page focuses on the Towards Maturity Learning Landscape Audit (LLA)--survey tool to help businesses understand how their staff learn, both formally and informally. The few bullet points contrast the views of 2,000 randomly selected learners from the private sector with 500 L & D professionals--a wide gap exists with regard to how learners are learning and like to learn with what L & D professionals are doing. For instance, 80% of learners prefer work in collaboration with other team members whereas only 1 in five L & D managers surveyed actively encourage staff to help each other solve problems using social media.
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Technology-Enabled Learning Events: What's Now and Next?: Associations Now - 0 views
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shared by Doris Reeves-Lipscomb on 19 Jan 16
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overwhelming majority of associations offer technology-enabled learning like webcasts, virtual conferences, and self-paced tutorials.
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five emerging learning formats: massive open online courses (MOOCs), flipped classes, gamified learning, digital badges, and microlearning.
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using technology to repeat, reinforce, or sustain learning after participants complete an educational product or service.
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Nearly a third (31.5 percent) said they do, and 29.4 percent said they plan to do so in the coming year.
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HOME | Building Your Roadmap for 21st Century Learning Environments | NCTA - 0 views
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shared by Doris Reeves-Lipscomb on 17 Feb 16
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How Willpower Works: Decision Fatigue and How to Avoid Bad Choices - 0 views
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shared by Doris Reeves-Lipscomb on 02 Mar 16
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What the researchers found was that at the beginning of the day, a judge was likely to give a favorable ruling about 65 percent of the time. However, as the morning wore on and the judge became drained from making more and more decisions, the likelihood of a criminal getting a favorable ruling steadily dropped to zero.
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It didn’t matter what the crime was — murder, rape, theft, embezzlement — a criminal was much more likely to get a favorable response if their parole hearing was scheduled in the morning (or immediately after a food break) than if it was scheduled near the end of a long session.
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As it turns out, your willpower is like a muscle. And similar to the muscles in your body, willpower can get fatigued when you use it over and over again. Every time you make a decision, it’s like doing another rep in the gym. And similar to how your muscles get tired at the end of a workout, the strength of your willpower fades as you make more decisions.
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If you have a particularly decision-heavy day at work, then you come home feeling drained. You might want to go to the gym and workout, but your brain would rather default to the easy decision: sit on the couch. That’s decision fatigue.
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Education World: Wire Side Chats: How Can Teachers Develop Students' Motivation -- and ... - 0 views
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shared by Doris Reeves-Lipscomb on 01 Mar 16
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Teachers should focus on students' efforts and not on their abilities. When students succeed, teachers should praise their efforts or their strategies, not their intelligence. (
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When students fail, teachers should also give feedback about effort or strategies -- what the student did wrong and what he or she could do now.
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(a) valuing learning and challenge and (b) valuing grades but seeing them as merely an index of your current performance, not a sign of your intelligence or worth.
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Work harder, avail yourself of more learning opportunities, learn how to study better, ask the teacher for more help, and so on.
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They are very performance-oriented during a game or match. However, they do not see a negative outcome as reflecting their underlying skills or potential to learn. Moreover, in between games they are very learning-oriented. They review tapes of their past game, trying to learn from their mistakes, they talk to their coaches about how to improve, and they work ceaselessly on new skills.
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Teaching students to value hard work, learning, and challenges; teaching them how to cope with disappointing performance by planning for new strategies and more effort; and providing them with the study skills that will put them more in charge of their own learning.
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We should praise the process (the effort, the strategies, the ideas, what went into the work), not the person.
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By motivation, I mean not only the desire to achieve but also the love of learning, the love of challenge, and the ability to thrive on obstacles.
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4 Ways to Overcome Barriers to Change and Make New Habits Stick - 0 views
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shared by Doris Reeves-Lipscomb on 02 Mar 16
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The route to successful change is in the habits we create, it’s achieved by consistent small changes which add up to desired results.“We are what we repeatedly do. Excellence then, is not an act, but a habit.”Aristotle
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There's a Difference Between Cooperation and Collaboration - 0 views
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shared by Doris Reeves-Lipscomb on 30 Oct 15
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most managers are cooperative, friendly, and willing to share information — but what they lack is the ability and flexibility to align their goals and resources with others in real time. Sometimes this starts at the top of the organization when senior leaders don’t fully synchronize their strategies and performance measures with each other.
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First, consider the goal you’re trying to achieve. Map out the end-to-end work that you think will be needed to get the outcome you want.
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Second, convene a working session with all of the required collaborators from different areas of the company to review, revise, and make commitments to this collaboration contract.
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cross-functional collaboration is easy to talk about but hard to do, particularly because we tend to get stuck in cooperating mode.
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The Nonprofit Leadership Development Deficit | Stanford Social Innovation Review - 0 views
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shared by Doris Reeves-Lipscomb on 23 Oct 15
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too many nonprofit CEOs and their boards continue to miss the answer to succession planning sitting right under their noses—the homegrown leader.
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The sector’s C-suite leaders, frustrated at the lack of opportunities and mentoring, are not staying around long enough to move up. Even CEOs are exiting because their boards aren’t supporting them and helping them to grow.
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Bridgespan predicted that there would be a huge need for top-notch nonprofit leaders, driven by the growth of the nonprofit sector and the looming retirement of baby boomers from leadership posts.
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the majority of our survey respondents (57 percent) attributed their retention challenges at least partially to low compensation, an issue that can feel daunting to many nonprofits. Lack of development and growth opportunities ranked next, cited by half of respondents as a reason that leaders leave their organizations.
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Surprisingly, little is due to the wave of retirement we have all been expecting: only 6 percent of leaders actually retired in the past two years.6
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corporate CEOs dedicate 30 to 50 percent of their time and focus on cultivating talent within their organizations.1
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he number one reason CEOs say they would leave their current role, other than to retire, was difficulty with the board of directors.
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respondents said that their organizations lacked the talent management processes required to develop staff, and that they had not made staff development a high priority
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combination of learning through doing, learning through hearing or being coached, and learning through formal training.
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skill development can compensate for lack of upward trajectory. Stretch opportunities abound in smaller organizations where a large number of responsibilities are divided among a small number of people.
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found that staff members who feel their organizations are supporting their growth stay longer than those who don’t, because they trust that their organizations will continue to invest in them over time.1
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“When you invest in developing talent, people are better at their jobs, people stay with their employers longer, and others will consider working for these organizations in the first place because they see growth potential.”
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define the organization’s future leadership requirements, identify promising internal candidates, and provide the right doses of stretch assignments, mentoring, formal training, and performance assessment to grow their capabilities.
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Addressing root causes may steer funders away from supporting traditional approaches, such as fellowships, training, and conferences, and toward helping grantees to build their internal leadership development capabilities, growing talent now and into the future across their portfolio of grantees.
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Don't Give Up on the Lecture - The Atlantic - 0 views
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shared by Doris Reeves-Lipscomb on 21 Oct 15
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According to the data, students exposed to lecture more than other classroom activities showed more significant learning gains than their peers
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Burgan points out that “being clueless in a discussion class is much more embarrassing and destructive of a student’s self confidence than struggling to understand in the anonymity of a lecture.” As a college student, I was often advised by well-meaning adults to sign-up for seminars rather than lectures in order to get “face time.” To be perfectly honest, though, the lecture format, far more than the noisy seminar, enabled me to think deeply about a topic rather than being distracted by poorly planned and redundant comments from peers (often aggravated by a teacher who is reluctant, for fear of being too top-down in terms of pedagogy, to deflect them).
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They are delivered on engaging topics, by engaging people, and they offer time for reflection by the audience. Ever since Susan Cain delivered her 2012 TED talk “The Power of Introverts,”
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Digital Skills in the Workplace | SkillsYouNeed - 0 views
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shared by Doris Reeves-Lipscomb on 13 Mar 16
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There are programs and services you can use to make sure that you make the most out of your computer. Having a computer desktop that you can navigate quickly and efficiently is fast becoming more important than having a tidy desk.
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digital literacy as ‘the ability to find, evaluate, utilize, share, and create content using information technologies and the Internet’6. By this definition, digital skills are any skills related to being digitally literate. Anything from the ability to find out your high-score on Minesweeper to coding a website counts as a digital skill.
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Marketing, customer service, retail, managing, writing and selling are all jobs associated with these keywords and all of those jobs could well require digital skills.
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journalists to research, plan, write, proofread and send an article to a publisher all using their mobile phone or tablet.
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What Slack is doing to our offices-and our minds | Ars Technica - 0 views
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shared by Doris Reeves-Lipscomb on 15 Mar 16
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their employees spontaneously started building wikis to document important discoveries and share scientific information.
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They are replacing offices entirely. For people who work in virtual teams, apps like Slack are the workplace.
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But when you work on a virtual team, your choice is either adopt the new software or stop coming to work. In other words, there is no real choice. You have to accept the new platform, regardless of the changes it brings
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The one user survey the company has conducted, however, shows that the majority of Slack administrators believe their teams are up to 40 percent more productive.
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Slack founder Stewart Butterfield has said the boost in productivity comes from eliminating e-mail, but Henderson scoffs at that idea. He thinks Slack teams are more productive because they can communicate better. Plus, they can catch up on what's happened while they were gone because conversations are held in searchable logs. Most of all, he says, Slack is about stepping up productivity by "reducing meetings." That's the "big one," Henderson emphasizes.
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Learning Matters: Learning Can Be a Slippery Slope - ETR - 0 views
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There are three key concepts to put in place once you believe in and acknowledge that “the Dip” is real. Learners must go through the Dip for true learning to take place. In other words, this is part of a normal change process. Both trainers and learners need to own it, embrace it and plan for it. Change is a process, not an event. We have all heard this one before, but do we apply it appropriately? (Hint: Those of you using the PowerPoint osmosis technique, or using a one-time only event to promote learning—stop it!) Learners can survive the Dip. To survive the Dip (or chasm, as the case may be), here are three very important steps learners must consider: Expect it. Name it. Build in support.