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Bo Adams

Sustainable Sources of Competitive Advantage · Collaborative Fund - 0 views

www.collaborativefund.com/...urces-of-competitive-advantage

innovation advantage

shared by Bo Adams on 29 Nov 16 - No Cached
  • The key to business and investing success isn’t finding an advantage. It’s having a sustainable advantage.
  • That leaves doing something others aren’t willing to do as the top source of sustainable competitive advantage. Here are five big ones.
  • “strong beliefs, weakly held,”
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  • “the curse of knowledge,”
  • Business success doesn’t necessarily go to those with the best product. It goes to whoever is the most persuasive.
  • Most business edges are found at the intersection of trust and simplicity.
  • Having no appetite for being wrong means you’ll only attempt things with high odds of working. And those things tend to be only slight variations on what you’re already doing, which themselves are things that, in a changing world, may soon be obsolete.
  • “If you double the number of experiments you do per year, you’re going to double your inventiveness.”
  • Bo Adams on 29 Nov 16
     
    HT Christian Talbot
T.J. Edwards

When Everyone Is Doing Design Thinking, Is It Still a Competitive Advantage? - 1 views

hbr.org/...-still-a-competitive-advantage

leadership designthinking #mvifishares

shared by T.J. Edwards on 02 Mar 17 - No Cached
  • Design thinking has come a long way since I wrote about it here in 2008. The most valuable company in the world places design at the center of everything it does. Designers are on the founding team of countless disruptive startups. Domains such as healthcare, education, and government have begun to prototype, iterate, and build more nimbly with a human-centered focus. Now that design thinking is everywhere, it’s tempting to simply declare it dead—to ordain something new in its place. It’s a methodology always in pursuit of unforeseen innovation, so reinventing itself might seem like the smart way forward. But in practice, design thinking is a set of tools that can grow old with us.
  • And I’d argue that in order to create sustained competitive advantage, businesses must be not just practitioners, but masters of the art.
  • Umpqua
    • T.J. Edwards
      T.J. Edwards on 02 Mar 17
       
      A favorite DT story. It is a central chapter in Glimmer by Warren Berger.
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  • UK’s Design Policy Unit
    • T.J. Edwards
      T.J. Edwards on 02 Mar 17
       
      This is an incredible document. UK's comprehensive Tech+Design curriculum work has been a favorite of mine to follow. This doc, though, shows a larger scale transformation using design. Worth considering for MVx
  • Company evangelists handed out Moleskines with tips on “how to be better-makers,” and an internal tool (built on IDEO’s OI Engine) helps teams master design thinking through open-platform challenges.
  • Design thinking even shows up in the questions asked during reviews, when employees are evaluated on how successfully they’re building its principles into everyday work.
  • Getting to that kind of mastery is our challenge for the next decade. How might organizations build deep design thinking skills and creative leadership at all levels?
  • host of resources
    • T.J. Edwards
      T.J. Edwards on 02 Mar 17
       
      Can MVIFI be added to this list? A void/need to be filled?
  • That’s not an inborn ability, it’s a skill—OK, a mastery—learned over many years of doing
Bo Adams

The Marriage of Formal & Informal Learning - 1 views

www.cognitiveadvisors.com/...ge-of-formal-informal-learning

assessment Badges microcredentialing LRS #MustRead Learning learning analytics dashboards

shared by Bo Adams on 01 Aug 15 - No Cached
  • important that integration of formal and informal learning have champions
  • Web 2.0 technology is a key enabler for this marriage
  • Technological tools and leadership support alone will not be enough to make the marriage of informal and formal learning work. The shared values, beliefs, mental models, habits, and behaviors of the workforce in an organization – its culture is key.
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  • How do people feel about knowledge – is it power to be hoarded, or a gift to be shared?
  • The two key advantages of informal learning are that it happens at the point of need and what is learned is usually applied right away.
  • In the cooperative model, the learning and development group can shift from being the producer of content to being the guide, initiator, facilitator, and coach.
  • Based on alignment with agreed upon organizational and learning goals, the learner takes responsibility for his or her own learning – with the support and guidance of the organization.
  • People who are not used to working in a learning organization culture, where cooperative learning within communities of practice is the norm, need the knowhow and a new mindset regarding learning to cooperatively in the workplace.
  • The positive is that this incidental learning doesn’t take people away from the work. The disadvantage is that when they are so caught up in doing, people often miss an important ingredient for learning: reflection.
  • The combination of structured and incidental learning can give us intentional learning.
  • The key to solidifying this learning is reflection.
  • David Kolb, wrote about a model of experiential learning consisting of the following cycle: action, observation, reflection, concept formation, and back to action.
  • Morgan McCall and George Hollenbeck asked managers to stop once a week and answer just two simple questions, “What did you do last week?” and “What did you learn from it?” They found that this simple process of reflection enabled the managers learn from their experiences and to change the way they managed.
  • integration of formal and informal learning can create a virtuous cycle that leads not only to increased productivity but to the real innovation that is necessary for long term success in a dynamic marketplace.
Meghan Cureton

Paradigm shift: from solo-teacher to teaching team - anne knock - 1 views

anneknock.com/...-solo-teacher-to-teaching-team

learning community team

shared by Meghan Cureton on 27 Feb 18 - No Cached
  • My professional focus is the future of learning and learning environments. I see that the design of the spaces where learning occurs, plays a significant part in providing the context for the education our students need today. The innovative learning environment (ILE) enables an array of opportunities for student learning, supporting a variety of learning modes and pedagogical approaches.
  • Where there are multiple classes in shared spaces, maximising the opportunities afforded is dependent on the collective values held and the connectedness of the teachers co-located.
  • “The label, ‘team’, may hold a certain mystique but this mystique, we suggest, must first be earned. . . Teams need time and opportunity to mature; they are not simply created by the application of the label or by a managerial fiat” (Fisher, Hunter & Macrossan, 1997).
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  • There are benefits of social and interpersonal connection amongst teachers and teaching teams.
  • It takes time to reach optimum performance stage, as team development passes through defined phases: forming, storming, norming and performing, before they can really ‘hum’. It may feel easier for teachers to just stay on their own, the stages of team development can be difficult, but the advantages are worth it, for the teachers themselves, as well as their students.
Meghan Cureton

Grades Suffer When Class Time Doesn't Match Students' Biological Clocks - Inside School... - 1 views

blogs.edweek.org/...es_suffer_when_class_time.html

Learning schedule neuroscience sleep brain

shared by Meghan Cureton on 04 Apr 18 - No Cached
  • "An important piece of the story is that it's not just about making the life of a teenager easier by saying maybe we can make classes later," said Benjamin Smarr, a postdoctoral psychologist at the University of California at Berkeley who studies circadian rhythm disruptions and learning.
  • As it turned out, taking a class schedule mismatched to your biological clock took a toll on students' grades, as the chart below shows. 
  • Early-rising "larks" had a grade advantage in morning classes, they found. Night owls performed better in afternoon and early evening classes, but the researchers also found these students tended to struggle more than those with earlier circadian rhythms in general. The researchers believe this was because their schedules were the farthest off "normal" class schedules, and the actual class times often varied significantly from day to day, making it difficult for these students to develop any consistency.
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  • Most high schools don't really have the option to make multiple sessions of the same class at different times, but Smarr said for those who use software that can track the timing of students' activity, it may be worth getting a sense of when different groups of students are likely to be most alert when scheduling core classes. Other forms of technology may also help, he said, allowing students to access classes or rewatch lectures at different times of the day.
Meghan Cureton

Stop Teaching Classes And Start Teaching Children - 0 views

www.teachthought.com/...rity-to-a-curriculum-of-wisdom

School Change deeperlearning transformation learning inquiry

shared by Meghan Cureton on 03 Feb 18 - No Cached
  • Too often bits and pieces are tacked onto curriculum as yet another perfectly-reasonable-sounding-thing to teach.
  • There is nothing wrong with changes in priority. In fact, this is a signal of awareness and reflection and vitality. But when education—as it tends to do—continues to take a content and skills-focused view of what to teach rather than how students learn, it’s always going to be a maddening game of what gets added in, and what gets taken out, with the loudest or most emotionally compelling voices usually winning.
  • Skills are things students can “do”—procedural knowledge that yields the ability to do something. This could be revising an essay, solving a math problem, or decoding words to read. Content can be thought of as a second kind of knowledge—a declarative knowledge that often makes up the face of a content area. In math, this might be the formula to calculate the area of a circle. In composition, it could be a writing strategy to form sound and compelling paragraphs. In history, it may refer to the geographic advantages of one country in a conflict versus another. Should schools focus on content and skills, or should they focus on habits and thinking?
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  • So then, hundreds of standards. Hundreds! This places extraordinary pressure on educators—those who develop standards, those who create curriculum from those standards, those who create lessons from that curriculum, and on and on—to make numerous—and critical—adjustments to curriculum, assessment, and instruction on the fly.
  • Why not try a different approach–one that not only decenters curriculum, but reimagines it completely?
  • Building A Curriculum Based On People
  • n the past, we’ve sought to add-to and revise. Add these classes and drop these. This isn’t as important as this. To make knowledge an index that reflects the latest thinking that reflects our most recent insecurities and collective misunderstandings. This doesn’t seem like the smartest path to sustainable innovation in learning.
  • Give me a curriculum based on people–based on their habits and thinking patterns in their native places. One that helps them see the utility of knowledge and the patterns of familial and social action. One that helps them ask, “What’s worth knowing, and what should I do with what I know?” Then let’s work backwards from that.
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