Slides for a virtual presentation I did on November 15th for the Benetec learning event. The audio for the last 10 minutes is here: https://www.youtube.com/watch?v=2eQJkYlmp_g (webinar software failure!)
Facilitating Online Interaction 4 Learning Resource SlidesNancy Wright White
This document summarizes a workshop on using community strategies for online learning. It discusses several topics:
1. The agenda for the workshop, which included forming goals, exercises, recaps and sharing resources.
2. An exercise where participants identified questions about using communities for online learning.
3. Different types of social learning communities and their purposes, structures, and how they evolve over time.
4. The importance of clearly defining a community's purpose and allowing its structure and activities to support that purpose.
5. Various activities that can be used in social learning communities to engage members, such as meetings, projects, expert support, and relationship building.
A few background slides on Liberating Structures (http://www.liberatingstructures.com) shared at the Melbourne Knowledge Management Leadership Forum on November 10, 2015
Intro to Liberating Structures - Making Meetings Suck LessZachary Cohn
Wonful ran a workshop for the State of Washington's Department of Retirement Services on using Liberating Structures to brainstorm, work as groups, and make meetings suck less!
Making waves around the world, Liberating Structures (LS) productively and playfully disrupt conventional patterns in how we work together. Liberate yourself from deadly boring meetings, someone else’s “best practices,” wondering why people don’t speak up, strategic planning that is anything BUT strategic and group process that feels like drudgery.
Inspired by complexity science and developed by Henri Lipmanowicz and Keith McCandless, LS is a repertoire of 33+ simple methods that introduce tiny shifts in the way we meet, plan, decide and relate to one another.
Come engage, reengage or dive deeper into these easy-to-learn microstructures that quickly foster lively participation in groups of any size, making it possible to truly include and unleash everyone.
Dana Pylayeva and Kriti Jaising present remote facilitation with Training from the Back of the Room, Zoom breakout sessions and Liberating Structure. All in the virtual space
Facilitating Online Interaction 4 Learning Resource SlidesNancy Wright White
This document summarizes a workshop on using community strategies for online learning. It discusses several topics:
1. The agenda for the workshop, which included forming goals, exercises, recaps and sharing resources.
2. An exercise where participants identified questions about using communities for online learning.
3. Different types of social learning communities and their purposes, structures, and how they evolve over time.
4. The importance of clearly defining a community's purpose and allowing its structure and activities to support that purpose.
5. Various activities that can be used in social learning communities to engage members, such as meetings, projects, expert support, and relationship building.
A few background slides on Liberating Structures (http://www.liberatingstructures.com) shared at the Melbourne Knowledge Management Leadership Forum on November 10, 2015
Intro to Liberating Structures - Making Meetings Suck LessZachary Cohn
Wonful ran a workshop for the State of Washington's Department of Retirement Services on using Liberating Structures to brainstorm, work as groups, and make meetings suck less!
Making waves around the world, Liberating Structures (LS) productively and playfully disrupt conventional patterns in how we work together. Liberate yourself from deadly boring meetings, someone else’s “best practices,” wondering why people don’t speak up, strategic planning that is anything BUT strategic and group process that feels like drudgery.
Inspired by complexity science and developed by Henri Lipmanowicz and Keith McCandless, LS is a repertoire of 33+ simple methods that introduce tiny shifts in the way we meet, plan, decide and relate to one another.
Come engage, reengage or dive deeper into these easy-to-learn microstructures that quickly foster lively participation in groups of any size, making it possible to truly include and unleash everyone.
Dana Pylayeva and Kriti Jaising present remote facilitation with Training from the Back of the Room, Zoom breakout sessions and Liberating Structure. All in the virtual space
Collaboration Insights Webinar: The 9 Types of CollaboratorsCentral Desktop
When your organization adopts a collaboration platform, you quickly learn that some of your co-workers are uh ... well ... special. They just don't work the same way you do, and now these differences are both apparent and transparent.
Who ARE these people?
Meet the 9 Types of Collaborators, from the Stealth Ninja who lurks in the background to the Socialite who posts a new status update 15 times per day.
Isaac Garcia, collaboration expert and CEO of Central Desktop, moderates a lively, interactive discussion. Joining him are:
* Jenn DePauw, Senior Director of Operations at The1stMovement digital communications agency
* Alan Bush, Client Services Representative at Central Desktop
They provide:
* Brief overview of all 9 types of collaborators
* Interactive quiz to help you identify your own collaboration type
* Words of wisdom from leaders of collaboration deployments.
The document discusses common anti-patterns that can undermine effective retrospectives. It identifies six main anti-patterns: 1) Prime Directive Ignorance, where the retrospective's guiding principle is ignored; 2) The Wheel of Fortune, where symptoms rather than root causes are discussed; 3) Death by Postponement, where problems are not raised in real-time; 4) Let's Get It Over With, where retrospectives are rushed or abandoned; 5) In the Soup, where discussions get mired in unactionable issues; and 6) DIY Retrospectives, where the facilitation role is not properly handled. For each, it provides the problem, a common misguided solution, the consequences, and a recommended
Agile Principle # 12 defines that at regular intervals, the team reflects on how to become more effective, then tunes and adjusts its behavior accordingly. From Scrum to Kanban and other agile frameworks, this is accomplished through retrospectives and continuos improvement processes. The key to being a successful agile practitioner is to identify areas of improvement and then experiment ways of improving it. But it doesn't stop there; positive improvements ultimately become success stories for other teams and motivates them to experiment with newer ideas which eventually leads to innovation. A negative outcome isn't bad either since it adds to the experience of situations where ideas may not apply. Thus the key to this process lies in being a child, an explorer, and inculcate an experimentation mindset. The SLICE framework addresses this in the following way:
Share: Share an area of improvement
Learn: Explore the area for ways of improvement
Implement: Search & apply the learning to identify the success factors
Collateral: Publish blogs, white papers, presentations, etc. as observations of the implementation
Expansion: Grow, Seed, and Split in order to explore new venues for success
This webinar covered introducing and implementing new ideas in government. It discussed the importance of understanding your organizational climate and goals before presenting a new idea. It then outlined a three step process for implementing ideas: 1) Sell the idea by identifying an existing gap and how the idea fills it, 2) Pitch the idea by presenting the gap and asking for needed resources, and 3) Work the idea by assembling resources, inspiring teams, and identifying small wins. The webinar emphasized believing in ideas, socializing them positively, staying resilient, and finding champions. Subject matter experts then answered questions from participants.
This document provides 5 science-backed strategies that engineers can use to boost their creativity: 1) Try brainwriting where individuals write down ideas separately rather than traditional brainstorming, 2) Take a walk to stimulate innovative thinking, 3) Laugh and be in a brighter mood to improve creative problem solving, 4) Doodle to generate tangible ideas, and 5) Dim the lights to promote feelings of freedom and exploratory thinking. The strategies are supported by research showing their benefits for creativity.
This document provides an introduction and guidance for launching a new "Lunch & Learn" program. The program is intended to foster cross-functional relationship building, learning, and skill development within teams. Key points include:
- The program began in Chicago and allows employees to learn about other roles, developments, and share perspectives outside their usual work.
- Regional leads will plan monthly lunchtime sessions focused on themes like career transformations, professional development, and open discussions.
- Guidance is provided on setting goals, roles and responsibilities, content ideas, and tips for planning successful sessions.
- Quotes from leadership emphasize benefits like keeping up with changes, encouraging growth, and strengthening relationships across functions.
Lunch and Learn Initiative that I started to cover topics such as: Project Management, Presentation Skills, Leadership among other topics more suited during lunch.
The document discusses leading upwards in an organization. It suggests that frustration and misunderstandings between levels in an organization waste energy, and this energy could be used in a better way. It recommends seeking first to understand others' perspectives using techniques like clean language and non-violent communication. The document also discusses Stephen Covey's "7 Habits of Highly Effective People" including being proactive, understanding others before being understood, and synergizing. It suggests tools like role playing games and common leadership frameworks can help communicate and align expectations between levels in an organization.
This document outlines techniques for effective collaboration, including brainstorming and consensus building. It discusses the importance of collaboration for benefits like team building, communication, and gaining different perspectives. Effective brainstorming requires preparing the right people, having rules like deferring judgment and building on others' ideas, using tools like sticky notes, and appointing a facilitator. The KJ method is presented for building consensus, with steps of sorting ideas into groups, naming groups, voting on importance, and ranking. Examples are given of collaborating on developing a concept for a pizza restaurant's iPhone app.
Introduction to Design Thinking and finding True Lovecoleman yee
This document provides an introduction to design thinking and discusses finding true love. It outlines the design thinking process, which involves defining problems from a human-centered perspective, diverging to generate many potential solutions, converging to prototype and refine ideas, and implementing solutions to observe outcomes and further refine. While discussing true love, the document acknowledges that the author has not found true love and its definition may be unclear or even non-existent.
Dr. Yvonne Sum presented an understanding of high performance teams through a training program focused on self-development, small groups, and large groups. The program uses assessments, coaching, workshops, and projects to help individuals understand their strengths and weaknesses while developing ideas to improve performance through set time frames, missions, rules, expectations, and models. The training is designed to facilitate growth at both the individual and group levels to achieve business objectives.
What I Learned About Human Centered Design Process for NonprofitsBeth Kanter
A nonprofit organization convened a group of advisors and experts to develop strategies for its web platforms and branding using human-centered design methods over the course of a one-day workshop with 12 participants. The workshop followed human-centered design processes, including understanding the context through presentations and discussion, identifying themes in the organization's challenges through affinity mapping, generating ideas through structured brainstorming in small teams, prioritizing ideas, and synthesizing concepts into visualizations. The results would inform the organization's funding and branding strategies.
Session 1 creative problem solving through human-centered designRice University
This document summarizes a presentation on creative problem solving through human-centered design. The presentation covered human-centered design methods and principles, including two activities - rose/bud/thorn and affinity clustering. It also described two case studies where human-centered design was applied: restructuring staff roles in a school and examining performance management processes at a university. Participants provided feedback, themes were identified, and project teams were formed to develop solutions. The process engaged stakeholders and led to proposed changes aligned with participants' needs.
Sharing the presentation slides from a short workshop I ran in April 2017, on why Design Thinking is becoming a much-needed capability in the change manager's toolkit. This event was kindly sponsored by Allegra Consulting.
I have since created an online course (masterclass) on this topic - check it out:
https://change-hacks.teachable.com/
MURAL Webinar: Empowering Remote Teams To Collaborate VisuallyMURAL
In this webinar, Maura Hoven (Sr. Product Designer, UserTesting) will share the methods she applies to her mostly-remote team of designers, engineers and researchers so they can regularly flex their design muscles - getting everyone involved, on board, and making design a habit that fits alongside their day-to-day obligations.
This document discusses ways to keep retrospectives fresh as teams mature. It provides six techniques: Picture This, Timeline, The Five Hows, Adding Appreciation to the Mix, Fish Bowl, and Weather Forecast. Picture This uses drawing to express how team members feel about a sprint. Timeline visually maps out key events of a sprint. The Five Hows dives deeper into issues by repeatedly asking "how." Adding Appreciation to the Mix adds an appreciation section to traditional feedback. Fish Bowl structures discussions around topics. Weather Forecast uses weather metaphors to gauge team sentiment. These techniques help energize retrospectives and gain new insights as team challenges evolve over time.
This document discusses lessons learned from social movements and liberating structures for organizational culture change. It provides data showing relationships between culture, employee satisfaction and outcomes. Concepts discussed include power distance index, adaptive versus technical leadership, and using tools like TRIZ to challenge assumptions. The goal is to move from compliance-based cultures to ones based on shared commitment and purpose. Adaptive leadership approaches are recommended, such as asking questions, expanding participation and considering different perspectives.
A Community of Practice (CoP) is a group of people who share a common interest and work together to improve their knowledge and skills through ongoing interaction and information sharing. Key elements of a CoP include a shared domain of interest, a community of people who interact and learn from each other, and a focus on sharing practices to improve work. CoPs can exist within or between organizations and can operate at local or national levels. They evolve over time through real work, problem solving, learning, and innovation.
This document discusses facilitating the emergence of an online community of practice around user engagement in education technology. It introduces concepts like asset-based community development and appreciative inquiry to guide the process. Participants share experiences from successful past projects and discuss what made them feel successful. The goal is to support the formation of an effective, sustainable community through open discussion and by applying principles of appreciative inquiry and user-centered design.
Collaboration Insights Webinar: The 9 Types of CollaboratorsCentral Desktop
When your organization adopts a collaboration platform, you quickly learn that some of your co-workers are uh ... well ... special. They just don't work the same way you do, and now these differences are both apparent and transparent.
Who ARE these people?
Meet the 9 Types of Collaborators, from the Stealth Ninja who lurks in the background to the Socialite who posts a new status update 15 times per day.
Isaac Garcia, collaboration expert and CEO of Central Desktop, moderates a lively, interactive discussion. Joining him are:
* Jenn DePauw, Senior Director of Operations at The1stMovement digital communications agency
* Alan Bush, Client Services Representative at Central Desktop
They provide:
* Brief overview of all 9 types of collaborators
* Interactive quiz to help you identify your own collaboration type
* Words of wisdom from leaders of collaboration deployments.
The document discusses common anti-patterns that can undermine effective retrospectives. It identifies six main anti-patterns: 1) Prime Directive Ignorance, where the retrospective's guiding principle is ignored; 2) The Wheel of Fortune, where symptoms rather than root causes are discussed; 3) Death by Postponement, where problems are not raised in real-time; 4) Let's Get It Over With, where retrospectives are rushed or abandoned; 5) In the Soup, where discussions get mired in unactionable issues; and 6) DIY Retrospectives, where the facilitation role is not properly handled. For each, it provides the problem, a common misguided solution, the consequences, and a recommended
Agile Principle # 12 defines that at regular intervals, the team reflects on how to become more effective, then tunes and adjusts its behavior accordingly. From Scrum to Kanban and other agile frameworks, this is accomplished through retrospectives and continuos improvement processes. The key to being a successful agile practitioner is to identify areas of improvement and then experiment ways of improving it. But it doesn't stop there; positive improvements ultimately become success stories for other teams and motivates them to experiment with newer ideas which eventually leads to innovation. A negative outcome isn't bad either since it adds to the experience of situations where ideas may not apply. Thus the key to this process lies in being a child, an explorer, and inculcate an experimentation mindset. The SLICE framework addresses this in the following way:
Share: Share an area of improvement
Learn: Explore the area for ways of improvement
Implement: Search & apply the learning to identify the success factors
Collateral: Publish blogs, white papers, presentations, etc. as observations of the implementation
Expansion: Grow, Seed, and Split in order to explore new venues for success
This webinar covered introducing and implementing new ideas in government. It discussed the importance of understanding your organizational climate and goals before presenting a new idea. It then outlined a three step process for implementing ideas: 1) Sell the idea by identifying an existing gap and how the idea fills it, 2) Pitch the idea by presenting the gap and asking for needed resources, and 3) Work the idea by assembling resources, inspiring teams, and identifying small wins. The webinar emphasized believing in ideas, socializing them positively, staying resilient, and finding champions. Subject matter experts then answered questions from participants.
This document provides 5 science-backed strategies that engineers can use to boost their creativity: 1) Try brainwriting where individuals write down ideas separately rather than traditional brainstorming, 2) Take a walk to stimulate innovative thinking, 3) Laugh and be in a brighter mood to improve creative problem solving, 4) Doodle to generate tangible ideas, and 5) Dim the lights to promote feelings of freedom and exploratory thinking. The strategies are supported by research showing their benefits for creativity.
This document provides an introduction and guidance for launching a new "Lunch & Learn" program. The program is intended to foster cross-functional relationship building, learning, and skill development within teams. Key points include:
- The program began in Chicago and allows employees to learn about other roles, developments, and share perspectives outside their usual work.
- Regional leads will plan monthly lunchtime sessions focused on themes like career transformations, professional development, and open discussions.
- Guidance is provided on setting goals, roles and responsibilities, content ideas, and tips for planning successful sessions.
- Quotes from leadership emphasize benefits like keeping up with changes, encouraging growth, and strengthening relationships across functions.
Lunch and Learn Initiative that I started to cover topics such as: Project Management, Presentation Skills, Leadership among other topics more suited during lunch.
The document discusses leading upwards in an organization. It suggests that frustration and misunderstandings between levels in an organization waste energy, and this energy could be used in a better way. It recommends seeking first to understand others' perspectives using techniques like clean language and non-violent communication. The document also discusses Stephen Covey's "7 Habits of Highly Effective People" including being proactive, understanding others before being understood, and synergizing. It suggests tools like role playing games and common leadership frameworks can help communicate and align expectations between levels in an organization.
This document outlines techniques for effective collaboration, including brainstorming and consensus building. It discusses the importance of collaboration for benefits like team building, communication, and gaining different perspectives. Effective brainstorming requires preparing the right people, having rules like deferring judgment and building on others' ideas, using tools like sticky notes, and appointing a facilitator. The KJ method is presented for building consensus, with steps of sorting ideas into groups, naming groups, voting on importance, and ranking. Examples are given of collaborating on developing a concept for a pizza restaurant's iPhone app.
Introduction to Design Thinking and finding True Lovecoleman yee
This document provides an introduction to design thinking and discusses finding true love. It outlines the design thinking process, which involves defining problems from a human-centered perspective, diverging to generate many potential solutions, converging to prototype and refine ideas, and implementing solutions to observe outcomes and further refine. While discussing true love, the document acknowledges that the author has not found true love and its definition may be unclear or even non-existent.
Dr. Yvonne Sum presented an understanding of high performance teams through a training program focused on self-development, small groups, and large groups. The program uses assessments, coaching, workshops, and projects to help individuals understand their strengths and weaknesses while developing ideas to improve performance through set time frames, missions, rules, expectations, and models. The training is designed to facilitate growth at both the individual and group levels to achieve business objectives.
What I Learned About Human Centered Design Process for NonprofitsBeth Kanter
A nonprofit organization convened a group of advisors and experts to develop strategies for its web platforms and branding using human-centered design methods over the course of a one-day workshop with 12 participants. The workshop followed human-centered design processes, including understanding the context through presentations and discussion, identifying themes in the organization's challenges through affinity mapping, generating ideas through structured brainstorming in small teams, prioritizing ideas, and synthesizing concepts into visualizations. The results would inform the organization's funding and branding strategies.
Session 1 creative problem solving through human-centered designRice University
This document summarizes a presentation on creative problem solving through human-centered design. The presentation covered human-centered design methods and principles, including two activities - rose/bud/thorn and affinity clustering. It also described two case studies where human-centered design was applied: restructuring staff roles in a school and examining performance management processes at a university. Participants provided feedback, themes were identified, and project teams were formed to develop solutions. The process engaged stakeholders and led to proposed changes aligned with participants' needs.
Sharing the presentation slides from a short workshop I ran in April 2017, on why Design Thinking is becoming a much-needed capability in the change manager's toolkit. This event was kindly sponsored by Allegra Consulting.
I have since created an online course (masterclass) on this topic - check it out:
https://change-hacks.teachable.com/
MURAL Webinar: Empowering Remote Teams To Collaborate VisuallyMURAL
In this webinar, Maura Hoven (Sr. Product Designer, UserTesting) will share the methods she applies to her mostly-remote team of designers, engineers and researchers so they can regularly flex their design muscles - getting everyone involved, on board, and making design a habit that fits alongside their day-to-day obligations.
This document discusses ways to keep retrospectives fresh as teams mature. It provides six techniques: Picture This, Timeline, The Five Hows, Adding Appreciation to the Mix, Fish Bowl, and Weather Forecast. Picture This uses drawing to express how team members feel about a sprint. Timeline visually maps out key events of a sprint. The Five Hows dives deeper into issues by repeatedly asking "how." Adding Appreciation to the Mix adds an appreciation section to traditional feedback. Fish Bowl structures discussions around topics. Weather Forecast uses weather metaphors to gauge team sentiment. These techniques help energize retrospectives and gain new insights as team challenges evolve over time.
This document discusses lessons learned from social movements and liberating structures for organizational culture change. It provides data showing relationships between culture, employee satisfaction and outcomes. Concepts discussed include power distance index, adaptive versus technical leadership, and using tools like TRIZ to challenge assumptions. The goal is to move from compliance-based cultures to ones based on shared commitment and purpose. Adaptive leadership approaches are recommended, such as asking questions, expanding participation and considering different perspectives.
A Community of Practice (CoP) is a group of people who share a common interest and work together to improve their knowledge and skills through ongoing interaction and information sharing. Key elements of a CoP include a shared domain of interest, a community of people who interact and learn from each other, and a focus on sharing practices to improve work. CoPs can exist within or between organizations and can operate at local or national levels. They evolve over time through real work, problem solving, learning, and innovation.
This document discusses facilitating the emergence of an online community of practice around user engagement in education technology. It introduces concepts like asset-based community development and appreciative inquiry to guide the process. Participants share experiences from successful past projects and discuss what made them feel successful. The goal is to support the formation of an effective, sustainable community through open discussion and by applying principles of appreciative inquiry and user-centered design.
Tools and techniques for developing learning communities lsg june 2011nicl
The document discusses learning communities, how they work, and their role in learning and development. It covers topics like the definition of a learning community, how to facilitate successful communities, tools that can be used, and how communities can evolve into communities of practice. The goal is to understand how to initiate and support learning communities to enhance social learning.
Twelve lessons to Develop and Sustain Online Knowledge CommunitiesJose Claudio Terra
O desenvolvimento de comunidades de prática vem se tornando uma das ferramentas mais importantes na Gestão do Conhecimento. Assim, artigo apresenta e discute doze lições práticas para criar e manter comunidades de prática virtuais em empresas.
www.terraforum.com.br
This document discusses starting a Community of Practice (CoP) for the Community Ecology Institute (CEI). It provides background on what CoPs are, including that they are groups who share a passion for a domain and learn from each other. It then outlines key aspects of starting a CoP, such as deciding the domain, creating space for community, managing knowledge, and governance. Next steps proposed are to decide if a CoP fits CEI's goals, identify potential practice areas, approach partners, and set up governance and tools. A sample list of potential CoP partners is also included. The document closes with additional resources on social change, imagination, innovation and collaboration.
The document discusses communities of practice (CoPs), which are groups of people who share a concern or passion and learn how to do something better by regularly interacting. It outlines key aspects of CoPs, including that they are defined by three dimensions - the domain of shared interest, the community of people, and the shared practice developed by the community. Benefits of CoPs include access to knowledge, developing best practices, and learning from others' experiences.
The document discusses objectives for supporting the formation of an effective and sustainable community of practice (CoP) through the use of social software and community tools. The objectives are to: 1) support the JISC in forming the CoP; 2) provide infrastructure and tools for the CoP; 3) support the CoP through activities like workshops and training events; and 4) support development of new learning and teaching technologies. It aims to have groups share ideas to develop interrelated projects and for the community to guide, support, and facilitate its own formation and emergence.
The document discusses knowledge management and e-learning. It defines different types of knowledge such as encoded, embodied, embedded, and encultured knowledge. It also discusses where knowledge resides in organizations, including in processes, events, people, and networks. Communities of practice are introduced as places where best practices and innovations emerge from networking and sharing knowledge. E-learning tools that can aid in knowledge acquisition and development are also summarized, including learning management systems and personal learning environments.
Informal Learning: Broadening the Spectrum of Corporate LearningHans de Zwart
A keynote presentation for the 2010 Symposium of the Dommel Valley Group. Delivered on November 7th, 2010. It describes the DNA of the L&D of my employer, describes some very recent experimentation in the learning space and takes a sneak peek into the future of the learning function.
1. The document discusses using social tools like blogs and forums to support membership organizations and engage communities of practice.
2. It explores the theory behind online communities and facilitation techniques, and discusses piloting different social models and technologies within a membership organization.
3. Findings indicate that active facilitation is important for community flourishing, and that members had both concerns about transparency and pride in their organization for adopting new social technologies.
Participation and Control in Social Networking: Re-purposing the Web for Lear...taerri
The document discusses using social networking tools like blogs and Elgg to support learning communities and connectivist models of learning. Research was conducted using these tools in an undergraduate course, finding that students were able to actively contribute to the online community and claimed to have learned through discussion. However, using Twitter for learning was found to be more successful. The challenges for lecturers discussed include letting go of control and expertise-based models, actively engaging with new participatory cultures using Web 2.0, and being comfortable with less imposed structure and allowing structure to emerge from dialogue.
This document discusses strategic communities of practice and how to develop and sustain them. It covers basic concepts like domain, community, and practice. It emphasizes the importance of understanding stakeholder perspectives, including sponsors, facilitators/leaders, and members. It also discusses roles within communities like facilitators, network weavers, and curators. Frameworks are presented for assessing community maturity and measuring value creation through outcomes like immediate, potential, applied, and realized value. The document provides guidance on factors to consider for strategic communities of practice.
The document discusses the use of next generation technologies and community development processes to build sustainable communities of practice for educational technology development projects. It notes that developing projects with an awareness of the wider field through social networking can improve project quality and benefits. The Emerge Project used Web 2.0 technologies and an Appreciative Inquiry approach to intentionally create positive change through a user-centered research-led community network. Sustainable communities require a balance between individual autonomy and institutional control.
Listen in for a quick "Tips in 20" webinar to learn how to build a strategic framework that will allow your online community to evolve and achieve ongoing success.
This document discusses developing staff to support organizational change through embedding transliteracy values. It proposes using the SEDA "Embedding Learning Technologies" course and JISC tools to develop staff as "third space professionals" who can enable new approaches to learning technology. The goals are to develop an institutional approach to staff support and development, increase engagement with technology, and enhance student and staff experience. Connectivism is presented as a pedagogical framework to develop transliteracy qualities like understanding a range of tools and sensing cultural/historical context. Participants would create projects related to their roles to gain authentic experience applying concepts. The intended outcomes include developing shared approaches to technology enhanced learning and fostering collaborative partnerships across departments.
This document discusses the potential benefits of communities of practice for AADE's Special Practice Groups (SPGs) and chapters. Communities of practice are groups of people who share a common interest and learn from each other. They can increase productivity, communication, knowledge sharing, and leadership development within an organization. The document suggests that communities of practice could help AADE's SPGs and chapters by facilitating collaboration, developing best practices, reducing learning curves for members, and advancing the organization's strategic goals. However, barriers like geography, leadership, time constraints, and ensuring participation from all relevant groups would need to be addressed.
This document discusses connected learning and connected educators. It covers several key topics:
1. Connected learning focuses on making connections between learners and allowing learning to occur through interaction and conversation rather than individual expression.
2. Professional development for educators needs to change to a connected learning community model where educators can connect locally through professional learning communities, globally through personal learning networks, and in topic-specific communities of practice.
3. Personal learning networks, communities of practice, and professional learning communities are different approaches for connecting and collaborating, but all aim to support lifelong learning for educators.
1. Communities of practice are groups of people who share a profession, interest or skill. They develop personally and professionally through sharing experiences and information.
2. Early research found that learning occurs through legitimate peripheral participation in communities. Members evolve from newcomers to experts through social participation.
3. Successful communities of practice have individual experts who share knowledge, strong social connections, motivation to share knowledge, and collaboration between members. They reduce learning curves and allow capturing tacit knowledge.
1. Communities of practice are groups of people who share a profession, interest or skill. They develop personally and professionally through sharing experiences and information.
2. Early research found that learning occurs through legitimate peripheral participation in a community. Members evolve from newcomers to experts through social participation.
3. Successful communities of practice have individuals who actively share information and experiences. They foster social interaction and collaboration to improve skills and productivity.
Similaire à Online Social Learning Practices - Benetec Slides (20)
Slides and harvest from a webinar I facilitated for the Mid Atlantic Facilitators Network on February 7, 2104. This is a cleaned up version of the slides with the chat notes processed into the slides as a "harvest" of people's inputs and participation
Ignite Seattle May 2013 - My Mysterious Slides for a talk on LegaciesNancy Wright White
The document discusses plans for what someone is going to do on the 17th. It mentions @NancyWhite and includes a link to the website http://www.fullcirc.com, but provides no other context or details about the plans.
This document discusses the art of graphic facilitation, which uses visuals like diagrams, drawings, and charts to organize thoughts and capture ideas. Graphic facilitation can help groups listen, share identities, and negotiate together. It supports methods like World Cafe, Open Space, and strategic planning. While traditionally used for in-person meetings, visual techniques can also enhance phone calls and online meetings by helping participants "see" each other. Images created during discussions can establish context and create memories to continue the experience.
Visual artifacts from our one day graphic facilitation workshop at KM Singapore, September 2012. Twelve great people, willing to let it all go and write on the walls!
This one-paragraph document provides information about sketchnotes created by Nancy White related to KM Singapore 2012. Nancy White created sketchnotes for KM Singapore 2012 and shared them online at her website http://www.fullcirc.com and on Twitter with her handle @NancyWhite.
This isn't what I thought it was: community in the network ageNancy Wright White
A narrated version can be found here: https://www.youtube.com/watch?v=YB82kbj-NXw This was a short remote presentation that was part of a panel at the CACUSS 12.0: Engaging Digital Citizens conference <http: /> in Vancouver BC, Canada.
conVerge 11: Connecting for Learning: Left and right, up and down (annotated)Nancy Wright White
The document discusses principles for connecting groups and networks through technology. It provides 30 tips for maximizing connections at conferences, including taking notes, engaging with other attendees, providing feedback, and following up after the event. It also explores how technology has changed collaboration, the roles of facilitators, network weavers and technology stewards in connecting people, and principles of connective design for building communities and networks across platforms.
Before and After slides from our live #change11 MOOC session -- whiteboard and chat intensive. I'm working on getting the chat transcript and will link it when it is available, as well as the recording
Quick sketchnotes I made during others' presentations. Hopefully I'll replace the crummy photos w/ scans for a few of the pictures. Lyon, France, October 26-28
fOSSa2011: Five Things About Online Community and NetworksNancy Wright White
My talk at fOSSa2011 in Lyon France sharing some ideas about communities, networks and technology stewardship in the context of Open Source Software communities. Photos of the sketchnotes I did of other presentations can be found here: http://fossa.inria.fr/nancywhite-s-sketch-notes-scanned-part-one/
Communities, Networks and Engagement: Finding a Place for ActionNancy Wright White
This document discusses communities, networks, and engagement from three perspectives: sponsors, facilitators/leaders, and members. It outlines basic vocabulary like purpose, activities, and roles. It also covers engagement strategies across different lifecycles like informal networks, formal organizations, and communities of practice. Key roles in online communities are discussed like facilitators, community leaders, and technology stewards. The importance of balancing the needs of sponsors, facilitators, and members is emphasized.
Twittering or Frittering: assessing the value of a social media tool in your ...Nancy Wright White
This is the first draft - sharing for feedback. Slides are for a one hour webinar on social media tool evaluation and adoption practices, using Twitter as a case study.
This document discusses the concept of online community. It begins by questioning whether the concept of community is still relevant given changes from technology. It then examines different types of groups like individuals, small groups, and networks. It provides examples of two communities - Birdwatchers of Central Park that meets in person and KM4Dev, a knowledge sharing network. It discusses tools that communities can use like meetings, projects, expertise sharing, and cultivation. It concludes by considering how connectivity, technology landscapes, engagement, and geography may be reconfigured for online communities in the future.
As health educators, the document discusses the importance of connecting people with information and resources both face-to-face and online. It explores how online tools can contribute to health initiatives and encourages nurturing practices that support networking and boundary spanning to access diverse sources of knowledge.
The document discusses technology stewardship and how communities can use technology. It provides examples of different types of community activities and orientations. It also suggests various digital tools that could support activities like meetings, projects, expertise sharing, relationships, and open-ended conversations. The goal is to help communities identify current and desired activities and select appropriate tools.
Community of Practice Roles and Facilitation - Girl Scouts L&D Conference Res...Nancy Wright White
Resource slides from my workshop on Community Roles and Facilitation, Girl Scouts of America Leadership and Development Conference, July 2010, Edith Macy Center, NY
We, Me and the Network: Girl Scouts Leadership & Development Conf KeynoteNancy Wright White
The document discusses concepts around learning in networks, communities, and as individuals. It introduces the concepts of "me, we, and networks" to represent learning at the individual, community, and network levels. Key ideas that are explored include reciprocal apprenticeship, belonging, applying gifts, participation versus reification, togetherness versus separateness, and roles people take on like facilitators, community leaders, and network weavers. The document encourages reflection on how these concepts apply to contexts like Girl Scouting and how to foster learning across different levels.
The document discusses different types of online groups - communities, networks, and social teams. Communities are defined by common interests of large groups, while networks are based on pre-existing relationships between individuals. Social teams are collections of individuals working together online to achieve a shared goal, and can be massive in scale. The document also examines polarities in online groups around togetherness/separateness and individual/group, and different roles people take on like facilitators, leaders, and content creators.
IST Africa - Professional Development in a Network EraNancy Wright White
The document discusses the power of collaborative learning through online conferences and communities. It highlights how technology has changed the way people can collaborate by allowing participation from diverse backgrounds and locations. Online conferences offer new ways of connecting people that are more flexible and participatory compared to traditional face-to-face conferences. Participants can engage in discussions forums, live online meetings, and share knowledge through various participation levels like lurking or actively contributing. Connecting practitioners in online networks and communities allows for continued learning, support, and innovation at the boundaries of different knowledge domains.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Online Social Learning Practices - Benetec Slides
1. Online Interaction:
lever for
a
Social Learning
Nancy White
Full Circle Associates
2. Social learning is learning that takes place at a
wider scale than individual or group learning, up to a societal
scale, through social interaction between peers. It may
or may not lead to a change in attitudes and behaviour. More
specifically, to be considered social learning, a process must: (1)
demonstrate that a change in understanding has taken place
in the individuals involved; (2) demonstrate that this change
goes beyond the individual and becomes situated within
wider social units or communities of practice; and (3) occur
through social interactions and processes between actors
within a social network (Reed et al., 2010).
http://en.wikipedia.org/wiki/Social_learning_(social_pedagogy)
[1] Reed, M. S., A. C. Evely, G. Cundill, I. Fazey, J. Glass, A. Laing, J. Newig, B. Parrish, C. Prell, C.
Raymond and L. C. Stringer. 2010. What is Social Learning?. Ecology and Society 15 (4): r1. [online]
URL:http://www.ecologyandsociety.org/vol15/iss4/resp1/
3. In other words,
learning
with and from
each other
in the context
of real work, life, etc.
5. Three strategic Compliance
perspectives: Emergent, adaptive
learning
Part 1 - Value Strategic
Team learning/doing
Value
Communities and… the
broader strategic
Strategic continuum
Form
Options
Leadership
Level of formality
Design & facilitation repertoire
Strategic Lifecycle practices
Practices Measurable
6. Harnessing Latent Microexpertise -- The project must allow even the
narrowest of expertise. A 3rd-year algebra teacher might not have the broad expertise of an
experienced math education researcher, but that 3rd year teacher might have small elements
of expertise that exceed that of the recognized experts.
Designed Serendipity -- The project needs to be easy to follow and encourage
participation from a variety of experts. You want problems to be seen by many in the hopes
that just a few will think they have a solution they wish to contribute.
Conversation Critical Mass -- One person's ideas need to be seen by others so
they create more ideas, and the conversation around all the contributions keeps the
project going.
Amplifying Collective Intelligence -- The project should showcase the fact that
Nielsen’s:
collectively we are smarter than any one individual.
Those are all great characteristics of any project. But what makes this any different than any
traditional, offline project? Nielsen offers several suggestions. Unlike a large group project with
Reinventing
clear divisions of labor, technology allows us to divide labor dynamically. Wikipedia certainly
would not have grown the way it did if labor had been divided statically between a set of
contributors. Also, networked science uses market forces to direct the most attention to the
problems of greatest interest. Lastly, contributing to an online project rarely feels like
members. discovery
committee work, and participants can more easily ignore poor contributions or disruptive
http://blog.mathed.net/2012/08/nielsens-reinventing-discovery-2005-in.html
7. Poor Collaboration - Breakdowns, Ideals, and Culture
Rypple recently published an infographic on collaboration, called Is Poor
Collaboration Killing Your Company….
Biggest breakdowns (based on 1,400 people):
- 97% - a lack of alignment on objectives
- 92% - deadlines impact bottom-line results
- 86% - lack of collaboration or ineffective communication
Michael Sampson on
How employees want collaboration to work:
- wider decision making involvement
- issues are truthfully and effectively discussed
the cost of poor
Creating a strong collaborative culture:
- 1. encourage people to share ideas
- 2. build brainstorming into each project
- 4. limit group sizes collaboration
- 3. log important communications
- 5. resist the urge to direct
9. Part 2: Compliance
Emergent, adaptive learning
Strategic Team learning/doing
Form Value
Communities
Strategic and… the broader
Form strategic
Options continuum
Leadership
Level of formality
Strategic Design & facilitation repertoire
Practices
Lifecycle practices
Measurable
17. Use very small groups where they are
useful focused tasks
Use communities where they are
useful were learning needs depth,
trust and focused practice
Use networks where they are useful
where diversity, diverse time
cycles, scanning, curating and scaling are
essential
19. Teams
Networks Sometimes
(sometimes paired Communities
w/ small groups
and communities) Jabe
Bloom
http://blog.jabebloom.com/?p=27
http://en.wikipedia.org/wiki/Cynefin#Description_of_the_framework
26. Balancing Formal & Informal
• Formal programmatic efforts to change behaviors work mostly on the
rational side of human behavior
• Informal experiential efforts can capture the emotional side
• Programmatic change takes more time & costs more and encounters
more resistance than "viral" change
• You need both over time
• A "viral" effort usually begins with a few respected "master motivators”
• Insights & approaches of the motivators work best in experiential settings
• Experiential momentum sustained informally & formally
• The most important lesson: importance of cross-
organization energy & its dependence on the
informal
From : http://blogs.hbr.org/cs/2010/04/spreading_critical_behaviors_v.html
31. Monthly meetings with everyone
Example: The Environmental at the university concerned about
the environment, shared
Resource Network calendars
Bump into another
member? Have a
conversation, emails
Awareness events, orientation
for environmental student
groups, workshops
Blog, websit
e,
activities
oriented to … Inviting experts to monthly
meetings/events/workshops
Anyone with an interest in the
environment can be a member
but the network targets active
student groups, rss
Public. Minutes are
shared. Network is
accountable to all
students who pay a Twitter, Facebook, email
Members connected levy list, member directories
through a shared interest
drawn from the book “Red-Tails in Love: Pale Male’s Story -- A True Wildlife Drama in Central Park” by Marie Winn. Vintage Books, 2005
33. FAO’s
“Nine Keys to a
Successful
Thematic Knowledge
Networks
34. • discover &
Facilitation & to…
enable people appropriate useful
other roles technology
• be in and use
communities &
networks (people)
• express their identity
• find and create
content
• usefully participate
38. Rules of Thumb
• Good meeting practices
– “A bad meeting offline is even
worse online!”
• 60-90 minutes of endurance
• 7 minute chunks of attention
• Multiple modalities (especially visuals)
• Interactivity
http://www.flickr.com/photos/amberandclint/3266859324/sizes/l/
39. Talking & Meeting With Video
Some rights reserved by chippenziedeutch
40. Interactivity
• Using web meeting tools and features
– Polls
– Whiteboard
– Hand raising/speaking order
• Using process
– Maps
– Chairs
– Provocative questions
– Just Three Words
http://www.flickr.com/photos/kt/146500920/
41. We can use images to help us
establish context, make
meaning and create
memories to continue our
experience…
BE
VISUAL!
42. Learning how to not screw up communicating together online all the time….
44. How to draw faces? Check out Austin Kleon and Dave Gray
http://www.austinkleon.com/2009/07/27/how-to-draw-faces/
http://www.davegrayinfo.com/2010/10/28/drawing-facial-expressions/
49. Glenda Eoyang
Observe. Don’t waste a good surprise. Pause and wonder when something
unexpected arises. It may be the weak signal foreshadowing something
important to come.
Connect. Nothing co-evolves in isolation. The key is connecting in inquiry
with the environment, with current and historical patterns, and with other
thoughtful people.
Question. Our assumptions blind us to the world around and lock us into
our long-held problems and their failed solutions. A good question can break
through the expected to discover the possible.
Try it out. Of course expectations based on past experience will make us
question anything we haven't experienced. To see something new, we really
have to see it. Try a new idea out, see what happens, adjust and try
again. We call this adaptive action. Reward thoughtful risk taking.
http://bit.ly/lPyXxJ
51. Next?
Talk, write, Skype, Tweet
Nancyw@fullcirc.com
http://www.fullcirc.com
@NancyWhite
Some rights reserved by Eleaf
http://www.flickr.com/photos/eleaf/2536358399/sizes/m/in/photostream/
Notes de l'éditeur
Guten tag. Thanks for having me “with you” across the miles. As I understand it, you have already had a day full of thinking about the next generation of learning. I too, am deep into the thinking and practice of learning at work. I work primarily with international non governmental organizations, research organizations and non profits and much of what we focus on is the strategic role of learning in these organizations. More often than not, people are NOT in the same office or geographic area. A few weeks ago I was doing an assessment of the knowledge management and capacity strengthening unit of a research organization and with each of the 40 interviews I conducted, people talked about the critical importance of EMBEDDING these practices in the work units. No longer could one reasonably expect to be able to tap different units across the diverse needs of distributed work teams. New mechanisms were needed. Social LearningFormal and informalStrategicFormMe, we, networkRolesBeyond instructor or teacherPractices
Social learning is a well studied field and one that is seeing a lot of attention these days. Look at the work of Etienne Wenger-Trayner, for example, in embedding social learning in how we think about how our organization – even the world – operates.
In short….
http://www.flickr.com/photos/mrbultitude/66756603/in/photostream/What this means in practice is learning is and has to be everywhere, not just in our formal training programs, but in almost everything we do. Some frame this as social learning.
http://currents.michaelsampson.net/2012/08/poor-collaboration-breakdowns-ideals-and-culture.htmlWe can’t kid ourselves. The cost of our inability to usefully harness
The Cynefin framework is a way of looking at a context and discerning how to act depending on if something is simple, complicated, complex or chaotic. This gives us a tool to think strategically about what kind of learning is useful in a particular context, and what kind of group form may apply. Let’s look at some examples.
http://blog.jabebloom.com/?p=27This framework can be a very useful tool to help us understand not only what to stop doing, but where strategically tapping communities and networks can really pay off. Let’s look at some examples
Don Tapscott’s engagement strategies for new Open Cities collaborative
Another lens is that of formality/informality. I came across this set of observations in the Harvard Business Review and thought it would be useful to share because you, coming from a large organization, AND working with very diverse constituents from around the world may often work with organizational expectations of formality. What this article helps us remember is that we need both formal and informal and communities – where people come together – can often be a nexus point for the informal. Now, this can often be interpreted as the “fluffy bunny” stuff – you know, emotions, relationships and such. I work with a lot of scientists and economists and there is a tendency for some to shy away from this language. Yet when we look at their practices, they do this all the time. They just talk about it differently. The bottom line for community facilitators and managers is you need to attend to social practice as well as the subject matter.
The Food and Agricultural Organization of the UN has developed this set of approaches for working with their thematic knowledge networks.
http://community-roundtable.com/2010/01/the-value-of-community-management/http://tomhumbarger.wordpress.com/2009/01/13/the-importance-of-active-community-management-proved-with-real-data/I came across this blog post and it really caught my eye: Tom wrote: “I think most community experts would agree that active community management and ongoing strategy are vital to a community’s health. However, I don’t know if anyone has been able to fully quantify the impact using actual community metrics.Until now – when I decided to analyze some of the 2008 data for my former community during the period of active management and the period of passive management.I was the community manager for a professional community from January 2007 through July 2008. During that time, the community grew from zero to 4,000 members. We were rigorous with the tracking of metrics and updated community analytics weekly through a combination of our platform reports and Google Analytics. I was laid off in July due to financial hardship of the community sponsor, but the community doors have remained open albeit with no community management or minimal upkeep.During the time of my involvement, active community management and consisted of:delivery of bi-weekly email update newslettersproduction of monthly webcastsactive blog posting and blogger outreachuploading of fresh content each weekcontinual promotion of the community in various forums through guerilla marketingongoing brainstorming and strategizing with respect to improving the community experiencepriming of discussion forums, andongoing communications with individual community membersIt’s interesting to discover that a neglected community will indeed continue to function without a dedicated community manager. However, the results are lackluster and the picture are not ‘pretty’.For example, this is a screen shot from Google Analytics graphing the number of weekly visits to the community from 1/1/2008 through 12/31/08:Google Analytics - 1/1/2008 to 12/31/2008Additional details from the metrics include:Membership growth slows significantly – Community membership grew 62% from January to July at a average clip of 55 new members per week. From July to December, the membership only grew 13% at an average clip of 20 members per week. This is a fall-off of more than 63% on a week to week basis.Number of visits drop 60% - The number of visits from January through July averaged more than 1,300 per week. For the second half of the year, average visits dropped nearly 60% to an average of 522 per week.Number of pages viewed per visit drops 22% - Not only did the number of visits drop, the number of pages per visit also decreased by 22% with the average pages per visit going from 3.76 to 2.95.Time on site decreases by 33% – Driven by the fewer page views, the time on site in minutes during active management was 3:38 vs. 2:37 after July which is a 1:19 or 33% decrease.Fresh activity on the site since August has been pretty nonexistant as well – just 10 new blog posts, 4 new file uploads, and less than 25 discussion forum questions or comments have been posted. For some interesting reason, the activity on the related LinkedIn group has picked up and included 15 new discussions in just the last week. This definitely is worth taking a deeper look in a separate blog post.So what does this mean? Clearly, the analysis proves that active managementcontributes significantly to the health of a professional community. And that it is ultimately important to the success of a community.”
http://www.hsdinstitute.org/learn-more/read-the-latest/attractors.htmlThere are a variety of facilitation and community management models. Here is one of those simple set of useful “rules of thumb” or heuristics that are tried and true.