by Silke Herman and Niels Pflaeging.
Workplace learning is not a particularly thrilling adventure these days: Learning in organizations overwhelmingly relies on aged and worn-out formats that produce little learning or impact. The tools in use are often not fit for our time – in terms of content, or learning method, or technology – or all three combined. One cannot help but notice that in the reality of organizations, by and large, Learning & Development (L&D) is a pretty dull affair, clearly lacking innovation. In this paper, we will discuss how that is bound to change. We believe that workplace learning can be as engaging as Maria Montessori envisioned child learning to be, over 100 years ago and as humane, effective and conducive as Ken Robinson demanded in his world-famous TED talks a few years back. Sure, the current reality of corporate learning may look bleak, but there are now signs of a way out of the L&D misery in which most companies find themselves. One of these signs is the platform created by EdTech start-up disqourse.
Technology, didactics, content: The triad of discourse learningNiels Pflaeging
This document discusses the importance of combining technology, didactics, and content for effective organizational learning. It notes that while many learning technologies focus on individual knowledge transmission, complex problems require collaboration and shared understanding. True impact comes from coupling knowledge with mastery and application through learning opportunities based on social interaction and discourse. For organizational learning to develop high impact and do so quickly, an integrated triad of technology, learning methods (didactics), and subject matter (content) is needed. A one-sided focus on technology alone risks limiting its impact to entertainment and single events rather than sustainable learning and pattern change.
The small group miracle: Where learning & performance meetNiels Pflaeging
This document discusses how learning occurs at the individual, small group, and organizational levels. It argues that true organizational learning requires disciplined learning within small groups of 4-6 people. When many small groups ("Circles") engage in discourse learning within an organization, their learning experiences inevitably interweave. Intensive discussion within Circles produces both individual and shared knowledge and insights. Participants feel compelled to discuss and resolve ideas with others, leading to spillover of discussions to the larger group and organization. By coupling individual, small group, and organizational learning through parallel Circles, organizational impact and change can be achieved.
Encouraging and Facilitating Collaboration at WorkMichael Sampson
The slides from my keynote presentation at Congres Intranet 2012 in Utrecht, in March 2012. I talked about the reality of the intranet, the nature of collaboration, and how to encourage and facilitate collaboration at work by overcoming barriers to collaboration.
Harnessing the potential of social learningJane Hart
The document discusses harnessing the potential of social learning in the workplace. It argues that social learning represents a fundamental shift in how workplace learning is viewed, moving away from a focus on formal training. It notes that many employees now use social tools unsanctioned by IT to solve problems and improve productivity. The document advocates that learning and development professionals embrace this trend, seeing it as an important aspect of learning. It suggests supporting informal learning in employees' workflows, enabling knowledge sharing and communities, and empowering autonomous, self-directed learning through social tools.
The document discusses the shift from traditional e-learning to social learning. It notes that while most e-learning simply automates traditional self-paced models, social and collaborative learning spans both formal and informal learning. It highlights that learning happens both individually and in groups, both formally through courses and informally through social interactions. The document argues that organizations should support both formal and informal social learning, and considers different technological and cultural factors involved in facilitating a social learning approach.
Social learning involves adopting a new toolset, skillset, and mindset. It focuses on informal and social methods of learning, including personal learning networks, collaboration with others, and learning from entire organizations. The SMARTER approach emphasizes social and collaborative learning, changing mindsets, autonomous and self-directed learners, reducing formal training, using technology to enable new approaches, and creating a responsive organization.
Global Leadership: Why being networked mattersCheryl Doig
This presentation explores some ways in which educational leaders are extending their networks and looking beyond their own systems in order to lead for the future. It uses the ACEL Leadership Capability Framework as the basis to explore innovation, partnerships and networks in more depth.
Technology, didactics, content: The triad of discourse learningNiels Pflaeging
This document discusses the importance of combining technology, didactics, and content for effective organizational learning. It notes that while many learning technologies focus on individual knowledge transmission, complex problems require collaboration and shared understanding. True impact comes from coupling knowledge with mastery and application through learning opportunities based on social interaction and discourse. For organizational learning to develop high impact and do so quickly, an integrated triad of technology, learning methods (didactics), and subject matter (content) is needed. A one-sided focus on technology alone risks limiting its impact to entertainment and single events rather than sustainable learning and pattern change.
The small group miracle: Where learning & performance meetNiels Pflaeging
This document discusses how learning occurs at the individual, small group, and organizational levels. It argues that true organizational learning requires disciplined learning within small groups of 4-6 people. When many small groups ("Circles") engage in discourse learning within an organization, their learning experiences inevitably interweave. Intensive discussion within Circles produces both individual and shared knowledge and insights. Participants feel compelled to discuss and resolve ideas with others, leading to spillover of discussions to the larger group and organization. By coupling individual, small group, and organizational learning through parallel Circles, organizational impact and change can be achieved.
Encouraging and Facilitating Collaboration at WorkMichael Sampson
The slides from my keynote presentation at Congres Intranet 2012 in Utrecht, in March 2012. I talked about the reality of the intranet, the nature of collaboration, and how to encourage and facilitate collaboration at work by overcoming barriers to collaboration.
Harnessing the potential of social learningJane Hart
The document discusses harnessing the potential of social learning in the workplace. It argues that social learning represents a fundamental shift in how workplace learning is viewed, moving away from a focus on formal training. It notes that many employees now use social tools unsanctioned by IT to solve problems and improve productivity. The document advocates that learning and development professionals embrace this trend, seeing it as an important aspect of learning. It suggests supporting informal learning in employees' workflows, enabling knowledge sharing and communities, and empowering autonomous, self-directed learning through social tools.
The document discusses the shift from traditional e-learning to social learning. It notes that while most e-learning simply automates traditional self-paced models, social and collaborative learning spans both formal and informal learning. It highlights that learning happens both individually and in groups, both formally through courses and informally through social interactions. The document argues that organizations should support both formal and informal social learning, and considers different technological and cultural factors involved in facilitating a social learning approach.
Social learning involves adopting a new toolset, skillset, and mindset. It focuses on informal and social methods of learning, including personal learning networks, collaboration with others, and learning from entire organizations. The SMARTER approach emphasizes social and collaborative learning, changing mindsets, autonomous and self-directed learners, reducing formal training, using technology to enable new approaches, and creating a responsive organization.
Global Leadership: Why being networked mattersCheryl Doig
This presentation explores some ways in which educational leaders are extending their networks and looking beyond their own systems in order to lead for the future. It uses the ACEL Leadership Capability Framework as the basis to explore innovation, partnerships and networks in more depth.
Gordon Vala-Webb presents a framework for developing a collaboration strategy. The strategy involves:
1) Defining business outcomes from collaboration.
2) Focusing efforts on specific people, tasks, and types of collaboration.
3) Nurturing new ways of working by addressing psychological needs.
4) Measuring collaboration activities and outcomes to evaluate progress.
5) Revising the strategy based on feedback to accelerate or stop certain approaches.
The presentation provides examples of collaboration tools and challenges of implementing new strategies in organizations. Attendees are engaged in exercises to apply the framework to their own contexts.
Revolutionize Corporate Learning: Beyond Formal, Informal, Mobile, Social Dic...Marcia Conner
A report for business decision makers interested in abolishing traditional corporate training functions, creating instead vibrant modern collaborative cultures. Why? The corporate learning field is in dire need of bravery, insight, creativity and boldness. It has been stuck in an antiquated rut for too long. Full classrooms and smile-sheet summaries only indicate employees can successfully sit through training, not that these strategies demonstrate value or engender growth in competitive organizations. With a nod toward early twentieth-century innovations, moving the art world toward natural forms, the corporate education function should aim to become learning nouveau. The people responsible for fostering education throughout organizations ought to consider becoming artists. Here's how. [Additional information at http://www.marciaconner.com/learning-nouveau/]
The Role of HR in Enterprise CollaborationJacob Morgan
This document discusses the new role of HR in collaboration. It argues that HR can become leaders in collaboration by integrating collaborative tools and strategies into key areas like onboarding, performance management, learning and development, and retention. When employees are engaged through collaboration, it can boost productivity by 20-25%, unlock over $600 billion in annual value, and make people happier by reducing stress. The document provides examples of how HR can adopt a more collaborative approach in various functions to better support employees.
While you have all resources for learning at your disposal, when studying for an academic degree, the resources needed to upgrade your knowledge are seldom available. This presentation tries to highlight the workplace learning in the present context and technology choices. Older, formal, pyramidal learning structures are giving way to more fluid, more agile and more collaborative approaches. The skills of the teacher or trainer are more about engagement and storytelling: the skills of the learner more about social capital to be effective in community, collaborative learning spaces and the ability to learn and learn again over time. It’s a more continuous process of change: less about learning in abstract classrooms and then going back to work. Learning is ongoing.
This document provides information about speaking engagements and seminars led by Leandro Herrero in 2013. It lists several keynote speeches and seminar topics that Herrero can present on, which focus on topics like change management, leadership, innovation, and organizational transformation. It also describes multi-day executive leadership retreats that Herrero leads, which involve introspective exercises and discussions to develop participants' skills and mindsets as leaders. Contact information is provided for Lucy Marshall to inquire further about booking Herrero or his team for an event.
LSG Webinar: Next generation learning practices in the age of knowledge shari...Jane Hart
This document summarizes a presentation about the next generation of learning practices in the age of knowledge sharing and collaboration. The key points discussed include:
- How learning in the workplace is changing with the rise of enterprise social networks and new learning practices that are more collaborative.
- The importance of knowledge sharing and building personal learning networks for keeping skills and knowledge up to date.
- How traditional e-learning is becoming less effective and new approaches like connected learning and learning flows are emerging.
- The changing role of workplace learning professionals to encourage and support knowledge sharing across organizations.
From "Command & Control" to "Encourage & Engage" Jane Hart
This document discusses the shift from traditional command and control models of management and learning to more collaborative and engaging models that empower employees. It describes how the modern "smart worker" learns through informal, social, and autonomous means like networking, sharing knowledge, and constant skills improvement. The document suggests learning and development professionals embrace these trends by supporting personal learning, knowledge sharing, and performance over formal training. It argues measuring learning quality through performance rather than course completions will better support today's engaged knowledge workers.
This presentation was made at the 2011 VC's Learning and Teaching Forum with collegue Javed Yusuf at the AUSAID Lecture Theatre, Laucala Campus, Suva, Fiji Islands on 23rd September on the topic Taking Communities of Practice to Moodle.
Building the New Skills of the Networked WorkplaceJane Hart
Jane Hart gave a presentation at the Charity Learning Consortium Conference in London on November 27, 2013 about building new skills for the networked workplace. She discussed how individuals are using free online social tools like Google Drive, YouTube, and Twitter to build personal learning networks, ask and answer questions, share resources and ideas, and learn from each other. Teams are also using social tools for knowledge sharing and collaboration. Learning has become continuous, on demand, social, and autonomous as individuals now have more control over their own learning using these new tools. The connected workplace demands new skills, and the role of learning and development professionals is shifting to supporting collaborative learning and knowledge sharing through enterprise social networks and online communities of practice.
The document summarizes a presentation given by Jane Hart at the NAACE Annual Strategic Conference 2010 in Blackpool, UK in March 2010. The presentation focused on building a social learning environment and discussed tools like Twitter and Facebook that can be used to facilitate social and collaborative learning. Specific strategies were provided like using hashtags for backchannels, microlearning through facts and links, live streaming, polls for feedback, and private Twitter groups.
The document discusses how social learning is becoming the future of workplace learning. It is driven by employees increasingly learning through informal social interactions using consumer technologies. This represents a fundamental shift away from formal training. For learning and development to be effective, it needs to embrace this social learning by supporting knowledge sharing, networking, and autonomy rather than trying to control or ban informal learning activities. Success will be measured by improved performance rather than traditional learning metrics.
This document summarizes a presentation about making the most of informal learning. It discusses how informal learning is self-directed, social, and performance-driven, unlike formal learning which is structured. It presents a social workplace learning continuum that moves from formal training rooms to enabling informal and social learning. It suggests thinking of learning places not training rooms, social technologies not training technologies, and continuous activities rather than just responding to needs. The goal is to support informal learning by enabling professional learning communities and knowledge sharing.
Lecture 5 2011 2012 crowdsourcing and social mediaFrank Willems
Here are my assessments of the objectives of the examples provided:
- Wikipedia is focused on energizing and embracing. It aims to connect enthusiastic contributors to share and improve information, integrating their ideas.
- Lego is focused on embracing. It aims to integrate the ideas of its community into improving its products.
- The fishermen community is focused on supporting. It aims to help fishermen help and support each other by sharing knowledge and data.
- Iens is focused on listening. It aims to listen to its community for research and better understanding of restaurant customers.
- The gardenbird counting is focused on energizing. It aims to connect enthusiastic amateur birdwatchers to supercharge data collection about bird movements.
This is the keynote presentation that was given at the danish PeopleXS user conference. Excerpts from other presentations were used. Special thanks to Matthijs Roumen from Tribewise.
Learning in a social workplace: the impact of social mediaJane Hart
The document discusses how social media is impacting learning in the workplace. It describes how some workers, termed "Smart Workers", are using social media tools to learn continuously as they do their jobs, share what they know with others, and rely on networks of colleagues. It also discusses how some organizations are encouraging these practices by supporting employee-generated content and external professional networks, while other organizations ban social media or do not see value in informal learning. The presentation aims to explore these issues and share experiences.
A short presentation on the paradigm shifts we are experiencing in the VUCA world and the need to re-imagine learning in the workplace to stay relevant.
Enterprise 2.0 - Efficient Collaboration and Knowledge ExchangeAcando Consulting
How to enable dispersed teams to coordinate their actions to achieve their goals and how to enable an organization to harness its collective intelligence - with the use of social software and principles of social media.
Enterprise 2.0, french touch : the white paperAnthony Poncier
This collaboratively and collectively written book about Enterprise 2.0 is the English version of the original French, published online at the end of last year.
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.
Gordon Vala-Webb presents a framework for developing a collaboration strategy. The strategy involves:
1) Defining business outcomes from collaboration.
2) Focusing efforts on specific people, tasks, and types of collaboration.
3) Nurturing new ways of working by addressing psychological needs.
4) Measuring collaboration activities and outcomes to evaluate progress.
5) Revising the strategy based on feedback to accelerate or stop certain approaches.
The presentation provides examples of collaboration tools and challenges of implementing new strategies in organizations. Attendees are engaged in exercises to apply the framework to their own contexts.
Revolutionize Corporate Learning: Beyond Formal, Informal, Mobile, Social Dic...Marcia Conner
A report for business decision makers interested in abolishing traditional corporate training functions, creating instead vibrant modern collaborative cultures. Why? The corporate learning field is in dire need of bravery, insight, creativity and boldness. It has been stuck in an antiquated rut for too long. Full classrooms and smile-sheet summaries only indicate employees can successfully sit through training, not that these strategies demonstrate value or engender growth in competitive organizations. With a nod toward early twentieth-century innovations, moving the art world toward natural forms, the corporate education function should aim to become learning nouveau. The people responsible for fostering education throughout organizations ought to consider becoming artists. Here's how. [Additional information at http://www.marciaconner.com/learning-nouveau/]
The Role of HR in Enterprise CollaborationJacob Morgan
This document discusses the new role of HR in collaboration. It argues that HR can become leaders in collaboration by integrating collaborative tools and strategies into key areas like onboarding, performance management, learning and development, and retention. When employees are engaged through collaboration, it can boost productivity by 20-25%, unlock over $600 billion in annual value, and make people happier by reducing stress. The document provides examples of how HR can adopt a more collaborative approach in various functions to better support employees.
While you have all resources for learning at your disposal, when studying for an academic degree, the resources needed to upgrade your knowledge are seldom available. This presentation tries to highlight the workplace learning in the present context and technology choices. Older, formal, pyramidal learning structures are giving way to more fluid, more agile and more collaborative approaches. The skills of the teacher or trainer are more about engagement and storytelling: the skills of the learner more about social capital to be effective in community, collaborative learning spaces and the ability to learn and learn again over time. It’s a more continuous process of change: less about learning in abstract classrooms and then going back to work. Learning is ongoing.
This document provides information about speaking engagements and seminars led by Leandro Herrero in 2013. It lists several keynote speeches and seminar topics that Herrero can present on, which focus on topics like change management, leadership, innovation, and organizational transformation. It also describes multi-day executive leadership retreats that Herrero leads, which involve introspective exercises and discussions to develop participants' skills and mindsets as leaders. Contact information is provided for Lucy Marshall to inquire further about booking Herrero or his team for an event.
LSG Webinar: Next generation learning practices in the age of knowledge shari...Jane Hart
This document summarizes a presentation about the next generation of learning practices in the age of knowledge sharing and collaboration. The key points discussed include:
- How learning in the workplace is changing with the rise of enterprise social networks and new learning practices that are more collaborative.
- The importance of knowledge sharing and building personal learning networks for keeping skills and knowledge up to date.
- How traditional e-learning is becoming less effective and new approaches like connected learning and learning flows are emerging.
- The changing role of workplace learning professionals to encourage and support knowledge sharing across organizations.
From "Command & Control" to "Encourage & Engage" Jane Hart
This document discusses the shift from traditional command and control models of management and learning to more collaborative and engaging models that empower employees. It describes how the modern "smart worker" learns through informal, social, and autonomous means like networking, sharing knowledge, and constant skills improvement. The document suggests learning and development professionals embrace these trends by supporting personal learning, knowledge sharing, and performance over formal training. It argues measuring learning quality through performance rather than course completions will better support today's engaged knowledge workers.
This presentation was made at the 2011 VC's Learning and Teaching Forum with collegue Javed Yusuf at the AUSAID Lecture Theatre, Laucala Campus, Suva, Fiji Islands on 23rd September on the topic Taking Communities of Practice to Moodle.
Building the New Skills of the Networked WorkplaceJane Hart
Jane Hart gave a presentation at the Charity Learning Consortium Conference in London on November 27, 2013 about building new skills for the networked workplace. She discussed how individuals are using free online social tools like Google Drive, YouTube, and Twitter to build personal learning networks, ask and answer questions, share resources and ideas, and learn from each other. Teams are also using social tools for knowledge sharing and collaboration. Learning has become continuous, on demand, social, and autonomous as individuals now have more control over their own learning using these new tools. The connected workplace demands new skills, and the role of learning and development professionals is shifting to supporting collaborative learning and knowledge sharing through enterprise social networks and online communities of practice.
The document summarizes a presentation given by Jane Hart at the NAACE Annual Strategic Conference 2010 in Blackpool, UK in March 2010. The presentation focused on building a social learning environment and discussed tools like Twitter and Facebook that can be used to facilitate social and collaborative learning. Specific strategies were provided like using hashtags for backchannels, microlearning through facts and links, live streaming, polls for feedback, and private Twitter groups.
The document discusses how social learning is becoming the future of workplace learning. It is driven by employees increasingly learning through informal social interactions using consumer technologies. This represents a fundamental shift away from formal training. For learning and development to be effective, it needs to embrace this social learning by supporting knowledge sharing, networking, and autonomy rather than trying to control or ban informal learning activities. Success will be measured by improved performance rather than traditional learning metrics.
This document summarizes a presentation about making the most of informal learning. It discusses how informal learning is self-directed, social, and performance-driven, unlike formal learning which is structured. It presents a social workplace learning continuum that moves from formal training rooms to enabling informal and social learning. It suggests thinking of learning places not training rooms, social technologies not training technologies, and continuous activities rather than just responding to needs. The goal is to support informal learning by enabling professional learning communities and knowledge sharing.
Lecture 5 2011 2012 crowdsourcing and social mediaFrank Willems
Here are my assessments of the objectives of the examples provided:
- Wikipedia is focused on energizing and embracing. It aims to connect enthusiastic contributors to share and improve information, integrating their ideas.
- Lego is focused on embracing. It aims to integrate the ideas of its community into improving its products.
- The fishermen community is focused on supporting. It aims to help fishermen help and support each other by sharing knowledge and data.
- Iens is focused on listening. It aims to listen to its community for research and better understanding of restaurant customers.
- The gardenbird counting is focused on energizing. It aims to connect enthusiastic amateur birdwatchers to supercharge data collection about bird movements.
This is the keynote presentation that was given at the danish PeopleXS user conference. Excerpts from other presentations were used. Special thanks to Matthijs Roumen from Tribewise.
Learning in a social workplace: the impact of social mediaJane Hart
The document discusses how social media is impacting learning in the workplace. It describes how some workers, termed "Smart Workers", are using social media tools to learn continuously as they do their jobs, share what they know with others, and rely on networks of colleagues. It also discusses how some organizations are encouraging these practices by supporting employee-generated content and external professional networks, while other organizations ban social media or do not see value in informal learning. The presentation aims to explore these issues and share experiences.
A short presentation on the paradigm shifts we are experiencing in the VUCA world and the need to re-imagine learning in the workplace to stay relevant.
Enterprise 2.0 - Efficient Collaboration and Knowledge ExchangeAcando Consulting
How to enable dispersed teams to coordinate their actions to achieve their goals and how to enable an organization to harness its collective intelligence - with the use of social software and principles of social media.
Enterprise 2.0, french touch : the white paperAnthony Poncier
This collaboratively and collectively written book about Enterprise 2.0 is the English version of the original French, published online at the end of last year.
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.
A recipe for organising MOOC study groups - based on the experience of organising a study group in Düsseldorf for the Coursera MOOC Beyond Silicon Valley Study Group, Arjan Tupan shares his experience and gives tips.
Babele - accelerators for greater impactEmanuele Musa
A network and a digital tool to manage accelerator programs, engage stakeholders in business modeling, online mentoring, co-creation and peer-collaboration.
1) The author discusses how their company has transitioned from instructor-led training to e-learning, but is now moving to implement a social learning platform to improve employee performance and learning.
2) The social learning platform allows for collaborative learning through tools like wikis, blogs, videos and games. This has led to improved sales, project times, and job satisfaction along with reduced training times and email.
3) Classroom training now focuses on teaching employees how to use the social learning platform. Employees can now learn both together in the classroom or from remote locations through webinars.
This report summarizes insights from interviews with over 30 leading learning and development professionals about trends in learning technologies. Key findings include:
1. Organizations are focusing on improving performance and providing just-in-time learning to support tasks. Learning technologies that support informal, on-demand learning are being increasingly invested in.
2. Learning and development departments are playing a bigger role in curating and delivering informal learning resources to support self-directed learning. Resources tend to be short, quickly produced, and take various formats.
3. While interest in alternative methods is growing, developing and delivering formal courses remains important, especially for compliance training. These courses are increasingly blended with more e-learning, webinars,
The New Way of Learning. What has changed for Corporate Learning? Jochen Robes
The document discusses the "New Way of Learning" for corporate learning. It describes how adidas launched its Learning Campus to enhance training through new digital technologies and make learning an integral part of daily work. The New Way of Learning includes a growing number of open online resources, learners becoming trainers and experts, knowledge workers sharing ideas in communities, and employees choosing their own tools for learning. It also includes new approaches like open badges to recognize informal learning. The implications for corporate learning are new roles for training experts, new competencies, learning concepts and formats, infrastructures, and audiences.
Learning trends within the industry include anytime, anywhere learning, learner-generated content, crowd sourcing, micro-learning, virtual classrooms, rapid authoring, and portal learning enhancing the LMS. On the go learning is and will be one of the biggest focuses of companies now and in the future. Learner-generated content and on-the-job learning are also becoming more prominent trends, with companies finding ways to better guide informal learning.
This document provides an overview and introduction to the Makerspace Playbook. It discusses the maker movement and how Makerspaces grew out of MAKE magazine and Maker Faire events. The document emphasizes that Makerspaces aim to provide spaces for hands-on learning where students can access tools and materials to design and build projects. It also stresses the importance of play and exploration in learning. The overview provides context about the goals of the Makerspace program and playbook which are to support the establishment of Makerspaces in schools.
The Future of Corporate Learning: from Training to Learning ExperienceFabernovel
With innovation cycles becoming ever shorter, companies are faced with a new challenge: keeping their key skills up to date in real time. This strategic dimension of ‘workforce planning’ cannot rely solely on recruitment; existing employees must be able to continuously learn new things. As such, the number one skill companies now look for is the capacity to learn, and companies are particularly looking for ‘learning animals’, a term coined by Google.
To download the full report: http://eepurl.com/guJvA5
The document describes L*unchBox, a multidisciplinary innovation workshop where students from different backgrounds work together over a week to solve real-world challenges. It discusses the origins of L*unchBox in 2009 and explains that the complexity of modern problems requires mixing skills and backgrounds. The workshop provides hands-on experience for students and uses design thinking tools and methods to generate ideas and develop concepts. Participants gain experience with collaborative problem solving while workshop leaders explore how to enable multidisciplinary innovation.
The document discusses managing innovation through value networks. It notes that the best innovations now come from partnerships across different industries and disciplines rather than isolated in-house teams. Managing such diverse partnerships is challenging as the groups may have different perspectives and lack a common language. The document advocates developing cooperation between partners and unlocking their full potential for co-creation to transform the network into a true "value network".
The document discusses 8 learning design trends to watch in 2015: 1) Design Thinking, which emphasizes empathy and innovative solutions; 2) Showing Your Work to demonstrate tacit knowledge; 3) Focusing on continuous learning experiences rather than single courses; 4) Microlearning which provides learning in small chunks; 5) Digital badges for validating skills; 6) Designing for data collection through standards like Tin Can API; 7) Crowd-sourcing learning solutions from a wide group; 8) SPOCs (Small Private Online Courses) as an alternative to large MOOCs.
Interested in creating multidisciplinary hybrid / blended learning experiences? The IDBM Challenge Manual provides you with inspiration and concrete methods on how to create engaging and meaningful learning experiences.
Taught in Aalto University's multidisciplinary Master's program International Design Business Management (IDBM).
More information: idbm.fi / idbmchallenge.com
Presentation for 6th ISCAR summer university for PhD students.
The study explores a new teaching method applied to a university course on "Education and e-learning Psychology" and based on the Design Principles of the Trialogical Learning Approach (TLA).
Masterclass on the integration of service design and content strategy given at the Service Design Global Conference 2016 in Amsterdam.
Learn how to apply content strategy to customer journeys, enriching one of the best-known service design deliverables with critically important new layers.
5-Step Guide to Develop Effective and Engaging Courseware for Online Learning...saikumarmba2023
Invest in success and cultural connection! Our seven-step guide streamlines eLearning content translation, showcasing your commitment to inclusivity. Apply these practices to deliver globally resonant content for an engaging, effective learning experience.
This document describes six digital learning role profiles identified by the e-Virtue project: 1) Architecting a digital learning strategy, which involves developing an organization's strategy for using learning technologies; 2) Designing blended learning solutions, which involves designing learning interventions that may include digital elements; 3) Developing digital learning content (specialist), which focuses on creating sophisticated interactive content; 4) Developing digital learning content (non-specialist), which involves creating simpler content to support teaching; 5) Facilitating virtual classroom sessions, which delivers real-time online sessions; and 6) Online tutoring, which provides support for extended online programs. The roles can be combined in various ways depending on the context.
Similaire à The future of organizational learning is discursive & self-organized (20)
Organize for Complexity - Keynote by Niels Pflaeging at Regional Scrum Gather...Niels Pflaeging
The document announces a regional Scrum gathering in Belgrade from November 16-17, 2022 hosted by Niels Pflaeging of redforty2.com. The event will focus on how to create highly decentralized, networked cell structure organizations to organize for complexity. It will provide information on how to establish these types of organizations everywhere and quickly.
Die Erfindung zweier Managements (BetaCodex17)Niels Pflaeging
Wie Follett und Taylor die beiden Schulen der Organisationslehre
ins Leben riefen - und was seither geschah.
BetaCodex Network Associates
Niels Pfläging | Silke Hermann
BetaCodex Network White Paper No. 17 | April 2021 l betacodex.org/white-papers
Deutsche Version April 2022. Diana Mock | Hans Fischer-Schölch | Elisabeth Sechser
Work the System – keynote by Niels Pflaeging at Comeleon 2021 (Zagreb/HR)Niels Pflaeging
1) The document discusses the need to transform entire organizations to achieve true agility, rather than making small changes, which are ineffective.
2) Real transformation takes months rather than years to shift from a mechanistic, centralized system to one that is decentralized, adaptive, and market-driven.
3) The key is to increase social density within the organization and "work the system", not coerce individuals, to bring about change through interventions rather than attempting transformation as a journey.
The three organizational structures, powers & leaderships: A closer look.
BetaCodex Network white paper No. 18, authored by Niels Pflaeging and Silke Hermann.
- Mary Parker Follett and Frederick Winslow Taylor were the two pioneering founders who established the conceptual foundations for the two parallel schools of management in the early 20th century - the Follettian and Taylorist schools.
- Follett, a social scientist, focused on decentralized, democratic organizing informed by political studies and sociology. Taylor, an engineer, focused on "scientific management" and finding the optimal way to perform industrial jobs.
- Follett's work was broader in scope and more intellectually challenging, dealing with political systems and democracy. Taylor focused more narrowly on industrial production.
- Historically, Follett's work has been misunderstood and misplaced by being categorized as part of other schools like Scientific Management
Performancesysteme und Relative Ziele (BetaCodex 10)Niels Pflaeging
Warum sich Ziele und unser Umgang mit Leistungsmessung ändern müssen. Wie wir von fixierten zu relativen Leistungsverträgen gelangen – und zu einfachen, ethischen,
Selbstorganisation fördernden Systemen für den Umgang mit Wertschöpfung
Niels Pflaeging is an acclaimed international speaker on leadership, complexity, and change. When he speaks, he shakes up conventional management theories and offers practical solutions and concepts to profoundly transform organizations. Audiences and clients praise his highly energetic and humorous presentations that empower people with everyday situations and solutions for organizations.
Change is more like adding milk to coffee! - Niels Pflaeging at Remote Work 2...Niels Pflaeging
The document contrasts leadership approaches needed in the Industrial Age versus the Knowledge Age. In the Industrial Age, an "Alpha" leadership style focused on mechanistic, top-down control was sufficient, but now a "Beta" style is needed. A Beta style is systemic, market-driven, focuses on integrated teamwork, is led from outside-in in a socially dense way, and is decentralized to handle complexity. The document provides insights on organizational change: it is a constant process not a journey; resistance is a response to poor methods not change itself; and problems typically lie in systems while technique is trivial compared to social factors.
HOW TO START UP A COMPANY A STEP-BY-STEP GUIDE.pdf46adnanshahzad
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The future of organizational learning is discursive & self-organized
1. disqourse. White paper No. 03
The future of organizational learning
is discursive & self-organized
2. 2
disqourse White paper No. 03
Workplace learning is not a particularly thrilling adventure these days: Learning in organi-
zations overwhelmingly relies on aged and worn-out formats that produce little learning or
impact. The tools in use are often not fit for our time – in terms of content, or learning method,
or technology – or all three combined. One cannot help but notice that in the reality of orga-
nizations, by and large, Learning & Development (L&D) is a pretty dull affair, clearly lacking
innovation. In this paper, we will discuss how that is bound to change. We believe that work-
place learning can be as engaging as Maria Montessori envisioned child learning to be, over
100 years ago and as humane, effective and conducive as Ken Robinson demanded in his
world-famous TED talks a few years back. Sure, the current reality of corporate learning may
look bleak, but there are now signs of a way out of the L&D misery in which most companies
find themselves. One of these signs is the platform created by EdTech start-up disqourse.
A few years ago, we started looking for better and more powerful ap-
proaches to learning in organizations of all kinds. Our first joint book on
organizational methods that work, Complexitools, published in German
language in 2015, was very much influenced by this quest for learning
tools, but at the time we had not yet been able to discover convincing
solutions for fully scalable organizational learning.
In the following year, 2016, we came across a new and promising idea,
discovered by Niels during a stay in Montreal, Canada. There, strategy
guru Henry Mintzberg (a personal hero of ours) and his business partner
Phil LeNir had recently developed an approach to peer learning that they
were commercializing through their startup Coaching Ourselves. In this
approach, which Mintzberg and LeNir had decided to identify as peer
coaching, small groups of managers would get together for 90-minute,
self-organized learning sessions. During each session, the group would
work through a different set of learning materials. The handouts for each
90-minute session would serve several functions: 1) provide structure;
2) supply content and questions designed to spark lively interactions, ex-
change and debate; and 3) provide a suitable temporal rhythm (flow) for
the 90-minute session.
This beautiful core idea of peer learning made complete sense to us: Have
learners come together in 90-minute, small group sessions, using precon-
figured learning materials, with a bare minimum of external oversight
and facilitation. It dawned on us that such 90-minute units of learning
could be the fundamental building block for a contemporary, sustainable
learning architecture for all kinds companies – large and small. Following
Maria Montessori’s insights, why should adult people at work not learn
by Silke Hermann and Niels Pflaeging. February 2022
3. 3
disqourse White paper No. 03
with-each-other-for-each-other, systematically, instead of being trained
by teacher-experts during seminars, courses and programs, or having in-
dividual learners cramming on-line content in isolation? The concept of
peer learning could be the entry gate to a practical, conceptually sound
alternative to conventional Learning & Development (L&D) formats. So
there was light at the end of the L&D tunnel, we thought.
From peer learning among managers to multi-level
workplace learning among (potentially) everyone
But we also noticed a few conceptual limitations embedded in the peer
learning approach pursued by our Canadian colleagues around Hen-
ry Mintzberg. Why, we asked ourselves, should participation in small
group-based, self-organized learning be restricted to just a few managers
or executives? Were managers really the only appropriate target audience
of such a development format? In principle, we wondered, why shouldn’t
all members and all teams of an organization take part in such learning,
particularly since peer conversations within the same constellations that
are performing the work together would likely be far more effective and
powerful, in terms of impact on performance. Involving everyone could
thus be far more valuable for the companies deploying peer learning for-
mats.
The available content for the individual peer learning sessions got us
thinking, too. While that content was poignantly presented, it seemed
to us that it was somewhat too strongly influenced by current business
school curricula and MBA course structures – at least in our minds.
Technocratic-sounding and administrative topics influenced by func-
tional division seemed to be too pronounced, and even dominant. We
also felt that the role of executives and top managers in decision making,
strategy and motivation was intentionally exaggerated and even glorified,
in the way the topics were articulated and presented.
Accordingly, we systematically considered how session topics could be
structured, formulated and presented, in order for them to be of interest
to potentially all working people – regardless of their work roles or ac-
tivities, their professional backgrounds, qualifications, hierarchical levels,
or cultural backgrounds. What would learning topics have to look like,
in order to be engaging and attractive to people who need to solve new,
tricky value-creation problems every day? Topics for people in need of
substantive, reflected exchange with peers, so that the exchange would
serve their own learning and further development? What about teams
and value-adding communities of practice that wished to become more
successful together? How could content be formulated that was not aimed
at external control and steering by managers, but geared at consistent
self-organization within highly autonomous teams? We wanted to curate
the content for learning sessions in such a way that it would make sense
to every working person, without exception. The content would also have
to be challenging enough to require small group collaboration. Every ses-
sion, we concluded, would have to be like a riddle – exciting and intense
like a contemporary escape room experience.
For us, this also involved the question of how the didactics (or: learning
method) might be designed in such a stimulating, aesthetic and varied
way that interest in this type of learning format would not be exhausted
or fizzle out, after a while. We wanted to ensure that every single learning
session would be cool, fun, and relevant for real-world collaboration, so
that this would not just work once or twice, but a 100 times or more.
4. 4
disqourse White paper No. 03
Within a few months of working on these questions among the two of
us, the concept for LearningCircles by Red42 emerged. LearningCircles
is a social technology that does justice to the principle of self-organized
learning for everyone, at the interface to organizational development. In
early 2019, when we had also finalized design and authorship of an initial
set of learning modules for organizations, we published the LearningCir-
cles socio-tech, by making it freely available to use by anyone, through
an open source license. We designed a complementary concept overview
that spells out the main principles and concepts of the LearningCircles
approach. We published a compact, easy-to-read concept booklet in Ger-
man, in the same year, and a series of articles and white papers in English
that outline context, details and guidance for practical use in companies.
From progressive socio-tech to learning platform/
development ecosystem in organizations
Over the past three years, we have steadily expanded the practical ap-
plications of the LearningCircles social technology. In 2019, we used the
method with corporate clients from several German-speaking countries,
in two languages. Back then, we exclusively worked with physical hand-
outs, or learning sets. We supplied our client’s learning groups with indi-
vidually equipped, physical boxes containing the complete learning mate-
rials needed for each session. In this version of LearningCircles, learning
groups meet in groups of four, five or six people, sitting around a table
together. At the beginning of the 90 minutes, the group (called a Circle)
unseals the red box with the learning materials – and works through the
printed documents, which, in addition to a handout, can include work-
sheets and additional resources for interaction such as card decks.
In 2020, we began, not entirely unaffected by the Covid-19 pandemic, to
take the LearningCircles approach into the realm of the digital. The Croa-
tian-German entrepreneurs Dijana Vetturelli and Viktor Vetturelli played
a key role in this transition into virtual space. The two came up with the
idea that on-line learning modules could be used in conjunction with the
most common video conferencing platforms, and they developed the first
prototypes, together with programmers from Croatia.
In early 2021, the first clients started using the LearningCircles web plat-
form, which had been developed from scratch. The new application would
be used in parallel with common web conferencing softwares (Microsoft
Teams, Zoom, WebEx and Google Meet, in particular). At the same time,
the Croatian-German startup Disqourse was founded. Disqourse began
offering its platform for international use to corporate clients in Septem-
ber of the same year – initially in seven languages and together with six
international partners, from Austria to South Korea. With this move, the
existing LearningCircles by Red42 approach and business were handed
over to the newly-created company Disqourse.
Discourse learning is invitation-based, immediately
relevant, and seductively interactive
Over the course of developing the Disqourse approach and platform, sev-
eral important concepts of discourse learning emerged. In this paper, we
would like to highlight three of these insights.
All actors decide for themselves whether they want to be active in Dis-
qourse, or not. Learners will always be invited and never be forced to
participate in Disqourse. If invitees accept the invitation and become
5. 5
disqourse White paper No. 03
learners, they always commit themselves to a single Cycle of five 90-min-
ute sessions (no more, no less!), which they will undertake together with
three to five fellow learners. This invitation-based, voluntary participa-
tion, combined with manageable effort and risk are both critical for gen-
erating high learning engagement.
The content of all modules is based not on exposition of facts, or story-tell-
ing, but on practical theory – groups of learners or Circles unravel the
content in the light of their own reality and work context. Content must
be related to the complex reality of work and value creation, as well as to
self-organization principles. For discourse learning to function, and in or-
der to achieve more than mere knowledge accumulation, it is crucial that
content, interactions and questions asked foster dissent and discourse
between the learners within the small group. The aim is not for everyone
to agree, but to have vivid discussion. Discourse learning is therefore par-
ticularly suitable for learning in subject areas that are relevant for com-
plex problem solving. In other words, it is ideal for all topics that require
interpretation, classification, judgment, reflection and integration. Topics
that can only be explored by exposing oneself to interaction with others.
Great learning material for self-organized discourse learning can take
virtual, or physical shapes: In any case, it must encourage interaction and
touch all the senses. This basic insight can well be understood as a homage
to the genius of Maria Montessori. In Disqourse, that insight is reflected
in each of the highly interactive learning modules. In the case of the digi-
tal Disqourse platform, learning modules are made available virtually. In
the case of Disqourse Live modules take the shape of physical boxes with
printed work documents. All modules – digital or physical – contain the
complete learning materials needed during a 90-minute session.
A focus on learning or a focus on instruction –
you cannot have both
Disqourse puts learners and their learning at the center of the action–
not teachers/experts, not knowledge, or a technology of conveying. This
undivided focus on the learning is achieved through a unique kind of
instructional design that constantly relates the content (which one might
describe as practical theory) to the learners’ own work, their work envi-
ronments and organizational context. For sure, a prerequisite for enabling
discussions about joint work reality and joint problems that learners may
face is that these learners must come from the same organization. If this
is the case, however, then organization-specific, context-specific insights
arising from the conversation in each session can be immediately inter-
preted, qualified, reflected upon in the light of personal work reality, and
socialized among learners within a Circle. In this way, the content of all
learning sessions becomes immediately and personally relevant for the
work. Reflection of the content thus always happens in relation to the
learning group’s own practice. What you learn in discourse learning is
“put to use” immediately, in conversation, within the 90 minutes of a ses-
sion. Which makes it about more than knowledge acquisition: It is also a
way of practicing in real-time.
The learning that occurs within the small-group conversation can be ef-
fectively connected with organizational development when several or
many learning groups work on the same contents at roughly at the same
time. What was learned in one group’s conversation can then link to what
was learned in another group, and so become a booster for networking
and joint development, within a larger group, or the entire organization.
6. 6
disqourse White paper No. 03
Dijana Vetturelli, Disqourse CEO, explains: “You might say, of course,
that our learning platform is innovative. It undoubtedly is. But what is
far more important to us is that it is progressive – in that our approach
can elevate learning and development to a level that cannot be achieved
by any other means: Discourse learning with Disqourse enables everyone
who is willing to learn to acquire pretty much the same insights, and simi-
lar knowledge of the same sophisticated concepts at pretty much the same
time. Disqourse scales organizational learning effectively, and in a very
natural way. In addition, it provides more intense learning, is far more
time-saving and climate-friendly than conventional seminars, courses,
trainings or development programs.
”
Discourse-based organizational learning
is not a picnic
However, the process of learning throughout a 90-minute Disqourse ses-
sions means that learners have to make a real effort. Here, learning is work,
or as we call it: hard fun. This is especially true as discourse learning will
inevitably take place within a social process that is at the same time highly
structured and highly self-organized. It is structured through time-box-
ing, conceptual input, questions, exercises, iteration and rhythm. And it
is self-organized in a sense that everybody is there voluntarily, everybody
has to make decisions for themselves (within the group context) all the
time, and there is no external trainer/expert/facilitator. These and other
didactic elements of discourse learning are embedded in the module’s
content, but also in the setting. The well-prepared, reliable setting enables
the group to engage in serious, confidential and highly topic-focused
conversation, within minutes. Social density during the 90 minutes is in-
credibly high. And for many reasons. A few examples of what Disqourse
clients have told us about this: “It amazes me how quickly we got into a
profound conversation, during our session.
” Or: “The sessions provide a
safe place for serious discussion – without drama. This is something we
very rarely experience at work.
”
Regardless of the didactics, content quality, or technology, whether seri-
ous discussion can fully unfold or not ultimately depends on the learn-
ers themselves. It is their responsibility to engage in the discourse within
their Circle groups or not. In this sense, discourse learning is similar to a
parlor game: The prerequisite for both parlor games and learning in con-
versation is that all players firstly want to take part and secondly that they
play the game until the end.
Put differently, in discourse learning, there is no place for babysitting.
Powerful self-organization throughout the 90-minute sessions and be-
yond (see Disqourse White paper No. 01) requires bringing the principle
of self-efficacy back into the domain of organizational learning. Learners
Dijana Vetturelli, disqourse CEO
7. 7
disqourse White paper No. 03
develop themselves and their interactions with others without interfer-
ence of experts or ‘management’, and independent of HR managers or
superiors.
This, of course, is a far cry from what we usually experience during sem-
inars, trainings, courses and programs. The kind of dependency and ex-
ternal control that are common in most of today’s learning formats sys-
tematically reduce identification, engagement and responsibility-taking
of learners – within the learning process and beyond. On the other hand,
we have all experienced the thrill of figuring out something new in a com-
pletely self-determined way, or the joy of simply “getting things done”
ourselves. When we do this, satisfaction and self-efficacy increase. Dis-
course learning enables each and every learner to have the experience of
assuming maximum responsibility for her or his own learning. We can
finally hand control over the learning back to learners! It is about time. qo
***
Silke Hermann is a highly accomplished entrepreneur and leadership
expert. She is founder of Red42, a company based in Wiesbaden/Germa-
ny. And a founder/director at Disqourse, a cloud-based, B2B platform
provider that enables enterprise-wide growth, learning and development
for all. Disqourse was founded in 2021 and is headquartered in Zagreb,
Croatia. Previously, Silke was a partner and managing director of Insights
Group Germany. Together with Niels Pflaeging, she developed several
organizational open source approaches, including OpenSpace Beta and
Cell Structure Design. She is the author of five influential business books,
which include the German-language best-seller Complexitools (forth-
coming in English). Contact: silke.hermann@disqourse.com
Niels Pflaeging is a leadership philosopher and entrepreneur. He is also
one of the most prolific European experts on organizational leadership
and transformation. Since 2003, Niels achieved international recognition
as a speaker and author, with ten published books to date. He speaks four
languages fluently. Together with Silke Hermann, Niels developed a series
of powerful organizational approaches, which include Org Physics and
Change-as-Flipping. Among his best-selling books is the internationally
acclaimed Organize for Complexity. Niels’ 2nd book, Leading with Flex-
ible Targets, was awarded the German Business Book Award, in 2006.
He is managing director of Red42 and investor at Disqourse. Contact:
niels.pflaeging@redforty2.com
Silke Hermann, disqourse founder,
and Niels Pflaeging, investor at disqourse
8. disqourse. White paper No. 03
THE AGILITY PROVIDER
disqourse d.o.o.
Svetice 36
10000 Zagreb, Croatia
start@disqourse.com
www.disqourse.com
Tel. +385 1 4647 478
Find all disqourse white papers here.