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Scooped by Deb Nystrom, REVELN!

A True Learning Culture: Fixing Your Social Learning Network

A True Learning Culture:  Fixing Your Social Learning Network | Agile Learning |

"Employees say they get more out of informal learning, but many social learning programs fail to engage. Here’s what you can do to change that."

It’s about setting expectations and enabling success.

Social learning  [is] informal learning. ...

These included: job shadowing, peer-to-peer learning, attending cross-departmental meetings and similar self-managed learning opportunities. When surveyed, employees felt that the informal opportunities were just as valuable, if not more, than the formal learning opportunities.

All employees need searchable profiles, collaboration tools like...screen share and file sharing, forums for sharing knowledge and ideally, some level of integration between all of these.   


2. Empower employees to share: Employees are the No. 1 source of any organization. Sett clear expectation that employees should share their knowledge with each other is the first step toward building peer-to-peer learning networks. ...Encourage employees to set up their own training sessions....peer-to-peer or large groups. If employees need to go through human resources or the training department, this can only hold up the process and momentum.

3. Provide the tools: All employees need searchable profiles, collaboration tools like video chat, screen share and file sharing, forums for sharing knowledge and ideally, some level of integration between all of these.  [So] many sophisticated organizations still lack some of the most basic collaboration tools.

4. Recognize the effort: Recognize, and even reward, those who participate and contribute. 

Related tools & posts by Deb:




  • Are you local to SE Michigan?  Find out more about horse-guided leadership development sessions (no fee demos) for individuals by contacting Deb, after reviewing her coaching page here.


Deb Nystrom, REVELN's insight:

There is still hesitancy in fully embracing informal peer to peer learning in organizations.  The phrase in this piece, "Recognize, and even reward... those who participate" gives a hint of this.  

Letting go of the traditional control mechanisms to reconfigure informal learning, and tie it to learning goals and skills areas, like creativity, innovation and cross boundary sharing could be another start to agile learning.   ~  D

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Scooped by Deb Nystrom, REVELN!

Leaping Learning Lizards! Lanyrd integrates with LinkedIn

Leaping Learning Lizards!  Lanyrd integrates with LinkedIn | Agile Learning |

Integration can be powerful.  This reverberates for many industries including learning, conferences as well as the professional speaking industies.



Lanyrd now helps LinkedIn users discover conferences and professional events based on their LinkedIn connections and profile information.

This fills a gap left by the shutdown of LinkedIn's events application and allows event organizers to continue to take advantage of LinkedIn to promote their events.

LinkedIn users can also use Lanyrd to build their own speaker profiles, get event information on their mobile phones and network more effectively with others at events.

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Scooped by Deb Nystrom, REVELN!

WXW Exchange and Open Space, Room for Introverts & Extroverts

WXW Exchange and Open Space, Room for Introverts & Extroverts | Agile Learning |

"If you count introversion as one of your prize attributes, here's my three cents about introversion & extroversion relevant to an Open Space event I'm facilitating at the Women's Exchange of Washtenaw this September."


First of all, extroversion & introversion are oversimplified terms, especially through the lens of work of Carl Jung.  Based on Jung, there are levels of understanding including one version, nicely described using the Myers Briggs Type Indicator the MBTI®, a tool to increase access to Jung's work, via Five Levels of Understanding:


  • The Five Levels of Understanding™ was created by Katharine Myers, to share her experience of type as a beckoning path of ever deepening knowledge of human behavior and life itself. This is the depth that MBTI type brings.


As I posted on the Reveln Consulting Facebook page in July:


  • ...using extrovert, introvert to describe a person is like using our known solar system to explain the universe. It's a way to begin, but there's a lot more out there: 
  • Using an MBTI approach, those using extroversion gain energy from using it as one of their top two mental functions as a 1st or 2ndary strength. We ALL have a balancing introvert side tied to one of our top two mental functions, based on Jungian theory.
  • One of those two mental functions is dominant and one is auxilary, a helper mental function of either perception or judgment.  

There's much more here on the nuances of introversion & extroversion via the Personality Pathways website that describes the order of preference using the MBTI.


A recent post by blogger and self-identified introvert Maria Ogneva lends itself to a feature of an advantage of Open Space:  choosing when, how and what contribute to a group.  You may chooseto observe, listen in on, or join in full dialog.

Read the full post and see all the diagrams & photos here.

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Scooped by Deb Nystrom, REVELN!

Pure Peer-to-Peer Learning: Toward Peeragogy | DMLcentral

Pure Peer-to-Peer Learning:  Toward Peeragogy | DMLcentral | Agile Learning |

"If we do this right, I'll learn more about facilitating others to self-organize learning."

Toward Peeragogy: the transformative power of high-end, peer-to-peer, global learning via the internet and social media.

From the author of a UC-Berkley post:

I've been invited to deliver the 2011 Regents' Lecture at University of California, Berkeley. I intend to expand the paragogy universe by instigating a peer-created guide to pure peer-to-peer learning. I'm calling it "peeragogy."

While "paragogy" is more etymologically correct, "peeragogy" is self-explanatory.

In my lecture, I'll explain the evolution of my own pedagogy and reveal some of what I've discovered in the world of online self-organized learning. Then I will invite volunteers to join me in a two week hybrid of face-to-face seminars and online discussion.

Can we self-organize our research, discover, summarize, and prioritize what is known through theory and practice, then propose, argue, and share a tentative resource guide for peeragogical groups?

In theory, those who use our guide to pursue their own explorations can edit the guide to reflect new learning.

It's not exactly a matter of making my own role of teacher obsolete. If we do this right, I'll learn more about facilitating others to self-organize learning.

This is the last in a very popular series. The previous three posts are: D.I.Y.U.: An Experiment, Pop Up U, and Learning Reimagined: Participatory, Peer, Global, Online.

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Scooped by Deb Nystrom, REVELN!

A Whopping 47% is Peer Group: 7 compelling arguments for Peer Learning

A Whopping 47% is Peer Group:  7 compelling arguments for Peer Learning | Agile Learning |

Peer learning is on the rise!


1. Powerful theoretical underpinning
Ref:  Judith Harris’s wonderful The Nurture Assumption, for which she received the George Miller Medal in psychology. 


In a deep look at the data she found something surprising: that 50% was genetic, just a few per cent parents and a whopping 47% peer group.


2. Massively scalable
Peer learning may actually be better with large classes

3. Learning by teaching is probably the most powerful way to learn
Peer learning involves high-order, deep-processing activity.  The teacher may actually gain more than the learner.

4. Encourages critical thinking

5. Group bonding a side effect

6. Dramatic drops in drop-out rates

7. Higher attainment

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Scooped by Deb Nystrom, REVELN!

P2PU - A lab for open social learning, beyond the Harvard circle, Author: Philipp Schmidt

P2PU - A lab for open social learning, beyond the Harvard circle, Author: Philipp Schmidt | Agile Learning |

I'm intrigued!  This could be the non-exclusive people's community version of Harvard's innovation community.


Excerpt:  How P2PU could become a social learning lab - for massive experimentation?  (Question from the blog author, Phillip Schmidt, to the HASTAC community.)


Besides giving an elite university a lot of cash, how can we foster more innovation in learning and teaching in ways that will affect more people?


How could we make this a lab that you would want to use?


P2PU started as a place that encouraged serendipitous experiences. ...We offer a more robust (release version) of the platform for those who care less about experimentation and just want an easy to use platform for social learning.


Original post ->


There isn’t really an open lab for learning innovation – and that P2PU could be it.


>if we could model ourselves as a research institute. There would be heaps of experimentation and research, some of it driven by us and some driven by partners who want to work with us, and each year we would publish a string of short reports about what we are learning.


> we could connect it to an annual conference with great speakers from the P2PU community who share the results of their work, and suggested that corporations would be willing to pay substantive amounts of money for this knowledge.


Which brings me to the term “lab”. It’s a term that means different things to different people. And when I explained that it was a mechanism to support experimentation and research, they would ask if it was “kind of like a lab.” And that’s exactly what it would it be like.


Supported by a platform that is extendable, hackable, malleable and customizable – We need a sandbox.  But the sandbox is not the important piece here, it’s a means to an end (or a journey rather).


P2PU would be run by a community that is passionate about peer learning and openness, and thrives on experimentation.

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Scooped by Deb Nystrom, REVELN!

Hybrid Peer-to-Peer Learning - Video

Example, using simple algebra, for demonstrating hybrid (or blended) learning.


It incorporates many of the same teaching methods as traditional classroom learning.


Thesys International provides a brief introduction to how the "Peer-to-Peer Learning" Method can work in Hybrid Learning.

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Scooped by Deb Nystrom, REVELN!

Peer Learning Circles - What are they?

Peer Learning Circles - What are they? | Agile Learning |

Peer Learning  embraces learning from your peers’ experiences and insights.

It is working with like-minded individuals that want to cooperatively develop their knowledge and expertise based on shared experiences, ingenuity and creativity. 

How does Peer Learning work?

Peer Learning involves a group (called a “Circle”) of anywhere from 8 to 15 people.  [It may be people from all of one strata, such as Executive Directors] meeting on a regular (monthly) basis, and discussing issues of common concern or interest.

Over the course of several meetings, participants develop a strong level of trust and familiarity with their peers in the Circle, which facilitates effective sharing and powerfully supportive dialogue among all participants.

The Circle meetings are managed by an experienced facilitator, to ensure that agreed ground rules are followed, and that all participants benefit from the process. While structured, the sessions are generally free-flowing, fast-paced and energizing.

Veterans of past Peer Learning offerings commonly report that it is the most significant professional development opportunity that they have experienced.

What does the Circle discuss?

The Circle members decide this for themselves at each meeting, setting the topic of discussion for the following meeting.

Depending on the topic agreed upon, the facilitator may select one or two resource articles to circulate to the group in advance of the next meeting, in order to provide basic information and context for the discussion.

Deb Nystrom, REVELN's insight:

I was asked by a local peer executive coach to recommend someone who had this specific expertise.  An experienced facilitator knows how to do this, however, this is the first time I've heard of Peer Learning Circles developed as if it were a trademark.  In the UK, it Peer Circles is a registered name.  ~  Deb

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Scooped by Deb Nystrom, REVELN!

The Rise of Social Learning with Results, at Work

The Rise of Social Learning with Results, at Work | Agile Learning |

A tidal wave of social learning is reshaping the way we experience new information, it 'connects people in ways that make learning a joy,' and encourages creativity & productivity."

I'm intrigued and encouraged by the evolution of social learning, informed by flexible, large group methods, like "Open Space" and the mainstream presence of social media.  This article spotlights the trend & developments.  ~  Deb


As businesses become more globalized, people are discovering more flexible, engaging ways to make connections with each other. We’re now able to cast a net into the ebbs and flows of relevant information that surrounds us.

Marcia Connor, in a recent Fast Co. article summarizes,  

  • “Social learning combines social media tools with a shift in the corporate culture, a shift that encourages ongoing knowledge transfer and connects people in ways that make learning a joy.”

  • New technologies are making it possible to create vibrant working environments that are “enthusiastically supported, where your sense of wonder returns and creativity blossoms — where people thrive.”

Why has the business world taken such a siloed approach to learning for so long?

It's beyond the org chart.

Professionals are using social learning strategies to build their own personal learning networks (PLN) to keep up to date on topics of interest.

Read the full article here.

DN: There are problems, of course, with information overload. We can help manage this by using good tools to channel and inform our interests, learning groups and tasks.

Learn more about large group methods via Deb's photo essay & mini-blog on Open Space here as well as her Open Space handout on her tools page here.

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Suggested by Frederic DOMON!

The Stupid Company? Is Collective Intelligence a Myth? Call for papers: The #eCollab Blog Carnival

The Stupid Company?  Is Collective Intelligence a Myth?  Call for papers: The #eCollab Blog Carnival | Agile Learning |

In theory, everyone is for the learning organization or the mobilization of collective intelligence.   How could you be against it? Would that make you in favour of the "stupid organization"?

eCollab Blog Carnival post suggested by Frederic Domon. It looks like a great idea. ~ Deb

Few organizations have developed a model for a sustainable learning organization.

So, is collective intelligence a myth? What are the reasons for successive failures at attempts to implement the learning organization? How can this be fixed?

Please join us in this discussion!

If you wish to participate (2 choices):

Do you have a blog?

  • Respond with an article you publish on your blog. Send an email to fdomon (at) or a tweet to @hjarche or @fdomon to make sure we do not forget your article.
  • If you use Twitter, send a message linked to your post using the hashtag #ecollab
  • We will publish all articles, or excerpts of them on the site. This will make for easier reading of the blog carnival. We will link to the original article and will contact you for a short bio and photo to include with the article

You do not have a blog but this interests you?


Send your article directly to fdomon (at) We will then publish it.

Good blog Carnival and thank you in advance for your participation. - Frederic Domon.

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Scooped by Deb Nystrom, REVELN!

Inviting Interaction & Partnership with Informal Workplace Learners | Learning Solutions Magazine

Inviting Interaction & Partnership with Informal Workplace Learners | Learning Solutions Magazine | Agile Learning |

“So much learning is informal and unconscious; often learners don’t think of it as ‘learning something’ but as ‘solving a problem.’”

Without tools to make it more evident, management may not be aware of informal learning in the workplace at all.

But at the same time, informal learning require a quantum leap for many in the Learning & Development field, used to developing, vetting and tracking content.

How can we invite interaction and develop a partnership with our learners?

Teachable Moments:  Film the exemplary performer or technical expert (or have her film herself), and put it on the company’s YouTube or other video channel. The Cheesecake Factory restaurant chain has done this with great success in an initiative called “Video Café” as a way of showcasing good performers and practices.

Increase Mindfulnesss of Learning

Research from Allen Tough features typical (middle-class) adult engages in five self-directed learning projects a year, investing an average of 100 hours in each.

In inviting interactions about learning, it’s useful to help workers recognize when they are learning. Doing worker status reports or callouts in meetings? “What did you learn this week?“   Encourage management to make this part of conversations, meetings, and classes. Incorporate it into the performance review: “Learning x helped me perform y.” Articulating it surfaces it.

In The eLearning Guild’s recent Social Media for Learning Report, a finding was that many organizations experiencing success with social media for learning were doing it via the use of “ambassadors” from within the organization – those people likely to write or otherwise contribute to endeavors.

So: Who is talking, what do they want to talk about, and how can L&D support and facilitate that without overcontrolling or killing it?

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Scooped by Deb Nystrom, REVELN!

Learning to Let Go: My Friday Non-interference Pact with my Students | Blogging Pedagogy

Learning to Let Go: My Friday Non-interference Pact with my Students | Blogging Pedagogy | Agile Learning |

Beginning ...with the second half of the semester, every Friday is given over to my students. We don’t have any readings assigned by me, and I don’t plan any material for the class.

Instead, small groups of 3-5 students are responsible for determining the day’s content and executing that.  


"You need to plan some sort of activity that will last at least 30 minutes; it must engage the whole class; and it must relate in an immediate way to the text we are currently reading."

Otherwise, you are free to plan what you want, and I won’t interfere.

...After the anxiety wears off, my students often seem to engage with the activity remarkably well.

It encourages ownership of the material, it provokes them to think in depth about a week’s worth of reading, and the discussion that have come out of it (so far) have turned out to be really e

It’s hard to give up directing the conversation, steering students —but of course, I still do that Mondays and Wednesdays.

What I discovered is that this group of students, ...comes around to the right questions and interpretive moments, anyways.

Today one of the group members asked about tree symbolism in Beloved. “Perhaps it’s coincidental,” one student said.

“Well,” another student answered, “it’s hard to imagine that it would be coincidental—think of all the planning that went into the novel.” And from there they were off, debating the symbolism and even debating the value of reading for symbolism...


Though their arguments often lacked an advanced theoretical vocabulary, my students were really thinking at high levels with great rigor.

The pedagogical point of all this, ...there is a real value in letting go of control of the classroom for a while. Let your students make mistakes, and see if they can sort them out on their own.

Let your students talk about what they’re invested in, what they find compelling about the topic at hand, what they don’t care about, and why.

Let go of being a classroom “parent” and let your students take responsibility for themselves.

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Rescooped by Deb Nystrom, REVELN from 21st century learning!

Personal Learning Networks as a part of Peer & Social, Custom Learning

Learning Jargon?  Maybe so.  Yet it is making the rounds.  Thoughts on PLNs...

Via renee fountain
Deb Nystrom, REVELN's comment, October 17, 2011 4:33 PM
Great to see this collection. Very helpful. I like the way ScoopIt is working so far and what you are doing with it. Excellent! --Deb
Scooped by Deb Nystrom, REVELN!

Peer-driven learning: Cracking that Nut

Peer-driven learning: Cracking that Nut | Agile Learning |

Can we create a process and context that supports a number of people coming together around a shared topic and more equally and effectively organising and learning about it together?


...Can we make it as peer-2-peer as possible, so it is more resilient, quicker to respond and far less hierarchical?


...some of the biggest and most interesting challenges ...lie in developing recommended social processes that groups of learners can collectively follow to develop, define and complete a course of study together.


As I’ve mentioned in previous posts ...many of the spaces we can look to for this are approaches such as Open Space and Unconferences.


From Deb:  Unconference & Open Space reference:

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