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The Next Generation of Workplace Learning Practices in the Age of Knowledge Sharing and Collaboration

The Next Generation of Workplace Learning Practices in the Age of Knowledge Sharing and Collaboration | Agile Learning | Scoop.it

The age of the Social Web and Social Business offers new opportunities  to forward-thinking L&D professionals who want to break free from a mindset that only focuses on designing, delivering and managing learning.


Via Kenneth Mikkelsen
Deb Nystrom, REVELN's insight:

Yes please.  This is a very helpful grid to understanding learning outside of bureacracy and institutionalized learning.  ~  Deb

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How learning and education is changing to meet our needs today and tomorrow.   For the BEST of the BEST curated news SUBSCRIBE to our monthly newsletter via  Reveln.com/Tools/ (We never SPAM!)
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The Military Case For Sharing Knowledge

The Military Case For Sharing Knowledge | Agile Learning | Scoop.it

When General Stanley McChrystal started fighting al Qaeda in 2003, information and secrets were the lifeblood of his operations. But as the unconventional battle waged on, he began to think that the culture of keeping important information classified was misguided and actually counterproductive. In a short but powerful talk McChrystal makes the case for actively sharing knowledge.


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  • 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.

Via Kenneth Mikkelsen
Deb Nystrom, REVELN's insight:

This piece features an interactive transcript of a talk with this four-star general credited for creating a revolution in warfare that fuses intelligence and operations. ~ D

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Kenneth Mikkelsen's curator insight, July 21, 7:47 AM

This is a strong case for personal knowledge mastery.


Powerful reflections from General McChrystal: 


"What we found is we had to change. We had to change our culture about information. We had to knock down walls. We had to share. We had to change from who needs to know to the fact that who doesn't know, and we need to tell, and tell them as quickly as we can. It was a significant culture shift for an organization that had secrecy in its DNA."


"What we did was we changed the idea of information, instead of knowledge is power, to one where sharing is power. It was the fundamental shift, not new tactics, not new weapons, not new anything else."

Rescooped by Deb Nystrom, REVELN from Effective Technology Integration into Education
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The State of Digital Education.

The State of Digital Education. | Agile Learning | Scoop.it

The State of Digital Education Infographic #elearning #edtech #edtechchat

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Via ICTPHMS, Bonnie Bracey Sutton, Suvi Salo, Ivon Prefontaine, Mark E. Deschaine, PhD
Deb Nystrom, REVELN's insight:

What is happening with Digital Learning, 2014?   This infographic provides perspective and key phrase that speaks volumes, "Education's Internet Moment is Now."  ~  Deb

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Ivon Prefontaine's curator insight, July 14, 4:48 PM

The challenge we face is that School is an outdated technology itself. We need substantial structural change.

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Why Leadership Development Programs Fail - McKinsey & Co

Why Leadership Development Programs Fail - McKinsey & Co | Agile Learning | Scoop.it

Sidestepping four common mistakes can help companies develop stronger and more capable leaders.


1. Overlooking context   A brilliant leader in one situation does not necessarily perform well in another. ....Too many training initiatives we come across rest on the assumption that one size fits all and that the same group of skills or style of leadership is appropriate regardless of strategy, organizational culture, or CEO mandate.

...Focusing on context inevitably means equipping leaders with a small number of competencies (two to three) that will make a significant difference to performance.   (Bold mine, DN)


2. Decoupling reflection from real work   ...On the one hand, there is value in off-site programs ...offering ...Ftime to step back.... On the other hand...adults typically retain just 10 percent of what they hear in classroom lectures, versus nearly two-thirds when they learn by doing. 

...one large international engineering and construction player built a multiyear leadership program that not only accelerated the personal-development paths of 300 midlevel leaders but also ensured that projects were delivered on time and on budget. Each participant chose a separate project... linked to specified changes in individual behavior...

3. Underestimating mind-sets  ...too often these organizations are reluctant to address the root causes of why leaders act the way they do. 

 

4. Failing to measure results      ....One approach is to assess the extent of behavioral change, perhaps through a 360 degree–feedback exercise at the beginning of a program and followed by another one after 6 to 12 months.   .... monitor the business impact, especially when training is tied to breakthrough projects. 

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Deb Nystrom, REVELN's insight:

McKinsey has featured some excellent stories and principles to take leader learning beyond the classroom with focused & clear strategies. ~ D

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Ivon Prefontaine's curator insight, April 1, 9:57 PM

Context is important. This has been known for some time so it is not something new. The challenge is how do we change what goes on?

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How to make Knowledge Management Sexy Again

How to make Knowledge Management Sexy Again | Agile Learning | Scoop.it

Two articles surfaced recently that reinforce that point to how to make KM sexy again:


BBC – Did Minsky find the secret behind the financial crashes?


Time – Google’s flu project shows the failings of big data


If you want to make KM sexy again it means a shift in thinking!

Deb Nystrom, REVELN's insight:

The second article reference would probably cause Nassim Nicholas Taleb to say, of big data, "Of course!"  One of his quotes, "The fooled-by-data effect is accelerating. There is a nasty phenomenon called “Big Data” in which researchers have brought cherry-picking to an industrial level."

That said, I'm just back from the Knowledge Management Institute Showcase (next post) where "sensemaking" and combining narrative and social science methods was exactly what we were doing.  


My version of it, using "Open Space Technology" as a process technique to FRAME for enrichment, exchange, commitment will be in the next post.   ~  D

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Marie Jeffery's curator insight, April 9, 11:09 AM

Deb's presentation at the KM Solutions Showcase was stellar!

 

www.kminstitute.org

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Change Management featured at the KM Solutions Showcase™ in Arlington, VA - March 27, 2014

Change Management featured at the KM Solutions Showcase™ in Arlington, VA - March 27, 2014 | Agile Learning | Scoop.it
From the KM Institute…
   
A reminder about the upcoming KM Solutions Showcase™ Conference & Expo, March 27, at the Westin Arlington
   
The Showcase is a fun, one-day conference covering the hottest topics in Knowledge Management: Change Management, Culture Change, KM Methods; Knowledge Capture & Retention, Taxonomy/Search, and more.
    
It's FREE for all Government and Military, and low-cost for Industry.  Located at the beautiful Westin Arlington, just two blocks from the Ballston Metro Stop.  
    
Includes gourmet boxed lunch, prizes, vendor exhibits, materials and Happy Hour.
   
The Agenda is set, our acclaimed Speakers are booked… and we hope you can join us!  
   
Register soon!  Also feel free to forward to friends/colleagues who may be interested.  Groups are welcome!

The change management track includes me:

Deb Nystrom
President of Reveln Consulting, Deb's expertise and service offering is three-fold: 1) Aligning Data, People, and Passion,
2) Solutions in Change Facilitation and Leadership, and

3) Social Media, to empower Change Leaders, consultants, and coaches, using her popular "Social Media Learning Lab" (SMLL).


Deb will discuss how to FRAME an approach to adaptive, people-centered change and knowledge management.  
Deb Nystrom, REVELN's insight:

I'll be presenting at this KM conference in the change management track.   My LinkedIn profile info is here.  Feel free to look at my background or connect with me before the conference.  

Come join us for a good day of learning and exchange in Arlington, Virginia, near D.C.   My other speaking events are:

Recent speaking events are here. ~  Deb 

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Deb Nystrom, REVELN's curator insight, March 17, 8:05 AM

I'll be presenting at this KM conference in the change management track.   My LinkedIn profile info is here.  Feel free to look at my background or connect with me before the conference.  

Come join us for a good day of learning and exchange in Arlington, Virginia, near D.C.   My other speaking events are:

Recent speaking events are here. ~  Deb 

Deb Nystrom, REVELN's curator insight, March 17, 8:28 AM

There's still time to attend this one day Knowledge Management conference in lovely Arlington, Virginia.  I'll be presenting in the Change Management track.  My LinkedIn profile info is here.  Feel free to look at my background or connect with me before the conference.  ~  Deb

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Efficiency in Learning, Clarified with 5 Critiques: What is Flipped Learning?

Efficiency in Learning, Clarified with 5 Critiques: What is Flipped Learning? | Agile Learning | Scoop.it


...the Flipped Learning method has created quite a stir.  Here's are some responses to criticisms, using twitter as a source.


_______________

   

The instructor does not prepare to teach material that the class already understands.

   

_______________

 


Dr. Eric Mazur of Harvard University has been researching this type of learning since the early ’90s, and other educators have been applying pieces of the Flipped Learning method for even longer.

[First, it's important to start with a common] definition of what Flipped Learning is [via] Dr. Mazur’s work including:

  • Students prepare for class by watching video, listening to podcasts, reading articles, or contemplating questions that access their prior knowledge.


  • ...students then are asked to reflect upon what they have learned and organize questions and areas of confusion.


  • Students then log in to a Facebook-like social tool, where they post their questions. 


  • The instructor sorts through these questions ...organizes them, and develops class material and scenarios that address the various areas of confusion. The instructor does not prepare to teach material that the class already understands.
     
  • The instructor uses a Socratic method of teaching, where questions and problems are posed and students work together to answer the questions or solve the problems. The role of the instructor is to listen to conversations and engage with individuals and groups as needed.


_______________

     

[Techniques include]....how to quiz ...and provide them with immediate feedback...within the same video ...[and] …combines video clips with [how to use]  Google Forms to gather feedback...as part of a cycle of inquiry.

   

_______________


Excerpts from the  5 critiques include:


Implementing the Flipped Learning method makes me, as the teacher, much less important. 

This could not be further from the truth! …teachers are more important than ever.
 

Kids do not want to sit at home watching boring video lectures on the Web. …This is just a lot of excitement over bad pedagogy.    We completely agree… …Audio and video should be used in short, five- to 10-minute segments, [with] opportunities for students to interact with the information in these videos in a variety of ways. …For example…Jac De Haan demonstrates …how to quiz students [with YouTube videos] and provide them with immediate feedback and explanation within the same video. Ramsey Musallam …combines video clips with Google Forms to gather feedback from his students. Both of these methods can be used as part of a cycle of inquiry.
 

Other critiques with replies include:

3) No internet access, 4) accountability questions and 5) having the time and expertise to produce the needed videos to teach in this newer way.


Read more here.


Photo source:  Vanguard Visions


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Deb Nystrom, REVELN's insight:

Clarity is often a missing element in adapting and innovating.  This useful piece provides both clarity and examples of innovations to deal with status quo resistance to adaptive change in learning.  ~  D

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Deb Nystrom, REVELN's curator insight, February 26, 11:27 AM

This post covers both a clarification of what Flipped Learning really is, as well as how to respond to common complaints about helping it work.  It demonstrates response to resistance to change in learning quite nicely, including innovative examples of what works.

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Will 2014 Be Different? 2013 Study - 75% Change Failure Rate continues #Infographic

Will 2014 Be Different?  2013 Study - 75% Change Failure Rate continues #Infographic | Agile Learning | Scoop.it

 

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Receive Best of the Best news, taken from Deb's  NINE curation streams @Deb Nystrom, REVELN, featuring two approaches to change via once a month via email, available for free here, via REVELN Tools.


Via Changing Behavior
Deb Nystrom, REVELN's insight:

This is an helpful infographic for perspective in Agile Learning as well it's original location on ScoopIt:  Change Management Resources.  ~  D

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Zento Mike Warren's curator insight, January 31, 1:54 AM

Leaders will effect or be affected by change and how they respond to this inevitable circumstance will impact their leadership and culture. This great article and graphic gives unique insights into the challenges of change! Get professional guidance . . . www.zentosolutions.com

Deb Nystrom, REVELN's curator insight, January 31, 9:23 PM

What change leaders need to get right:   Focus your training and tools on helping managers and keeping the message consistent and fully communicated throughout the organization.  ~  D

BhanuNagender's curator insight, February 13, 10:58 PM

Manufacturers of Custom Shaped Cold Air Inflatables including Giant Character shapes and  Product Replicas also Rooftop Balloons specializing in custom inflatables for advertising, manufactured in Hyderabad city, India - http://www.inflatablecostumes.com

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The Attack on Higher Ed — and Why We Should Welcome It, MOOC Redux, TED Blog

The Attack on Higher Ed — and Why We Should Welcome It,  MOOC Redux, TED Blog | Agile Learning | Scoop.it

George Siemens taught the first MOOC back in 2008. He shares his take on why they're still valid -- and what might happen next in Higher Ed.


Excerpts:


As the failures and shortcomings of MOOCs were disseminated, schadenfreude mingled with personal beliefs prompted academics to lament completion rates and the failure of online learning while self-validating their own importance.


_________________________
     
Corporate MOOCs will be the big trend of 2014. ...MOOC providers will ...fill in the gap that existing universities do not address. 

         

_________________________

 

...[George Siemens is] struck by the range of errors and misunderstanding within both camps.
 

...MOOCs are here to stay, in some form or other, not least because universities face many structural challenges. 
 

…what learners really need has diversified over the past several decades as the knowledge economy has expanded. Universities have not kept pace with learner needs and MOOCs have caused a much needed stir — a period of reflection and self-assessment. To date, higher education has largely failed to learn the lessons of participatory culture, distributed and fragmented value systems and networked learning. MOOCs have forced a serious assessment of the idea of a university and how education should be related to and supportive of the society in which it exists.
 

So what happens now?
 

Corporate MOOCs will be the big trend of 2014. ...MOOC providers will partner with corporations and fill in the gap that existing universities do not address.

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Via Susan Bainbridge
Deb Nystrom, REVELN's insight:

Turbulence, escalating costs point the way way to disruptive new forms of learning, highlighting networked learning, open systems and giving systems that have the correct balance of process, involvement and results.  

Flexibility and adapting to change is the essential new competency of the millenium, especially for higher education. ~  Deb

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Richard Platt's curator insight, February 3, 7:14 PM

Universities just got told off

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Knowledge Management Failure Factors

Knowledge Management Failure Factors | Agile Learning | Scoop.it

Alan Frost provides an introduction to his collection of the most widespread failure factors in knowledge management including:

 Causal Failure Factors:

  • Lack of performance indicators and measurable benefits
  • Inadequate management support
  • Improper planning, design, coordination, and evaluation
     

Resultant Failure Factors:

  • Lack of widespread contribution
  • Lack of relevance, quality, and usability
  • Overemphasis on formal learning, systematisation, and determinant needs
  • Improper implementation of technology
  • Improper budgeting and excessive costs
  • Lack of responsibility and ownership
  • Loss of knowledge from staff defection and retirement


The full reference, using the author's 2013 & 2014 research is here. 

Deb Nystrom, REVELN's insight:

This site has many tools to help explore knowledge management as a field.  It's worth a look as well as a few thoughts about how the KM field compares to other approaches including action research and role of experience in scholarship and learning.  ~  D

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Thoughts on “Collective Intelligence”

Thoughts on “Collective Intelligence” | Agile Learning | Scoop.it

Fascinating nuggets from the book summary of Collective Intelligence by Pierre Lévy (click through post here to locate & enlarge the chart):

 

The premise: Humankind must acknowledge the potential of cyberspace to enable beneficial new forms of complex collective thought, collective expression, and social organization.
 

Technology makes this feasible (p. 246). The author's ideas are reminiscent of:

  • Vannevar Bush‘s collective memory
  • Marshall McLuhan‘s notion of a forthcoming “global village”
  • Douglas Engelbart‘s vision of the computer as a tool to augment human thought,
  • J. C. R. Licklider‘s plans for symbiotic human—computer networks.

   

Lévy calls for a revolution in society’s understanding of itself – the expansion of subjectivity (cf. Lévy, 2000).

   

Features:

  • Multi-modal and dynamic (p. 120)
  • Virtual worlds instruments of self-knowledge and self-definition 
  • Deterritorialized with self-organization
  • Continuous self-invention of human communities
  • Computer-aided imagination 
  • The collective can choose to foster & encourage individuality
    
From another reviewer:
 
Levy begins with the premise that the prosperity of any nation or other entity depends on their ability to navigate the knowledge space, and ... knowledge space will displace the spaces of the (natural) earth, (political) territory, or (economic) commodity. 

Via Pierre Levy, Frederic DOMON
Deb Nystrom, REVELN's insight:

One word: Fascinating! (nod to Mr. Spock)


The language of the post & the book itself is academic, yet the ideas are wonder producing.  I think we are seeing the first signs of what Lévy describes in social media, gaming and in group processes like Open Space Technology, among other things.  ~  D

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María Dolores Díaz Noguera's curator insight, January 14, 1:50 AM

Great one.

Miguel Angel Perez Alvarez's curator insight, January 14, 11:14 AM

Inteligencia colectiva, evolución

Deb Nystrom, REVELN's curator insight, January 31, 8:18 PM

Cyberspace big thoughts, and perhaps indicating a fusion or an evolution of knowledge management in a group space.

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Presentation Zen & Learning: Sir Ken Robinson Gives Best Talk Yet, TED & Education

Presentation Zen & Learning: Sir Ken Robinson Gives Best Talk Yet, TED & Education | Agile Learning | Scoop.it

Creativity and education expert Sir Ken Robinson delivered two amazingly popular TED Talks prior to his newest, and what could be his best to date in 2013.


Excerpted from a Garr Reynolds post:

     

_________________________
   
Good presentation is a balance of information, persuasion, and inspiration... [to] light a spark and point the way.

     

_________________________

   

His first talk http://bit.ly/1fjhkH6 —presented sans multimedia in the true Sir Ken Robinson style — was made in 2006 and is the most viewed TED talk of all time.

   

His follow-up talk given in 2010 http://bit.ly/1f6zZp2 also has been downloaded millions of times.

      

I have seen Sir Ken speak many times and he is always inspiring and engaging, but his latest TED talk, http://bit.ly/IEXH0Q presented at TED Talks Education in April of this year, is my favorite yet.
    
Good presentation is a balance of information, persuasion, and inspiration.

      

Presentations related to leadership must necessarily light a spark and point the way.

   

Sir Ken does not scream or jump up and down but he nonetheless ignites, provokes, and inspires his live audience, and anyone else who cares to listen to his presentation on line, in a meaningful and memorable way.

   

Millions of people have seen his latest talk, but just in case you have not, please set aside about 20 minutes to watch this outstanding, short TED talk.


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Deb Nystrom, REVELN's insight:

Sir Ken, with humor, discusses conformity and bureaucracy, as a problem in getting a "real" education, including the arts, humanities.  He mentions low-grade clerical work "figiting" often diagnosed as ADHD, and children who suffer from "childhood" and igniting the spark of curiousity, flourishing.

Individualized teaching and learning, and the system has to engage them, raising the status of the teaching profession, investing in professional development, devolving responsibility to the school level for getting the job done.  ~  Deb

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Deb Nystrom, REVELN's curator insight, December 11, 2013 11:25 AM

From our Agile Learning http://www.scoop.it/t/agile-social-learning 

news:  This is included in BEST of the BEST as a model of what inspires, and motivates.  

Sir Ken gives examples and insights into individualized learning useful in business, for professional development as well as and in education.  

It is usefully provocative.  Enjoy! ~  Deb

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Catching Up Business: STEAM Blends Science & the Arts in Public Education

Catching Up Business:  STEAM Blends Science & the Arts in Public Education | Agile Learning | Scoop.it

STEAM Blends Science and the Arts including the 2013 example from the Wall Street Journal today of eighth-grade students in Brooklyn are learning to build cameras and getting practice composing images as part of a new class that combines technology and the arts.

     

 _____________________________
   
"the innovative practices of art and design play an essential role in improving STEM education and advancing STEM research."

    

_____________________________

       

The original news is 2011:

...Federal agencies, including the U.S. Department of Education and the National Science Foundation, are helping to fuel work in [STEAM.]

    

The NSF has provided research grants and underwritten a number of conferences and workshops around the nation this year, including a forum hosted by the prestigious Rhode Island School of Design, titled "Bridging STEM to STEAM: Developing New Frameworks for Art-Science-Design Pedagogy."

    

Picking up on the Rhode Island institution's push for STEAM, in late September, a lawmaker from that state, U.S. Rep. James Langevin, a Democrat, introduced a House resolution to highlight how "the innovative practices of art and design play an essential role in improving STEM education and advancing STEM research."

    

Source:      Building STEAM: Blending the Arts With STEM Subjects: Goals are creativity and engagement Robelen, Erik W. Education Week  31.13 (Dec 7, 2011): 8.

Deb Nystrom, REVELN's insight:

I've been aware of STEAM for awhile.  It's good to see WSJ reporting on it at the 8th grade level, circa 2013.  The news is that this is older news, circa 2011 via the other examples above.   It remains to be seen if the industrial mindset will advance to truly embrance creative and entrepreneurial and innovative thinking.  

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It doesn’t take 10,000 hours to learn a new skill. It takes 20. And here’s how…

It doesn’t take 10,000 hours to learn a new skill. It takes 20. And here’s how… | Agile Learning | Scoop.it

If you have 20 minutes, watch the video, it's worth it.


Via Kenneth Mikkelsen
Deb Nystrom, REVELN's insight:

The insights thanks to Kenneth Mikkelsen:  

1) Deconstruct the skill.

2)  Learn enough to self correct.

3) Remove barriers [and distractions.]

4) Practice - for at least 20 hours.


Practice could be greatly aided by group coaching and accountability partners, as well as good follow-on structure.


As a team, group coach and someone acquainted with peer learning circles, this reasonates.   ~  Deb

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Kenneth Mikkelsen's curator insight, November 20, 2013 7:18 AM

The path to learning:


  1. Deconstruct the skill. Decide what you actually want to be able to do.
  2. Learn enough to self correct. Learn just enough that you can actually tell when you’re making a mistake.
  3. Remove Practice Barriers: i.e. remove distractions, yes, like you, Internet.
  4. Practice at least 20 hours. Finally, yep, practice for 20 hours.


Estelblau's curator insight, November 20, 2013 10:27 AM

What's your opinion? Do you agree?

 

Deb Nystrom, REVELN's curator insight, November 25, 2013 8:11 AM

Here's a summary of the TEDx insights, thanks to Kenneth Mikkelsen:


1) Deconstruct the skill.
2) Learn enough to self correct.
3) Remove barriers [and distractions.]
4) Practice - for at least 20 hours.


Practice could be greatly aided by group coaching and accountability partners, as well as good follow-on structure.


As a team, group coach and someone acquainted with peer learning circles, this resonates.

From Agile Learning  ~ Deb

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New Report: The Internet’s Latest Disruption – Knowledge 2.0

New Report: The Internet’s Latest Disruption – Knowledge 2.0 | Agile Learning | Scoop.it

Know or die: risk and opportunity of Knowledge 2.0

“And the web stormed the enterprise and disrupted roles, tasks and jobs: it cast speed, openness, flexibility and efficiency throughout, sparing no business processes: manufacturing, logistic, accounting, customer relation management, lead generation…”

The digital mutation is also profoundly disrupting how knowledge is acquired, organized and shared. Knowledge is an intangible, yet strategic asset of any enterprise. With businesses becoming more virtual and dematerialized, its value is patently and rapidly growing. 


What do we do? From cognizant to savvy via social curation

The new knowledge sharing paradigm in the enterprise is real-time information, in an open world, with pervasive expertise.
 

...The benefits of a Knowledge Sharing solution

Deploy a consistent solution that involves (most) employees and leverages expertise - this yields lots of tangible benefits:

  • It increases the performance of each individual, by means of personal education; it is the most effective way to develop the enterprise human capital

  • It increases the performance of each group within the enterprise, by means of collaboration; and also through better understanding of each other, by better synchronization of knowledge throughout the enterprise

  • It increases the global business intelligence of the enterprise, by means of better monitoring and better filtering of real-time web content

  • It increases the amount of relevant content available to the enterprise content strategy. Indeed, qualified knowledge is quality content and can be redistributed externally to demonstrate thought leadership, feed a community and an audience. And every enterprise needs lot of it.

    
  • It helps detect, develop and reward internal thought leaders

    
  • It helps nurture brand advocates

    

... it does not cost much resource, since everyone in the enterprise is already an expert who discovers, reads, analyzes, filters lots of content… it is just a matter of adding this effort to capture and share the best of it!

Sharing of third party content in the enterprise:

  • Educates employees for 96%

  • Makes organization more efficient for 87%

  • Helps convince teammates for 69%

  • Helps convince clients for 84%

Deb Nystrom, REVELN's insight:

Is this knowledge management ramped up with curation tools?   Sharing with the Knowledge Management Institute to get their perspective.  ~  Deb

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Emerging Technologies News via the Horizon Report, The 2014 Higher Education Edition Video

New Media Consortium (NMC) and EDUCAUSE Learning Initiative (ELI) recently released  the NMC Horizon Report > 2014 Higher Education Edition.  It's part of an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education.

Fast Trends: Driving changes in higher education over the next one to two years

  • Growing Ubiquity of Social Media
  • Integration of Online, Hybrid, and Collaborative Learning

Mid-Range Trends: Driving changes in higher education within three to five years
  • Rise of Data-Driven Learning and Assessment
  • Shift from Students as Consumers to Students as Creators


Long-Range Trends: Driving changes in higher education in five or more years

  • Agile Approaches to Change   There is a growing consensus....that institutional leadership and curricula could benefit from agile startup models. 

  • Evolution of Online Learning Progress in learning analytics, adaptive learning, and a combination of cutting-edge asynchronous and synchronous tools will continue to advance the state of online learning... though many of these are still the subjects of experiments and research.
Deb Nystrom, REVELN's insight:

Trend watching!  This is useful for any type of forecasting for higher education, with implications for anyone involved in learning and technology.  ~  D

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Think Like a Designer: Drawing Inspiration From Creative Types

Think Like a Designer: Drawing Inspiration From Creative Types | Agile Learning | Scoop.it
You don’t have to be a designer to utilize creative thinking. Learning to think outside the box can be a huge asset to your canon of skills.


Excerpts from the list:


1. Live in the moment  ... real world inspiration can’t be beat.


2. Peruse visual social media   ...Designers love the newest visual forms of social media for quick ideas, opening accounts on sites like Pinterest, Tumblr, Instagram and Paper.


5. Scribble and doodle     You might achieve higher-level thinking if you make like a grade-schooler and scribble away.


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Deb Nystrom, REVELN's insight:

Focus, mindfulness, visuals and the ability to play  (doodle, scribble) - can make a big difference in our creativity. ~ D

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Interest from Prosci's 2014 research report? Metrics, Sustainability, Reinforcing

Interest from Prosci's 2014 research report? Metrics, Sustainability, Reinforcing | Agile Learning | Scoop.it

From Prosci's Best Practices Benchmarking report - "The data is clear - organizations that are planning and resourcing for reinforcement are more likely to meet or exceed project objectives than organizations that neglect this critical step in the change process."


____________________
   
Only 44% reported that resources were allocated to reinforcement and sustainment activities

____________________

    
Participants in the 2013 benchmarking study were asked if reinforcement and sustainment activities were planned for as part of their projects. Sixty-one percent of participants planned for these activities.

   

Participants were also asked if project resources were allocated to the reinforcement and sustainment activities. Only 44% reported that resources were allocated to this effort.

   

Participants who allocated resources to reinforcement and sustainment activities reported greater success rates on their projects.  [Data collected] shows that 60% of participants who allocated resources to reinforcement and sustainment activities met or exceeded project objectives, compared to 53% of those who did not allocate resources to reinforcement.

      
...reinforcement can be difficult because once a change is finished, we are often already moving on to the next change. It takes concerted effort and time to make sure a change "sticks" - and given the scarce resources and change saturation that many organizations face, reinforcement efforts can often fall short.
         
We see this scenario playing out in the data. A little more than half of organizations are planning for reinforcement and sustainment activities, but fewer than half are dedicating resources to this effort.
      
The data is clear - organizations that are planning and resourcing for reinforcement are more likely to meet or exceed project objectives than organizations that neglect this critical step in the change process.


Deb Nystrom, REVELN's insight:

When planning resources for a change project, it's important to include resources to sustain the change, which is often overlooked and then becomes a part of the ubiquitous change project 70% failure rate.  

The race is not over when reaching the early finish line of a change project's objectives.  There is a second leg of the race, a marathon finish line that is the more important for a change to truly be fully implemented:  funding sustainment and reinforcing the change as real, "yes this is a permanent" change.  


Helping people with reinforcing systems in the new behaviors is essential.  Remember the classic William Bridges model starting with endings and then the neutral zone.  Continue to provide a solid foundation for new beginnings to fully take root.

Put another way, make sure you make it to the real finish line, with behavioral results and other people connected measures, not just the one on a project plan or in an administrators report. ~ D

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Deb Nystrom, REVELN's curator insight, March 25, 3:25 PM
The race is not over when reaching the early finish line of a change project's objectives.  The second leg of the race,  is a marathon finish line that is the more important for a change to truly be fully implemented:  funding sustainment and reinforcing the change as real, "yes this is a permanent" change.  


Including resources to sustain change is often overlooked in change projects, and can becomes a part of the ubiquitous change project 70% failure rate.  

Helping people with reinforcing systems in the new behaviors is essential.  Remember the classic William Bridges model starting with endings and then the neutral zone.  Continue to provide a solid foundation for new beginnings to fully take root. 

Put another way, make sure you make it to the real finish line, with behavioral results and other people connected measures, not just the one on a project plan or in an administrators report. ~ D

Deb Nystrom, REVELN's curator insight, May 6, 12:54 PM

Is this obvious?  According to the research, it is not! ~ D

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ADDIE isn't Dead; it's just more Agile

ADDIE isn't Dead; it's just more Agile | Agile Learning | Scoop.it

ADDIE stands for Analyze, Design, Develop, Implement, and Evaluate. Of course, we are using DADDIE now, having added Define to the beginning of each project. No ADDIE isn't dead. But it is evolving.

__________________
   
ADDIE should be considered circular.

...This enables ADDIE to be more Agile.
__________________

And that's why the Agile method is so appealing. It seems everywhere we go these days, a major aspect of a project is speed. How fast can it be built and rolled out? In our frantic world, this is likely true no matter which industry you are in.


The speed in which we can effectively perform this with ADDIE will always be a factor.


....Imagine a scenario where we keep addressing critical needs until there aren't any. Wow, that would be performance improvement in an organization.

For SOCIAL MEDIA:

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Deb Nystrom, REVELN's insight:

In the early 2000s, the death of ADDIE was also talked about.  It was too slow (where you get there, there isn't there anymore), too linear, too rigid, too linear.   Yet comments from others also defend ADDIE as a successful tool, where it's all in skills and context of those who use it well.  

    

It may also be what is old is new again.   Don Clark, a prolific Instructional System Design writer comments that "the U.S. Armed forces have been using ADDIE quite successfully since the end of the Viet Nam war to train their people to operate in very complex environments."  He mentions that ADDIE has changed.  
    
It is facile to blame the model, any model.  Instead, stepping back to see how a model has been adapted is what can make a difference now.  ~ D

 

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Are you a Cybergogue? A Critique of Connectivism as a Learning Theory

Are you a Cybergogue?  A Critique of Connectivism as a Learning Theory | Agile Learning | Scoop.it

...Extensive conversations in the blogosphere and in educational journals debate whether connectivism is a new learning theory or whether it is merely a digital extension of constructivism. 
     
Origins for this learning theory?  Look to George Siemens (2005; 2006a) and Stephen Downes (2005; 2007) for their references for a networked and digital world called connectivism.
     
Siemens and Downes initially received increasing attention in the blogosphere in 2005 when they discussed their ideas concerning distributed knowledge.

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Via Hybrid Pedagogy, Mark E. Deschaine, PhD
Deb Nystrom, REVELN's insight:

This piece calls into questions connectivism as a shiny new theory toy, vs. prevailing knowledge about learning through the lense of constructivism.    For theorist examples, look to the learning perspectives of Maria Montessori, John Dewey and David Kolb.  Constructivism defined also has roots in art and architecture, of Russian heritage.


Via the Talent & Performance Development curation stream, I was able to give name to constructivism as my preferred lense, reference experiential learning, action research, productive tension in learning.  Via Wikipedia, the definition includes, "a perspective in education, is based on experiential learning through real life experience to construct and conditionalize knowledge."    ~ D

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Ivon Prefontaine's curator insight, February 26, 10:23 AM

Theories should change over time. Largely, I see connectivism as the necessary changes to constructivism that help us think about the wa we construct and reconstruct learning.

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17 Steps To Acquiring A New Skill Faster Than You Thought Possible

17 Steps To Acquiring A New Skill Faster Than You Thought Possible | Agile Learning | Scoop.it

Excited about learning a new skill?  17 strategies including approaches from a noted, rapid learning expert.


Excerpted, a curated, top level list 7 of the 17 strategies listed:



1. Deconstruct & Reverse Engineer

Break it down into little pieces and master an isolated portion. Ex: learning guitar, learn how to press down a chord pattern with your fingers first without even trying to strum the chord. Once you are able to change between a couple of chord patterns, then add the strumming.



2. Pareto Principle

20% work that will give you 80% of the results. Learning a language?  Do a quick search for “most commonly used French words” & learn these first.



5. Join a Group

You’ll learn from others [and] make progress together. 



8. F.O.C.U.S.

Follow one course until success! Simply focus on the one new skill at hand until you get it done.



10. Find a Mentor

Success leaves clues. …find an expert …to avoid…making the mistakes that they have made….the expert will fast-track your learning …have them personally walk you through what needs to be done. Reach out and send an email to them.



11. Sleep On It

Practice your new skill within 4 hours of going to sleep. Josh Kaufman is a noted rapid learning expert and tells us that any practice done within this time frame causes your brain to embed the learning more rapidly into its neural pathways. Your memory and motor-mechanics needed are ingrained at a quicker level.



12. The 20 Hour Rule

Along with that tip, Kaufman also suggests 20 as the magical number of hours to dedicate to learning the new skill. His reasoning is that everyone will hit a wall early on in the rapid learning stage and that “pre-committing” to 20 hours is a sure-fire way to push through that wall and acquire your new skill.

   

15. Ditch the Distractions  Ditch social media, and the temptation to check any email.   Before you ...practice, make sure whatever potential distractions are far from sight.

 

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Deb Nystrom, REVELN's insight:

It's a robust list with strategies that resonate.  Consider using learning strategies that you've used in the past successfully, adding perhaps 1-2 others to ramp up your learning speed & agility.   ~  D

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Create-Learning » Results vs. Process. Achieving Goals While Improving the Work

Create-Learning » Results vs. Process. Achieving Goals While Improving the Work | Agile Learning | Scoop.it

A video is listed that examines process, vs. problems with Management by Objectives (MBOs) - it's not all about results.  LEAN is about process.   ...Have PDCA, Plan-Do-Check-Act within the leadership team.


___________________
   
Most scoreboards are focused on results.  If we don't have the results we need, what are we going to do about it?

  

___________________
    


Most scoreboards are focused on results.  If we don't have the results we need, what are we going to do about it?


It's not about, like losing weight, measuring more frequently.   What processes do we need to consider?   ...MBO meetings would sometimes includes, "I don't care how you do it, just do it (get the numbers.]"


"Results without a process is luck. Process without results is waste. How are your processes driving the goals you work to achieve?"
 

The need to have people fall in love with the process of working to achieve goals as opposed to the goal itself will allow quick change and more innovation.
 

The goal is not and should not be ignored…the challenge is that the processes being used to achieve the goal need to be evaluated to ensure you are working to achieve the goal.

Deb Nystrom, REVELN's insight:

This timeline shows missing elements with problematic MBOs.  it's good to see this Knowledge Management piece on putting process & results together.

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David Hain's curator insight, February 2, 11:46 PM

Nice matrix on intentional success.

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Adapting Executive Learning: How the Stanford D.School Inspired 'Scaling Up Excellence'

Adapting Executive Learning:  How the Stanford D.School Inspired 'Scaling Up Excellence' | Agile Learning | Scoop.it

A new perspective on change including: Creating Infectious Action, great experiential learning to inspire change, and Stanford's d.school.


______________

Scaling Up Excellence
 ....never would have been written without the healthy discomfort the d.school creates for both students and teachers.

______________


Stanford Biz School Professor Huggy Rao and I spent seven years working on Scaling Up Excellenceto be published in early February. The d.school and the book are deeply intertwined – it never would have been written without the healthy discomfort the d.school creates for both students and teachers.


In 2006 we moved into our first dedicated teaching space – a double-wide trailer on the Stanford campus. A big and often unruly gang of us taught a class that is now called Bootcamp for the first time that January.


...Over 20 people were on the teaching team for 60 students).  ...I was talking a lot (often over a glass of wine) with Stanford Business School colleague Huggy Rao — who had just arrived at Stanford...about the madness of the d.school, how our goal was to create great experiential learning.

    

  • Huggy, a design thinker at heart, immediately asked the “and” question “suppose we did an executive program that combined traditional classroom education in the mornings AND that hands on stuff you do at the d.school in the afternoons.”
  

Huggy convinced Stanford to take a risk on our crazy new program. ...We launched Customer-Focused Innovation in 2006...    30 or so executives gathered in a case style classroom at the Business School to discuss topics like leading innovation, strategy, marketing, and such.


Read more on this story here.


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Deb Nystrom, REVELN's insight:

This is a new millenium case study on how new models of learning develop in higher education, amidst hide-bound academe, inspiring executives who may bring in with them old patterns, yet are open to new modes of learning.


There is hopefulness for our own capacity for change in reading this adaptive learning story.  ~  Deb

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Classics ~ Adult Learning Theory & Andragogy Slideshare ~ Malcolm Knowles

Highlights that apply to technology training & learning, as relevant today.


  • Why specifics are being taught  (commands, functions, operations...)

   

  • Learning is task oriented within a context of common, needed tasks, not memorization

    

  • Teaching accounts for the wide range of backgrounds of learnings  (different levels / previous experience of learners)

   

  • Allows for self-direction, discovery - offering guidance through mistakes, offering help in learning if needed
    


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Deb Nystrom, REVELN's insight:

A good visual summary of the classic work of Knowles, useful as a refresher of the basics.  The SlideShare author has also encouraged free sharing of the "Presentation of Andragogy." ~ D

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Ivon Prefontaine's curator insight, January 4, 3:45 PM

All learning should be premised on the learner actively taking a role in their own learning.

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Flipped Teaching and Learning – A Form on Blended Learning That Just Makes Sense

Flipped Teaching and Learning – A Form on Blended Learning That Just Makes Sense | Agile Learning | Scoop.it

“We have been able to quadruple the amount of time our students spend with their teachers”. ~ Principal Greg Green, Clintondale High School 

Flipped Teaching incorporates elements of online learning and traditional learning, more commonly referred to as Blended Learning.

 

Blended Learning has been shown in multiple studies to be the optimal method of teaching (in contrast to exclusively online or face-to-face formats).     Blended Learning from the EDUCAUSE Center for Applied Research.


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Via Rob Hatfield, M.Ed.
Deb Nystrom, REVELN's insight:

Maximizing the teacher - student interaction.  Sounds smart & agile to me.  ~  D

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Rob Hatfield, M.Ed.'s curator insight, December 7, 2013 5:03 PM

Making sense in 21st century learning environments...

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Education Revolution? Beyond the Hype and the Counter-Hype

Education Revolution? Beyond the Hype and the Counter-Hype | Agile Learning | Scoop.it

But the high cost of higher education hasn’t gone away, it is still far from clear that MOOCs are much, if any, worse than big lecture classes routinely taught at universities, and MOOCs can still offer advantages, including scheduling flexibility, self-paced learning, and instant feedback, that brick and mortar colleges are not in a good position to offer. Udacity has rivals, including EdX and Coursera, who have no intention of abandoning the field. I do not think that MOOCs are as transformative as Thrun once did, but there is no good reason to dismiss them either.


Via Alberto Acereda, PhD, Keith Hampson PhD (Managing Director, Client Innovations @Acrobatiq
Deb Nystrom, REVELN's insight:

It's good, now that we have some distance from the break-out stories and early successes of MOOCs and possible disruptive innovators to hear tempering views.  This perspective can apply to other trends like Big Data.     ~  Deb

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