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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, 2014 4:50 AM

Great one.

Miguel Angel Perez Alvarez's curator insight, January 14, 2014 2:14 PM

Inteligencia colectiva, evolución

Deb Nystrom, REVELN's curator insight, January 31, 2014 11:18 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 2:25 PM

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 10:18 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 1:27 PM

What's your opinion? Do you agree?

 

Deb Nystrom, REVELN's curator insight, November 25, 2013 11:11 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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Learning is the Work ~ The Future of Jobs

Learning is the Work ~ The Future of Jobs | Agile Learning | Scoop.it

"...automation is replacing most routine work...[leaving] customized work, which requires initiative, creativity and passion."

Valued work, and the environments in which it takes place, is becoming more complex. Professionals today are doing work that cannot be easily standardized.


______________________________

...the optimal way to do work is to constantly probe the environment and test emergent practices...[which] are dependent on the cooperation of all workers [and]... the free flow of knowledge.

______________________________

 

"In complexity, we can determine the relationship between cause and effect only in retrospect. ...[This] puts into question most of our management frameworks that require detailed analysis before we take action. It also shows that identifying and copying best practices is pretty well useless.


"In complex work environments, the optimal way to do work is to constantly probe the environment and test emergent practices. This requires an engaged and empowered workforce. Emergent practices are dependent on the cooperation of all workers (and management) as well as the free flow of knowledge.

 

"Work in complex situations requires a greater percentage of implicit knowledge,...Research shows that sharing complex knowledge requires strong interpersonal relationships. But discovering innovative ideas usually comes through loose social ties. Organizations need both, and communities of practice can help to connect tight work teams with loose social networks.

    

...this new world of work needs individuals who are adept at sense-making. One framework for this is personal knowledge management."


The most effective learning in the new world of work will be when engaged individuals, working out loud, share their knowledge. Training and education will remain inputs, but minor ones. 


See the other ScoopIt featuring and earlier post from the same author:      Pushing and Pulling Tacit Knowledge


As always in our ScoopIt news, click on the photo, video or title to see the full Scooped post.
 

Related 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.  

     


Via Jim Lerman, midmarketplace
Deb Nystrom, REVELN's insight:

Harold Jarche make the point of loose -tight structure and customization, dependent on open, sharing environments.  Curation, such as these newsletters on ScoopIt, is a type of personal knowledge management.

Other posts shared in this stream offer the types of open networks and giving, learning, helping environments that can create the needed loose - tight structures for learning.    ~  D

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Laura Rosillo's curator insight, October 13, 2013 8:52 AM

Sobre el futuro del trabajo y la Gestión del Conocimiento: El aprendizaje es el trabajo de Harold Jarche: Muy recomendable su lectura

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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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20 Questions To Guide Inquiry-Based Learning

20 Questions To Guide Inquiry-Based Learning | Agile Learning | Scoop.it

20 Questions To Guide Inquiry-Based Learning

[Covers the] breakdown of the inquiry process for learning on 21stcenturyhsie.weebly.com (who offer the references that appear below the graphic). Most helpfully, it offers 20 questions that can guide student research at any stage, including:
 

What do I want to know about this topic?
How do I know I know it?
What kinds of resources might help?
How do I know the info is valid?
Does my research raise new questions?
And, in a nod to digital and social media, How do I use media to express my message?
 

...overlaps with ...self-directed learning...

 


Via Stephanie Sandifer
Deb Nystrom, REVELN's insight:

Always useful to find visual learning frameworks that guide inquiry, including self-directed inquiry.    These questions could also be helpful with co-learning, group and individual coaching, and appreciative inquiry. ~  D

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David Hain's curator insight, October 28, 2013 3:13 AM

Good framework for research.

Anthea Willey 's curator insight, October 28, 2013 4:07 AM

Love this simplified diagram when you need to do some indepth research this could help

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Content Curation: 13 Sense-Making Approaches To Add Value To Information

Content Curation: 13 Sense-Making Approaches To Add Value To Information | Agile Learning | Scoop.it

Via Robin Good
Deb Nystrom, REVELN's insight:

Great post by Harold Jarche AND useful curator comment additions by curator extraordinate, Robin Good.  Meaning making and sense-making are important skills of this 21st info-overloaded 21st century.  The list of 13 approaches makes (no-pun intended) a lot of sense for agile, focused learning.    ~  Deb

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Maria Persson's curator insight, October 30, 2013 6:03 PM

This is definately something that anyone in the coming new century needs to learn how to do effectively.  Do we want regurgitation or depth of learning from knowledge gained?   I value, for example, how Scoop.it allows for the 'web interface' to be looked after, by them ,and the curation and learning happens with us!

 

Thanks for sharing this Robin Good!

ManufacturingStories's curator insight, October 31, 2013 12:54 PM

Robin's insights always bring content to the next level!

Michelle Ockers's curator insight, June 30, 2014 5:00 PM

Article lists a range of ways to use sense-making to add value to curated content.

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No Space to Debate MOOCs

No Space to Debate MOOCs | Agile Learning | Scoop.it



MOOC criticism is warranted. It should also be encouraged. If the MOOC is going to be the disruptive technology that solves for the ills that plague higher education, critics play an integral role...


...Breaking through the traditional ways of thinking allows entire ecosystems to develop around problems like environmental cleanup, revolutionizing higher education and even fighting human trafficking. 


______________________________

Today, d.light has reached ten million people in more than thirty countries.

______________________________


Some ecosystems benefit from a backbone organization that serves as a central organizer and a source of accountability. In the social sector, this role often takes shape through clever public-private partnerships where there is often an integrator pulling the ecosystem together -- large academic institutions like MIT and Harvard in the online education market and Ashoka in the affordable housing ecosystem.


Consider d.light, the scrappy start-up focused on helping the one in four people globally who live without electricity.


d.light’s innovative designs caught the interest of the Omidyar Network, but enormous distribution challenges stood between the promising design and the billions of people who needed it in remote regions.


..The CEO of d.light was introduced to a representative of BRAC, the largest, most mature service provider in Bangladesh. This resulted in a pilot project to bring d.light’s products to five BRAC communities. Today, d.light has reached ten million people in more than thirty countries.


....Bybi was British social entrepreneur Oliver Maxwell’s idea to bring millions of honeybees to Copenhagen to create a sustainable honey industry.   Working with the city, social organizations, beekeepers and Danish businesses, the project trains formerly homeless people and the long-term unemployed to become independent beekeepers. The city’s disadvantaged gain meaningful work (maintaining beehives on the rooftops of local businesses), and honeybees get safe, urban spaces to pollinate and prosper. What’s more, the organization creates a marketing machine for the local honey industry and good business.


Much like the unique, converging causes of a problem, the resulting problem-solving ecosystem emerges and expands through its own distinct process. 


Via dirkvl
Deb Nystrom, REVELN's insight:

Of course, there must be room for debate and dialog, and not filter bubbles or shiny new toy syndrome, via the MOOCs trends.  ~  Deb

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Hot or Not? Ten Innovations Transforming Learning and Education

Hot or Not?  Ten Innovations Transforming Learning and Education | Agile Learning | Scoop.it

History is, in fact, littered with “radical” ideas that were supposed to transform education but, instead, wound up being ignored or just assimilated into the traditional system.

 

Cases in point:

  • 1960s: educational television

  • 1970s: language labs

  • 1980s: computer-based instruction

  • 1990s: integrated learning systems

  • 2000s: virtual worlds for learning

    10 “new pedagogies” that the Innovating Pedagogy 2013 report says may transform education - [including these three]:

    1. Massive open online courses,

      Learning analytics - “big data” in education

      Crowd learning 

Deb Nystrom, REVELN's insight:

I like the healthy skepticism of this article.  It helps those optimists among us put shiny new buzz-words and inventions in context with reality.   That said, MOOCs, big data and peer/crowd learning have a lot of potential to help us with agile learning.  ~  D

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What Happens When Students Drive Their Own Learning ~ EdSurge News

What Happens When Students Drive Their Own Learning ~ EdSurge News | Agile Learning | Scoop.it

by Alex Hernandez


"Shane believes that if he lets individual students drive their learning, showing mastery each step of the way, they will become more successful, engaged and independent learners. In summer of 2013, he took his existing curriculum and broke it up into modules: 33 standards and 15 labs. He is now recording videos for each module as an additional student resource. “It’s a huge amount of upfront planning,” he says, “but I don’t need to change my assignments. I just need to give students more control.”


Via Jim Lerman
Deb Nystrom, REVELN's insight:

From  all at once to individualized pacing...allowing students to set their own pacing.  

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AugusII's comment, September 27, 2013 10:15 AM
In some way is the same as depriving a blind man of his rod or guide dog -
AugusII's comment, September 27, 2013 10:17 AM
Students can become guided by the less knowledged men in society like journaists and politicians.
Padma GB's curator insight, October 1, 2013 7:49 AM

Toute la motivation est là pour apprendre!

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Startup of the week – Achieved wants to help you track your life-long learning

Startup of the week – Achieved wants to help you track your life-long learning | Agile Learning | Scoop.it

Today, almost everything you want to know or learn is available for free, and you don’t need to depend on expensive courses from your employer to develop yourself.

We had the feeling that we should inspire people to grow, by showing them that you’re in complete control of your own personal development if you can make effective use of all sources that are available out there.


_____________________

“The learning is valuable, not the proof you took it.”

_____________________


Achieved – the yet-to-be launched startup currently in Berlin's Startup bootcamp programme – wants to quantify your learning and help you track your goals.


We take the immense offering of online and offline learning content, and bring this to people in a way that’s personalised and social. Developing yourself in small steps, together with colleagues or friends, is what makes Achieved different.


Who would you like to have a lunch with and what would you talk about?

If I had to name one, it would be Seth Godin...a big advocate of people teaching themselves, producing things and adding value to the world without even having a traditional job.


...Don’t wait for a publisher to pick you to publish your book – with the help of internet, you can “pick yourself” and publish what you want. He sees how learning and education is changing, and argues that gaining new knowledge will be more important than proving it (with a diploma, for example). My favourite quote from a recent blogpost is: “The learning is valuable, not the proof you took it.”


Deb Nystrom, REVELN's insight:

The pre-launch company interview gives insights into entreprenuership, agile learning and careers.  It's an inspiration piece and hopefully they'll have success when they launch Achieved. ~  D

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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.


Related posts & tools by Deb:


      

            

         


 

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, 2014 6:45 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.


Related posts & tools by Deb:


  • Don't miss a thing:  We'll send Best of the Best news, from Deb's 9 curation streams@Deb Nystrom, REVELN (includes: change, agile learning, performance, careers), once a month via email, directly to you, for free.  Preview it here, via REVELN Tools.



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 8:03 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, Ph.D., Keith Hampson PhD
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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Open Source Scholarship - Next Steps

Open Source Scholarship - Next Steps | Agile Learning | Scoop.it
The concept is Open Source Scholarship.

Excerpts:

I find it challenging to figure out how to really 
be a practicing open source scholar. To me, Open Source Scholarship is not just about our research, but about our practice as academics–a practice of research, inquiry, teaching, learning, dis/un-covery, and engagement. Practically, politically, ethically, and socially, we face many barriers in opening up our processes as scholars.

___________________________

It is about...build[ing] a commons, while ...dismantl[ing] the histories of oppression...used to promote and the limited knowledge systems we’ve propagated. 

___________________________


As a teacher, I’m limited from opening up my syllabus and course online because it is owned by my school, or owned by my department, and is therefore proprietary.

As a graduate student, if I begin to publish my half-baked ideas and thoughts as I work and invite criticism as I go, I am breaking out of standard academic norms, and am therefore “endangering my future career.”

Open Source Scholarship is a massive attitude and orientation change change for scholars. ... It is about transforming a history in academia of using secrecy, privacy, and private ownership of ideas into one of shared, participatory, co-designed and developed, public, and free work.

It is about...helping to build a commons, while simultaneously attempting to dismantle the histories of oppression that knowledge generated in universities has been used to promote and the limited knowledge systems we’ve propagated.

Open source scholarship is a radical transformation in the universities relationship with ideas, in scholars relationships with students and colleagues, in relationships with communities. It is an explosion of the concept of “inside” and “outside”, of “expert” and “lay”, of privileged knowledge and everyday knowledge.

Whether or not academics and universities want it, this is the coming world. More and more people will be empowered to use and conduct research, ....the state of knowledge will be opened up in new ways we can’t yet even predict


Related posts by Deb:

   

We’re in a Bubble – It’s Higher Education

         

Agile Leader Learning for Sustainable Change: Steps through Sharp Rocks
Deb Nystrom, REVELN's insight:

With the pressures on higher education to deal with rising tuition, the debt load created by the ubiquitous BA, BS degree, the idea of Open Source Scholarship is radical indeed.   ~ Deb

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Nevermore Sithole's curator insight, November 22, 2013 7:43 AM

Open source scholarship

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Learning Design Perspectives: SAM and ADDIE

Learning Design Perspectives:  SAM and ADDIE | Agile Learning | Scoop.it

The author pointed says that no model (old or new) will prevent ‘boring, lifeless training.’   Can the [classic] ADDIE model be enhanced?  Absolutely. 

Excerpts:

The essential differences in these models, including what’s captured in Allen’s SAM process, is to make the model less linear and to include feedback loops within the process for regular look backs, particularly to the data from the analysis phase. 


The problem with these models, including SAM, is that they seem to require redundancy.  There are certainly instances when such redundancy is not necessary. 


... the ADDIE model was [not] designed to be a strictly linear process anyway...

[The author]  ...prefers this cyclic visualization of ADDIE to better show the interactions between the phases.


From the comments:  " Is SAM similar to Agile and ADDIE similar to Waterfall, as in software development?   

    

Related posts by Deb:
    

Messing up a Change Implementation with Someone Else’s Learning Culture?

     

Agile Leader Learning for Sustainable Change: Steps through Sharp Rocks

     

Co-Creation in Theory U: Leading from the Future as it Emerges & the Road to Commitment


Deb Nystrom, REVELN's insight:

This thoughtful article and  comments help in getting a perspective on any model past and present.  Commenter Karen offers that “pure Agile” approaches do not work for all projects.  She mentions  “AgileFall” as a combination of approaches.  

She also suggests that a combo of SAM and ADDIE will emerge, keeping ADDIE’s structure and proven methods while incorporating SAM’s iterative approach. ~  Deb

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The Value of Peer & Personal Learning Networks

Helen Blunden has created this Slideshare presentation about the value of peer networks. I highly recommend that you take a look at Helen's thoughts. This will make you understand the importance of taking a responsibility for your personal development. 


Via Kenneth Mikkelsen
Deb Nystrom, REVELN's insight:

Taking responsibility for your own career development empowered by peer learning networks is the current and next trend for learning professionally and personally.   Leaving behind the decaying idea that a company will "take care of you" is a persistent myth, although some large organizations do have career navigation tools in place to help with churn and retention. 

Bottom line, peer learning, which has been around since the Clan of the Cave Bear, is even more important today in a disruptive, ever changing world.   ~  Deb

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Kenneth Mikkelsen's curator insight, November 3, 2013 7:02 AM

I suggest you also follow Helen's blog here.


For more information on personal learning networks and pitching it to senior executives, you'll find this blog post useful. 


You can follow Helen on Twitter here: @ActivateLearn + on Google+ here.


Nuno Ricardo Oliveira's curator insight, November 3, 2013 9:54 AM

The Value of Personal Learning Networks - The CEO Pitch

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Principles of Instruction Keynote Mindmap ~

Principles of Instruction Keynote Mindmap ~ | Agile Learning | Scoop.it

David Merrill (#AECT Keynote,  the Association for Educational Communications & Technology) talked about his first principles of instruction ...[connected to] ...problem-centered learning, and design by prototyping and refinement.


His take home in the Q&A was to have more examples and put problems first.    

Related posts by Deb:
     

Co-Creation in Theory U: Leading from the Future as it Emerges & the Road to Commitment


Agile Leader Learning for Sustainable Change: Steps through Sharp Rocks

     

Messing up a Change Implementation with Someone Else’s Learning Culture?


Via juandoming
Deb Nystrom, REVELN's insight:

Clear, useful concepts for principles of instruction - food for thought in agile learning via this mindmap.  ~  Deb

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On-demand Personalized Learning, Strategic and Agile

On-demand Personalized Learning, Strategic and Agile | Agile Learning | Scoop.it

Training content is moving beyond large courses, to semantically rich nuggets of information. Developers have created a whole host of specialized, next-generation performance-support apps that deliver personalized, bite-sized learning to employees at the moment-of-need on the device of their choice. But getting there is not easy.

by Dawn  Poulos : Learning Solutions Magazine


Related posts by Deb:


Choices for High Performance Teams, Groups and Psuedo-Teams: Achievement Is How You Say It!

    

Messing up a Change Implementation with Someone Else’s Learning Culture?

   

Agile Leader Learning for Sustainable Change: Steps through Sharp Rocks

Deb Nystrom, REVELN's insight:

Useful perspective on customized, personalized learning > trend watch useful.  ~  Deb

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SPOCs may provide what MOOCs can’t

Whether MOOCs can be as successful without providing the same level of learner support is still an open question. After MOOC mania subsides, it may be that SPOCs will emerge as the preferred model for specialized learning, taking the online approach to smaller, targeted—and revenue generating—classes.


Via Frederic DOMON
Deb Nystrom, REVELN's insight:

I haven't heard of SPOCs.  Sharing this here to add to the lexicon of Agile Learning.  ~  Deb

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Winning the Generation Game - Crossing Over

Winning the Generation Game - Crossing Over | Agile Learning | Scoop.it

“WHY do you pander to them?” This question kept being put to Marian Salzman, the boss of Havas PR, by her older workers in the days after the firm launched its latest recruitment ad..."


...A recent survey by Ernst & Young, which asked American professionals from each age group their opinions of each generation, found significant differences, not all of them predictable.  (Chart in original source.)


 ....To get them to work together ...[Ernst & Young] is encouraging them ...do voluntary work in cross-generational teams. Millennials may be cool with this; their older peers not so much.  


Related articles by Deb:
    

3 Success Factors for High Performance Teams, and What Gets In the Way

   

Change, Innovators, Creativity and Community, Will it Blend?

   

Co-Creation in Theory U: Leading from the Future as it Emerges & the Road to Commitment

  

 

Deb Nystrom, REVELN's insight:

Connect the dots, from the article - Baby-boomers, GenX and Millenials.  Which group is seen as:

  • hard-working and productive
  • best team players
  • good at tech stuff but truculent  & work-shy?


This piece shares research and raises state-of-the-practice questions about how to work across generational differences.


~ Deb

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Advice for Middle-Age Seekers of MOOCs

Advice for Middle-Age Seekers of MOOCs | Agile Learning | Scoop.it
Cathy N. Davidson, a researcher on learning in the digital age, addresses some of the negatives about massive open online courses, though with an eye to their potential.
Deb Nystrom, REVELN's insight:

Here's a sensible and indepth (New York Times) article on using MOOCs as a GenX or Boomer, a part of agile learning 2013.  ~  Deb

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