The document discusses the need for Intel University to evolve its learning model from a formal classroom-based approach to a more flexible ecosystem model called "Bob". Under Bob, learning is seen as a process involving acquiring information through various informal channels, practicing and getting feedback, and applying skills on the job. The goals are to better support learning as an ongoing process, engage subject matter experts, and capitalize on self-publishing and collaboration among learners. Tactical and strategic next steps are outlined to begin shifting toward this new ecosystem approach.
This document discusses the transition from conventional training to social learning. It covers learning styles, generational gaps, social media and social learning tools. Examples of tools discussed include YouTube, SlideShare, Screenr, Google Breadcrumbs, and PMGameonline. The document also discusses blending formal and informal learning, and using gaming techniques and storyboarding to develop engaging learning content. It provides a case study example and discusses the impact of social media on reducing training costs while increasing maintenance costs and enabling just-in-time, personalized, and mobile learning.
e-portfolio work as a means to individualise and to assist a more comprehensive view of what we experience, because of elements of meta-cognition. Announcement of an introduction to portfolio work.
This project overview outlines a Pre-Calculus project where students will examine real-world objects and structures to identify underlying mathematical functions. Students will take photos of examples, use Geometer's Sketchpad to predict equations and analyze properties. The driving question is about basic functions and their representations in the world. Students will present findings in a PowerPoint incorporating content standards on functions, modeling, tools, and presentation skills. Formative assessments include journals, plans, and practice presentations, while summative assessments consist of a group presentation and individual participation. Resources include campus access, cameras, and software.
Lessons in Project Management - 1- Foundation PrinciplesHabermann Frank
The document discusses the foundation principles of project management. It begins with defining what a project is, noting that projects are temporary endeavors undertaken to create a unique product or service. It then briefly examines systems theory and how projects can be viewed as systems. The document outlines several major types of business projects and what characterizes a successful project. It concludes by explaining the standard project management lifecycle, including the initiate, run and complete phases, and how resource needs typically compare to actual investment over the lifecycle.
Eportfolios allow people to manage the evidence of their formal and informal learning experiences by enabling them to gather and present their information in one place. Through a flexible, student-centred approach, teachers/trainers can regularly provide ongoing feedback and advice to their students through their eportfolio. As part of a structured and scaffolded program, students are empowered to showcase themselves in a variety of ways, utilising the mobile devices which they carry around with them, and as they collect their evidence anytime, anywhere. The skills students develop in creating their eportfolio are those necessary to effectively present and manage themselves online, a key skill for the 21st century. Students then have the opportunity to use their eportfolio to apply for a job, get a promotion or gain recognition of prior learning. This session will demonstrate how eportfolios are being used as flexible, online learning and assessment spaces, and how teachers/trainers can get started in implementing eportfolios with their students.
Employability Intelligence: Future-proof your careerLessonsGoWhere
Mr Anderson Tan presented the idea of Employability Intelligence in the 21st Century Competencies Workshops & Seminars during the Career and Education 2013 held at Sands Expo and Convention Center (Singapore).
If you have missed the talk, here are the slides used.
Here's the synopsis for the 1 hour talk:
PMEs make up more than half of Singapore's workforce. During the last recession, nearly 10,000 of them were made redundant and labour economists are saying this group may again be affected as the anticipated economic slowdown looms over this region. This revealed unsettling statistics that PMEs were not insulated from such devastating economic onslaughts. In fact, anecdotal evidences indicate that PMEs could actually take longer to regain employment, and under-employment would persist for some time even after the economy recovered. Although the concept of training with incentives was introduced, there is only so much policy can help the PMEs. This has also led some researchers to question whether our education and training strategies have created an over-education but under-employment situation. With even more resources being devoted to CET for PMEs in the coming years, are we able to avoid the phenomenon of over-education-under-employment?
Open 2013: A Virtual Incubator to Promote Information Technology Innovationsthe nciia
This document describes a virtual incubator called the Virtual Incubator @ Berks (VIB) that was created to promote IT innovations among students. The VIB provides virtual IT resources for student entrepreneurship (E-) teams to prototype their ideas over extended periods without limitations of physical computer labs. It aims to instill an entrepreneurial spirit in IT students and engage them in solving local business problems. The document outlines the objectives, targeted technologies, an example project, challenges, and a plan to evaluate using Kolb's experiential learning model to design hands-on activities for the virtual computer lab.
Kaylissa Spurlock provides a summary of her work experience, education, and skills. She has experience in graphic design, photography, marketing and event planning. She completed her Bachelor's degree in Communication at Brigham Young University-Idaho with a focus on visual and organizational communication. Her goal is to help others achieve their goals through creative services and social media strategies using her experience in branding, design, photography and online marketing.
This document discusses the transition from conventional training to social learning. It covers learning styles, generational gaps, social media and social learning tools. Examples of tools discussed include YouTube, SlideShare, Screenr, Google Breadcrumbs, and PMGameonline. The document also discusses blending formal and informal learning, and using gaming techniques and storyboarding to develop engaging learning content. It provides a case study example and discusses the impact of social media on reducing training costs while increasing maintenance costs and enabling just-in-time, personalized, and mobile learning.
e-portfolio work as a means to individualise and to assist a more comprehensive view of what we experience, because of elements of meta-cognition. Announcement of an introduction to portfolio work.
This project overview outlines a Pre-Calculus project where students will examine real-world objects and structures to identify underlying mathematical functions. Students will take photos of examples, use Geometer's Sketchpad to predict equations and analyze properties. The driving question is about basic functions and their representations in the world. Students will present findings in a PowerPoint incorporating content standards on functions, modeling, tools, and presentation skills. Formative assessments include journals, plans, and practice presentations, while summative assessments consist of a group presentation and individual participation. Resources include campus access, cameras, and software.
Lessons in Project Management - 1- Foundation PrinciplesHabermann Frank
The document discusses the foundation principles of project management. It begins with defining what a project is, noting that projects are temporary endeavors undertaken to create a unique product or service. It then briefly examines systems theory and how projects can be viewed as systems. The document outlines several major types of business projects and what characterizes a successful project. It concludes by explaining the standard project management lifecycle, including the initiate, run and complete phases, and how resource needs typically compare to actual investment over the lifecycle.
Eportfolios allow people to manage the evidence of their formal and informal learning experiences by enabling them to gather and present their information in one place. Through a flexible, student-centred approach, teachers/trainers can regularly provide ongoing feedback and advice to their students through their eportfolio. As part of a structured and scaffolded program, students are empowered to showcase themselves in a variety of ways, utilising the mobile devices which they carry around with them, and as they collect their evidence anytime, anywhere. The skills students develop in creating their eportfolio are those necessary to effectively present and manage themselves online, a key skill for the 21st century. Students then have the opportunity to use their eportfolio to apply for a job, get a promotion or gain recognition of prior learning. This session will demonstrate how eportfolios are being used as flexible, online learning and assessment spaces, and how teachers/trainers can get started in implementing eportfolios with their students.
Employability Intelligence: Future-proof your careerLessonsGoWhere
Mr Anderson Tan presented the idea of Employability Intelligence in the 21st Century Competencies Workshops & Seminars during the Career and Education 2013 held at Sands Expo and Convention Center (Singapore).
If you have missed the talk, here are the slides used.
Here's the synopsis for the 1 hour talk:
PMEs make up more than half of Singapore's workforce. During the last recession, nearly 10,000 of them were made redundant and labour economists are saying this group may again be affected as the anticipated economic slowdown looms over this region. This revealed unsettling statistics that PMEs were not insulated from such devastating economic onslaughts. In fact, anecdotal evidences indicate that PMEs could actually take longer to regain employment, and under-employment would persist for some time even after the economy recovered. Although the concept of training with incentives was introduced, there is only so much policy can help the PMEs. This has also led some researchers to question whether our education and training strategies have created an over-education but under-employment situation. With even more resources being devoted to CET for PMEs in the coming years, are we able to avoid the phenomenon of over-education-under-employment?
Open 2013: A Virtual Incubator to Promote Information Technology Innovationsthe nciia
This document describes a virtual incubator called the Virtual Incubator @ Berks (VIB) that was created to promote IT innovations among students. The VIB provides virtual IT resources for student entrepreneurship (E-) teams to prototype their ideas over extended periods without limitations of physical computer labs. It aims to instill an entrepreneurial spirit in IT students and engage them in solving local business problems. The document outlines the objectives, targeted technologies, an example project, challenges, and a plan to evaluate using Kolb's experiential learning model to design hands-on activities for the virtual computer lab.
Kaylissa Spurlock provides a summary of her work experience, education, and skills. She has experience in graphic design, photography, marketing and event planning. She completed her Bachelor's degree in Communication at Brigham Young University-Idaho with a focus on visual and organizational communication. Her goal is to help others achieve their goals through creative services and social media strategies using her experience in branding, design, photography and online marketing.
"BetriebsrätInnen treffen prekäre Nerds" - Soziale Bewegungen und Social MediaThomas Kreiml
Präsentation von "Soziale Bewegungen und Social Media" am 16. November 2011 im Rahmen eines Treffens gewerkschaftlicher BildungsreferentInnen aus Österreich.
Fokus: allgemeine Hintergründe des #sbsm-Projekts mit besonderer Berücksichtigung des gewerkschaftlichen Kontexts und das #sbsmCamp, das am 19. und 20. Oktober 2011 im Haus des Österreichischen Gewerkschaftsbundes (ÖGB) stattfand. (www.sozialebewegungen.org)
This document discusses how changes in the workforce are driving changes in workplace strategies. Gen Y workers, who will make up nearly half the workforce by 2020, prefer flexible work arrangements and accessible central locations. They also value connectivity and collaboration. As a result, companies are relocating to central locations, offering flexible work arrangements, and designing offices to foster collaboration through shared workspaces and technology. This allows companies to attract and retain top talent while boosting productivity and reducing costs through less individual workspace per employee.
This document is the Sustainable Value Report 2010 of the BMW Group. It provides an overview of the company's sustainability strategy and performance in areas such as sustainable management, environmental protection, employees, and social commitment. The report describes BMW's approaches and programs to improve sustainability and presents key performance indicators and objectives. It was prepared according to Global Reporting Initiative standards and covers BMW's global operations for 2010. The report is independently audited and aims to transparently inform stakeholders about BMW's sustainability efforts.
Kathrin Niedermoser, Sepp Wall-Strasser
Die "Klinik der Solidarität" in Thessaloniki
Ein Solidaritätsprojekt vonweltumspannend arbeiten
www.klinik-der-solidaritaet.at
Maynard Webb: Making a Life While Making a LivingAppirio
The document discusses how work needs to be rebooted to engage employees in today's changing work environment. It talks about how technology like mobile and social media are impacting work and the future of work. The presentation covers how employees can be successful in this new model by taking control of their own destiny and careers, and working as part of entrepreneurial teams rather than just for a single company. It also discusses traits of disengaged employees and how companies can avoid employee dissatisfaction. The presentation promotes living outside one's comfort zone through innovation and transformation to reboot work.
This document is a resume for Jamila Mehio. It summarizes her education at the American University of Beirut where she studied Business Administration and Studio Arts. It also outlines her professional experience as a marketer, intern, and various roles in student organizations. Her skills and qualifications include proficiency in various computer programs, languages, and first aid certification. Past projects are listed relating to marketing campaigns, research, and store/retail concepts.
ePortfolios and eAssessment - - using technology to gather quality assessment...Vanguard Visions
This document discusses using ePortfolios and eAssessment to gather quality assessment evidence. It provides examples of different digital tools that can be used to capture learning such as digital stories, conversations, workshops and reflective journals. The benefits of ePortfolios for trades such as hairdressing are outlined, including helping students gather and present their work, providing ongoing feedback, and enabling peer and self-assessment. Principles of valid, flexible, reliable and fair assessment are discussed.
Jamila Mehio has studied at the American University of Beirut where she majored in Business Administration with a focus on Marketing and minored in Studio Arts. She has worked on marketing projects for various organizations and conducted research studies. Her experience includes graphic design, market analysis, and communications campaigns. She is proficient in various computer programs and fluent in Arabic and English.
This is a presentation and exercise I did as part of a local ASTD / ISPI Social Learning workshop held at Babson on May 20. My other presenters included Dave Wilkins of Mzinga and Bill Cava of Ektron. The event was coordinated by Jean Marrapodi of Applestar Productions.
The document provides guidance on creating a work-based learning plan for academies. It discusses the importance of having a plan to gain program approval, market the academy, and give students an edge. It defines work-based learning and outlines a continuum of activities from career awareness to career preparation. Examples of work-based learning experiences are provided that support core academics, career knowledge, foundational skills, and interpersonal skills. Participants are instructed to draft their work-based learning plans.
Mal Lee examines what is and is not BYOT, why all schools will eventually use a model of BYOT, the plethora of educational, social, organisational and economic opportunities opened by the development and the very considerable implications.
http://www.schoollibrarymanagement.com
This document outlines a project plan with the following key details:
- The project will address specific content standards and skills over its duration.
- Students will work individually and in groups to complete culminating products and presentations.
- Formative and summative assessments will evaluate students' mastery of the standards and skills.
- Teachers will provide necessary scaffolding, lessons, and materials to help students successfully complete the project.
- A calendar schedules the project work over multiple weeks.
E-portfolios: evaluating the benefits of a reflective pedagogy, Kirstie Cooli...University of Nottingham
This document summarizes a presentation on e-portfolios and their benefits for reflective pedagogy. It discusses how e-portfolios can support reflection, employability through work-based learning, personal and professional development planning, skills development for researchers, and community learning. The presentation provides examples of how e-portfolios have been implemented at the University of Nottingham to support placement learning, personal development planning for researchers, and online community learning. It argues that e-portfolios remain relevant for supporting student experience, employability, flexibility in teaching and learning, and lifelong learning.
The PGCE AV/ Ed Tech component takes a "learning by doing" approach to developing teachers understandings of ICT. The seven tasks her will hopefully asssist a teacher to integrate ICT into their class administration, professional development and perhaps even their teaching
The document provides an overview of topics to be covered in two sessions on internships. Session I will cover process definition, benefits of internships, how to get an internship, objectives, types of programs, interview skills, and preparations. Session II will discuss roles and responsibilities, etiquette, expectations, making the most of the internship, what companies expect, learning beyond the role, outstanding interns, and completing the program.
elearning@Cherwell promotes independent learning through educational films on various topics. Teachers can produce films on key teaching points, exam overviews and techniques, assessments, feedback, and more. Films are created by either teaching directly to camera or providing a voiceover to materials shown. Students can access films individually online or on discs to pause, replay, and review lessons. The films aim to provide engaging learning resources for students to use inside and outside the classroom to reinforce concepts and catch up on missed lessons independently.
Using lean startup model to foster Agile adoption in multinational organizationsAngel Diaz-Maroto
In this session I’m showing a model that multinational organizations can use to foster the adoption of agile. This model is based on lean startup, understandig Agile initiatives from different countries as startups, it uses the validated learning cycles of every organization to create a validated learning knowledge base with the performed experiments of agile practices. This “”validated learning knowledge base”" is co-created by the members of the internal international Agile community.
The 1-day training will teach preservice math teachers basic interactive whiteboard skills and increase their confidence using IWBs. A previous survey found that 75% of participants had little IWB experience and felt unprepared teaching with them. Through demonstrations, practice, and feedback, participants will learn to connect an IWB to a computer and perform functions like writing and inserting graphics so they are better prepared as technology-savvy teachers. Formative and summative evaluations during and after the training will assess skill acquisition and perceived preparedness.
The project involves integrating technology across subject areas for 7th and 8th grade students. Over the course of a semester, students will learn how to use devices like laptops, tablets, and phones to complete cross-curricular tasks requiring critical thinking. The goal is for students to demonstrate their understanding of how different platforms can accomplish the same tasks and to explore the capabilities and future of these technologies. Students will produce a presentation covering hands-on learning, modeling, and guest speakers on the topics. Assessments will include quizzes, practice presentations, journals, and a final presentation rubric.
This document outlines an agenda for a conference on mentoring in Romanian testing communities. The first section discusses the importance of mentoring for organizational culture, growing business, and saving time. Mentoring facilitates knowledge sharing, promotes collaboration, and helps train new employees more quickly. The next sections provide an overview of how to prepare to be a mentor, including understanding technical background, using examples, and defining objectives. The steps for mentoring include reviewing business overview, projects, teams, development processes, resources, features to test, and follow up procedures. The benefits of mentoring are that it motivates people, grows business, and prepares testers more quickly.
"BetriebsrätInnen treffen prekäre Nerds" - Soziale Bewegungen und Social MediaThomas Kreiml
Präsentation von "Soziale Bewegungen und Social Media" am 16. November 2011 im Rahmen eines Treffens gewerkschaftlicher BildungsreferentInnen aus Österreich.
Fokus: allgemeine Hintergründe des #sbsm-Projekts mit besonderer Berücksichtigung des gewerkschaftlichen Kontexts und das #sbsmCamp, das am 19. und 20. Oktober 2011 im Haus des Österreichischen Gewerkschaftsbundes (ÖGB) stattfand. (www.sozialebewegungen.org)
This document discusses how changes in the workforce are driving changes in workplace strategies. Gen Y workers, who will make up nearly half the workforce by 2020, prefer flexible work arrangements and accessible central locations. They also value connectivity and collaboration. As a result, companies are relocating to central locations, offering flexible work arrangements, and designing offices to foster collaboration through shared workspaces and technology. This allows companies to attract and retain top talent while boosting productivity and reducing costs through less individual workspace per employee.
This document is the Sustainable Value Report 2010 of the BMW Group. It provides an overview of the company's sustainability strategy and performance in areas such as sustainable management, environmental protection, employees, and social commitment. The report describes BMW's approaches and programs to improve sustainability and presents key performance indicators and objectives. It was prepared according to Global Reporting Initiative standards and covers BMW's global operations for 2010. The report is independently audited and aims to transparently inform stakeholders about BMW's sustainability efforts.
Kathrin Niedermoser, Sepp Wall-Strasser
Die "Klinik der Solidarität" in Thessaloniki
Ein Solidaritätsprojekt vonweltumspannend arbeiten
www.klinik-der-solidaritaet.at
Maynard Webb: Making a Life While Making a LivingAppirio
The document discusses how work needs to be rebooted to engage employees in today's changing work environment. It talks about how technology like mobile and social media are impacting work and the future of work. The presentation covers how employees can be successful in this new model by taking control of their own destiny and careers, and working as part of entrepreneurial teams rather than just for a single company. It also discusses traits of disengaged employees and how companies can avoid employee dissatisfaction. The presentation promotes living outside one's comfort zone through innovation and transformation to reboot work.
This document is a resume for Jamila Mehio. It summarizes her education at the American University of Beirut where she studied Business Administration and Studio Arts. It also outlines her professional experience as a marketer, intern, and various roles in student organizations. Her skills and qualifications include proficiency in various computer programs, languages, and first aid certification. Past projects are listed relating to marketing campaigns, research, and store/retail concepts.
ePortfolios and eAssessment - - using technology to gather quality assessment...Vanguard Visions
This document discusses using ePortfolios and eAssessment to gather quality assessment evidence. It provides examples of different digital tools that can be used to capture learning such as digital stories, conversations, workshops and reflective journals. The benefits of ePortfolios for trades such as hairdressing are outlined, including helping students gather and present their work, providing ongoing feedback, and enabling peer and self-assessment. Principles of valid, flexible, reliable and fair assessment are discussed.
Jamila Mehio has studied at the American University of Beirut where she majored in Business Administration with a focus on Marketing and minored in Studio Arts. She has worked on marketing projects for various organizations and conducted research studies. Her experience includes graphic design, market analysis, and communications campaigns. She is proficient in various computer programs and fluent in Arabic and English.
This is a presentation and exercise I did as part of a local ASTD / ISPI Social Learning workshop held at Babson on May 20. My other presenters included Dave Wilkins of Mzinga and Bill Cava of Ektron. The event was coordinated by Jean Marrapodi of Applestar Productions.
The document provides guidance on creating a work-based learning plan for academies. It discusses the importance of having a plan to gain program approval, market the academy, and give students an edge. It defines work-based learning and outlines a continuum of activities from career awareness to career preparation. Examples of work-based learning experiences are provided that support core academics, career knowledge, foundational skills, and interpersonal skills. Participants are instructed to draft their work-based learning plans.
Mal Lee examines what is and is not BYOT, why all schools will eventually use a model of BYOT, the plethora of educational, social, organisational and economic opportunities opened by the development and the very considerable implications.
http://www.schoollibrarymanagement.com
This document outlines a project plan with the following key details:
- The project will address specific content standards and skills over its duration.
- Students will work individually and in groups to complete culminating products and presentations.
- Formative and summative assessments will evaluate students' mastery of the standards and skills.
- Teachers will provide necessary scaffolding, lessons, and materials to help students successfully complete the project.
- A calendar schedules the project work over multiple weeks.
E-portfolios: evaluating the benefits of a reflective pedagogy, Kirstie Cooli...University of Nottingham
This document summarizes a presentation on e-portfolios and their benefits for reflective pedagogy. It discusses how e-portfolios can support reflection, employability through work-based learning, personal and professional development planning, skills development for researchers, and community learning. The presentation provides examples of how e-portfolios have been implemented at the University of Nottingham to support placement learning, personal development planning for researchers, and online community learning. It argues that e-portfolios remain relevant for supporting student experience, employability, flexibility in teaching and learning, and lifelong learning.
The PGCE AV/ Ed Tech component takes a "learning by doing" approach to developing teachers understandings of ICT. The seven tasks her will hopefully asssist a teacher to integrate ICT into their class administration, professional development and perhaps even their teaching
The document provides an overview of topics to be covered in two sessions on internships. Session I will cover process definition, benefits of internships, how to get an internship, objectives, types of programs, interview skills, and preparations. Session II will discuss roles and responsibilities, etiquette, expectations, making the most of the internship, what companies expect, learning beyond the role, outstanding interns, and completing the program.
elearning@Cherwell promotes independent learning through educational films on various topics. Teachers can produce films on key teaching points, exam overviews and techniques, assessments, feedback, and more. Films are created by either teaching directly to camera or providing a voiceover to materials shown. Students can access films individually online or on discs to pause, replay, and review lessons. The films aim to provide engaging learning resources for students to use inside and outside the classroom to reinforce concepts and catch up on missed lessons independently.
Using lean startup model to foster Agile adoption in multinational organizationsAngel Diaz-Maroto
In this session I’m showing a model that multinational organizations can use to foster the adoption of agile. This model is based on lean startup, understandig Agile initiatives from different countries as startups, it uses the validated learning cycles of every organization to create a validated learning knowledge base with the performed experiments of agile practices. This “”validated learning knowledge base”" is co-created by the members of the internal international Agile community.
The 1-day training will teach preservice math teachers basic interactive whiteboard skills and increase their confidence using IWBs. A previous survey found that 75% of participants had little IWB experience and felt unprepared teaching with them. Through demonstrations, practice, and feedback, participants will learn to connect an IWB to a computer and perform functions like writing and inserting graphics so they are better prepared as technology-savvy teachers. Formative and summative evaluations during and after the training will assess skill acquisition and perceived preparedness.
The project involves integrating technology across subject areas for 7th and 8th grade students. Over the course of a semester, students will learn how to use devices like laptops, tablets, and phones to complete cross-curricular tasks requiring critical thinking. The goal is for students to demonstrate their understanding of how different platforms can accomplish the same tasks and to explore the capabilities and future of these technologies. Students will produce a presentation covering hands-on learning, modeling, and guest speakers on the topics. Assessments will include quizzes, practice presentations, journals, and a final presentation rubric.
This document outlines an agenda for a conference on mentoring in Romanian testing communities. The first section discusses the importance of mentoring for organizational culture, growing business, and saving time. Mentoring facilitates knowledge sharing, promotes collaboration, and helps train new employees more quickly. The next sections provide an overview of how to prepare to be a mentor, including understanding technical background, using examples, and defining objectives. The steps for mentoring include reviewing business overview, projects, teams, development processes, resources, features to test, and follow up procedures. The benefits of mentoring are that it motivates people, grows business, and prepares testers more quickly.
Digital technology in museums - case studiesMartin Bazley
Slides used to support discussion at a session at Institute of Education, London on 10 January 2013 as part of a module in the MA in MUSEUMS & GALLERIES IN EDUCATION called ‘Material and Virtual Cultures:
trans-forming the museum and gallery experience’
led by Caroline Marcus and Pam Meecham
The document describes the Cybility computer job skills training program, which provides a blended online and in-person curriculum to teach essential office skills like Microsoft Word, PowerPoint, Excel, and typing. It aims to prepare youth and adults for entry-level jobs paying $10-12/hour in just 25 hours, compared to traditional 75-hour courses. Studies show the Cybility tutorials complete tasks 24% faster and with 60% fewer errors than classroom instruction alone. The program is designed to be cost-effective, scalable, and accessible online or offline on various devices.
This document outlines the structure and components of a lesson plan template focused on understanding functions. The template includes sections for learning objectives, student profiles, pedagogical rationale, preparing students for learning, presenting new information, student construction of knowledge, applying knowledge, reviewing learning, and assessing teacher and student performance. The overall goal is for students to understand functions, apply them to personal experiences, and evaluate their importance in different contexts.
This project overview summarizes a 5-day project on employability skills for high school students in grades 9-12. The project will address computer operations and data management standards. Students will research career choices, create a resume and cover letter, and produce a video practicing a job interview. They will present their portfolio and interview video to the class. The driving question is "Why do we need to know about employability skills?". Students will be assessed through quizzes, practice presentations, rough drafts, and a final self-evaluation. Resources needed include computers, internet access, and involvement from parents to assist with mock interviews.
The document discusses the wide variety of learning experiences that people undergo, from learning basic skills like talking to more advanced skills like playing an instrument or coding. It states that learning is a process of adaptation that allows people and organizations to evolve by gaining optimal connections to knowledge and other people. It also questions whether organizations are helping their people learn and grow fast enough to succeed in the future. Finally, it contrasts push learning, which is more passive, with pull learning, which is active and self-directed.
This un-book provides concise summaries in 3 sentences or less:
This document introduces the un-book, which is an evolving work that provides tools and concepts for getting things done in organizations. It encourages participation by allowing readers to comment and suggest changes online. The un-book is only available by subscription, which provides access to online resources for 6 months.
This document discusses concepts related to business, technology, and knowledge sharing in modern networked environments. Key topics covered include network effects, emergence, unpredictability, change, services/intangibles, learning, informal knowledge sharing, and collective intelligence. The document also briefly discusses concepts like Enterprise 2.0, strengths of relationships, potential benefits of new technologies, and what constitutes emergent information.
This document discusses learning through comprehension, conversation, and collaboration using the internet. It focuses on comprehending information, conversing with colleagues, customers, experts and partners, and collaborating on projects. Key aspects are locating experts and answers, monitoring situations, sharing ideas, and coordinating projects across organizations through online tools and communities.
The document discusses the shift from an industrial culture to a network culture. Some key aspects of this shift include moving from a focus on visible, material things to recognizing everything is connected. It also involves shifting from viewing the world as predictable and mechanical to understanding it is complex with uncertain outcomes. Additionally, there is a change from believing in absolutes and fundamentals to recognizing that all is continually evolving and reality is relative.
The document discusses different approaches to using social software in organizations based on three personas: Baby Bear, Mama Bear, and Papa Bear. Baby Bear focuses on prototyping tools for individuals and teams, with a bottom-up and collaborative approach. Mama Bear takes a more pragmatic approach, focusing on applying tools to key business issues to increase innovation and streamline processes. Papa Bear takes an enterprise-wide approach, exploiting social software across the entire organization to create a nimble and collaborative environment and improve relationships with external stakeholders.
Schedule for the workshop on Social Networks and Informal Learning conducted at Online Educa in Berlin, December 2008. Many of the surrounding files here were used during the workshop
The document discusses the shift from the industrial era to the network era. Key aspects of this shift include moving from hierarchical structures to interconnected networks, from predictable outcomes to greater uncertainty, and from individualism to collaboration. Learning has also shifted from acquiring specific skills to lifelong adaptation and becoming a connector within networks of knowledge. The network era is characterized by complexity, emergence, flow, and interdependence rather than discrete parts and linear processes.
The document discusses brain fitness and ways to maintain a healthy brain. It covers topics like neuroplasticity, the different parts of the brain, and the four pillars of brain health: nutrition, physical exercise, stress management, and brain exercise. It emphasizes building brain reserve through lifelong mental and physical challenges to delay cognitive decline.
The document discusses the evolution of corporate learning ecosystems from traditional formal learning approaches to more connected, collaborative approaches. It notes several trends driving this change, including cognitive overload, generational impacts, and a gap between learning at home and work. The author advocates for a learning ecosystem that allows employees to learn through interactions with peers, experts, and resources. Examples are provided of how this contrasts with traditional learning models and how organizations can transition to support more social, connected learning.
Allison Anderson is a manager of learning innovation and technology at Intel Corporation, where she has worked for 10 years. She leads Intel's Learning Community of Practice and advocates for building an open learning ecosystem. Anderson is active on several social media and professional networking platforms related to learning and development.
The document discusses current and emerging trends in talent management including talent shortages due to retiring baby boomers, an aging workforce, and the upskilling of jobs. It also discusses the evolution to more personalized learning and emerging practices centered around customization and giving learners input and control. Generational differences are explored between Gen X, Gen Y, and Gen M. Emerging topics like the rise of women in education and the workforce as well as the growth of social networking are summarized. The challenges of reskilling and upskilling the workforce are also briefly outlined.
The document discusses learning even after formal education ends. It recommends opening doors to more trainers, beginning with free resources, and incorporating materials from outside observers. The overall message is that learning communities are broad and we all contribute to each other's understanding.
Event Report - SAP Sapphire 2024 Orlando - lots of innovation and old challengesHolger Mueller
Holger Mueller of Constellation Research shares his key takeaways from SAP's Sapphire confernece, held in Orlando, June 3rd till 5th 2024, in the Orange Convention Center.
Part 2 Deep Dive: Navigating the 2024 Slowdownjeffkluth1
Introduction
The global retail industry has weathered numerous storms, with the financial crisis of 2008 serving as a poignant reminder of the sector's resilience and adaptability. However, as we navigate the complex landscape of 2024, retailers face a unique set of challenges that demand innovative strategies and a fundamental shift in mindset. This white paper contrasts the impact of the 2008 recession on the retail sector with the current headwinds retailers are grappling with, while offering a comprehensive roadmap for success in this new paradigm.
[To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
This PowerPoint compilation offers a comprehensive overview of 20 leading innovation management frameworks and methodologies, selected for their broad applicability across various industries and organizational contexts. These frameworks are valuable resources for a wide range of users, including business professionals, educators, and consultants.
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This compilation is ideal for anyone looking to enhance their understanding of innovation management and drive meaningful change within their organization. Whether you aim to improve product development processes, enhance customer experiences, or drive digital transformation, these frameworks offer valuable insights and tools to help you achieve your goals.
INCLUDED FRAMEWORKS/MODELS:
1. Stanford’s Design Thinking
2. IDEO’s Human-Centered Design
3. Strategyzer’s Business Model Innovation
4. Lean Startup Methodology
5. Agile Innovation Framework
6. Doblin’s Ten Types of Innovation
7. McKinsey’s Three Horizons of Growth
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9. Christensen’s Disruptive Innovation Theory
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13. The Double Diamond
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20. Design for Six Sigma (DFSS)
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https://www.oeconsulting.com.sg/training-presentations
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Forrester’s Digital Transformation Framework
IDC’s Digital Transformation MaturityScape
MIT’s Digital Transformation Framework
Gartner’s Digital Transformation Framework
Accenture’s Digital Strategy & Enterprise Frameworks
Deloitte’s Digital Industrial Transformation Framework
Capgemini’s Digital Transformation Framework
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2. Current Situation Analysis – Two Months Ago
• We have said learning is a process, not an event, but do little to support that model.
• We know that it takes action, practice and feedback to solidify most types of
learning, and yet we do not offer many venues for practice/feedback.
• We have not incorporated the explosion of self-publishing and collaborative
learning in to our methodology and recommendations
• We have historically relied primarily on formal learning
• We have historically produced large, “inflexible” courses (which biz groups and
instructors have adapted anyway)
• IU does not currently capitalize on the increasing internal use of new resources (e.g.;
blog.intel.com / intelpedia.intel.com)
• IU is strategically moving from Classroom to E-learning, but we have no stated
model or criteria for recommending interventions within this strategy
• Our design/development model is not fast or flexible enough to meet the urgent
demands of our changing environment
• Efficiency and cost-effectiveness continue to drive change
• Add conversation here
Our partners WANT us to evolve, our learners NEED us to evolve, the
corporation DEMANDS that we evolve. This is a unique opportunity to
change.
2 11/20/2008 Intel University Design Services Team - Biz Ops
3. Current Situation Analysis - Today
We don’t know – what can we piece together? It’s a process, it’ll take
time.
What types of content are we supporting?
What businesses are we supporting?
What is Intel’s overall strategy for learning & development?
How does our work fit in with other groups?
– ILD Program Management
– Intel U Product Line Management
– Intel U Governance
– Intel U Performance Consultants
– BGHR
3 11/20/2008 Intel University Design Services Team - Biz Ops
4. Why Bob?
Because Bob is about innovation
Bob isn’t the same as what we’ve done before
Bob needed a name besides a strategy
Bob is an evolution
Bob could cause a revolution
And really… it’s all about Bob anyway.
4 11/20/2008 Intel University Design Services Team - Biz Ops
5. Bob – an Intel employee
5 11/20/2008 Intel University Design Services Team - Biz Ops
6. How does Bob learn?
(and WHY does Bob Learn?)
Practice/ Apply
Acquire
Feedback (depth)
(breadth & depth)
(depth)
Identify the need Test the application Apply it on the
for information, of the skill, test job, dig deeper,
acquire information whether information fill the gaps, refresh
or skills has been absorbed, when needed
refresh if necessary
6 11/20/2008 Intel University Design Services Team - Biz Ops
7. The model applies to all levels of competency
But the approach may vary*
Foundational Intermediate Advanced
Classroom Univ. Program
Static, web
Acquire (wiki, html) Acquire Acquire
Practice/ Practice/ Practice/
Feedback Feedback Feedback
Apply Apply Apply
*These are examples only – not specific, binding recommendations
7 11/20/2008 Intel University Design Services Team - Biz Ops
8. How does Bob learn (Part 2)?
Bob searches for information electronically
Bob communicates with people in person, on the phone, electronically
Subject Matter Experts
Peers and Co-workers W W
W
W CL
Bob tries things out on his own
B
Bob takes e-courses PS
Bob goes to classes
B J
Bob participates B
WBT
Bob learns with others S
Bob experiences things on the job Bob
B
Bob role models for others C
8 11/20/2008 Intel University Design Services Team - Biz Ops
9. Ecosystems
Are sometimes facilitated,
sometimes self-directed B
Might center around:
– Topics W W
W
– Competencies W CL
– Geographies
– Job skills
S
– Business Groups
– Specific Learning Focus B PS
B
WBT
Involve many types of
learning J
C
May be long or short term B
May be formal or informal
May grow spontaneously or be
developed centrally
Have always been there, whether
we acknowledged them them or not
9 11/20/2008 Intel University Design Services Team - Biz Ops
10. Informal
Ecosystems
Formal
A Skill Assessment
W
B 0
B Blog 0
A
1:1 Coaching 0 0
C
B 0
People E W
B
ILT
Instructor Led
Course Sk S
PS
J Job Aid
W E W
O Object
P Podcast
Ecosystems include many elements*
PS
Performance
Support P P
J P WBT
SkillSoft
E P
Sk
W P E
S Simulation
P CL
W Wiki page
E B P
C
WBT WBT Course
J
B
*These are examples only
10 11/20/2008 Intel University Design Services Team - Biz Ops
11. Designated SME Saadia Vikas
Formal content
begets new
C C C C C C C C
user-
generated
content
Chaos!?!?
Bob
Repositories
Bob is notified C Stabilized Content
when new formal C C C C
content is posted
C Bring Order to the Chaos
C
(search/tag, validation)
Discarded/edited content
D&D Objects are developed/
updated to include user-
generated content
O O C O C
O O
Add to formal solution content
Everybody is an SME at something
11 11/20/2008 Intel University Design Services Team - Biz Ops
12. What does it take to create Bob’s world?
Engagement –
– Getting people involved in the ecosystems – entry points
– Getting subject matter experts involved
Technology –
– Finding the technologies that will support the pla
12 11/20/2008 Intel University Design Services Team - Biz Ops
13. Making the shift - Immediate Tactical Goals
• Understand Bob’s role moving forward. Where do we add value, and
where do we shift the learning design strategy.
• Get ILD excited and engaged – introduce Bob to a wider audience
• Take another look – how can/does it apply for Management and
Leadership development strategies? Does it need to?
• Identify where we do and do not control content (sage on the stage
vs. guide on the side)
• Criteria for recommending learning interventions – Done 9/2006
• Evaluation recommendations/Success Criteria
(What makes us successful, what do we evaluate, when and how)
• Build one: Building the DM Competency Ecosystem – Next steps for
competencies TBD
• Tie Bob to eLSW work – identify the technical implications/plan for
elements
13 11/20/2008 Intel University Design Services Team - Biz Ops
14. Making the shift - Long Term Strategic
Goals
• Create a culture of learning, engage the masses
• How do we connect people to people, content, expertise, etc.?
Tools? Communication?
• Comprehend our role in creating the learning environment &
developing ecosystems
• Create and nurture Change Agents to speed user adoption
• Capitalize on instructors, subject matter experts, managers,
create the mega learning ecosystem
14 11/20/2008 Intel University Design Services Team - Biz Ops
15. Next Steps
• Identify the buy-in plan – use it or lose it?
• Meet with Design/Development team members – spin people up on
technologies, background, gather input and ideas.
• Meet with Bruce and Brad to discuss how Bob can fit into Learning
Framework discussions
• Find strategic opportunities - Meet with Ann Davis and Debra
Whitaker regarding Manager Transitions Program and whether Bob
can make an appearance.
• Identify intersection with eLSW work
• Create a technical plan
• Review intervention matrix
– Validate structure/approach
– Validate feasibility of interventions
15 11/20/2008 Intel University Design Services Team - Biz Ops
16. Making the shift – New Approaches
New approach to content:
• Identify cognitive learning (eg; info only) vs. behavior change/
attitudes and move info acquisition to informal, asynch. forms (wiki,
blog, podcast, etc.)
• Harvest expertise from SME’s, harvest new SME’s and topics from
New approach to design & development
• Shift away from the “learning as event” model and toward a
“learning as a process” model – add the development part of
“Intel Learning and Development”
• Create/expand facilitated learning workgroups
• Shorter modules, smaller, more flexible chunks
• Focus ILT on higher competency, deeper skills
• Engage subject matter experts in more of the process (developing
content, leading workgroups, etc.)
16 11/20/2008 Intel University Design Services Team - Biz Ops
18. Sample Design Elements
More Individual More Collaborative
Podcast Coaching/ Mentoring Blogs
Test / Assessment
AEP (Breeze) RSS Feed Brown Bag/
ILT (F2F/virtual)
Online Chat
Job Aid
Books 24x7
(document)
Work Groups Gaming
EPSS
Discussion Forum Wiki
Online Simulation/ Scenario
Social Networking Tools
WBT Module
Community of Practice Case Study
(course, mini module or process consultant)
Canned Structured Event
(webcast, virtual)
18 11/20/2008 Intel University Design Services Team - Biz Ops
19. Design & Learning Learning Network –
Strategy Support Apply Formal & Informal
Refresh Discussion Forums
Design Learning & Content
Expert Finder
Strategy (Ecosystem)
Live Chat
Email
Feed & Seed Ecosystem
Harvest Knowledge Practice/ Formal Learning
Work Groups
Feedback
Invitation &
Self-Publishing
Communication
Engage
SME’s
Acquire
Organizational Support
(Management support, robust learning culture, tools & systems)
19 11/20/2008 Intel University Design Services Team - Biz Ops
20. TIME
More “E” More “I”
Level of Competency
Fewer
More
people
people
Broad Specific/
Knowledge Level of Depth/Specificity Deep knowledge
# of People
20 11/20/2008 Intel University Design Services Team - Biz Ops
21. Practice/ Apply/
Acquire Refresh
Feedback
Learning & Design Strategy Learning Ecosystem
Design Learning & Content Strategy Formal & Informal Learning Groups
Feed & Seed Ecosystem Networking Opportunities
Harvest Knowledge Discussion Forums, Chat, email
Invitation & Communication Self-Publishing
Engage SME’s
Organizational Support
(Management support, robust learning culture, tools & systems)
21 11/20/2008 Intel University Design Services Team - Biz Ops
22. Our Scorecard
Acquire Practice/
Apply
Feedback
We do some here,
We focus much of We do little
but focus more on
here and need
our energy here, much more job aids than
connecting people
though not in an or integrated
integrated way support
22 11/20/2008 Intel University Design Services Team - Biz Ops
23. Acquire Information
B Blog
WW
W Wiki page W
W
B
Bob has a question, he looks for a relevant
entry in Intelpedia. The wiki leads him to
Cara’s Blog.
BOB
As he reviews the wiki, he
realizes he needs to learn a
new skill. In her Blog, Cara
mentions a short Instructor Led
practice simulation that she is
taking. Bob decides to attend.
23 11/20/2008 Intel University Design Services Team - Biz Ops
24. Practice / Feedback – Access to Expertise
B Blog
WW
W Wiki page W
W
C 1:1 Coaching
B Bob and Cara attend the Instructor Led
S Simulation
practice simulation. They decide to keep
in contact to share thoughts and ideas
as they work on their projects.
Cara
Vikas finds
B something in
B
Bob’s blog and
S Bob starts his
they connect.
own blog. Vikas
BOB
C
B
In the virtual
practice session, Bob
meets Saadia. Saadia
offers to be a coach.
Saadia
24 11/20/2008 Intel University Design Services Team - Biz Ops
25. Apply / Refresh
B Blog
WW
W Wiki page W
W
C 1:1 Coaching
Bob starts his own
B blog. Vikas finds
S Simulation something in Bob’s
blog and they
J Job Aid
PS
connect.
E Expertise
Cara
P Bob has Job Aids B J B
Performance and performance
S Support
S support tools at his
disposal as he
Vikas
P Podcast applies the skill to
his job BOB
C E
B
Through his growing
network, Bob finds
experts across the
company.
Saadia
25 11/20/2008 Intel University Design Services Team - Biz Ops
26. The Ecosystem Evolves
B Blog
WW
W Wiki page W
W
C 1:1 Coaching CL WBT
B
S Simulation
Bob eventually finds
J Job Aid
Bob develops a BKM
and posts a podcast PS
WBT and ILT classes
that will take him to
to the wiki an advanced level.
E Expertise
Cara
P B J B
Performance
S Support
S P Vikas
P Podcast
WB BOB
T
WBT Course
C E
E B
CL Instructor Led
Course As time goes on,
Bob’s network of
experts continues
to grow.
Saadia
26 11/20/2008 Intel University Design Services Team - Biz Ops
27. Everyone is a part of the Ecosystem
Bob’s ecosystem is
connected to many other
ecosystems.
W W
W
W CL
B
PS
B
J B
S WBT
C
B
27 11/20/2008 Intel University Design Services Team - Biz Ops