Designing for continuous development using the performance ecosystem. Moving from .5 - 1 hour captive engagements to interesting, exploratory, engagements that allow for close to real-time application.
Keynote Wa Primary School Network K-2 2014: Learning in a Digital Worldcimetta.louise
This document provides an overview of digital learning and 21st century education. It discusses how digital technologies can be used to personalize learning and develop students' skills. The key points are:
- Digital technologies are changing how people access and share information and schools need to increase their effective use over the next decade.
- Personalized learning aims to tailor education to individual students' needs and abilities using technology.
- Students should use digital devices in school to create original content that demonstrates their learning, not just consume ready-made content.
- Schools should focus on apps that allow students to show what they know rather than just meeting curriculum outcomes.
- Teachers need to explicitly teach students how to plan and integrate
This document summarizes Jim Spohrer's presentation on robust university-industry collaborations. It discusses several easy and more complex approaches for collaborations, including PhD fellowships, faculty research awards, internships, co-funded research centers, and open innovation networks. Spohrer serves on the board of ISSIP.org and contributes to the Linux Foundation AI and Data Foundation. He retired from IBM in 2021 after a career in service science and directing various university and open source programs.
The document discusses trends in technology use and education, highlighting that education needs to focus on developing skills like creativity, collaboration, research, critical thinking and digital citizenship in students. It notes generations born after 1980 are comfortable working in teams, seeking feedback, and are the most networked to date. Key technologies discussed include web 2.0, mobile devices, cloud computing and their application to collaborative learning. The document advocates teaching students for their future, not just the past, and developing innovative, technology-enabled learning experiences.
Workshop by Rebecca Galley & Nick Freear at the Staff & Educational Development Association (SEDA) annual conference, 17-18 November 2011. We talked about the open-source CloudEngine project, and it's relation to the JISC OULDI project.
This document discusses computational thinking and its importance in digital technologies and education. It notes Australia's growing skills shortage in ICT jobs and lack of students studying ICT at university. Recommendations are made to strengthen the role of ICT in the K-12 curriculum, including making it a mandatory subject through Year 10 and improving teacher training. Elements of computational thinking like algorithms and problem-solving skills are proposed for inclusion in the technologies curriculum to better prepare students for further study and careers in ICT.
It’s hard to stand still on a moving trainLowcus, LLC
Exponential technologies like AI, robotics, and computing are advancing rapidly and will transform many aspects of life over the next 5 years. Hardware is getting cheaper and more capable through advances like quantum computing. Software is benefiting from large datasets, open source projects, and new algorithms. This will drive progress in areas like autonomous vehicles, drones, personalized healthcare through technologies like CRISPR and 3D bioprinting. Realizing the benefits of these technologies will require addressing challenges around safety and aligning advanced AI systems with human values and priorities.
Designing for continuous development using the performance ecosystem. Moving from .5 - 1 hour captive engagements to interesting, exploratory, engagements that allow for close to real-time application.
Keynote Wa Primary School Network K-2 2014: Learning in a Digital Worldcimetta.louise
This document provides an overview of digital learning and 21st century education. It discusses how digital technologies can be used to personalize learning and develop students' skills. The key points are:
- Digital technologies are changing how people access and share information and schools need to increase their effective use over the next decade.
- Personalized learning aims to tailor education to individual students' needs and abilities using technology.
- Students should use digital devices in school to create original content that demonstrates their learning, not just consume ready-made content.
- Schools should focus on apps that allow students to show what they know rather than just meeting curriculum outcomes.
- Teachers need to explicitly teach students how to plan and integrate
This document summarizes Jim Spohrer's presentation on robust university-industry collaborations. It discusses several easy and more complex approaches for collaborations, including PhD fellowships, faculty research awards, internships, co-funded research centers, and open innovation networks. Spohrer serves on the board of ISSIP.org and contributes to the Linux Foundation AI and Data Foundation. He retired from IBM in 2021 after a career in service science and directing various university and open source programs.
The document discusses trends in technology use and education, highlighting that education needs to focus on developing skills like creativity, collaboration, research, critical thinking and digital citizenship in students. It notes generations born after 1980 are comfortable working in teams, seeking feedback, and are the most networked to date. Key technologies discussed include web 2.0, mobile devices, cloud computing and their application to collaborative learning. The document advocates teaching students for their future, not just the past, and developing innovative, technology-enabled learning experiences.
Workshop by Rebecca Galley & Nick Freear at the Staff & Educational Development Association (SEDA) annual conference, 17-18 November 2011. We talked about the open-source CloudEngine project, and it's relation to the JISC OULDI project.
This document discusses computational thinking and its importance in digital technologies and education. It notes Australia's growing skills shortage in ICT jobs and lack of students studying ICT at university. Recommendations are made to strengthen the role of ICT in the K-12 curriculum, including making it a mandatory subject through Year 10 and improving teacher training. Elements of computational thinking like algorithms and problem-solving skills are proposed for inclusion in the technologies curriculum to better prepare students for further study and careers in ICT.
It’s hard to stand still on a moving trainLowcus, LLC
Exponential technologies like AI, robotics, and computing are advancing rapidly and will transform many aspects of life over the next 5 years. Hardware is getting cheaper and more capable through advances like quantum computing. Software is benefiting from large datasets, open source projects, and new algorithms. This will drive progress in areas like autonomous vehicles, drones, personalized healthcare through technologies like CRISPR and 3D bioprinting. Realizing the benefits of these technologies will require addressing challenges around safety and aligning advanced AI systems with human values and priorities.
Social Workplace Learning: The Key to Innovation and Growth?Miikka Salavuo
Social learning relies on distributed expertise and takes place within dynamic communities of practice. It integrates learning into work through opening channels for interaction, engaging employees as continuous learners, and exposing them to constant information. However, most organizations do not effectively foster collaboration and knowledge sharing, with 80-90% of learning and development budgets spent on training events despite 70% of workplace learning occurring through exploration and work experience. For social learning to succeed in organizations requires cultural, procedural, and technical changes like developing a sense of ownership, community, and presence to support on-demand, just-in-time learning.
A Teaching and Learning Conversation held at the University of Salford 12 October 2011.
Contributing were Chrissi Nerantze, Peter Whitton, Christine Smith, Lesley Robinson, Kathy Spencer and Joan Livesley
Designing and using group software through patternsKyle Mathews
The document discusses designing effective group learning environments using social software and patterns. It proposes that understanding problems in teaching is difficult but can be addressed by sharing patterns of common solutions. Teachers in a private beta of the Edully Learning Platform this fall can install the platform and sign up to help design more effective learning experiences for students by collaborating to share patterns.
First of a two part workshop on MUVEs in education given at the Open Classroom Conference, Stockholm, October 2007. Further details available at http://warburton.typepad .com
The document discusses various topics related to elearning including different types of elearning models, the role of Web 2.0 and social software, challenges of keeping content up to date and students engaged, and how other educational institutions are incorporating new technologies like wikis, podcasting and virtual worlds into their programs.
This document summarizes a presentation on the potential for Education 3.0 in developing contexts using Giddens' structuration theory. It describes how students and the world are changing with digital technologies. Education 3.0 encourages student-created content and personalized, open learning. However, challenges to Education 3.0 in South Africa include legal issues, physical access to technology, and rigid higher education structures. Opportunities include tech-savvy students, mobile opportunities, and some institutional openness. Structuration theory shows how technology both shapes and is shaped by social structures through individual actions over time.
Personal learning networks and personal learning environmentsTumelo Matlou
This document discusses personal learning environments (PLEs) and connectivism as a learning theory for the digital age. It explains that PLEs allow learners to take control of and manage their own learning through goals, content, communication, and achieving learning outcomes. PLEs involve self-organized learning across different contexts through personal web tools, networks, and experiences beyond formal education. The transition from PLEs to personal learning networks (PLNs) further supports lifelong, self-organized learning.
Keynote presentation at the eLearning conference in Belgrade, 26.-27. September. Presentation was prepared together with Marcus Specht and covers trends and developments in technology enhanced learning.
ICT Reflective Practice Essay - Seminar 1Miles Berry
The document discusses reasons for teaching information and communication technology (ICT) in schools. It provides perspectives from several Twitter users advocating for ICT education, citing benefits like better research skills, communication skills, use of software, and preparation for a changing world. ICT is described as an innovative subject that can connect students globally and engage them through interesting and creative means. It also allows lifelong learning. Overall the document makes a case that ICT education is important for students' participation in the digital age.
Tech Teaching Using Technology To Revitalize Your Classes 09 BsaEuler França Jr
The document discusses how teachers can use technology to engage digital native students in their classes. It notes that today's students are adept at communicating, researching, and publishing online. However, they often focus these skills on entertainment rather than learning. The document then provides many examples of technologies and websites teachers can use to motivate students, including social media, videos, games, interactive stories and quizzes. The goal is to challenge students and allow them to learn through doing and informal contexts rather than traditional lectures and readings.
The future is now: changes and challenges in the world of workHelen Beetham
The document discusses how digital technologies are changing the world of academic work. It notes that academic work is becoming more fragmented, uncertainly located, reputation-centered, monitored and quantified. It also discusses how work is becoming more entrepreneurial and distributed between human and machine tasks. The document proposes a digital capabilities framework to help university staff develop the skills needed to adapt to these changes in the digital university. It emphasizes the importance of developing digital skills for all staff roles.
The document discusses the rise of Web 2.0 technologies and their potential applications for learning networks and personalized learning environments. It explores how these new technologies enable more collaborative, immersive, and learner-centered forms of learning compared to traditional online learning models. The document raises questions about how educational institutions should respond to support these new forms of informal, networked, and interest-driven learning.
My presentation from the European Training & Development Summit 2009 in Barcelona, Spain in September 2009. More information on the event is here: www.bmeglobal.co.uk/ETD09/Develop-the-full-Potential-of-your-Personnel-2.html.
Emerging Roles of the 21st-century Learning ProfessionalConnie Malamed
The document discusses how the digital landscape is changing learning and the skills needed for learning professionals. It notes that technology is triggering changes like increased access to information anytime/anywhere through mobile devices. Learning is becoming more social and informal. It advocates empowering learners through curation, communities of practice, mentoring/coaching, and helping develop personal learning environments and networks.
The document discusses principles for designing reusable learning objects and human-computer interaction. It describes learning objects as small instructional components that can be reused, describing programming languages like Scratch and Squeak that allow creating them. It also discusses universal design principles for education, ensuring representation, expression and engagement for all learners.
Personal Learning Environment - Generation 2.0Martin Ebner
This document summarizes the development of personal learning environments (PLEs) at Graz University of Technology. Generation 2.0 of their PLE features an app-like graphical user interface with spaces to organize widgets. Usability tests found that learners wanted more personalization and resemblance to real desktop environments. The PLE now allows for inter-widget communication, notifications, and mobile access. Over 3000 users are registered, with 30% actively using the PLE. Next steps include developing mobile apps and integrating more learning objects while enabling collaborative learning scenarios.
Collapsing Narratives: Exploring Non-Linearity • a micro report by Rosie WellsRosie Wells
Insight: In a landscape where traditional narrative structures are giving way to fragmented and non-linear forms of storytelling, there lies immense potential for creativity and exploration.
'Collapsing Narratives: Exploring Non-Linearity' is a micro report from Rosie Wells.
Rosie Wells is an Arts & Cultural Strategist uniquely positioned at the intersection of grassroots and mainstream storytelling.
Their work is focused on developing meaningful and lasting connections that can drive social change.
Please download this presentation to enjoy the hyperlinks!
This presentation by Thibault Schrepel, Associate Professor of Law at Vrije Universiteit Amsterdam University, was made during the discussion “Artificial Intelligence, Data and Competition” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/aicomp.
This presentation was uploaded with the author’s consent.
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Social learning relies on distributed expertise and takes place within dynamic communities of practice. It integrates learning into work through opening channels for interaction, engaging employees as continuous learners, and exposing them to constant information. However, most organizations do not effectively foster collaboration and knowledge sharing, with 80-90% of learning and development budgets spent on training events despite 70% of workplace learning occurring through exploration and work experience. For social learning to succeed in organizations requires cultural, procedural, and technical changes like developing a sense of ownership, community, and presence to support on-demand, just-in-time learning.
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Tech Teaching Using Technology To Revitalize Your Classes 09 BsaEuler França Jr
The document discusses how teachers can use technology to engage digital native students in their classes. It notes that today's students are adept at communicating, researching, and publishing online. However, they often focus these skills on entertainment rather than learning. The document then provides many examples of technologies and websites teachers can use to motivate students, including social media, videos, games, interactive stories and quizzes. The goal is to challenge students and allow them to learn through doing and informal contexts rather than traditional lectures and readings.
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Their work is focused on developing meaningful and lasting connections that can drive social change.
Please download this presentation to enjoy the hyperlinks!
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This presentation was uploaded with the author’s consent.
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This presentation was uploaded with the author’s consent.
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This presentation was uploaded with the author’s consent.
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This presentation was uploaded with the author’s consent.
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This presentation was uploaded with the author’s consent.
Suzanne Lagerweij - Influence Without Power - Why Empathy is Your Best Friend...Suzanne Lagerweij
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This session will use Dave Gray’s Empathy Mapping, Argyris’ Ladder of Inference and The Four Rs from Agile Conversations (Squirrel and Fredrick).
Abstract:
Let’s talk about powerful conversations! We all know how to lead a constructive conversation, right? Then why is it so difficult to have those conversations with people at work, especially those in powerful positions that show resistance to change?
Learning to control and direct conversations takes understanding and practice.
We can combine our innate empathy with our analytical skills to gain a deeper understanding of complex situations at work. Join this session to learn how to prepare for difficult conversations and how to improve our agile conversations in order to be more influential without power. We will use Dave Gray’s Empathy Mapping, Argyris’ Ladder of Inference and The Four Rs from Agile Conversations (Squirrel and Fredrick).
In the session you will experience how preparing and reflecting on your conversation can help you be more influential at work. You will learn how to communicate more effectively with the people needed to achieve positive change. You will leave with a self-revised version of a difficult conversation and a practical model to use when you get back to work.
Come learn more on how to become a real influencer!
This presentation by Yong Lim, Professor of Economic Law at Seoul National University School of Law, was made during the discussion “Artificial Intelligence, Data and Competition” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/aicomp.
This presentation was uploaded with the author’s consent.
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Moreover, having well-defined career goals fosters a sense of purpose and direction, enhancing job satisfaction and overall productivity. It encourages continuous learning and adaptation, as professionals remain attuned to industry trends and evolving job market demands. Career goals also facilitate better time management and resource allocation, as individuals prioritize tasks and opportunities that advance their professional growth. In addition, articulating career goals can aid in networking and mentorship, as it allows individuals to communicate their aspirations clearly to potential mentors, colleagues, and employers, thereby opening doors to valuable guidance and support. Ultimately, career goals are integral to personal and professional development, driving individuals toward sustained success and fulfillment in their chosen fields.
XP 2024 presentation: A New Look to Leadershipsamililja
Presentation slides from XP2024 conference, Bolzano IT. The slides describe a new view to leadership and combines it with anthro-complexity (aka cynefin).
2. TOPICS
Evolution of work and performer support
Components of a performance ecosystem
Performance ecosystem in action
Technical drivers
Photo Credit: Not Quite a Photographer
5. Factory Model: Consistency and Scale
The factory model of instruction
grew up around the rise of the
production line and the industrial
revolution., with a focus on
consistency and scale.
7. Learning in a Box: Automation and Self Contained Feedback
Teaching machines
represented early
experiments with
automation and self-
contained feedback.
9. Artificial Intelligence
“Work becomes the manipulation of symbols,
and when this occurs the nature of skill is
redefined.”
- In the Age of the Smart Machine: The Future of Work and Power
By Shoshana Zuboff
12. Evolution of Work and Performer Support
AT ONE TIME:
Assumed a more or less straight line
between learning and performing
13. Evolution of Work and Performer Support
NOW:
• Agency
• Access
• Interest
Photo Credit: Emmanuel Coupe
14. Performance Ecosystem
Enhancing individual and organizational
effectiveness by connecting
people, and supporting them with a
broad range of content,
processes, and technologies
to drive performance.
Marc J. Rosenberg & Steve Foreman
eLearning Guild
Photo Credit: Emmanuel Coupe
17. Collaboration
A collaboration platform is
at the heart of a
continuous development
environment. This is the
virtual environment that
users can access resources,
share content, and
collaborate on.
19. Formal and Informal Learning
Formal learning is particularly useful at early stages of knowledge
acquisition. The continuous development environment contains a
mix of formal and informal learning designed to support different
stages of learning.
20. Continuous Development Activity:
An exercise intended to improve
knowledge and skill retention by having
learners experience and apply learning
concepts right within their work
environment.
21. WHAT IT DOES
• Encourage continual
learning
• Provide scenario-
based learning
experiences
• Foster collaboration
and social learning
• Fuse learning and
work spaces
22. Photo Credit: James Cridland
S0CIAL
In many ways social learning
that uses technology is akin to
breaking open the “box”. We
rely on our peers as resources
and for feedback which is
facilitated by the technology.
Social is as old as humanity but
social technologies are
impacting performance in the
workplace in a historic way.
23. Technical Drivers
If it weren’t for the combustion
engine, New York would no longer
exist due to the preponderance of
horse manure.
Be careful about predictions…
24. IoT
The internet of things refers to everything
being addressable from the web. That is to
say everyday objects have a unique
identification paired with some amount of
processing power resulting in the ability to
send and receive information. The amount
and nature of data that we have access to
provides unprecedented views into the world
around us. This can result in the surfacing of
new meaning and better performance and
decision support.
25. Augmented Reality
Augmented reality and the wearable
revolution are further closing the
gap between our observable lives
and the data that permeates
everything.