The Social Age is a time of great change, in how we work and how we learn. To design effective mobile learning, we have to understand these new realities and ensure that what we design fits within the constraints and evolved behaviours that have emerged. These are the slides from the session i ran at mLearnCon 2014 in San Diego with the eLearning Guild.
This presentation sketches a few projects and concepts that I'm interested in that illustrate potential opportunities for modeling civic intelligence for the common good.
Harness the power diversity can bring to your team or organisation. Exploring tools and techniques. Slides from public session presentations, including Agile Cambridge 2015.
Why do communication strategies often not work? How is a vision different than a mission statement? How can marketing materials, websites, and social media interactions reflect this vision? How can you tap into deeper emotion and motivation for donors, stakeholders, employees, and volunteers? This webinar will explore what is beneath and beyond strategy – how to become more digitally and operationally aligned with what matters.
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This presentation sketches a few projects and concepts that I'm interested in that illustrate potential opportunities for modeling civic intelligence for the common good.
Harness the power diversity can bring to your team or organisation. Exploring tools and techniques. Slides from public session presentations, including Agile Cambridge 2015.
Why do communication strategies often not work? How is a vision different than a mission statement? How can marketing materials, websites, and social media interactions reflect this vision? How can you tap into deeper emotion and motivation for donors, stakeholders, employees, and volunteers? This webinar will explore what is beneath and beyond strategy – how to become more digitally and operationally aligned with what matters.
Chained to its desk in Cubicalia, The creative Brain is at its lowest point — until a mysterious stranger beckons. Together, they embark upon a journey where The Brain’s creative talents are solely needed and put to the test. The Brain discovers how to function optimally to generate ideas and solutions, and you’ll discover what fundamentals are needed to foster a supportive environment where everyone is at their creative best.
Creating effective learning in Social Age - presentation for LPI LDN2014 - Ju...Julian Stodd
My presentation from the Learning Performance Institute Learning Directors Network session in July 2014. Exploring the Social Age of learning and it's impacts on learning design for both organisations and individuals.
The Session explores Social Learning and Leadership, the role of Communities, the Social Contract between organisations and individuals and the need for us to protect those who are disenfranchised through technology or culture.
It also includes the early iterations of my latest work around Creativity and Innovation in organisations.
Congratulations, you have an online community! Odds are, you also have an offline community. Are you using one to strengthen the other?
Most of the organizations I work with in my practice already have all the ingredients in place for a real, vibrant community that lives on and off line. Too often though, on- and offline are treated as separate worlds, with little effort made to bridge the gap. Communities thrive when there is varied and ongoing interaction. Merging physical and non-physical conversations, events, and activities is one of the strongest tactics for building community in the real world.
In this session, we'll talk about how communities form, the ingredients for engagement, the importance of culture, and tactics for bridging the gap.
Takeaways:
- An understanding of the different types and benefits of online and offline communities
- Tactics to kickstart their online and offline communities
- Ways to engage their communities both online and offline
Presentation given to the Graduate Studies Information Exchange group which included both faculty (graduate coordinators) and staff (graduate assistants).
Join Beth Kanter in a workshop that explores the themes in her recently published book, and discover how to put them into practice. Social media has broken free from the marketing communications and fundraising silos, changing the way nonprofits deliver programs, lead, manage, and even govern. This session will take a look at these trends and how organizations can equip themselves to be fully networked.
WORKSHOP: Shifting the Ownership of LearningDerek Wenmoth
Workshop slides from the JSCP Deep Learning Symposium Workshop, Louisville, 1-3 August 2023. Exploring the concept of learner agency and the teacher's role in shifting the ownership of learning.
Presentation from Julian Stodd in August 2019 for IFRC, about Scaffolded Social Learning in action. Covering the Social Age, social learning, socially dynamic organisation, coins of gratitude, storytelling and tribes.
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4. What have you got?
• Facebook
• Twitter
• Mail
• Shazam
• Google Maps
• A game
• A railway timetable
• Photos
• Music
5. What have you got?
• Facebook - community, sharing, collaboration, cohesion
• Twitter - sharing, news, highly curated
• Mail - sharing, volume, formal?
• Shazam - identifying, capturing, sharing, learning
• Google Maps - functional, performance enhancing, external knowledge
• A game - distracting, competing, networked
• A railway timetable - knowledge, performance enhancing, just in time
• Photos - capturing, narrating, sharing
• Music - entertaining, cohesive
6. The Social Age
• The semi formal layers that surround the formal
• Supported by communities
• Facilitated by technology
7. The Social Age
• What is different about your social life than from 10
years ago?
• What is different about your work from ten years
ago?
• What is different about how you learn from 10 years
ago?
8.
9. Where can you turn to
for these answers?
Where is your first
choice?
14. Knowledge vs Meaning
• In the old world: knowledge was power
• In the Social Age, power comes through reputation
and sharing, humility and community
• Roles are contextual: we are adaptable
• We need to utilise knowledge to create meaning
18. How does your organisation
use knowledge?
• To inform
• To control
• To do things
• To create transparency
• To build tribal capability
• To earn money
20. How does your organisation
control knowledge
• Through technology
• Through elders
• Through physical constraints
• Through geography
• Through mindset
• Through formal heirarchy
21. What does the organisation
give you?
• Technology
• Space
• Community
• Structure
22. What does the organisation
give you?
• Technology - but is it agile? Is it a mechanism of
control?
• Space - but do you need it? Do the walls constrain
you?
• Community - but you have your own. What's it's
purpose?
• Structure - codified knowledge: but is it up to date?
34. Does your organisation have
formal communities?
• Were they put in place by the organisation or
emergent from the community?
• Are they used to broadcast or co-create?
• Who owns them?
• Are you on top of issues of privacy and
permanence?
37. How does mobile support us
in our role
• Is it providing knowledge or helping us to create
meaning?
• Is it saving the organisation time or saving me time?
• Is it connecting or controlling?
38. How can you support the
formation of the
community?
44. Stance
• It's not about facts, it can be emotive
• It's not about logic, it's about values
45.
46. Authenticity
• We are experts at spotting authenticity
• Only authentic tones of voice generate engagement
• Curiosity
• Humility
• Recognises everyday reality
47. Reputation
• The Social Age is a Reputation economy
• We can't rely on our positional authority for social
learning
50. Exercise: create your
framework for moderation
• What is your stance?
• What is your tone of voice?
• Where will your authority come from?
• How does this fit within the social contract?
• Will you share this with your learners or co-create it
with them?
• Are you prepared, as an organisation, to reframe?
53. Context
• Setting up the contract with the learner:
• Understanding everyday reality
• The bridge between abstract theory and concrete
practice
• The social contract
• Perspective: how this relates to everything else
!
54.
55. • Context is about the stories
you tell and where you tell
them from
• It's a journalistic stance
56.
57. What is the everyday
reality in your
organisation?
60. Demonstration
• Illustrating the core concepts of the learning
• Demonstrating things within context
• The role of the Guide and Narrator
• Understanding the role of the different modalities
• Media: video, animation, audio
• The superfluous experience
61.
62.
63. How do you currently
Demonstrate things in
your organisation?
67. Exploration
• Playing with the learning
• Developing vocabulary
• The role of different modalities
• The importance of making mistakes
• The role of different modalities
• Contextual feedback
72. Remember...
Choices based on...
• Cost
• Trends... what's cool right now?
• Logistics
• Time... we need it tomorrow...
• Efficacy... because it works...
• Because that's how we do it... and always have...!
• Templates... brand...
77. Reflection
• Internalising the learning
• Internal and external reflection
• Personal narratives
• Co-created group narratives
• Solitary and group reflection
• Reflection as assessment
• The role of different modalities
85. Assessment
• Understanding the purpose of assessment:
• What are we assessing?
• Should we assess?
• Formal and informal assessment
• Observation as assessment
• Triangulating assessment
• Social assessment
92. What are performance
outcomes?
• Improved skills
• Increased knowledge
• Greater ability to create meaning
• Broadened perspective
• Accepting the learning?!
• Changed attitude?!
• Foundations for the future?
94. How will you measure this?
• Triangulate assessment through 3 of these:
• Individual reflection on what has been learnt
• Observation of the learner in action
• Peer review
• 360 assessment of change
• Formal tests
95. Footsteps
• Bridging the gap between learning and doing
• Revisiting everyday reality
• Understanding vs performance
• Pragmatism
• Revisiting the learner and the learning
• Modalities for footsteps
105. Exercise: Building a scaffolded
Social Learning experience
• Define your story: this is your scaffolding
• Create the spaces for co-creation
• Hang them on your scaffolding
• Define your gateways: formal or informal?
• Define your spaces for reflection and narrative
106. Demonstration
• How can we demonstrate the core concepts?
• What activities can we use?
• How can technology facilitate this?
• What media can we use?
• How will this be more effective?
107. Exploration
• What spaces can we provide to explore?
• What will people be able to do?
• How will we keep this space safe?
• How will we capture the learning?
108. Reflection
• Where is the space to explore?
• Who provides the support?
• Where is the space for narrative?
• What is the legacy?
110. • 8 week scaffolded
experience
• Gateways are calls
• Structured by 4 Q's a
section
• Social space for
collaboration
• Group narrative
shared through blog
Example of Scaffolding
111. • 5 week scaffolded
experience
• Learners seek out
experiences within
the scaffolding
• They quantify what
they find
• The community
carries out the 'sense
making'
Example of Scaffolding