Icelw Schlenker
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This document discusses how social learning can enhance management education. It reviews research on learning technologies to identify key questions about leveraging user-generated content. Social learning allows students and instructors to access notes from colleagues in real time. Patterns emerge from individual "Little Data" over time within and across similar topics. Social learning platforms can provide bridges between formal education and workplace challenges by enabling interactive, dynamic and mobile collaboration on notes and course materials.
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The eLearning project involves developing a global training framework using a blended learning approach that combines online and offline learning. This will include creating an online learning portal with training materials, webinars, and a community forum. The project aims to support trainers globally and provide a cost-effective and environmentally friendly solution. Key considerations for implementation include customization for different cultures, change management strategies, and focusing on supports, reflection opportunities, and building an intercultural community. The design is influenced by social constructivist principles and aims to use authentic tasks to promote active, self-directed learning.
Bryan Leadership
This document discusses the importance of communities, networks, and collaboration in education and professional development. It defines communities as collections of individuals bound by shared interests and ideals. Networks are created through publishing ideas and connecting with others. Professional learning communities are the driving engine of collaborative culture, where teachers work together to discover best practices. Communities of practice are situated online or in-person spaces for synchronous or asynchronous collaboration. Personal learning networks connect individuals to learning resources and people through social media. The document emphasizes building capacity through relationships and collaboration to support teachers as action researchers.
Designing Meaningful Learning with Technologies in CrossActionSpaces
Designing Meaningful Learning with Technologies in CrossActionSpaces (Digital Didactical Designs)
Presented at NKUL, Norway, May 2018
2012 blended learning
Presentation to academics and TAFE teachers. My experience with how I deliver learning at Macquarie ICT Innovations Centre.
Qsite Presentation Sept09 Leading eLearning
Leading the eLearning vision at your school - strategies for leading your colleagues into the 21st century learning paradigm (Deb Jones)
e-learning at Macerata University
The document summarizes the e-Learning activities at Macerata University in Italy. It discusses the university's e-Learning center called CELFI, which provides online and blended learning resources and technologies to support over 10,000 students across 17 degree programs. CELFI focuses on strategic modeling of online learning, teacher training, setting up online learning environments, and coordinating international projects. It utilizes various learning management systems and intelligent tutoring technologies to deliver a flexible, non-neutral pedagogical model centered around instruction, collaboration, and personal reflection.
The Learning Management System: Adapt or Disappear
This is a presentation that I gave at the Center for the Enhancement of Teaching and Learning. I argued that we need to re-think pedagogy and technology use and suggested that we need to conceive of the LMS as one system within a student's personal learning environment.
Core LwDT team PD day Jan14
This document summarizes a professional development session for CORE facilitators on modern professional learning. The session focused on:
- Explaining CORE's approach to professional development and how it differs from other providers
- Discussing facilitation strategies for working effectively with schools and teachers
- Exploring how the work of the LwDT team fits within CORE's wider services now and in the future
- Considering how modern learning environments fit into CORE's approach
The session involved group activities to discuss assumptions about current schooling and responses to change. It also covered frameworks like the Concerns Based Adoption Model to understand concerns about professional development. Participants planned learning spaces and considered scenarios for designing professional development to address
Doha College Mobile Learning Conference 2014: Learning from Research
Dr. Kevin Burden (The University of Hull) argues that like many educational technologies in the past, whilst we know fairly well WHAT works when students have access to a mobile device, we have virtually no idea WHY it works. Design Based Research (DBR) offers an opportunity to unlock this mystery and in so doing help to replicate and extend the use of mobile technologies in ways which have not even been imagined yet
Passionbased Neshaminy
The document discusses skills and approaches needed for 21st century learning, including critical thinking, collaboration, adapting to change, effective communication, analyzing information, and being curious. It also discusses using technology in teaching, focusing on how it can support learning rather than just being added on. Key ideas are designing curriculum, honoring creativity, repurposing technology for innovation, and seeing oneself as a curriculum designer.
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Support for the keynote "Data, Ethics and Health Care,”, Keynote, Creating Value in Health Care through Innovation Management, May 16,2019, Deusto, San Sebastien
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Support for the presentation • “Does AI Improve Managerial Decision-Making?”at the International Conference Airport Operational Excellence, Jan. 28-30 2019
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Technology and Innovation - Introduction
This document provides an introduction to a training module on digital technologies and innovation. It discusses artificial intelligence (AI) and its role in innovation. The training will cover topics like the building blocks of AI, digital economics, the internet of value, decision making, data ethics, and how AI can be used as a lever for innovation. It outlines the course administration, including grading based on a final exam and an innovation project. The introduction discusses using data to help management make better decisions and defines the key elements involved in applying analytics, including defining the problem, making predictions, evaluating outcomes, and taking action. It also outlines the machine intelligence continuum from rule-based automation to developing human-like intelligence.
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This document discusses ethics in digital technologies and business analytics. It addresses issues such as personal privacy, biases in automated decision-making, transparency in data collection and use, and the relationship between truth, trust and new technologies like blockchain. Key topics examined include personal data rights, accountability for data loss or misuse, limiting data extrapolation and manipulation, and understanding the context and limits of data science methods.
Technologies and Innovation – Decision Making
This document discusses digital technologies and innovation in decision-making. It covers several topics:
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Technologies and Innovation – The Internet of Value
The document discusses digital technologies and innovation, including the building blocks of innovation, digital economics, and the internet of value. It covers topics like the data revolution, time and space organization, analytical methods, and decision making with data ethics. The agenda includes an introduction and sessions on these various topics related to digital innovation.
Technologies and Innovation – Digital Economics
This document provides an overview of a workshop on digital technologies and innovation. It includes an agenda with sessions on the building blocks of innovation, digital economics, the internet of value, decision making, and data ethics. The document contains questions to prompt discussion on topics like the Fourth Industrial Revolution, how digital natives approach business, and how values are changing in a digitized world. It also includes introductory sections on data types, big data, the importance of context in data, and transforming data into actions.
Technologies and Innovation – Innovation
This document provides an agenda and overview for a session on digital technologies and innovation. The agenda includes introductions on the building blocks, sources, and practice of innovation. It discusses Peter Drucker's views on where innovative ideas come from by analyzing opportunities within companies, industries, and the social environment. It also summarizes theories on innovation from Joseph Schumpeter, who distinguished invention, innovation and imitation, and from Birkinshaw, who categorized types of innovation. The document outlines frameworks for innovation from Bessant and Tidd, Tidd et al., and Rothwell's five models of the innovation process. It discusses open innovation models like InnoCentive and examples from Spotify and Giffgaff. It concludes with perspectives
Technologies and Innovation - Introduction
This document provides an introduction and agenda for a course on digital technologies and innovation. The 3-sentence summary is:
The course aims to help students understand innovation in various industry settings through 6 sessions covering topics like artificial intelligence, digital economics, decision making, and data ethics. The objective is for students to analyze case studies, qualify available data, apply appropriate analytical methodologies, and integrate visual communications to transform data into calls for collective action. Students' grades will be based 50% on participation in an innovation project presentation and 50% on a final multiple choice exam.
Group 5 - Narayana Health
Narayana Health is an Indian healthcare organization that operates hospitals and cardiac care centers. It uses a low-cost business model focusing on economies of scale. Narayana Health leverages data and analytics to reduce costs, improve processes, and enhance patient care. It utilizes tools like PowerBI and Azure to conduct real-time analysis, predictive modeling, and AI-driven initiatives to optimize resource usage, surgery costs, and length of hospital stays. The organization's strategic use of data science supports its mission to deliver affordable, high-quality healthcare.
Group 4 - DHL
DHL uses data science and AI throughout its operations to improve efficiency, customer experience, and decision making. It analyzes data such as origin/destination, size/weight of shipments, vehicle locations, and customer interactions to predict delays, demand, and risks. Machine learning helps optimize routing, staffing, and warehouse management. AI tools identify damaged packages and monitor suppliers for risks. This informs decisions that lead to reliable delivery, increased profits and customer satisfaction.
Group 3 - BBVA
BBVA underwent a transformation process focused on digitalization and improving the customer experience. It developed new data analytics capabilities including algorithms and machine learning models to gain insights from customer data and optimize processes like trading. This allows BBVA to better predict trends, evaluate outcomes, and take actionable steps to create opportunities for customers.
Group 2 - Byju's
Byju's is an Indian educational technology company that provides online video-based learning programs. It uses a freemium business model and has experienced rapid growth and revenue increases. Byju's strategically uses data by collecting information on how students engage with educational videos to improve content. It also uses data science techniques like behavioral analytics and association analysis to provide personalized learning experiences and tackle challenges in the education sector like standardization. Data allows Byju's to track student perception, predict engagement, evaluate content tagging, and take actions like feedback and customized learning paths. This individualization has improved the learning experience through adoption of data science.
Group 1 LinkedIn
LinkedIn uses Hadoop and other big data tools to analyze data from its over 400 million user profiles. It focuses on data science techniques like recommendation engines to build products that suggest connections, jobs, and skills comparisons to users. LinkedIn embeds data scientists with product teams and uses an AI Academy to equip employees to optimize AI experiences for members. It analyzes user data like profiles, activities, likes and searches to build a comprehensive understanding of professionals and their networks.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Icelw Schlenker
- 1. Enriching Management Education Through Social Learning Prof. Lee SCHLENKER EMLYON / ESC Pau ICEWL 2014 June 12, 2014
- 2. How can social learning bring the value proposition of Management Education into focus ? We review the research on learning technologies to identify the key questions underlying leveraging user generated content We suggest that context is a filter through which students can make sense of the data We then describe how our vision social learning is implemented using examples in management and corporate education Paper Structure
- 3. Managing user-generated content provides an opportunity to redefine the meaning of learning Little Data captures what we do as individuals and more importantly, what we know about ourselves Patterns emerge in these "complex contexts” where best practices "can’t be ferreted out" Social learning is attempt to reflect on the conditions in which learning takes place Research Hypotheses
- 5. ©2013 L. SCHLENKER Results Actions Knowledge Context Data Process Interprets Decisions Measures Obtain Define Require Drive The ladder of initiatives™
- 6. • We are wired differently – N. Carr and Maryanne Wolf • Knowledge is in the network – Karen Stephenson • Continuous Productivity – Steven Sinofsky • Our problems are complex – David Snowdon
- 7. Social learning is about providing bridges between formal education and the challenges of specific organizations and markets In these learning spaces, the bridges are social, interactive, dynamic and mobile Students and instructors have the ability not only to take and consult their own notes, but those of their colleagues in real time These sources of Little Data are collected over time, both within in each book, and between books on similar themes THE AMATE™ Professional Development Platform
- 8. Service + Devices Develop an interactive Onboarding guide Give EOC managers a place at the table Strategy is in the network Service Logistics™ MICROSOFT EOC
- 9. Social Commerce, Open Innovation, Omni-Channel Distribution, Mobile Strategy… Read, Evaluate, Search and Discuss Offline reading, real-time updates, write inside the book Before, during and after face to face training MUSE™ DIGITAL TRANSORMATION
- 10. Anywhere, anytime course workbook Synopses, exercises, curated bibliography, comments Collaborative writing around the DesignYourSchool project 21st Century marginalia MANAMENT INNOVATION MBA FRANCE-INDIA
- 11. Web : www.amate.biz, www.leeschlenker.com E-mail : schlenker@em-lyon.com ; lee.schlenker@esc-pau.fr Skype : leeschlenker Twitter : @Team_Amate Enriching Social Learning in Management Education Prof. Lee SCHLENKER EMLYON / ESC Pau ICEWL 2014 June 12, 2014
Editor's Notes
- The Shallows : What the Internet is doing to our brains Our deep reading brain : Neiman John Miedema– Slow reading
- William Blake, Mark Twain, Charles Darwin