Lessons learned from building a user group to applying same practices for internal teams and community building. A short story on the science, philosophy and experiences of building communities, networking and the importance thereof.
Lift workshop - The Rise of the Collaborative EconomyCedric Giorgi
Workshop made during Lift12 Conference.
More details and workshop summary available here
http://liftconference.com/lift12/workshops/rise-sharing-economy
Questbook is a community that aims to bring together curious people to build projects and learn together. It will operate as a decentralized and community-owned platform that hosts grants, opportunities and bounties for protocols. Questbook's principles include being curious, taking action, empowering the community, and believing that people can accomplish more together through cooperation.
Me, We and Everyone: navigating the spaces between individuals, groups and ne...Nancy Wright White
This document discusses how individuals, groups, and networks interact using technology. It explores the continuum between an individual's personal identity and interests and their participation in larger communities and networks. It suggests that technology allows people to be together in new ways, and encourages considering how to best support individuals, groups, and networks through practices like facilitating participation, cultivating relationships, and enabling content sharing.
The document discusses cooperation as a fundamental human behavior and capability. It argues that evolution depends on selflessness and cooperation between individuals. While humans can be competitive, our survival relies on our innate ability to cooperate. The opportunity is to harness human cooperation and work together harmoniously with technology for productive ends. The challenge is to continue cooperating after this event and spread cooperative behavior to others.
An exploration of the cultural lineage where Hacker Dojo came from, including SHDH, LGLAN, and how Dojo is memetically related to BarCamp and Coworking.
This document discusses how to create custom Ansible modules to extend its functionality. It provides examples of Ansible and Puppet built-in modules, and describes how to write a custom module using Python. Key steps include choosing a language, setting up the module file structure and boilerplate code, handling arguments and exceptions, and returning JSON output. The document demonstrates a simple module to look up AWS EC2 instances by tags and return their IDs.
Cloud Foundry: The Best Place to Run MicroservicesMatt Stine
A magical tour through the Industrial Revolution, Complex Adaptive Systems, and Turtles All the Way Down, with shout outs to Cloud Foundry, BOSH, and Spring Boot.
Facilitating Communities of Practice in the Network EraNancy Wright White
This is the set of slides used for the morning workshop on facilitating communities, along with two other sets of slides that might be useful later to participants, but which we did not conver/talk about. So be forewarned!
Lift workshop - The Rise of the Collaborative EconomyCedric Giorgi
Workshop made during Lift12 Conference.
More details and workshop summary available here
http://liftconference.com/lift12/workshops/rise-sharing-economy
Questbook is a community that aims to bring together curious people to build projects and learn together. It will operate as a decentralized and community-owned platform that hosts grants, opportunities and bounties for protocols. Questbook's principles include being curious, taking action, empowering the community, and believing that people can accomplish more together through cooperation.
Me, We and Everyone: navigating the spaces between individuals, groups and ne...Nancy Wright White
This document discusses how individuals, groups, and networks interact using technology. It explores the continuum between an individual's personal identity and interests and their participation in larger communities and networks. It suggests that technology allows people to be together in new ways, and encourages considering how to best support individuals, groups, and networks through practices like facilitating participation, cultivating relationships, and enabling content sharing.
The document discusses cooperation as a fundamental human behavior and capability. It argues that evolution depends on selflessness and cooperation between individuals. While humans can be competitive, our survival relies on our innate ability to cooperate. The opportunity is to harness human cooperation and work together harmoniously with technology for productive ends. The challenge is to continue cooperating after this event and spread cooperative behavior to others.
An exploration of the cultural lineage where Hacker Dojo came from, including SHDH, LGLAN, and how Dojo is memetically related to BarCamp and Coworking.
This document discusses how to create custom Ansible modules to extend its functionality. It provides examples of Ansible and Puppet built-in modules, and describes how to write a custom module using Python. Key steps include choosing a language, setting up the module file structure and boilerplate code, handling arguments and exceptions, and returning JSON output. The document demonstrates a simple module to look up AWS EC2 instances by tags and return their IDs.
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A magical tour through the Industrial Revolution, Complex Adaptive Systems, and Turtles All the Way Down, with shout outs to Cloud Foundry, BOSH, and Spring Boot.
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This is the set of slides used for the morning workshop on facilitating communities, along with two other sets of slides that might be useful later to participants, but which we did not conver/talk about. So be forewarned!
This document discusses using Facebook for community building. It begins by defining community as a network rather than a hub-and-spokes model, with different network roles like Connector Catalysts. It then presents a Ladder of Engagement that moves from passive to active participation. Finally, it outlines five Facebook strategies: asking questions, tagging people, being a social storyteller, being responsive, and modeling openness by sharing about yourself. The overall message is how to use Facebook to facilitate connections, engagement and value within a community.
This document provides an agenda and overview for a post-summit session on using technology to tell stories. The agenda includes introductions, activities on installation art and transmedia storytelling, and discussions on implications for the classroom. Quotes throughout emphasize how technology allows for new forms of storytelling and participatory culture. The goal is to teach digital literacy skills and scaffold creative projects that have students exploring memory, building worlds, and cultivating collective intelligence through immersive stories.
1) The document discusses how open source software communities involve different stakeholders known as "wetware", including sponsors, core contributors, other contributors, ecosystem partners, and end users, who each have different motivations and expectations.
2) Successful communities require alignment around goals, development processes, and leadership, as well as considering the priorities and needs of end users.
3) The interests of sponsors, who contribute resources, need to be understood and balanced with other stakeholders for the community to thrive over the long run.
This document discusses the changing nature of learning in a networked world. It notes that learning is now anytime, anywhere, and done by anyone using mobile devices. Learning is networked, global, collaborative, self-directed, and authentic. Literacy now involves skills like building relationships online, sharing information globally, managing multiple streams of information, and developing ethical skills for online environments. Effective schools will embrace both traditional and digital/networked approaches to education by focusing on inquiry, authentic experiences, and having teachers also act as learners. Overall, the document advocates for being bold and not waiting to change in order to prepare students for a world that is constantly changing.
This document discusses the evolution of personal learning networks (PLNs) for educators. It describes how educators' use of PLNs has progressed from isolation to constantly connecting with global learning communities online. Educators are encouraged to grow their own PLNs by starting small with tools like RSS feeds and social networking, and then expanding their online presence through blogging, virtual conversations, and participation in online conferences and Twitter. The document suggests PLNs allow 21st century educators to stay connected, gain personalized professional development, and collaborate with interconnected global connections.
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This document discusses different stakeholders in open source software communities and their motivations. It notes that wetware, or the people involved, define open source projects more than the code itself. Stakeholders include sponsors, core contributors, other contributors, ecosystem partners, and end users, all of whom participate and contribute for different reasons. Alignment of vision, methods, leadership, and priorities is important for community health and sustainability.
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The document discusses the potential of networked learning and open educational resources. It notes that tools like social media may transform research, teaching, and service for academics if they build serious lives online. Key ideas discussed include openness, connections, crowdsourcing content, and real-time collaboration. The document suggests moving learning spaces online and focusing pedagogy on interactions over content. Educators are encouraged to explore social tools, personal learning networks, and take charge of their own ongoing development.
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This is the first of two presentations conducted back-to-back at the Institute for Learning Innovation at the University of Leicester on 5th April 2013. The second part is at https://www.slideshare.net/Mark_Childs/space-embodiment-identity/ There is a video of me talking using these slides at https://vimeo.com/68847832
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This document discusses using Facebook for community building. It begins by defining community as a network rather than a hub-and-spokes model, with different network roles like Connector Catalysts. It then presents a Ladder of Engagement that moves from passive to active participation. Finally, it outlines five Facebook strategies: asking questions, tagging people, being a social storyteller, being responsive, and modeling openness by sharing about yourself. The overall message is how to use Facebook to facilitate connections, engagement and value within a community.
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1) The document discusses how open source software communities involve different stakeholders known as "wetware", including sponsors, core contributors, other contributors, ecosystem partners, and end users, who each have different motivations and expectations.
2) Successful communities require alignment around goals, development processes, and leadership, as well as considering the priorities and needs of end users.
3) The interests of sponsors, who contribute resources, need to be understood and balanced with other stakeholders for the community to thrive over the long run.
This document discusses the changing nature of learning in a networked world. It notes that learning is now anytime, anywhere, and done by anyone using mobile devices. Learning is networked, global, collaborative, self-directed, and authentic. Literacy now involves skills like building relationships online, sharing information globally, managing multiple streams of information, and developing ethical skills for online environments. Effective schools will embrace both traditional and digital/networked approaches to education by focusing on inquiry, authentic experiences, and having teachers also act as learners. Overall, the document advocates for being bold and not waiting to change in order to prepare students for a world that is constantly changing.
This document discusses the evolution of personal learning networks (PLNs) for educators. It describes how educators' use of PLNs has progressed from isolation to constantly connecting with global learning communities online. Educators are encouraged to grow their own PLNs by starting small with tools like RSS feeds and social networking, and then expanding their online presence through blogging, virtual conversations, and participation in online conferences and Twitter. The document suggests PLNs allow 21st century educators to stay connected, gain personalized professional development, and collaborate with interconnected global connections.
The document discusses the World Café method for facilitating workshops. The World Café is appropriate for groups of 10-1200 people exploring challenges, opportunities, knowledge sharing, and relationship building over 1.5-2 hours. It involves setting a purpose, rotating participants between tables to discuss topics, identifying patterns in discussions, and sharing discoveries with the whole group. The method aims to generate new insights through respectful, diverse conversations in a cafe-like environment.
Come rendere il proprio prodotto una bomba creandogli una intera community in...Codemotion
This document provides tips for building a community around a product. It emphasizes that community is key to long-term success and going far with a product. Some tips include starting small and growing organically, being inclusive, listening to the community, being transparent in development, and creating rituals and events to foster interaction and belonging. The overall message is that community is about bringing people together in shared experiences and goals, not just about the product itself.
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With my talk I’d like to explain what I learned building a community from scratch to around 1,5k users: how to handle open discussions, make the right choices, nurture ambassadors, be welcoming, inclusive and supportive. Ready-to-use, concrete advice on what works and what doesn’t.
Be here when - communities and how they use technology to design themselvesJohn David Smith
Using the example of a church that is both a community and an organization to examine how technology shapes identity, togetherness, and competence. Brings together Hidalgo's framework on computation with Wenger's community of practice theory. Discusses how organizations can be intimately intertwined with the communities that they serve.
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Tools and techniques for developing learning communities lsg june 2011nicl
The document discusses learning communities, how they work, and their role in learning and development. It covers topics like the definition of a learning community, how to facilitate successful communities, tools that can be used, and how communities can evolve into communities of practice. The goal is to understand how to initiate and support learning communities to enhance social learning.
This document discusses different stakeholders in open source software communities and their motivations. It notes that wetware, or the people involved, define open source projects more than the code itself. Stakeholders include sponsors, core contributors, other contributors, ecosystem partners, and end users, all of whom participate and contribute for different reasons. Alignment of vision, methods, leadership, and priorities is important for community health and sustainability.
SilverStripe Developer Community: A RetrospectiveCam Findlay
Covers the concept of Communities of Practice that underpins most open-source software communities: specifically applying this to the SilverStripe Content Management System Community.
A presentation given at St. Mark's Episcopal Church in Palo Alto, CA on March 13, 2011. It was a conversation about the pros and cons of digital technology and its affect on our faith & spirituality.
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The document discusses the potential of networked learning and open educational resources. It notes that tools like social media may transform research, teaching, and service for academics if they build serious lives online. Key ideas discussed include openness, connections, crowdsourcing content, and real-time collaboration. The document suggests moving learning spaces online and focusing pedagogy on interactions over content. Educators are encouraged to explore social tools, personal learning networks, and take charge of their own ongoing development.
This document summarizes a webinar about communicating vision and value in nonprofit organizations. The webinar discusses moving beyond linear strategic thinking to embrace more complex and adaptive systems approaches. It explores envisioning as an ongoing process of open dialogue and discovery rather than fixed plans and messages. The webinar also provides tools and strategies for communicating vision through social media in a way that pulls people in through exploration and authenticity rather than just pushing messages.
This document discusses the importance of design research and strategy. It provides examples of guerrilla design research techniques people can use without large budgets. These include observing analogous environments to understand user behaviors, roles, and relationships. The document recommends identifying patterns in the data and translating observations into insights that guide product development. It then gives an example of how to apply these techniques by observing a skate park to develop an understanding of how skills are taught, mentored, and developed among users that could inform the design of a mobile social networking app.
This is the first of two presentations conducted back-to-back at the Institute for Learning Innovation at the University of Leicester on 5th April 2013. The second part is at https://www.slideshare.net/Mark_Childs/space-embodiment-identity/ There is a video of me talking using these slides at https://vimeo.com/68847832
This document discusses connected learning and professional development for educators. It describes how professional development needs to change with new technologies that allow educators to connect globally. Connected learning communities are proposed as a new model, including local professional learning communities, personal learning networks of online connections, and bounded global communities of practice for deeper connections. Educators are encouraged to leverage these networks to collaboratively create and share knowledge.
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9. v
• A group of people living in the same place or having a particular
characteristic in common
• A feeling of fellowship with others, as a result of sharing common
attitudes, interests and goals
• A group of interdependent organisms of different species growing or
living together in a specific habitat
Community
10. v
• A group of interdependent organisms of different species growing or
living together in a specific habitat
Community
11. v
A sudden, intuitive perception or insight into the reality or essential
meaning of something, usually initiated by some simple, homely or
common place occurrence.
Some call it “DevOps“
“Epiphany” of community
12. v
• Not everyone wants to speak
• Not everyone wants to share
• Not everyone has something to say
• Not everyone participates in the same ways or expected ways
• …
Reality of community
13. v
• High trust = get work done
• High trust = knowledge authority
• High trust = hub
Think of it as a dependency graph..
Builds trust
14. v
High trust helps me get from a distant receiver of messages, to a broker
(networking) or publisher (leader.. Sometimes opinionated).
People now value my messages
People have shared experiences with my messages
Leading
15. v
Setup meetings at work, started working with managers across the org
But…
Trickle down community.. Just like trickle down economics.. Doesn’t seem
to work.
Internalize community
16. v
• I needed to be more direct
• Needed more messages to peers
• Needed an interface
• Needed to be loosely coupled.
.. crap this sounds familiar
Messaging
17. v
• Transparent
• Reasonable
• Usable
• Exemplary
Practical Object-Oriented Design in Ruby – Sandi Metz
I stole this from POODR
18. v
Some people call this “Framing” the message
• Some are “boolean” – interested/not
• Some are more advanced interactions.. Nested arrays..
Types of messaging
21. Habitat
• Cynefin – a welsh word for
“habitat”. Chosen by Dave
Snowden to describe
perspective on the evolutionary
nature of complex systems,
including their inherent
uncertainty
22. v
In the Cynefin “sense making” framework, I’ve learned I can make sense
of the message by the framing of a message. Not just as a publisher
(leader) but as a consumer (learner)
Cynefin gives great context.
Framing your message
23. v
People really have multiple habitats
People operate in different modes of thought, complexities and
environments.
Multiple Habitats
24. v
Mental model of not only how to express concerns between each other but
respect each other
DevOps thing..
Empathy
25. v
Now that I can navigate the community, I can build upon it, evolve it,
iterate – not just as a leader, but as a consumer. I know my mode of
operation and I have constant outside reminders of others and a sense of
empathy for theirs.
Its something I can use!
Iteration
26. v
Now that you’re recognizing the community, realize the benefits.
Benefits
28. v
• Ideas are collaborative in nature, “information spillover”.
• Venice Italy, 1291 forced glassmakers to specific part of town out of fear
of preserving trade secrets. Brought upon the most advances in glass
making/mirrors through collaboration & sharing
Information Spillover
42. v
Serving as a desirable module; representing the best of its kind
Be Exemplary
43. v
• Keep a consistent Schedule
• Keep it easy to remember
• Have meetups anyway
Consistency
44. v
• Keep content relative. Understand your audience
Remember its about the community, not the content. Don’t be afraid to
meet even if you don’t have anything scheduled
Content
47. v
I mean it.. Same ideas.. Don’t make it harder than it should be!
Same ideas
48. v
I couldn’t do what I do today, without the community. Managing thousands
of nodes, services and systems with Puppet is great, but knowing it better
because of the community is awesome.
Closing
----- Meeting Notes (10/9/15 11:33) -----
Fabric of community
----- Meeting Notes (10/9/15 11:33) -----
Habitat
----- Meeting Notes (10/9/15 11:33) -----
How many of you have been to DevOps Days?
Is that a big community in your town?
Culture
----- Meeting Notes (10/9/15 11:33) -----
Sometimes building a community can be really dull and trying at times doing what feels like all the "work"
----- Meeting Notes (10/9/15 11:33) -----
Netflix..netflix..netflix. They're good at this. I'm sure others are too.
----- Meeting Notes (10/9/15 11:33) -----
Collaborative Leadership.
Gave a talk about this at DevOpsDays Austin.. tried fitting a 30 minute talk into a lightning talk. Never again
----- Meeting Notes (10/9/15 11:33) -----
I started internalizing community at work by trying to navigate around managers, project owners & such.
----- Meeting Notes (10/9/15 11:33) -----
This started sounding like something i do for my day job
----- Meeting Notes (10/9/15 11:33) -----
Exemplary - model what others should copy
Usable - make it worth
Reasonable - don't waste peoples time
----- Meeting Notes (10/9/15 11:33) -----
Super common in politics.. "Frame the debate".. but i don't want this to be politics, i just want people to understand how messaging is important.
----- Meeting Notes (10/9/15 11:33) -----
There is a study in all of this community stuff
----- Meeting Notes (10/9/15 11:33) -----
Context
----- Meeting Notes (10/9/15 11:33) -----
How many of you have been to devops days?
----- Meeting Notes (10/9/15 11:33) -----
even if people aren't in the same "habitat" or system of work, the information spills/bleeds over.
----- Meeting Notes (10/9/15 11:33) -----
great ideas are usually a culmination of lots of ideas
----- Meeting Notes (10/9/15 11:33) -----
constraint map showing success "performance" on left and network size - either open on left or closed on right. i know graphs never lie, but this perception is almost designed into the way business works whether we like it or not.
----- Meeting Notes (10/9/15 11:33) -----
imposter syndrome at times, "not my day job" at others.. But i do realize the benefits i get and i keep trucking on.