The document summarizes an upcoming start up meeting for service projects transitioning to Phase 1. The meeting will include an introduction, approach discussion, themes emerging from project plans, an action learning session on overcoming barriers and an expert class on social networking. It will also cover the student summer of innovation competition and how participants can get involved. The afternoon involves action learning sets and closing.
For LTEC 4000: Module 8 - Facilitation Strategies, Tools, and Overview
Reference:
Bens, I. (2012). Facilitating with ease! Core skills for facilitators, team leaders and members, managers, consultants, and trainers. San Francisco: Jossey-Bass. (ISBN: 9781118107744) Course syllabus Reference: (Bens)
For LTEC 4000: Module 8 - Facilitation Strategies, Tools, and Overview
Reference:
Bens, I. (2012). Facilitating with ease! Core skills for facilitators, team leaders and members, managers, consultants, and trainers. San Francisco: Jossey-Bass. (ISBN: 9781118107744) Course syllabus Reference: (Bens)
The list of failed big data projects is long. They leave end-users, data analysts and data scientists frustrated with long lead times for changes. This case study will illustrate how to make changes to big data, models, and visualizations quickly, with high quality, using the tools teams love. We synthesize techniques from devOps, Demming, and direct experience.
This presentation will help you understand the basic building blocks of Business Intelligence. Learn how decisions are triggered, the complete decision process and who makes decisions in the corporate world.
More importantly, understand core components of a Business Intelligence architecture such as a data warehouse, data mining, OLAP (Online analytical procession) , OLTP (Online Transaction Processing) and data reporting. Each component plays an integral part which enables today's managers and decision makers collect, analyze and interpret data to make it actionable for decision making.
Business intelligence has become an integral part that needs to be incorporated to ensure business survival. It is a tool that helps analyze historical data and forecast future so that your are always one step ahead in your business.
Please feel free to like, share and comment as you please!
Using focus groups for evaluating learner experiences by Tunde Varga-Atkins a...Tünde Varga-Atkins
This presentation was developed for participants on a PgDip programme - the remit was to offer insight into focus groups as a potential method of data collection for their research project.
Workshop presentation at the JCPS Deep Learning Conference in Louisville, Kentucky, 1-3 August 2023. Introducing the Friction Free Transformation framework and thoughts about how to achieve simple, fast and frugal change .
In the rapidly evolving landscape of education in today's world, the ability to navigate complex change is crucial for leaders and organizations. Leading such change requires building the buy-in of stakeholders, address roadblocks hindering progress, and fostering a culture of experimentation that embraces calculated risks and encourages learning from failures. This workshop introduces the concept of transformative leadership, introducing a comprehensive framework specifically designed to guide leaders and organizations as they tackle complex challenges where no obvious solution exists.
These slides are from a workshop run at the Aurora Institute Symposium in Palm Springs, October 2023
Participatory Action Research PresentationMike Scott
#curiouscolab Presentation about research methods for CEnR project connecting minority families with their children's schools for increased student success
Workshop ii vl teachers(presentation deck)mmcdowell13
The slide deck showcases the actual slides used in the presentation. The outcomes for the presentation included:
- Understand the system-wide distributed leadership approach to embed the VL mindframes and associated VL research in and across a school system.
- Understand the implementation pathway (introduction, initiation, application, and capacity-building) for the relational and tactical aspects of leadership development.
- Review implementation milestones and challenges associated with leadership work
- Relate current system-wide efforts in embedding the VL Mindframes and VL research with the work of the Tamalpais Union High School District.
The list of failed big data projects is long. They leave end-users, data analysts and data scientists frustrated with long lead times for changes. This case study will illustrate how to make changes to big data, models, and visualizations quickly, with high quality, using the tools teams love. We synthesize techniques from devOps, Demming, and direct experience.
This presentation will help you understand the basic building blocks of Business Intelligence. Learn how decisions are triggered, the complete decision process and who makes decisions in the corporate world.
More importantly, understand core components of a Business Intelligence architecture such as a data warehouse, data mining, OLAP (Online analytical procession) , OLTP (Online Transaction Processing) and data reporting. Each component plays an integral part which enables today's managers and decision makers collect, analyze and interpret data to make it actionable for decision making.
Business intelligence has become an integral part that needs to be incorporated to ensure business survival. It is a tool that helps analyze historical data and forecast future so that your are always one step ahead in your business.
Please feel free to like, share and comment as you please!
Using focus groups for evaluating learner experiences by Tunde Varga-Atkins a...Tünde Varga-Atkins
This presentation was developed for participants on a PgDip programme - the remit was to offer insight into focus groups as a potential method of data collection for their research project.
Workshop presentation at the JCPS Deep Learning Conference in Louisville, Kentucky, 1-3 August 2023. Introducing the Friction Free Transformation framework and thoughts about how to achieve simple, fast and frugal change .
In the rapidly evolving landscape of education in today's world, the ability to navigate complex change is crucial for leaders and organizations. Leading such change requires building the buy-in of stakeholders, address roadblocks hindering progress, and fostering a culture of experimentation that embraces calculated risks and encourages learning from failures. This workshop introduces the concept of transformative leadership, introducing a comprehensive framework specifically designed to guide leaders and organizations as they tackle complex challenges where no obvious solution exists.
These slides are from a workshop run at the Aurora Institute Symposium in Palm Springs, October 2023
Participatory Action Research PresentationMike Scott
#curiouscolab Presentation about research methods for CEnR project connecting minority families with their children's schools for increased student success
Workshop ii vl teachers(presentation deck)mmcdowell13
The slide deck showcases the actual slides used in the presentation. The outcomes for the presentation included:
- Understand the system-wide distributed leadership approach to embed the VL mindframes and associated VL research in and across a school system.
- Understand the implementation pathway (introduction, initiation, application, and capacity-building) for the relational and tactical aspects of leadership development.
- Review implementation milestones and challenges associated with leadership work
- Relate current system-wide efforts in embedding the VL Mindframes and VL research with the work of the Tamalpais Union High School District.
Facilitators help people work together more effectively. Facilitation skills are invaluable in the workplace. In this course, you will learn:
-What is facilitation and when is it needed?
-What is the role of a facilitator?
-Quick tips on preparing and executing facilitated sessions
-Activity: ‘Truthful Communication’
Jisc HESA and Heidi Lab at Tableau users conference Nov 15mylesdanson
50 minute session for Tableau users in Higher Ed in the UK outlining the collaborative work between Jisc and HESA and focusing on the opportunity to join an innovative national Agile Scrum analysis effort to produce Tableau dashboards
Jisc and HESA presentation on a national business intelligence service and research and development project using an agile data analysis model across UK University planning departments
Information Strategies for Higher Education and the Jisc / HESA Business Inte...mylesdanson
A look at the Jisc / HESA National Business Intelligence Service for UK Higher / Further Education and how Information Strategy development and implementation overlaps
Business Intelligence in Higher Education for AUA Conference 2014mylesdanson
Presenting BI to the HE Community, identifying resources, practice, ideals, barriers and solutions and introducing a new Jisc / HESA National; BI Service
Digital Literacies for University Administrators 2013mylesdanson
Session at the AUA Development Conference helping delegates to;
understand the breadth of Jisc digital literacy work
explore digital literacies administrators need to be successful in their current roles and beyond
describe how AUA and Jisc support the development of these capabilities, and generate ideas on how they could better support them
identify priorities for action once back in the office
In order to
help achieve an excellent digital experience for all
JISC Relationship Management in Higher Education Way Forward Meetingmylesdanson
Projects from 16 UK Universities and one FE college gather to discuss their experiences using Service Design to enhance Student Retention, Completion and Satisfaction, Alumni Relationships and broader customer relationship management
2. Title of presentation 00/00/2013
Introduction
Aims/Objectives
10:10 Approach to us working together in this phase
10:20 Exploration of themes emerging from your project plans
12:10 Action Learning – Overcoming barriers to success, identifying and
solving problems
12:30 Lunch
13:30 Action Leaning Sets
15:15 Expert class (David on Social Networking)
15:40 Student Summer of Innovation 2014 – how might you get involved.
16:00 Close
2
3. Title of presentation 00/00/2013
Introduction
Approach
• Assign Jisc Project Manager
• Myles – CfP and FundFind
• Paul - UniBoard and WikiNets
• David – Unisocs and Konnect
• Establish contract and agree a plan/deliverables (Feb/Mar)
• Start-up (business planning)
• Support (Monthly Action Learning meetings and specialist advice)
• Dissemination/Events (DigiFest, Showcase, etc.)
• Development and pilot (Project Specific)
• Evaluation/Review (Progress against deliverables, Customer feedback from
piloting, Refining the process)
• Develop business cases
• Discuss next steps (July onwards)
3
4. Title of presentation 00/00/2013
Themes emerging from project plans
David Kernohan
•
This is me, feeding back on behalf of the team on your project plans
and other documents you have sent us. Hello.
•
I’m raising general issues, not specific ones project by project. I’m not
going to call out any projects for doing particular BAD THINGS.
•
(apart from Konnect, because they’re not here)
•
(actually no, not even that)
•
(also, no ponies)
4
8. Title of presentation 00/00/2013
8
Rate of Change vs Rate of Learning
Rate of
Learning
(L)
Rate of Change (C)
9. Title of presentation 00/00/2013
The learning set
A small group of people, who meet regularly.
Learning sets may vary in size from - with four to six being set
members an optimum size. The learning set acts as:
·
a helpful, questioning group
·
a listening ‘mirror’
·
a resource group
·
a support and challenge group
·
a reflective group
·
a learning group
9
10. Title of presentation 00/00/2013
How does a set differ from other
working groups?
The aim of the set is not to resolve issues together. The
aim of the learning set is to help each individual member
accelerate their own rate of learning with the support
and challenge of the other group members
10
11. Title of presentation 00/00/2013
What can you gain from a set?
•
Time and space for your own reflections
•
Insights and perspectives from others/with others
•
Other’s knowledge and experiences
•
An opportunity to ‘hear yourself think – and respond’
•
Support and challenge from others
•
Sharing successes and confusions with others – and learning from them
•
Hearing yourself be helpful – and gaining in confidence
•
Building your questioning and listening skills
•
Moving forward to address a problem or manage task – having
committed yourself to action
11
12. Title of presentation 00/00/2013
Ground Rules
1. Four meetings
2. Be there for meetings
3. Be active in membership
4. Confidentiality - Chatham House rules
5. Speakers – use your time as you see fit
6. Set members - give whole attention, active listening allow
silence, ask insightful questions
7. No action without learning, no learning without action;
Sum up the actions you intend to take at the end!
12
13. Title of presentation 00/00/2013
Active Listening
Active listening requires paying attention to one person over a sustained
period of time whilst absorbing the underlying messages that the presenter is
giving. Give encouragement to the speaker to continue opening up on the
details of their problem. Show empathy to the feelings that emerge from the
presenter.
Active listening is enhanced by:
•
body language: making eye contact, nodding, attentive posture;
•
checking understanding: reflecting back what has been said to check for
mutual understanding;
•
exploring feelings that underlie the presenter’s response to an issue;
•
summarising issues to enable presenters to clarify their thoughts;
•
probing with further questions to gain deeper insight into the issue in hand.
13
14. Title of presentation 00/00/2013
14
Open Questions
•
No advice, no anecdotes!
•
•
What would be the consequences of taking
different action?
What were you expecting from this
situation?
•
What is the worst thing that could happen?
•
How did you feel about what was
happening?
•
Who else could assist you with this issue?
•
What is your strongest feeling about this
situation?
•
Do you believe that this situation can be
resolved satisfactorily?
•
What else do you need to know or find out?
•
If you could start again, how would you act
differently?
•
What would be the easiest/hardest solution?
•
What would have made things better?
•
What assumptions are you making
about the situation?
•
How do you know?
•
Why does it have to be that way?
•
Is there a way you could have done
things differently?
•
What is the best possible outcome?
15. Title of presentation 00/00/2013
Role of the facilitator
•
to help each participant gain the
maximum from the learning
opportunities presented
•
ensuring that the process of
action learning is maintained with
all group members respecting the
agreed groundrules
•
ensure that time is fairly
distributed across the set
members
•
Ensure presenters sum up with
intended actions
15
16. Title of presentation 00/00/2013
Role of the scribe
•
note any general points of
learning
•
capture any widely felt support
needs
•
present feedback (Chatham
House) to the plenary session
16
17. Title of presentation 00/00/2013
17
Two Sets
•
Facilitator & Scribe Myles
•
Facilitator Paul
•
Samantha Jones (UniSocs)
•
Scribe David
•
David Furlong (WikiNets)
•
Matt Beveridge (Uni-Board)
•
Matthew Terrell (CFP)
•
Joseph Chamberlain (UniSocs)
•
Emanuil Tolev (FundFind)
•
Brendan Fong (WikiNets)
•
Martin Kruusimagi (CFP)
18. Title of presentation 00/00/2013
Lunch
Think of a problem to bring to the set
Something that
• You’re struggling with
• You’re personally attached to
• Is impeding the project
18
19. Title of presentation 00/00/2013
“Expert” Session on Social Media
David Kernohan
Rule 1: Anyone who claims to be a “social media expert”
is a fraud.
19
20. Title of presentation 00/00/2013
Exercise
1.
Identify a competitor, or a company/start up in your field. Or someone
interesting.
2.
Look at the way they use social media. What services are they using?
What are they doing with them? What do they share? How do they
come across?
3.
How do you feel about the way they are using social media? How does
it change your perception of the product and the company?
4.
Very quickly present back.
(Timing – 10-15 mins, then presentation/discussion)
20
21. Title of presentation 00/00/2013
Student Summer of Innovation 2014
Launch date
•
Launch Feb/March – closing date 31 May 2014
•
You can enter another idea!
•
Supporting this year’s projects
• Email list
• Summer School events
•
Help promote the competition to your peers, institution(s), etc.
21
Editor's Notes
Go to ‘View’ menu > ‘Header and Footer…’ to edit the footers on this slide (click ‘Apply’ to change only the currently selected slide, or ‘Apply to All’ to change the footers on all slides).To change the image on this slide:Click once on the image to select it, and then delete itDrag a replacement picture to the placeholder or click the icon in the centre of the placeholder to browse for & add another imageOnce you have added your replacement image, you may need to put it into the background so that it doesn’t cover other items on the slide. Do this by right-clicking on the new image and choosing ‘Arrange’ > ‘Send to Back’ from the contextual menu
Go to ‘View’ menu > ‘Header and Footer…’ to edit the footers on this slide (click ‘Apply’ to change only the currently selected slide, or ‘Apply to All’ to change the footers on all slides).To change the image on this slide:Click once on the image to select it, and then delete itDrag a replacement picture to the placeholder or click the icon in the centre of the placeholder to browse for & add another imageOnce you have added your replacement image, you may need to put it into the background so that it doesn’t cover other items on the slide. Do this by right-clicking on the new image and choosing ‘Arrange’ > ‘Send to Back’ from the contextual menu
C (rate of Change) > L (Rate of Learning)How to speed up L?Traditionally tuition of prior knowledge (P)But P is from the past We must ask one another Questions to help generate Knowledge relevant to the bleeding edgeL (Learning) is a function of P (Prior Knowledge) and Q (Questions)Action Learning gives us the space and safety to ask those questions
Go to ‘View’ menu > ‘Header and Footer…’ to edit the footers on this slide (click ‘Apply’ to change only the currently selected slide, or ‘Apply to All’ to change the footers on all slides).
Go to ‘View’ menu > ‘Header and Footer…’ to edit the footers on this slide (click ‘Apply’ to change only the currently selected slide, or ‘Apply to All’ to change the footers on all slides).To change the images on this slide:Click once on an image to select it, and then delete itDrag a replacement picture to the placeholder or click the icon in the centre of the placeholder to browse for & add another imageOnce you have added your replacement image, you may need to put it into the background so that it doesn’t cover other items on the slide. Do this by right-clicking on the new image and choosing ‘Arrange’ > ‘Send to Back’ from the contextual menu
Go to ‘View’ menu > ‘Header and Footer…’ to edit the footers on this slide (click ‘Apply’ to change only the currently selected slide, or ‘Apply to All’ to change the footers on all slides).To change the images on this slide:Click once on an image to select it, and then delete itDrag a replacement picture to the placeholder or click the icon in the centre of the placeholder to browse for & add another imageOnce you have added your replacement image, you may need to put it into the background so that it doesn’t cover other items on the slide. Do this by right-clicking on the new image and choosing ‘Arrange’ > ‘Send to Back’ from the contextual menu
Go to ‘View’ menu > ‘Header and Footer…’ to edit the footers on this slide (click ‘Apply’ to change only the currently selected slide, or ‘Apply to All’ to change the footers on all slides).