The slides of a short presentation I gave about my experience about working in the context of EU grants. It contains tips and tricks for the before/during/after phases of a EU project.
Blogging for culturally responsive teaching Anne Fox
The document discusses culturally responsive teaching (CRT), which establishes inclusion, develops attitude, and enhances meaning to engender competence in students. It notes the importance of CRT given trends like globalization and migration. To practice CRT, teachers should be aware of and tolerant of ambiguity in their classrooms, use diverse content and cooperative learning techniques, and work with colleagues to support CRT at an institutional level. The document provides resources on CRT and information on how to contact the author or sign up for related programs.
The document contains a collection of images and quotes related to technology in education. It discusses how technology has changed learning and literacy needs. Students are now more self-directed, collaborate more, and act as content creators. However, they need new digital literacies around topics like social media, privacy, and filtering information. Learning involves connecting ideas in complex ways and understanding connotation. Mastery involves literacies, competencies and skills for learning 2.0, like critiquing information. Overall, the document reflects on how technology has transformed education by supporting more active, social and personalized forms of learning.
Get started on a project for the Partners in Learning ForumFiona Beal
The document provides guidance on developing a project-based learning project in 6 steps: 1) Decide on an idea, 2) Brainstorm with the idea, 3) Turn activities into a project, 4) Add innovation elements, 5) Consider using ICT tools, and 6) Implement the project. Examples are given such as a blogging project to connect with elderly community members. Guidance is provided on making sure the project involves challenges, gathering and processing information, and presenting findings.
This document discusses scenario planning as a strategic planning method. It describes the scenario planning process, which involves defining assumptions and drivers of change, developing initial scenarios, and identifying issues. The document then provides examples of scenarios for the library sector, including the effects of UK withdrawal from the EU or greater power for the European Court. Small groups are asked to develop scenarios focusing on alternative discovery sources, changed librarian roles, or other topics. Finally, the document summarizes scenarios developed in a previous workshop on commercialization of libraries, devolved ownership of services, universal skills, and niche librarians.
Preparing for the Future: Technological Challenges and Beyond A1 Introductionlisbk
Slides "A1 Introduction" for a one-day workshop on "Preparing for the Future: Technological Challenges and Beyond" by Brian Kelly and Tony Hirst at the ILI 2015 conference. Held on Monday 19 October 2015.
For further information seehttp://ukwebfocus.com/events/ili-2015-preparing-for-the-future
TU Delft uses social media like Facebook, Twitter, LinkedIn, and YouTube to engage over 30,000 likes and 25,000 followers. They employ 10 students to monitor social media and websites from 9 AM to midnight to respond to all questions within an hour through their webcare/online service and helpdesk. TU Delft aims to influence audiences on these platforms through daily posting in English to reach their international audience of 61% non-Dutch speakers.
The slides of a short presentation I gave about my experience about working in the context of EU grants. It contains tips and tricks for the before/during/after phases of a EU project.
Blogging for culturally responsive teaching Anne Fox
The document discusses culturally responsive teaching (CRT), which establishes inclusion, develops attitude, and enhances meaning to engender competence in students. It notes the importance of CRT given trends like globalization and migration. To practice CRT, teachers should be aware of and tolerant of ambiguity in their classrooms, use diverse content and cooperative learning techniques, and work with colleagues to support CRT at an institutional level. The document provides resources on CRT and information on how to contact the author or sign up for related programs.
The document contains a collection of images and quotes related to technology in education. It discusses how technology has changed learning and literacy needs. Students are now more self-directed, collaborate more, and act as content creators. However, they need new digital literacies around topics like social media, privacy, and filtering information. Learning involves connecting ideas in complex ways and understanding connotation. Mastery involves literacies, competencies and skills for learning 2.0, like critiquing information. Overall, the document reflects on how technology has transformed education by supporting more active, social and personalized forms of learning.
Get started on a project for the Partners in Learning ForumFiona Beal
The document provides guidance on developing a project-based learning project in 6 steps: 1) Decide on an idea, 2) Brainstorm with the idea, 3) Turn activities into a project, 4) Add innovation elements, 5) Consider using ICT tools, and 6) Implement the project. Examples are given such as a blogging project to connect with elderly community members. Guidance is provided on making sure the project involves challenges, gathering and processing information, and presenting findings.
This document discusses scenario planning as a strategic planning method. It describes the scenario planning process, which involves defining assumptions and drivers of change, developing initial scenarios, and identifying issues. The document then provides examples of scenarios for the library sector, including the effects of UK withdrawal from the EU or greater power for the European Court. Small groups are asked to develop scenarios focusing on alternative discovery sources, changed librarian roles, or other topics. Finally, the document summarizes scenarios developed in a previous workshop on commercialization of libraries, devolved ownership of services, universal skills, and niche librarians.
Preparing for the Future: Technological Challenges and Beyond A1 Introductionlisbk
Slides "A1 Introduction" for a one-day workshop on "Preparing for the Future: Technological Challenges and Beyond" by Brian Kelly and Tony Hirst at the ILI 2015 conference. Held on Monday 19 October 2015.
For further information seehttp://ukwebfocus.com/events/ili-2015-preparing-for-the-future
TU Delft uses social media like Facebook, Twitter, LinkedIn, and YouTube to engage over 30,000 likes and 25,000 followers. They employ 10 students to monitor social media and websites from 9 AM to midnight to respond to all questions within an hour through their webcare/online service and helpdesk. TU Delft aims to influence audiences on these platforms through daily posting in English to reach their international audience of 61% non-Dutch speakers.
This document discusses e-learning environments and e-learning design. It covers relevant learning theories like behaviorism, cognitivism, constructivism, and connectivism. It also discusses several instructional design models used for e-learning like the 4C/ID model, ADDIE model, ASSURE model, and Dick & Carey model. The document then covers e-learning and blended learning design, including considerations like communities of inquiry, MOOCs, virtual classrooms, and flipped classrooms. It emphasizes that effective e-learning design should follow learning theories and instructional design principles.
Pedagogical theory for e-Learning Design: From ideals to reality?PEDAGOGY.IR
Pedagogical theory for e-Learning Design: From ideals to reality?
Daniel K. SchneiderTECFA –FPSE -Universitéde Genève
daniel.schneider@unige.ch
9th Iranian Conference on e-Learning
KharazmiUniversity, Teheran
Thursday, March 12, 2015
1. The document discusses the use of digital media in education, focusing on using, sharing, and producing digital content as well as collaboration.
2. It outlines different models of learning like inquiry-based learning and emphasizes that the focus should be on supporting learners' learning processes.
3. The rapid pace of technological change is transforming education and there is a need for new pedagogical approaches that engage students and prepare them for jobs that have not yet been created.
The document discusses blended learning, which combines face-to-face instruction with technology-based learning. It describes three models of blended learning and encourages educators to leverage available open educational resources and tools to design blended learning experiences. The goal is to engage students in meaningful, productive learning whenever and wherever possible. Questions are welcomed from those interested in blended learning.
Third part of a six parts knowledge management course for MBA students. This part deals with the question of knowledge in project and simple tools for KM.
This document provides an overview of a taster session on core skills in blended learning in medicine. It discusses various ways of working in an informal online setting and outlines the learning objectives of being able to discuss ideas about blended learning and relate it to different teaching approaches. It then explores various acquisition, collaboration, discussion, investigation, practice, production, digital wellbeing, socialization and signposting techniques that can be used to design blended learning experiences.
My designs for a different kind of university looks at mission, vision, future students, customer service, emerging technologies, emerging pedagogies, dynamic curriculum, transdisciplinary inquiry, academic levels, administration, infrastructure, collaboration, resistance to change and costs.
Patterns for building patterns communitiesYishay Mor
Keynote at e-Learning Patterns, Tübingen, March 4-6, 2009
http://www.iwm-kmrc.de/workshops/e-learning-patterns/
Video
http://www.iwm-kmrc.de/workshops/e-learning-patterns/videos/Keynote1YishayMor.html
http://www.iwm-kmrc.de/workshops/e-learning-patterns/videos/Keynote2YishayMor.html
Abstract
http://www.iwm-kmrc.de/workshops/e-learning-patterns/abstracts/patternscommunties.htm
The construct of design pattern is often summarised as "the core of a solution to a problem in context". What, then, is the problem that design patterns solve, and in which contexts?
As design patterns break new grounds in educational research and practice, challenging questions arise: how do we engage new audiences in the pattern paradigm? How do we adapt the form and modes of use of patterns to make them useful in diverse realms of practice? Why do we have such a strong conviction in the value of design patterns?
The tradition of design patterns refers to concepts such as "timelessness" and "expertise". These are problematic in a world of accelerating change. Yet another fundamental principle is accentuated; the need to establish robust design languages capable of capturing the complexity of problems in our environment and offering verifiable solutions. I argue that design-level discourse is imperative in many critical domains of human activity, and that patterns should play a central role in such discourse. Over the last few years, my colleagues and I have been developing a methodology for participatory workshops for practical design patterns. This methodology has emerged from the "Learning Patterns" project, and is being refined by the "Pattern Language Network" project.
In this talk, I will describe the methodology, its history and future plans, and provide some illustrative examples. I will also highlight some of the fundamental questions which is provokes.
All we really need is us (on Self-Directed Learning)Bert De Coutere
Presentation of a workshop on Self Directed Learning (Brussels, June 2014, Corporate Universities Summit). What would our workplace look like if we could increase Self-Directed Learning?
This document summarizes the key aspects of designing MOOC pedagogies and learning based on a literature review. It discusses trends in MOOC design including debates around technological vs pedagogical determinism. It also outlines several instructional design approaches that can be applied to MOOCs like problem-based learning and cognitive apprenticeship. The document then describes a case study of a MOOC called "Hands on MOOC" that applied the Learning Design Studio approach, which focuses on identifying educational challenges, generating solutions, and evaluating designs. Participants found creating personas and prototyping designs to be the most useful activities. The facilitators provided feedback to many active participants but future iterations may need to better
This document discusses strategies for stretching and challenging learners. It begins by defining stretch and challenge and reflecting on effective strategies. Some strategies presented include a challenge wall activity using Bloom's taxonomy, a "Big Word" activity to visualize and explain key terms, and using De Bono's "Six Thinking Hats" framework for evaluation. The document encourages incorporating these strategies into course curricula and outlines additional classroom learning strategies. The overall aim is to share ideas for how to effectively stretch learners and help them rise to challenges.
Designing engaging curriculum for global collaboration in the classroomJulie Lindsay
This document discusses designing engaging curriculum for global collaboration in the classroom. It begins with an introduction to global projects and collaborative pedagogy. The document then covers challenges of global collaboration and why it is important. Conditions for effective global learning and collaboration are discussed, including blended learning, flipped classroom, and connected learning approaches. Strategies are provided for connecting classrooms globally through tools like RSS feeds and social media. The importance of communication, both synchronous and asynchronous, for sustaining global projects is also covered. Developing digital citizenship and teaching collaboration skills in students are emphasized.
This document provides an overview of a design thinking workshop at STLinSTL in June 2015. It discusses design thinking as both a process and a way of thinking. The workshop aims to help participants identify their own biases about design thinking, perceived constraints to applying the process, and how design thinking can benefit students. It outlines the typical stages of the design thinking process - discovery, ideation, iteration, and evolution - and provides examples of how MICDS has implemented design thinking in different programs and classes.
Innovative schools, innovative students for isastJonathan Martin
This document provides suggestions for how schools and students can foster innovation. It recommends that schools 1) highlight and model innovative practices, 2) provide time and space for creativity, 3) encourage networking, 4) support collaboration, 5) promote interdisciplinary learning, 6) allow students to experiment and iterate on projects, 7) use hands-on learning and design thinking, and 8) measure and share student work. The document emphasizes that innovation should be a core value taught to students and embedded throughout the school culture.
Innovative schools, innovative students for isastJonathan Martin
This document provides suggestions for how schools and students can foster innovation. It recommends that schools 1) highlight and model innovative practices, 2) provide time and space for creativity, 3) encourage networking, 4) support collaboration, 5) promote interdisciplinary learning, 6) allow students to experiment and iterate on projects, 7) use hands-on learning and design thinking, and 8) measure and share student work. The document emphasizes that innovation should be a core value taught to students and embedded throughout the school culture.
Collaborative spaces, open communities, and smart cities, share one similar objective: designing the commons as a third way between the State and the Market. #RGCS2020 will be focused on building commons (digital, community-based, in organization) to explore new ways of collaborating, innovating, and creating knowledge.
Les communs pour s'organiser autrementDavid VALLAT
Conférence 'Confluences des savoirs' du 16/10/2018 (http://www.confluence-des-savoirs.fr/communs) - ENS de Lyon
***
La logique du marché autorégulateur a connu, depuis 1776 et la publication de la Richesse des Nations par Adam Smith, une popularité grandissante. Le libéralisme économique est devenu pour le meilleur (création de richesses, esprit d’entreprise, innovation, etc.) et pour le pire (inégalités, destruction d’écosystèmes, etc.) le référentiel principal en matière de régulation des échanges et d’organisation de la production. Bien entendu ce libéralisme doit être régulé pour limiter ses dérives. C’est le rôle dévolu aux Etats.
Le duo « Etat-Marché » a tendance à reléguer d’autres formes de production, d’organisation ou d’échange à un rôle marginal. Ainsi l’autogestion, la production domestique, la réciprocité, la collaboration, semblent tenir de l’anecdote.
Pourtant le progrès technologique, Internet en particulier, tend à réhabiliter les vertus de la collaboration. L’encyclopédie Wikipedia, le système d’exploitation Linux, l’ordinateur Raspberry Pi sont le produit de communautés organisées selon des principes qui ne relève ni du marché, ni de l’Etat.
Comment penser ces formes de collaboration ? Peuvent-elles être étendues ou sont-elles vouées à demeurer marginales ? De nombreuses entreprises reconnaissent pourtant l’intérêt de l’innovation ouverte qui implique de collaborer parfois même entre concurrents.
Afin de dépasser le duo Etat/marché comme référentiel des échanges David Vallat propose d’explorer une autre forme d’organisation mise en lumière par le prix Nobel d’économie 2009, Elinor Ostrom, à savoir, le commun.
Qu’est ce qu’un commun ? Une ressource partagée susceptible d’être épuisée et/ou appropriée si l’exploitation de cette ressource n’est pas organisée. L’Etat peut intervenir pour cette régulation (ressource halieutique par exemple) mais ce n’est pas toujours possible, soit que cette ressource soit de taille réduire (le réfrigérateur familial) ou de dimension transnational (le climat).
David Vallat explorera l’histoire des communs et notamment le renouvèlement de l’intérêt porté à cette forme organisationnelle avec l’avènement d’Internet. Il montrera surtout en quoi ce concept permet de renouveler notre compréhension du fonctionnement des organisations, des échanges, voire de nos sociétés.
More Related Content
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This document discusses e-learning environments and e-learning design. It covers relevant learning theories like behaviorism, cognitivism, constructivism, and connectivism. It also discusses several instructional design models used for e-learning like the 4C/ID model, ADDIE model, ASSURE model, and Dick & Carey model. The document then covers e-learning and blended learning design, including considerations like communities of inquiry, MOOCs, virtual classrooms, and flipped classrooms. It emphasizes that effective e-learning design should follow learning theories and instructional design principles.
Pedagogical theory for e-Learning Design: From ideals to reality?PEDAGOGY.IR
Pedagogical theory for e-Learning Design: From ideals to reality?
Daniel K. SchneiderTECFA –FPSE -Universitéde Genève
daniel.schneider@unige.ch
9th Iranian Conference on e-Learning
KharazmiUniversity, Teheran
Thursday, March 12, 2015
1. The document discusses the use of digital media in education, focusing on using, sharing, and producing digital content as well as collaboration.
2. It outlines different models of learning like inquiry-based learning and emphasizes that the focus should be on supporting learners' learning processes.
3. The rapid pace of technological change is transforming education and there is a need for new pedagogical approaches that engage students and prepare them for jobs that have not yet been created.
The document discusses blended learning, which combines face-to-face instruction with technology-based learning. It describes three models of blended learning and encourages educators to leverage available open educational resources and tools to design blended learning experiences. The goal is to engage students in meaningful, productive learning whenever and wherever possible. Questions are welcomed from those interested in blended learning.
Third part of a six parts knowledge management course for MBA students. This part deals with the question of knowledge in project and simple tools for KM.
This document provides an overview of a taster session on core skills in blended learning in medicine. It discusses various ways of working in an informal online setting and outlines the learning objectives of being able to discuss ideas about blended learning and relate it to different teaching approaches. It then explores various acquisition, collaboration, discussion, investigation, practice, production, digital wellbeing, socialization and signposting techniques that can be used to design blended learning experiences.
My designs for a different kind of university looks at mission, vision, future students, customer service, emerging technologies, emerging pedagogies, dynamic curriculum, transdisciplinary inquiry, academic levels, administration, infrastructure, collaboration, resistance to change and costs.
Patterns for building patterns communitiesYishay Mor
Keynote at e-Learning Patterns, Tübingen, March 4-6, 2009
http://www.iwm-kmrc.de/workshops/e-learning-patterns/
Video
http://www.iwm-kmrc.de/workshops/e-learning-patterns/videos/Keynote1YishayMor.html
http://www.iwm-kmrc.de/workshops/e-learning-patterns/videos/Keynote2YishayMor.html
Abstract
http://www.iwm-kmrc.de/workshops/e-learning-patterns/abstracts/patternscommunties.htm
The construct of design pattern is often summarised as "the core of a solution to a problem in context". What, then, is the problem that design patterns solve, and in which contexts?
As design patterns break new grounds in educational research and practice, challenging questions arise: how do we engage new audiences in the pattern paradigm? How do we adapt the form and modes of use of patterns to make them useful in diverse realms of practice? Why do we have such a strong conviction in the value of design patterns?
The tradition of design patterns refers to concepts such as "timelessness" and "expertise". These are problematic in a world of accelerating change. Yet another fundamental principle is accentuated; the need to establish robust design languages capable of capturing the complexity of problems in our environment and offering verifiable solutions. I argue that design-level discourse is imperative in many critical domains of human activity, and that patterns should play a central role in such discourse. Over the last few years, my colleagues and I have been developing a methodology for participatory workshops for practical design patterns. This methodology has emerged from the "Learning Patterns" project, and is being refined by the "Pattern Language Network" project.
In this talk, I will describe the methodology, its history and future plans, and provide some illustrative examples. I will also highlight some of the fundamental questions which is provokes.
All we really need is us (on Self-Directed Learning)Bert De Coutere
Presentation of a workshop on Self Directed Learning (Brussels, June 2014, Corporate Universities Summit). What would our workplace look like if we could increase Self-Directed Learning?
This document summarizes the key aspects of designing MOOC pedagogies and learning based on a literature review. It discusses trends in MOOC design including debates around technological vs pedagogical determinism. It also outlines several instructional design approaches that can be applied to MOOCs like problem-based learning and cognitive apprenticeship. The document then describes a case study of a MOOC called "Hands on MOOC" that applied the Learning Design Studio approach, which focuses on identifying educational challenges, generating solutions, and evaluating designs. Participants found creating personas and prototyping designs to be the most useful activities. The facilitators provided feedback to many active participants but future iterations may need to better
This document discusses strategies for stretching and challenging learners. It begins by defining stretch and challenge and reflecting on effective strategies. Some strategies presented include a challenge wall activity using Bloom's taxonomy, a "Big Word" activity to visualize and explain key terms, and using De Bono's "Six Thinking Hats" framework for evaluation. The document encourages incorporating these strategies into course curricula and outlines additional classroom learning strategies. The overall aim is to share ideas for how to effectively stretch learners and help them rise to challenges.
Designing engaging curriculum for global collaboration in the classroomJulie Lindsay
This document discusses designing engaging curriculum for global collaboration in the classroom. It begins with an introduction to global projects and collaborative pedagogy. The document then covers challenges of global collaboration and why it is important. Conditions for effective global learning and collaboration are discussed, including blended learning, flipped classroom, and connected learning approaches. Strategies are provided for connecting classrooms globally through tools like RSS feeds and social media. The importance of communication, both synchronous and asynchronous, for sustaining global projects is also covered. Developing digital citizenship and teaching collaboration skills in students are emphasized.
This document provides an overview of a design thinking workshop at STLinSTL in June 2015. It discusses design thinking as both a process and a way of thinking. The workshop aims to help participants identify their own biases about design thinking, perceived constraints to applying the process, and how design thinking can benefit students. It outlines the typical stages of the design thinking process - discovery, ideation, iteration, and evolution - and provides examples of how MICDS has implemented design thinking in different programs and classes.
Innovative schools, innovative students for isastJonathan Martin
This document provides suggestions for how schools and students can foster innovation. It recommends that schools 1) highlight and model innovative practices, 2) provide time and space for creativity, 3) encourage networking, 4) support collaboration, 5) promote interdisciplinary learning, 6) allow students to experiment and iterate on projects, 7) use hands-on learning and design thinking, and 8) measure and share student work. The document emphasizes that innovation should be a core value taught to students and embedded throughout the school culture.
Innovative schools, innovative students for isastJonathan Martin
This document provides suggestions for how schools and students can foster innovation. It recommends that schools 1) highlight and model innovative practices, 2) provide time and space for creativity, 3) encourage networking, 4) support collaboration, 5) promote interdisciplinary learning, 6) allow students to experiment and iterate on projects, 7) use hands-on learning and design thinking, and 8) measure and share student work. The document emphasizes that innovation should be a core value taught to students and embedded throughout the school culture.
Similar to Understanding complexity (and trying to deal with in order to innovate) (20)
Collaborative spaces, open communities, and smart cities, share one similar objective: designing the commons as a third way between the State and the Market. #RGCS2020 will be focused on building commons (digital, community-based, in organization) to explore new ways of collaborating, innovating, and creating knowledge.
Les communs pour s'organiser autrementDavid VALLAT
Conférence 'Confluences des savoirs' du 16/10/2018 (http://www.confluence-des-savoirs.fr/communs) - ENS de Lyon
***
La logique du marché autorégulateur a connu, depuis 1776 et la publication de la Richesse des Nations par Adam Smith, une popularité grandissante. Le libéralisme économique est devenu pour le meilleur (création de richesses, esprit d’entreprise, innovation, etc.) et pour le pire (inégalités, destruction d’écosystèmes, etc.) le référentiel principal en matière de régulation des échanges et d’organisation de la production. Bien entendu ce libéralisme doit être régulé pour limiter ses dérives. C’est le rôle dévolu aux Etats.
Le duo « Etat-Marché » a tendance à reléguer d’autres formes de production, d’organisation ou d’échange à un rôle marginal. Ainsi l’autogestion, la production domestique, la réciprocité, la collaboration, semblent tenir de l’anecdote.
Pourtant le progrès technologique, Internet en particulier, tend à réhabiliter les vertus de la collaboration. L’encyclopédie Wikipedia, le système d’exploitation Linux, l’ordinateur Raspberry Pi sont le produit de communautés organisées selon des principes qui ne relève ni du marché, ni de l’Etat.
Comment penser ces formes de collaboration ? Peuvent-elles être étendues ou sont-elles vouées à demeurer marginales ? De nombreuses entreprises reconnaissent pourtant l’intérêt de l’innovation ouverte qui implique de collaborer parfois même entre concurrents.
Afin de dépasser le duo Etat/marché comme référentiel des échanges David Vallat propose d’explorer une autre forme d’organisation mise en lumière par le prix Nobel d’économie 2009, Elinor Ostrom, à savoir, le commun.
Qu’est ce qu’un commun ? Une ressource partagée susceptible d’être épuisée et/ou appropriée si l’exploitation de cette ressource n’est pas organisée. L’Etat peut intervenir pour cette régulation (ressource halieutique par exemple) mais ce n’est pas toujours possible, soit que cette ressource soit de taille réduire (le réfrigérateur familial) ou de dimension transnational (le climat).
David Vallat explorera l’histoire des communs et notamment le renouvèlement de l’intérêt porté à cette forme organisationnelle avec l’avènement d’Internet. Il montrera surtout en quoi ce concept permet de renouveler notre compréhension du fonctionnement des organisations, des échanges, voire de nos sociétés.
Decider dans un environnement complexe 2018David VALLAT
La complexité de l'environnement induit de repenser les organisations et donc de passer d'une préoccupation d'optimisation des ressources vers une préoccupation d'optimisation de la prise de décision.
Open and social innovation - knowledge creation in third placesDavid VALLAT
This document discusses knowledge creation in third places such as coworking spaces, hacker/maker spaces, and fab labs. It argues that these spaces foster open and social innovation through their emphasis on collaboration, inclusion, and a playful spirit. Regulars in these communities welcome newcomers and share knowledge in a spirit of "bricolage," drawing on resources at hand to solve problems. Qualities of third places like neutral ground, leveling effects, and conversation can support knowledge sharing and creation when replicated in a "Third Places 2.0" model.
Travail et communs, travail en commun : la connaissance au cœur de l’organisa...David VALLAT
Qu’est ce que travailler en commun ? Qu’est ce que travailler les communs ? Quelles spécificités en termes de design organisationnel ? de conduite du changement ? de management des connaissances ? Qu’est ce que les communs nous apprennent sur le rapport au travail ?
Intervention lors du Transformateur numérique (ANACT - FING) n°8 - 14 juin 2018
Travail et communs, travail en commun : vers de nouvelles organisations de travail ?
Learning expedition (à Lyon) avec les étudiants du master 2 Management de l’innovation et de la propriété intellectuelle (https://eco.univ-lyon2.fr/parcours-management-de-l-innovation-et-de-la-propriete-intellectuelle-mipi--670702.kjsp?RH=1458288241922) et ceux du master Management et carrières d'artiste (https://eco.univ-lyon2.fr/parcours-management-et-carrieres-d-artistes-mca--670691.kjsp) de l’Université Lyon 2. Je travaille avec eux sur la créativité, l’innovation, l’apprentissage organisationnel et le management des connaissances. Notre problématique : qu’est ce que peut apporter un tiers lieu pour entreprendre, apprendre et innover ? On peut suivre les visites sur le hashtag #crea2018
Manager autrement / Manager en commun / Design du management (Fabrique de l'i...David VALLAT
Notre monde ne cesse de se rétrécir par l’action combinée du développement des moyens de transports des hommes, des marchandises et de l’information. Tout se passe comme si notre monde était passé d’un état solide, stable, rassurant, durable, à un état liquide mouvant, changeant, éphémère, sans y être préparé. Il existe un hiatus entre les institutions « solides » et l’environnement (liquide) en pleine mutation.
Les nouveaux espaces collaboratifs, terme regroupant des initiatives très diverses (espace de coworking, fab lab, living lab, etc.) sont particulièrement étudiés pour leur capacité à innover et à s’adapter à un contexte en pleine mutation. Ces organisations s’adaptent en apprenant. Elles apprennent en produisant des connaissances. Elles produisent des connaissances, semble-t-il, selon le modèle du commun théorisé par le prix Nobel d’économie E. Ostrom.
Comment s’organiser pour produire des connaissances et ainsi innover et s’adapter ? Plutôt que d’apporter des réponses définitives cette rencontre vise à co-construire (avec des tiers lieux et d’autres parties prenantes) une réflexion actionnable permettant aux organisations de coévoluer avec leur environnement.
La Direction Régionale des Entreprises, de la Concurrence, de la Consommation, du Travail et de l’Emploi (DIRECCTE - http://auvergne-rhone-alpes.direccte.gouv.fr) de la Région Auvergne Rhône-Alpes a organisé pour la première fois un living lab pour comprendre l'économie collaborative. Cette présentation en est une introduction. Plus d'infos : http://auvergne-rhone-alpes.direccte.gouv.fr/Fabrique-d-idees-le-28-juin-2017-a-Lyon-L-economie-collaborative
ECONOMIE COLLABORATIVE Université ouverte de lyon 2016David VALLAT
G. Camp, T. Kalanick et O. Salazar qui assistent à la conférence LeWeb en 2008, constatent qu’ils ont autant de difficulté de trouver un taxi à Paris que dans leur ville de San Francisco. Après un travail de développement de quelques mois l’application est lancée (sur iOS) en 2010 à San Francisco. Cinq ans plus tard la société est valorisée à 50 milliards de dollars et l’application Uber fonctionne dans 310 villes dans le monde.
Le verbe « ubériser » devrait rentrer dans le dictionnaire d’ici peu tant il est usité, souvent de façon péjorative. Allons-nous tous voir notre travail « ubérisé » ? Sommes-nous tous condamnés à travailler demain comme les chauffeurs de VTC (voiture de tourisme avec chauffeur) d’Uber ? L’économie numérique va-t-elle faire disparaître le salariat au profit du travail indépendant ? Dan le même temps l’économie numérique ouvre de nombreuses possibilités de partage et de collaboration. Partage du savoir (Wikipedia), financement collaboratif de projets (Ulule, KissKissBankBank, Kickstarter), partage de trajets routiers (Blablacar), partage d’objets ou de coups de main (Sharinplace, Mutum, Lebonechange), création en commun (makerspace, fablab) sont autant d’exemples du potentiel phénoménal de l’économie collaborative. Cette dernière est en plein essor : les richesses créées par ce secteur pourraient atteindre 335 milliards de dollars d’ici 2025 contre 15 milliards en 2014.
Nous explorerons la complexité du champ de l’économie collaborative au fil de plusieurs thèmes.
Organisation apprenante: adaptation et innovation par et pour les personnes q...David VALLAT
L’organisation apprenante, en mettant le personnel au cœur de la stratégie, contribue à favoriser la mise en œuvre d’un environnement professionnel porteur de sens, basé sur la confiance et l’autonomie. Cela a pour effet d’accroître la satisfaction au travail donc la productivité, la créativité du personnel et la profitabilité des organisations.
L’économie collaborative : « le retour des communs » ?David VALLAT
L’économie collaborative promeut une vision distribuée de l’économie où le consommateur devient partie prenante de la production en mettant son bien à disposition de tiers. La mutualisation des biens rendue aisée par la médiation de plates-formes numériques vise à économiser, à peser moins sur les ressources, à réduire la consommation et la pollution, à redéfinir ses besoins (pour aller vers plus de liens et moins de biens). Les échanges de pair à pair permettent de s’organiser en commun, en se départant du poids des institutions, des organisations, pour produire et échanger ce dont nous avons besoin : c’est une économie qui repose sur la demande où le consommateur agit dans le champ de la production. Cette approche, reposant sur le pair à pair, propose une autre vision de la place de l’économie dans la société, une vision envisagée au milieu du XXe siècle par le socio-économiste d’origine hongroise Karl Polanyi (1). Cette vision repose également sur la volonté de changer les rapports économiques et de les organiser sur la base d’une administration en commun (2). La volonté d’administrer l’économie en commun, sur une base réciprocitaire débouche sur de nouvelles formes organisationnelles (3) facilitant la production de la connaissance (un autre commun).
Economic intelligence and knowledge managementDavid VALLAT
Competitiveness in the 21st century will be based on a company's ability to acquire and apply knowledge from its environment. To survive, companies must understand how to gather intelligence about products, customers, competitors and other aspects of the environment needed to support strategic decision making. This requires creating knowledge, understanding the complex and changing context, making informed decisions, and organizing these functions through knowledge management.
Hirschman et l'apprentissage organisationnel 2015 Vallat BertezeneDavid VALLAT
Ce travail propose d’utiliser le modèle Exit, Voice, Loyalty comme grille de lecture de la lutte contre le déclin de l’organisation à travers la question suivante : comment le modèle d’Hirschman, Exit, Voice, Loyalty, peut-il être mobilisé dans le cadre d’une réflexion stratégique autour de l’apprentissage organisationnel au sein d’une entreprise ou d’une organisation ?
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Build a Module in Odoo 17 Using the Scaffold Method
Understanding complexity (and trying to deal with in order to innovate)
1. Managing
Understanding
Complexity
(… and trying to deal with in order to innovate)
David VALLAT
Lyon University – France
david.vallat@univ-lyon1.fr - @DavidVALLAT
Creativity,Innova
and Design
MS2105
Prof:Stefan Haefliger
Creativity, Innovation and Design
(MS2105 – Prof. S Haefliger)
4. Learning Goals
• Understanding the difference between
COMPLEX and COMPLICATED (A)
• Using a KM tool: the Lesson Learned Workshop
(B)
• Practicing collaborative knowledge creation (C)
• Discovering how “Teaching Smart People How
to Learn” (first step to build a learning
organization) (D)
david.vallat@univ-lyon1.fr
8. Lessons Learned Workshop (B)
• We learn nothing by experience only
• Practicing collaborative knowledge creation:
https://urlz.fr/90zP (Framasoft) (C)
• What did you learn?
• what are my feelings?
• what occurred?
• how to succeed?
david.vallat@univ-lyon1.fr
9. Discovering how “Teaching Smart
People How to Learn” (D)
• How to succeed?
• Chris ARGYRIS (HBS Professor)
http://en.wikipedia.org/wiki/Chris_Argyris
“Teaching Smart People How to Learn”, Harvard Business Review, 1991.
https://hbr.org/1991/05/teaching-smart-people-how-to-learn
david.vallat@univ-lyon1.fr
10. C. Argyris (1991), “Teaching Smart
People How to Learn”, HBR
• “[…]success in the marketplace increasingly depends on
learning, yet most people don’t know how to learn.”
• “Put simply, because many professionals are almost always
successful at what they do, they rarely experience failure. And
because they have rarely failed, they have never learned how
to learn from failure.”
Two mistakes leading to Single Loop Learning:
• “First, most people define learning too narrowly as mere
“problem solving,” so they focus on identifying and correcting
errors in the external environment.
• Second: “to behave defensively” ; “What happened? The
professionals began to feel embarrassed. They were
threatened by the prospect of critically examining their own
role in the organization.”
10david.vallat@univ-lyon1.fr
11. Learning How to Reason Productively
(Double Loop Learning)
• Use valid information (prior to decision making),
observable data with reliable sources;
• Show how the data have been used to build ideas
(transparency);
• Accept and encourage contradiction, controversy
(innovation needs diversity);
• Don’t hide or dodge subjects/ideas.
=> it’s close to the method to produce scientific knowledge
david.vallat@univ-lyon1.fr
12. A Loops Story…
• Organizational learning is about detecting and
correcting error
Source: http://www.afs.org/blog/icl/?p=2653
david.vallat@univ-lyon1.fr
13. Model I: Single Loop Learning
Source:
http://www.reallylearning.com/Free_Resources/Organisational_Learnin
g/organisational_learning.html
david.vallat@univ-lyon1.fr
14. Model II: DoubleLoop Learning
Source:
http://www.reallylearning.com/Free_Resources/Organisational_Learnin
g/organisational_learning.html
david.vallat@univ-lyon1.fr
15. To Conclude
• To deal with complexity
an organization needs to
unlearn Command &
Control
• Innovation needs
method: PRODUCTIVE
REASONNING
• Innovation needs tools:
Lesson Learned
Workshop, collaborative
note taking…
david.vallat@univ-lyon1.fr
18. GALLUP – 2017
State of the Global Workplace
85%
18
85% of employees
worldwide are not
engaged or are
actively disengaged
in their job.
david.vallat@univ-lyon1.fr
Editor's Notes
Simple problem solving / linearity / optimum answer/solution => CONTROL : algorythm/predictability
READY TO USE ANSWER
H Simon: bounded rationality, satisfying solution => NO CONTROL
How to be prepared to complexity?
FORMING A ‘BA’
Framasoft is a non-profit popular educational organization, a group of friends convinced that an emancipatory digital world is possible, convinced that it will arise through actual actions on real world and online with and for you!
Open knowledge
Argyris & Donald Schön, Organizational Learning: A Theory of Action Perspective (Addison-Wesley, 1978): drawing/diagrma
The theory’s foundation is that all organisational learning involves detecting and correcting error.
When an error is detected and corrected and the organisation is then able to carry on where it had left off, or go on to achieve its original goals, that ‘error-detection-and-correction process’ is termed single-loop learning.
Single-loop learning, then, focuses principally on accomplishing existing goals, and solving familiar problems.
It works very well when errors can be corrected whilst keeping things in the organisation largely constant.
Argyris and Schön liken it to a thermostat that turns the heat on or off according to a predictable and familiar variable; the room temperature.
By contrast, double-loop learning involves error correction where things are not so predictable, namely ‘the modification of an organization’s underlying norms, policies and objectives’.
Whilst single-loop learning is dealt with regularly and efficiently by most organisations, double-loop learning is far harder to adopt.
To illustrate the concept, Argyris and Schön describe a hypothetical industrial firm which, in order to remain competitive, has set up a new research and development department and encouraged it to generate new consumer products which the firm will manufacture in place of the intermediate products upon which it has relied for many years.
The consequent shifts in production processes, marketing, advertising and distribution, as well as in the entire image of the firm to staff and general public alike, are immense.
All this conflicts strongly with the ‘corporate norm’ firmly established in the company; that represented by stability and predictability (ROUTINES).
In this example, the establishment of the R&D department is the ‘error’ which must be fixed.
Single-loop processes are useless, as nothing here is familiar or normal or predictable. For double-loop learning to work in such a situation, Argyris and Schön explain that the first step is to recognise the conflict between corporate norm and radical change. The next step is to examine this conflict in order to realise that the error will not be corrected ‘by doing better what they already know’.
Chris Argyris looks to move people from a Model I to a Model II orientation and practice – one that fosters double-loop learning. He suggests that most people, when asked, will espouse Model II.
To sum up Model I
To sum up: productive reasoning
To be able to implement Model II we usually need to slow down our reasoning and increase our capacity for analysis and reflection, otherwise we unwittingly revert to Model I.
Argyris and Schön (1974) present two models that describe different theories-in-use.
Model I describes the behaviour of a group of professionals that they studied. It is based on the values of unilateral control of the situation, “winning” (proving oneself right), and suppression of any data that does not fit the actor’s assumptions. Such control can produce defensiveness that inhibits communication. Argyris and Schön believe that Model I describes features of a theory-in-use commonly employed by people in difficult situations. They go on to present Model II, “a model of theories-in-use that is free of the dysfunctionalities of model I” (page 85). The following summary draws on a presentation by Absolum (2006), based on the original models proposed by Argyris and Schön.
Model II represents a consultative approach in which the participants in learning have “bilateral” control of the process, where winning is not being “right” but rather making better sense of the evidence, and where no dialogue is suppressed, even if it is painful. It requires people to pay close attention to their own behaviour and to the way they interact with others. Argyris and Schön suggest that “In general, Model-II learning tends to facilitate others’ learning, which in turn facilitates one’s own learning” (page 92). They say that in a Model II world, “research activities and learning activities would reinforce each other” (page 93).
Argyris and Schön (1974) present two models that describe different theories-in-use.
Model I describes the behaviour of a group of professionals that they studied. It is based on the values of unilateral control of the situation, “winning” (proving oneself right), and suppression of any data that does not fit the actor’s assumptions. Such control can produce defensiveness that inhibits communication. Argyris and Schön believe that Model I describes features of a theory-in-use commonly employed by people in difficult situations. They go on to present Model II, “a model of theories-in-use that is free of the dysfunctionalities of model I” (page 85). The following summary draws on a presentation by Absolum (2006), based on the original models proposed by Argyris and Schön.
Model II represents a consultative approach in which the participants in learning have “bilateral” control of the process, where winning is not being “right” but rather making better sense of the evidence, and where no dialogue is suppressed, even if it is painful. It requires people to pay close attention to their own behaviour and to the way they interact with others. Argyris and Schön suggest that “In general, Model-II learning tends to facilitate others’ learning, which in turn facilitates one’s own learning” (page 92). They say that in a Model II world, “research activities and learning activities would reinforce each other” (page 93).