This document discusses social learning through open research using Google Forms and Docs. It provides an example of an online survey created by Peter Palme to explore questions around the relationship between employee engagement, business results, and the work environment. The survey was created using Google Forms and the responses were collected in a Google Spreadsheet that was shared publicly to allow others to access and use the data. The document outlines the steps taken to set up the survey in Google Forms and share the response spreadsheet.
Welcome to Normalton: Exploring the Design and Development of a Land Use E-le...Rob Moore
Co-Presentation with Dr. Stephanie Blackmon at AECT18: This presentation reports on a multi-year e-learning module development project targeting local government officials tasked with making decisions on land use and regulations. These modules were developed using the Target Accomplishment Past Prototype Artifact (TAPPA) Process (Moore, 2016) and incorporate concepts from Clark and Mayer (2016) principles of effective e-learning development. To date, 16 modules have been completed and evaluated for learning effectiveness, and this presentation will outline the modules’ design and evaluation process.
Jtelss2015 lecture ideas vs proposals for young researchersMikhail Fominykh
Lecture "Ideas vs proposals for young researchers" presented at the 11th joint summer school on Technology-Enhanced Learning by Mikhail Fominykh on July 10, 2015.
Presentation delivered at openSUSE Conference 2015 in The Hague, Netherlands, on Sunday, 3 May 2015. This presentation discusses how opensource techniques and values are not taught sufficiently or effectively in primary, secondary, or university schools.
Welcome to Normalton: Exploring the Design and Development of a Land Use E-le...Rob Moore
Co-Presentation with Dr. Stephanie Blackmon at AECT18: This presentation reports on a multi-year e-learning module development project targeting local government officials tasked with making decisions on land use and regulations. These modules were developed using the Target Accomplishment Past Prototype Artifact (TAPPA) Process (Moore, 2016) and incorporate concepts from Clark and Mayer (2016) principles of effective e-learning development. To date, 16 modules have been completed and evaluated for learning effectiveness, and this presentation will outline the modules’ design and evaluation process.
Jtelss2015 lecture ideas vs proposals for young researchersMikhail Fominykh
Lecture "Ideas vs proposals for young researchers" presented at the 11th joint summer school on Technology-Enhanced Learning by Mikhail Fominykh on July 10, 2015.
Presentation delivered at openSUSE Conference 2015 in The Hague, Netherlands, on Sunday, 3 May 2015. This presentation discusses how opensource techniques and values are not taught sufficiently or effectively in primary, secondary, or university schools.
Helferich/Pleil: Communities of Practice and Higher EducationThomas Pleil
We present didactical considerations to prepare students for livelong learning and to connecct them during university studies with communiites of practice. A first qualitiative evaluation among alumni show the long term effect of the concept on carreer.
The Masterclass Knowledge Management (KM) is a set of six presentations describing and explaining KM via definitions, concepts, instruments and many practical examples, insights, stories and exercises as well as links and references.
The material is the result of 25 years of research, consulting of challenging clients, discussions with appreciated peers and communities as well as ten years of lecturing on KM at various universities in Germany and Austria including discussions with many inspiring students.
Contents:
KM 1 – Knowledge and KM
KM 2 – KM Processes 1
KM 3 – Soc.-t. KM Systems 1 / Processes 2
KM 4 – Socio-technical KM-Systems 2
KM 5 – Plan & Control Knowledge & KM
KM 6 – KM and Idea / Innovation Mngt.
The Masterclass Knowledge Management (KM) is a set of six presentations describing and explaining KM via definitions, concepts, instruments and many practical examples, insights, stories and exercises as well as links and references.
The material is the result of 25 years of research, consulting of challenging clients, discussions with appreciated peers and communities as well as ten years of lecturing on KM at various universities in Germany and Austria including discussions with many inspiring students.
Contents:
KM 1 – Knowledge and KM
KM 2 – KM Processes 1
KM 3 – Soc.-t. KM Systems 1 / Processes 2
KM 4 – Socio-technical KM-Systems 2
KM 5 – Plan & Control Knowledge & KM
KM 6 – KM and Idea / Innovation Mngt.
The Masterclass Knowledge Management (KM) is a set of six presentations describing and explaining KM via definitions, concepts, instruments and many practical examples, insights, stories and exercises as well as links and references.
The material is the result of 25 years of research, consulting of challenging clients, discussions with appreciated peers and communities as well as ten years of lecturing on KM at various universities in Germany and Austria including discussions with many inspiring students.
Contents:
KM 1 – Knowledge and KM
KM 2 – KM Processes 1
KM 3 – Soc.-t. KM Systems 1 / Processes 2
KM 4 – Socio-technical KM-Systems 2
KM 5 – Plan & Control Knowledge & KM
KM 6 – KM and Idea / Innovation Mngt.
The Masterclass Knowledge Management (KM) is a set of six presentations describing and explaining KM via definitions, concepts, instruments and many practical examples, insights, stories and exercises as well as links and references.
The material is the result of 25 years of research, consulting of challenging clients, discussions with appreciated peers and communities as well as ten years of lecturing on KM at various universities in Germany and Austria including discussions with many inspiring students.
Contents:
KM 1 – Knowledge and KM
KM 2 – KM Processes 1
KM 3 – Soc.-t. KM Systems 1 / Processes 2
KM 4 – Socio-technical KM-Systems 2
KM 5 – Plan & Control Knowledge & KM
KM 6 – KM and Idea / Innovation Mngt.
Engaging minds, capturing learning: Next generation tools to support active l...John Couperthwaite
Presentation at Online Educa, Berlin, 6th Dec 2019.
When you teach in class, how do you know who is confused, who is bored, who hasn’t even bothered to attend, and perhaps more importantly, who has learnt anything? This session will introduce the next generation of classroom technologies and reveal how they are impacting on engagement and learning. The approach offers a flexible pedagogical platform for instructors to extend their teaching and training, whilst providing timely feedback on how learners are progressing. By also including powerful engagement metrics to capture learning interactions, instructors and senior managers can analyse the effectiveness of teaching formats, of class engagement, and individual learner behaviours. Pedagogical studies confirm that this can have a significant impact on critical learning outcomes, such as early warning of student failure (Freeman et al, 2014; Samson, 2016), and boosting retention (HEC, 2016), while also increasing learning gain and exam scores (Montpetit, 2016). Students also value their ability to control the pace, place and mode of their learning (Gosper et al, 2009; Leadbeater et al, 2012; White, 2016), whilst receiving more immediate feedback on their progress (JISC, 2016). Moving to ‘learning capture’ mindset thus offers new opportunities for educators to empower learners before, during and after class.
European workplace innovation: from theory to practice - Peter OeijPeter Oeij
Day-after discussion with Korean experts about workplace innovation, 22 November 2019 (see Global Forum on Jobs and Policies: New Jobs Strategy for Changing World of Work, Seoul (South Korea), organised by Korea Labor Institute, 21 November 2019)
Km masterclass part3 km system1 processes2 ha20140530slsJosef Hofer-Alfeis
The Masterclass Knowledge Management (KM) is a set of six presentations describing and explaining KM via definitions, concepts, instruments and many practical examples, insights, stories and exercises as well as links and references.
The material is the result of 25 years of research, consulting of challenging clients, discussions with appreciated peers and communities as well as ten years of lecturing on KM at various universities in Germany and Austria including discussions with many inspiring students.
Contents:
KM 1 – Knowledge and KM
KM 2 – KM Processes 1
KM 3 – Soc.-t. KM Systems 1 / Processes 2
KM 4 – Socio-technical KM-Systems 2
KM 5 – Plan & Control Knowledge & KM
KM 6 – KM and Idea / Innovation Mngt.
Km masterclass part3 km system1 processes2 ha20140530slsJosef Hofer-Alfeis
The Masterclass Knowledge Management (KM) is a set of six presentations describing and explaining KM via definitions, concepts, instruments and many practical examples, insights, stories and exercises as well as links and references.
The material is the result of 25 years of research, consulting of challenging clients, discussions with appreciated peers and communities as well as ten years of lecturing on KM at various universities in Germany and Austria including discussions with many inspiring students.
Contents:
KM 1 – Knowledge and KM
KM 2 – KM Processes 1
KM 3 – Soc.-t. KM Systems 1 / Processes 2
KM 4 – Socio-technical KM-Systems 2
KM 5 – Plan & Control Knowledge & KM
KM 6 – KM and Idea / Innovation Mngt.
Project: Global Inform is an in-school project where students actually "do" something about human rights violations. Students form groups to create Awareness Campaigns for a violation they most strongly disagree with. This project was designed with and for students.
User Story: As a Wordpress Website Administrator I want to add a New Item to the Menu with Elementor, so that the user can navigate to a new page in the menu.
User Story: As a Wordpress Website Administrator I want add a new section with a new structure , so that for example I could add a text elementor or other content types (e.g. image, video, etc.)
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Helferich/Pleil: Communities of Practice and Higher EducationThomas Pleil
We present didactical considerations to prepare students for livelong learning and to connecct them during university studies with communiites of practice. A first qualitiative evaluation among alumni show the long term effect of the concept on carreer.
The Masterclass Knowledge Management (KM) is a set of six presentations describing and explaining KM via definitions, concepts, instruments and many practical examples, insights, stories and exercises as well as links and references.
The material is the result of 25 years of research, consulting of challenging clients, discussions with appreciated peers and communities as well as ten years of lecturing on KM at various universities in Germany and Austria including discussions with many inspiring students.
Contents:
KM 1 – Knowledge and KM
KM 2 – KM Processes 1
KM 3 – Soc.-t. KM Systems 1 / Processes 2
KM 4 – Socio-technical KM-Systems 2
KM 5 – Plan & Control Knowledge & KM
KM 6 – KM and Idea / Innovation Mngt.
The Masterclass Knowledge Management (KM) is a set of six presentations describing and explaining KM via definitions, concepts, instruments and many practical examples, insights, stories and exercises as well as links and references.
The material is the result of 25 years of research, consulting of challenging clients, discussions with appreciated peers and communities as well as ten years of lecturing on KM at various universities in Germany and Austria including discussions with many inspiring students.
Contents:
KM 1 – Knowledge and KM
KM 2 – KM Processes 1
KM 3 – Soc.-t. KM Systems 1 / Processes 2
KM 4 – Socio-technical KM-Systems 2
KM 5 – Plan & Control Knowledge & KM
KM 6 – KM and Idea / Innovation Mngt.
The Masterclass Knowledge Management (KM) is a set of six presentations describing and explaining KM via definitions, concepts, instruments and many practical examples, insights, stories and exercises as well as links and references.
The material is the result of 25 years of research, consulting of challenging clients, discussions with appreciated peers and communities as well as ten years of lecturing on KM at various universities in Germany and Austria including discussions with many inspiring students.
Contents:
KM 1 – Knowledge and KM
KM 2 – KM Processes 1
KM 3 – Soc.-t. KM Systems 1 / Processes 2
KM 4 – Socio-technical KM-Systems 2
KM 5 – Plan & Control Knowledge & KM
KM 6 – KM and Idea / Innovation Mngt.
The Masterclass Knowledge Management (KM) is a set of six presentations describing and explaining KM via definitions, concepts, instruments and many practical examples, insights, stories and exercises as well as links and references.
The material is the result of 25 years of research, consulting of challenging clients, discussions with appreciated peers and communities as well as ten years of lecturing on KM at various universities in Germany and Austria including discussions with many inspiring students.
Contents:
KM 1 – Knowledge and KM
KM 2 – KM Processes 1
KM 3 – Soc.-t. KM Systems 1 / Processes 2
KM 4 – Socio-technical KM-Systems 2
KM 5 – Plan & Control Knowledge & KM
KM 6 – KM and Idea / Innovation Mngt.
Engaging minds, capturing learning: Next generation tools to support active l...John Couperthwaite
Presentation at Online Educa, Berlin, 6th Dec 2019.
When you teach in class, how do you know who is confused, who is bored, who hasn’t even bothered to attend, and perhaps more importantly, who has learnt anything? This session will introduce the next generation of classroom technologies and reveal how they are impacting on engagement and learning. The approach offers a flexible pedagogical platform for instructors to extend their teaching and training, whilst providing timely feedback on how learners are progressing. By also including powerful engagement metrics to capture learning interactions, instructors and senior managers can analyse the effectiveness of teaching formats, of class engagement, and individual learner behaviours. Pedagogical studies confirm that this can have a significant impact on critical learning outcomes, such as early warning of student failure (Freeman et al, 2014; Samson, 2016), and boosting retention (HEC, 2016), while also increasing learning gain and exam scores (Montpetit, 2016). Students also value their ability to control the pace, place and mode of their learning (Gosper et al, 2009; Leadbeater et al, 2012; White, 2016), whilst receiving more immediate feedback on their progress (JISC, 2016). Moving to ‘learning capture’ mindset thus offers new opportunities for educators to empower learners before, during and after class.
European workplace innovation: from theory to practice - Peter OeijPeter Oeij
Day-after discussion with Korean experts about workplace innovation, 22 November 2019 (see Global Forum on Jobs and Policies: New Jobs Strategy for Changing World of Work, Seoul (South Korea), organised by Korea Labor Institute, 21 November 2019)
Km masterclass part3 km system1 processes2 ha20140530slsJosef Hofer-Alfeis
The Masterclass Knowledge Management (KM) is a set of six presentations describing and explaining KM via definitions, concepts, instruments and many practical examples, insights, stories and exercises as well as links and references.
The material is the result of 25 years of research, consulting of challenging clients, discussions with appreciated peers and communities as well as ten years of lecturing on KM at various universities in Germany and Austria including discussions with many inspiring students.
Contents:
KM 1 – Knowledge and KM
KM 2 – KM Processes 1
KM 3 – Soc.-t. KM Systems 1 / Processes 2
KM 4 – Socio-technical KM-Systems 2
KM 5 – Plan & Control Knowledge & KM
KM 6 – KM and Idea / Innovation Mngt.
Km masterclass part3 km system1 processes2 ha20140530slsJosef Hofer-Alfeis
The Masterclass Knowledge Management (KM) is a set of six presentations describing and explaining KM via definitions, concepts, instruments and many practical examples, insights, stories and exercises as well as links and references.
The material is the result of 25 years of research, consulting of challenging clients, discussions with appreciated peers and communities as well as ten years of lecturing on KM at various universities in Germany and Austria including discussions with many inspiring students.
Contents:
KM 1 – Knowledge and KM
KM 2 – KM Processes 1
KM 3 – Soc.-t. KM Systems 1 / Processes 2
KM 4 – Socio-technical KM-Systems 2
KM 5 – Plan & Control Knowledge & KM
KM 6 – KM and Idea / Innovation Mngt.
Project: Global Inform is an in-school project where students actually "do" something about human rights violations. Students form groups to create Awareness Campaigns for a violation they most strongly disagree with. This project was designed with and for students.
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Guiding principle is a recommendation that guides an organization in any circumstances
Itil is a registered trademark by Itil 4 is a registered trademark by
The Seven Guiding Principles are:
o Focus on value
o Start where you are
o Progress iteratively with feedback
o Collaborate and promote visibility
o Think and work holistically
o Keep it simple and practical
o Optimize and automate
Simplest form of automation:
Standardize and streamline manual tasks to enable more automatic decision making
See: https://diontraining.com/wp-content/uploads/2019/03/Study-Guide-ITIL-4-Foundation.pdf
Itil 4 "management practices as sets of organizational resources designed for performing work or accomplishing an objective"
The mindmap includes links to posts where the practice is explained in more detail.
ITIL® is a registered trademark of AXELOS Limited.
https://www.axelos.com/
General management practices
Strategy management
Portfolio management
Architecture management
Service financial management
Workforce and talent management
Continual improvement
Measurement and reporting
Risk management
Information security management
Knowledge management
Organizational change management
Project management
Relationship management
Supplier management
Service management practices
Business analysis
Service catalogue management
Service design
Service level management
Availability management
Capacity and performance management
Service continuity management
Monitoring and event management
Service desk
Incident management
Service request management
Problem management
Release management
Change enablement
Service validation and testing
Service configuration management
IT asset management
Technical management practices
Deployment management
Infrastructure and platform management
Software development and management
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Researchers from the University of Michigan announced today the discovery of tiny amounts of water in the moon rocks brought back to Earth by the Apollo missions were native water, and not water brought by meteors or other objects from space crashing into it. This discovery could in turn invalidate the current theory of how our Moon was formed
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This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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2. Peter Palme 1991-1995 Fraunhofer Institute IAO Stuttgart 1995-2002 Multinational Companies, Universities and EU (L&D Project Lead) 2002-2007 Nestlé (E-Learning Center of Excellence) 2007-2009 Dow Chemical (Talent Manager & HR BP) 2009- Syngenta (Head of L&D, EAME )
3. Group Owner and Moderator on Linkedin Fraunhofer AlumniPast & Present spaceship Linked:HR - EMEA 3350+ (Europe, Middle East, Africa)
5. Social Learning Myminimumrequirements: Learning fromothers (not in a formal groupsetting and not facilitated) Usinginteractive „mass“ Media such as a Web 2.0 application
6. Open Research Follow Wikipedia‘scurrentdefinition: Open research is research, conducted in the spirit of free and open source software
12. Doestheenvironment – type ofcompanyorofficehave a majorinfluence ?More details on project: http://ppalme.wordpress.com/2010/09/14/employee-engagement-impact-on-business-results-or-vice-versa/
i) Demonstrate that a change in understanding has taken place in the individuals involved. This may be at a surface level, e.g., via recall of new information, or deeper levels, e.g., demonstrated by change in attitudes, world views or epistemological beliefs; ii) Go beyond the individual to become situated within wider social units or communities of practice within society; and iii) Occur through social interactions and processes between actors within a social network, either through direct interaction, e.g., conversation, or through other media, e.g., mass media, telephone, or Web 2.0 applications.
Much like open source schemes that are built around a source code that is made public, the central theme of open research is to make clear accounts of the methodology, along with data and results extracted therefrom, freely available via the Internet. This permits a massively distributed collaboration.Most open research is conducted in existing research groups. Primary research data are posted which can be added to/interpreted by anybody who has the necessary expertise and who can therefore join the collaborative effort. Thus the 'end product' of the project arises from many contributions rather than the effort of one group. Open research is therefore distinct from open access in that the output of open research is mutable.[1] Issues of copyright are dealt with by either standard copyright or by releasing the content under licenses such as one of the Creative Commons Licence or one of the GNU General Public Licenses.
The opening anecdote relates Francis Galton's surprise that the crowd at a county fair accurately guessed the weight of an ox when their individual guesses were averaged (the average was closer to the ox's true butchered weight than the estimates of most crowd members, and also closer than any of the separate estimates made by cattle experts).[1]In 1906 Galton visited a livestock fair and stumbled upon an intriguing contest. An ox was on display, and the villagers were invited to guess the animal's weight after it was slaughtered and dressed. Nearly 800 gave it a go and, not surprisingly, not one hit the exact mark: 1,198 pounds. Astonishingly, however, the mean of those 800 guesses came close — very close indeed. It was 1,197 pounds.
The opening anecdote relates Francis Galton's surprise that the crowd at a county fair accurately guessed the weight of an ox when their individual guesses were averaged (the average was closer to the ox's true butchered weight than the estimates of most crowd members, and also closer than any of the separate estimates made by cattle experts).[1]In 1906 Galton visited a livestock fair and stumbled upon an intriguing contest. An ox was on display, and the villagers were invited to guess the animal's weight after it was slaughtered and dressed. Nearly 800 gave it a go and, not surprisingly, not one hit the exact mark: 1,198 pounds. Astonishingly, however, the mean of those 800 guesses came close — very close indeed. It was 1,197 pounds.
Employee Engagement impact on Business Results or vice versa ?By ppalme Is engagement the right measurement to predict future business success or is it the result of the current success of the company that leads to increased employee engagement ? Is there a better factor to measure and to react on ?According to a study in the 90s at Sears found that ten items on their seventy item employee survey would predict customer satisfaction and, ultimately, revenue. Reference: Effron, Marc; Ort, Miriam: One Page Talent Management; Harvard Business Press, Page 107.On the opposite a large study published in 2003 that looked at thirty-five companies over eight years found that a company’s performance (earning per share and return on assets) predicted employee satisfaction more strongly than satisfaction predicted performance. Reference: Effron, Marc; Ort, Miriam: One Page Talent Management; Harvard Business Press, Page 112.How to solve this dilema ?A recent study of Harvard professor Teresa Amabileof several hundred workers over few years who tracked their day to day activities and rated their motivations and emotions daily showed that making progress in one’s work — even incremental progress — is more frequently associated with positive emotions and high motivation than any other workday event. Reference: http://www.danpink.com/archives/2009/12/harvard-business-review-on-what-really-motives-workers.This latest finding could open up a new way of understanding engagement. Instead of asking 300 questions maybe just two question will help predict the future performance of acompany.The first question to ask is on a scale from 1-10 how are you making progress in your work in the current work environment you are in and the second question I would base on the Net Promoter Score (1-10) developed by Fred Reichheld: How likely is that you would recommend your current company to others as a place to work ?Based on these two questions I have created an open survey on employee engagement and business correlation.The results as stated below can be used by any researcher in this area. (see description below)1) Link to survey: https://spreadsheets.google.com/viewform?formkey=dFNyZkJDNmRZU0NJeTB1d0J6VVU5Mnc6MQ2) Graphical Representation of the results: https://spreadsheets.google.com/viewanalytics?formkey=dFNyZkJDNmRZU0NJeTB1d0J6VVU5Mnc6MQ3) The results of the survey in spreadsheet format: https://spreadsheets.google.com/ccc?key=0ArQI1UCaBIHOdFNyZkJDNmRZU0NJeTB1d0J6VVU5Mnc&hl=enYou may use the results of this survey for your own analysis under the condition that you explicitly state the source of the data by including the link to this survey and the link to the survey results in your analysis and or publications. This is an anonymous survey. Do not use any means or make any conclusions to associate the data to persons or organizations. The survey was created by Peter Palme only www.linkedin.com/in/peterpalme and has no association to my current employer.
The opening anecdote relates Francis Galton's surprise that the crowd at a county fair accurately guessed the weight of an ox when their individual guesses were averaged (the average was closer to the ox's true butchered weight than the estimates of most crowd members, and also closer than any of the separate estimates made by cattle experts).[1]In 1906 Galton visited a livestock fair and stumbled upon an intriguing contest. An ox was on display, and the villagers were invited to guess the animal's weight after it was slaughtered and dressed. Nearly 800 gave it a go and, not surprisingly, not one hit the exact mark: 1,198 pounds. Astonishingly, however, the mean of those 800 guesses came close — very close indeed. It was 1,197 pounds.