Reflections on “C-Suite TV debuts, offers advice for the boardroom” [Dreier]

C-Suite TV debuts, offers advice for the boardroom — from streamingmedia.com by Troy Dreier
Business leaders now have an on-demand video network to call their own, thanks to one Bloomberg host’s online venture.

Excerpt:

Bringing some business acumen to the world of online video, C-Suite TV is launching today. Created by Bloomberg TV host and author Jeffrey Hayzlett, the on-demand video network offers interviews with and shows about business execs. It promises inside information on business trends and the discussions taking place in the biggest boardrooms.

 

MYOB-July2014

 

The Future of TV is here for the C-Suite — from hayzlett.com by Jeffrey Hayzlett

Excerpt:

Rather than wait for networks or try and gain traction through the thousands of cat videos, we went out and built our own network.

 

 

See also:

  • Mind your own business
    From the About page:
    C-Suite TV is a web-based digital on-demand business channel featuring interviews and shows with business executives, thought leaders, authors and celebrities providing news and information for business leaders. C-Suite TV is your go-to resource to find out the inside track on trends and discussions taking place in businesses today. This online channel will be home to such shows as C-Suite with Jeffrey Hayzlett, MYOB – Mind Your Own Business and Bestseller TV with more shows to come.

 

 

From DSC:
The above items took me back to the concept of Learning from the Living [Class] Room.

Many of the following bullet points are already happening — but what I’m trying to influence/suggest is to bring all of them together in a powerful, global, 24 x 7 x 365, learning ecosystem:

  • When our “TVs” become more interactive…
  • When our mobile devices act as second screens and when second screen-based apps are numerous…
  • When discussion boards, forums, social media, assignments, assessments, and videoconferencing capabilities are embedded into our Smart/Connected TVs and are also available via our mobile devices…
  • When education is available 24 x 7 x 365…
  • When even the C-Suite taps into such platforms…
  • When education and entertainment are co-mingled…
  • When team-based educational content creation and delivery are mainstream…
  • When self-selecting Communities of Practice thrive online…
  • When Learning Hubs combine the best of both worlds (online and face-to-face)…
  • When Artificial Intelligence, powerful cognitive computing capabilities (i.e., IBM’s Watson), and robust reporting mechanisms are integrated into the backends…
  • When lifelong learners have their own cloud-based profiles…
  • When learners can use their “TVs” to tap into interactive, multimedia-based streams of content of their choice…
  • When recommendation engines are offered not just at Netflix but also at educationally-oriented sites…
  • When online tutoring and intelligent tutoring really take off…

…then I’d say we’ll have a powerful, engaging, responsive, global education platform.

 

 

The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV

 

 

 

CASchoolIntegratesPlayWithLearning-PBS-July2014

 

California school integrates play with learning — from pbs.org

Excerpts:

STUDENT: I really like school now. Like, I’m actually psyched to come.

STUDENT: It just makes me feel good.

STUDENT: I wake up every morning and I’m just like, yes.

APRIL BROWN: These students have been taking part in a new experiment in educational innovation known as the PlayMaker School. PlayMaker is, thus far, only for sixth graders who attend the private K-12 New Roads school in Santa Monica, California. You won’t find desks, seating charts or even a normal grading system in their classroom.

APRIL BROWN: And, if nothing else, they have figured out how to make kids like Isaac Prevatt look forward to school.

ISAAC PREVATT, Student: At my old school, I dreaded it every single day. I really just didn’t like it. You know, I would fake stomach aches. I have not faked any sicknesses this year.

 

From DSC:
Tony Wagner’s recent keynote mentions the importance of play, passion, and purpose in education.  There’s engagement here. There’s focus here.  There might even be a love of learning here — but at least a liking to learn and a stronger sense of actually enjoying learning about something.

I have it that we need to create learning environments and pedagogies that cultivate situations whereby students at least like to learn.

Why?

Because most of us are now required to be lifelong learners in order to remain marketable. (I could also address the love of learning for its own sake, as there’s huge value just in that as well.)

If a student drops out of high school or if they make it through college but end up hating school, those negative experiences that they associate with learning may prove to be obstacles to overcome for them.  They may not want to go back to a learning environment again.  They may have a “bad taste in their mouth” about education/learning.  Becoming a lifelong learner may sound more like a prison sentence to them.

So I celebrate the above approach and experimentation with pedagogy.  Hearing the excitement in the students’ voices and words is simply excellent.  (I wonder if we’re hearing that sort of excitement from them taking all of these standardized tests…?)

I could also relate to the part of the video where one of the teachers said that the students were very uncomfortable with this type of learning environment — that they just wanted to be told what to do. Where’s my test?!  I just want to be told what to do and to take tests.

Many of our students may not like open/unanswered questions or “less structured” activities and learning environments.  But such experimentation could easily help them with their creativity and with developing more innovative thinking.  The work world won’t always tell them each step to take on something; the “tests” will be found in how they can problem solve and if they can think critically, innovatively.

 

With thanks to Jim Lerman  for his Scoop on this.

.

Also see:

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DesigningPlayfulLearningSpaces-NPR-7-18-14

 

Mobile Megatrends 2014…uncovering major mobile trends in 2014 — from visionmobile.com

Excerpt:

This report examines five major trends that we expect to shape the future of mobile in the coming years:

  1. Apps: The Tip of the Iceberg
  2. Mobile Ecosystems: Don’t Come Late to the Game
  3. OTT Squared: Messaging Apps are the new Platforms
  4. Handset Business Reboot: Hardware is the new Distribution
  5. The Future of HTML5: Beyond the Browser

 

From DSC:
In looking at the below excerpted slide from this solid presentation, I have to ask…

“Does this same phenomenon also apply to educationally-related products/services?”

Yes, I think it does.

That is, the educationally-related products and services of an organization will compete not by size, but how well the experience roams across screens.  Lifelong learners (who are using well-designed learning experiences) will be able to tap into streams of content on multiple devices and never skip a beat.  The organizations who provide such solid learning experiences across multiple “channels” should do well in the future.  This is due to:

  • The affordances of cloud-based computing
  • The increasing power of mobile computing
  • The convergence of the television, the telephone, and the computer — which is opening up the door for powerful, interactive, multi-directional communications that involve smart/connected televisions
  • Generation Z’s extensive use of screens*

 

 

 

HowEcosystemsWillCompete-VisionMobile-June2014

 

 

 

The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV

 

 

 

* From Here Comes Generation Z — bloombergview.com by Leonid Bershidsky

If Y-ers were the perfectly connected generation, Z-ers are overconnected. They multi-task across five screens: TV, phone, laptop, desktop and either a tablet or some handheld gaming device, spending 41 percent of their time outside of school with computers of some kind or another, compared to 22 percent 10 years ago.

 

How teachers are learning: Professional development remix — from edSurge, June 2014

 

ProfDev1-EdSurge-June2014

 

Excerpts:

 

ProfDev2-EdSurge-June2014

 

 

ProfDev3-EdSurge-June2014

 

 

 

Addendum, also from edSurge today:

 

GoogleLearningSpace-Brazil-June2014

 

Reinventing libraries for ‘hanging out, messing around and geeking out’ — from CNN.com by Emanuella Grinberg

Excerpt:

The staff takes special pride in its mentor-led activities, offered in partnerships with various community organizations: a spoken word workshop, a video game program and a makerspace, or workshop, where teens create birdcages, duct tape wallets and other art projects.

It might be a library, but for 18-year-old Alexis Woodward, the atmosphere is more like a “family reunion,” she said.

“It’s always packed until it closes. Everybody goes to the library after school,” said Woodward, who began participating in the spoken word program when she was 14.

 

ReinventingLibraries-CNN-June2014

 

 

Harvard MOOCs up ante on production quality — from educationnews.org by Grace Smith

Excerpt (emphasis DSC):

It’s called HarvardX, a program begun two years ago, that films professors who are creating lessons that act as an adjunct to their coursework.   The catch is, the production value is equally proportioned to the subject matter.  The underproduced in-class lecture being filmed by a camera at the back of the lecture hall is being updated, in a big way.

Two video studios, 30 employees, producers, editors, videographers, composers, animators, typographers, and even a performance coach, make HarvardX a far cry from a talking head sort of online class.

The Harvard idea is to produce excellent videos, on subject matters that might be difficult to pull off in a lecture hall or class.  Then, to bring these videos into the class for enrichment purposes.  An example is Ulrich’s online class, “Tangible Things”.

 

 

Also see:

Sea change of technology: Education — from the Harvard Gazette, Christina Pazzanese, May 26, 2014

Excerpt (emphasis DSC):

After centuries of relative torpor, technology breakthroughs have begun to reshape teaching and learning in ways that have prompted paradigm shifts around pedagogy, assessment, and scholarly research, and have upended assumptions of how and where learning takes place, the student-teacher dynamic, the functions of libraries and museums, and the changing role of scholars as creators and curators of knowledge.

“There are massive changes happening right now,” said Robert A. Lue, the Richard L. Menschel Faculty Director of the Derek Bok Center for Teaching and Learning and faculty director of HarvardX (harvardx.harvard.edu). “What has brought it into particularly tight focus now is that the revolution in online education has raised a whole host of very important questions about: What do students do with faculty face-to-face; what is the value of the brick-and-mortar experience; and how does technology in general really support teaching and learning in exciting, new ways? It’s been a major catalyst, if you will, for a reconsideration of how we teach in the classroom.”

Classrooms of the future are likely to resemble the laboratory or studio model, as more disciplines abandon the passive lecture and seminar formats for dynamic, practice-based learning, Harvard academicians say.

“There’s a move away from using the amphitheater as a learning space … toward a room that looks more like a studio where students sit in groups around tables, and the focus is on them, not on the instructor, and the instructor becomes more the ‘guide outside’ rather than the ‘sage onstage,’ facilitating the learning process rather than simply teaching and hoping people will learn,” said Eric Mazur, Balkanski Professor of Physics and Applied Physics at the Harvard School of Engineering and Applied Sciences.

It’s a shift that’s changing teaching in the humanities as well. “It’s a project-based model where students learn by actually being engaged in a collaborative, team-based experience of actually creating original scholarship, developing a small piece of a larger mosaic — getting their hands dirty, working with digital media tools, making arguments in video, doing ethnographic work,” said Jeffrey Schnapp, founder and faculty director of metaLAB (at) Harvard, an arts and humanities research and teaching unit of the Berkman Center for Internet & Society.

 

 

From DSC:
HarvardX is a great example of using teams to create and deliver learning experiences.

Also, the “Sea change…” article reminded me of the concept of learning hubs — whereby some of the content is face-to-face around a physical table, and whereby some of the content is electronic (either being created by the students or being consumed/reviewed by the students).  I also appreciated the work that Jeff Schnapp is doing to increase students’ new media literacy skills.

 

 

 

 

FirstLegoLeague-2014-FutureOfLearning

 

Excerpt (emphasis DSC — with thanks to Mr. Joe Byerwalter for this resource):

What is the future of learning? FIRST® LEGO® League teams will find the answers. In the 2014 FLL WORLD CLASS? Challenge, over 230,000 children ages 9 to 16* from over 70 countries will redesign how we gather knowledge and skills in the 21st century. Teams will teach adults about the ways that kids need and want to learn. Get ready for a whole new class – FLL WORLD CLASSSM!

FLL challenges kids to think like scientists and engineers. During FLL WORLD CLASSSM, teams will build, test, and program an autonomous robot using LEGO MINDSTORMS® to solve a set of missions in the Robot Game. They will also choose and solve a real-world question in the Project. Throughout their experience, teams will operate under FLL’s signature set of Core Values.

*9-14 in the US, Canada, and Mexico

 

From DSC:
First…a few items that stimulated some reflection:

 

Weekly Round-up: Collcons Must-Reads 23 May
We scour the internet to find the most interesting news on the collaborative consumption front. Here are our picks for the week:

 

Weekly Round Up: COLLCONS Must Reads – 9 MAY — from collaborativeconsumption.com
We scour the internet to find the most interesting news on the collaborative consumption front. Here are our picks for the week:

 

The Sharing Economy — from bbc.co.uk
Video duration: 30 minutes | First broadcast: Thursday 08 May 2014

Description:

Home swaps, driving your neighbour’s car, private car parking in your drive, even renting your neighbour’s clothes. They are all part of a new style of collaborative enterprise in which nearly everyone can join and (maybe) make money: the ‘shared economy’.

It’s breaking cover, growing fast and could be important. Perhaps the best known example is Airbnb but many more companies have sprung up allowing people to share their things and even their time. And now companies are trying to make money out of what makes all this sharing possible: trust.

But existing regulations and laws are set up for traditional businesses such as hotels and car hire companies, and that is causing problems. Peter Day investigates the opportunities and snags of the sharing economy and asks if it could become a big democratic movement.

 

 

From DSC:
After seeing those items, I began to wonder…

  • Given the tough economic times many of us find ourselves in, will the sharing economy continue to pick up steam?
  • If so, what are the implications for teaching and learning? How might such an environment impact what occurs within K-20?  For example, will the concept of learning hubs take off (especially at the higher ed level)?
  • Will such an environment lend itself to encouraging more communities of practice?

Hmmm….

 

 

Also see:

 

CollaborativeEconomyDefinitions-May2014

 

 

Addendum — related…?

 

Turning a MOOC into a network of schools collaborating — from pbs.org

Excerpt (emphasis DSC):

Students at the University of Texas at Austin and the University of Utah are currently engaged in a collaborative online class, Social Media Journalism, which combines the convenience of a MOOC with the engagement of a medium-sized lecture — and the completion rate is more than 95 percent. The engagement scales, too: students at both schools, 1,300 miles apart, are taking the class together, interacting with each other, viewing the same lesson modules and building a news aggregation service on various social media platforms. The difference is they get a personal instructor and smaller groups of familiar classmates. Our next step is to add more campuses and make this a new kind of MOOC — a network of schools working together with the same material but with individual instructors.

“It wasn’t about lectures or tests; it was about actually putting our work out there on social media and letting audience feedback be our guide. It was one of the few classes I’ve taken where I felt like my work was actually applicable toward real-life situations, instead of just being about a grade.”

Even if they don’t become social media editors, many have said they gained from having the knowledge of how to run an organization’s social channels.

 

From DSC:
The idea of a learning hub — where some of the learning content is accessed electronically and where some of the learning takes place in a face-to-face manner — seems to be picking up steam. Conceptually, it makes a huge amount of sense, especially if it’s done well. It combines the best of online learning and face-to-face learning. Though not new, blended or hybrid learning, has often been said to be the Holy Grail of learning. So some of the learning could be accessed remotely — via a live videoconference or via a previously recorded lecture — and some of the learning could take place around a table.

 

Let's take the best of both worlds -- online learning and face-to-face learning

 

With that in mind, it was interested to see the following postings:

  • N.Y. Public Library Plans Face-to-Face ‘Classes’ for MOOC Students — from chronicle.com by Steve Kolowich
    Excerpt:
    In a pilot program with Coursera, the New York Public Library plans to organize meet-ups at which people taking massive open online courses can gather and discuss the courses with help from “trained facilitators.”The partnership is part the MOOC company’s effort to build an infrastructure for in-person learning around its free online courses. Research has suggested that MOOC students who receive offline help earn higher scores on their assessments.
    .
  • New Learning Hubs Locations Hosted by The New York Public Library and Seven Other International Partners– — coursera.com
    Excerpt:
    [On April 30th] we are happy to announce eight new Learning Hubs partners including The New York Public Library, the largest library system in the US and our first domestic Learning Hubs network. Fitting we think that one of our first US Learning Hubs partners is located in New York, Coursera’s most popular city in the world by enrollment with more than 50,000 users located in New York City and 160,000 in the greater state of New York!

    We launched the Learning Hubs program last year to give communities around the world the ability to access online courses for free, and also to engage with others in a blended learning setting. We’ve since partnered with a total of 17 trusted institutions around the world including the US Department of State to establish physical spaces where students can access the necessary technology and a global community of learners.

 

 

From DSC:
Combine that vision with the vision that I’ve put forth on this blog before — and which the recent blog posting discusses below – and you have one pumped up learning environment!

 

What will the active learning classroom look like in the not-so-distant future? — from lakelandlearningtechnologies.wordpress.com

The next generation interactive classroom…

1) will support students bringing their smartphones and tablets (BYOD) into the classroom. Students can expect to interact with their peers and the content / media on-the-fly, at the same time, discovering new ways to use classroom and web-based technologies to support their own learning.

2) will be increasingly wireless. Apple TV is already being used in classrooms where students and their teachers share their assignments and class projects on high definition TV screens. Emerging wireless technologies such as 802.11 ac, mean faster connection speeds and improved quality of shared media.

3) will mean classrooms are more configurable around the people using them rather than the fixtures and technology in the room. The use of multiple surfaces fosters collaboration, creativity and design, permitting students and instructors the ability to display, capture and share these interactions.

New learning spaces are emerging as a blend of the formal and informal – with flexibility driving design.

 

Egor-Bogomolov---Beautiful-Learning-Spaces--

From DSC:
Egor’s curated collections also include collaborative work spaces, libraries, other.

 

What educationally-related affordances might we enjoy from these TV-related developments?

MakingTVMorePersonal-V-NetTV-April2014

 

EducationServiceOfTheFutureApril2014

 

CONTENTS

  • Content discovery and synchronization
    With access to rich data about their subscribers and what they do, operators can improve recommendation, encourage social TV and exploit second screen synchronization.
  • Recordings get more personal
    One of the next big steps in multiscreen TV is giving people access to their personal recordings on every screen. This is the moment for nPVR to finally make its entrance.
  • Evolving the User Experience
    As service providers go beyond household level and address individuals, the role of log-ins or context will become important. There is a place for social TV and big data.
  • The role of audio in personalization
    Audio has a huge impact on how much we enjoy video services. Now it can help to personalize them. ‘Allegiance’ based audio choices are one possibility.
  • Making advertising more targeted
    Addressable advertising is in its infancy but has a bright future, helping to fund the growth of on-demand and multiscreen viewing.

 

Some excerpts from this report:

Good content should be matched by good content discovery , including recommendations. The current state-of -the-art is defined by Netflix.

Today’s TV experience is worlds apart from the one we were talking about even five years ago. We’ve witnessed exponential growth in services such as HD and have moved from a model in which one screen is watched by many, to many screens (and devices) being available to the individual viewer, what is today called TV Everywhere.  Having multiscreen access to content is driving the demand for a more personalised experience, in which the viewer can expect to see what they want, where, and when. While video on-demand (VOD) has been a great method for delivering compelling content to viewers, it is not always a truly seamless TV-like experience, and traditionally has been limited to the living room. The growing demand for the personalised experience is driving seismic change within the TV industry, and we’ve seen great strides made already, with time-shifted TV and nPVR as just two examples of how we in the industry can deliver content in the ways viewers want to watch. The next step is to move towards more advanced content discovery, effectively creating a personalised channel or playlist for the individual user.

As the tools become available to deliver personalized experiences to consumers, content owners can better create experiences that leverage their content. For example, for sports with multiple points of action, like motor racing, multiple camera angles and audio feeds will allow fans to follow the action that is relevant to their favourite racing team. And for movies, access to additional elements such as director’s commentaries, which have been available on Blu-ray discs for some time, can be made available over broadcast networks.

 

 

From DSC:
Some words and phrases that come to my mind:

  • Personalization.
  • Data driven.
  • Content discovery and recommendation engines (which could easily relate to educational playlists)
  • Training on demand
  • Learning agents
  • Web-based learner profiles
  • Learning hubs
  • What MOOCs morph into
  • More choice. More control.
  • Virtual tutoring
  • Interactivity and participation
  • Learning preferences
  • Lifelong learning
  • Reinventing oneself
  • Streams of content
  • Learning from The Living [Class] Room

 

The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV

 

 

 

streams-of-content-blue-overlay

 

Engaging ideas for designing learning videos — from Karl Kapp

Excerpt:

Here are some video techniques for creating a learning piece that caught my eye in terms of creativity and delivering a learning message. You may want to consider using some of these techniques for your own instructional design and delivery. It is always a good idea to mix up techniques to keep presentation styles fresh and engaging.

CreativeVideos-March2014

 

 

30 of the best apps for group project-based learning — from teachthought.com

Excerpt:

Project-based learning is a matter of identifying needs and opportunities (using an app like flipboard), gathering potential resources (using an app like pinterest), collecting notes and artifacts (with an app like Evernote), concept-mapping potential scale or angles for the project (using an app like simplemind), assigning roles (with an appp like Trello), scheduling deadlines (with apps like Google Calendar), and sharing it all (with apps like OneDrive or Google Drive).

With that in mind, below are 30 of the best apps for getting this kind of work done in the classroom, with an emphasis on group project-based learning apps for both Android and iPad (and even a few for plain old browsers).

 

11 ways to create learning experiences that work — from dashe.com by Ben Nesvig

Excerpt:

The list of recommendations for creating better learning experiences is by no means a complete list (if I’m missing any, please share them in the comments). Every recommendation might not be right for your specific situation, but as a general rule, they will help you create better learning experiences.

 

Incorporating Social — from clomedia.com by Katie Kuehner-Hebert
Once companies decide how social learning should take place, it’s important to fully integrate it into an organization’s overall learning strategy.

Excerpt:

Collaboration on social platforms can be enhanced if employees also have the chance to interact in person. Puttaswamy said one of Saba’s global clients gathered hundreds of its employees in one location for an “idea jam.” “Then they followed up with informal interaction. The results were really amazing,” he said. “They shared a number of ideas that were implemented, and the informal content was used to enhance their formal content.”

 

John Seely Brown on motivating learners (Big Thinkers Series) — from edutopia.org; the video in this pieces was published on Mar 6, 2013
Innovative thinker John Seely Brown, known for his ideas for merging digital culture and education, shares lessons educators can learn from surfers, gamers, and artists on how passion and competitive hunger can drive intrinsic motivation.

 

Introducing Coursera Learning Hubs: Global Participation, Local Access and Support! (back from 10/31/13)

Excerpt (emphasis DSC):

At Coursera, we envision a future where everyone has access to a world-class education. We strive to create and deliver experiences that break down daily barriers that stand in the way of successful learning. Today, in support of our goals, we’re delighted to announce a new initiative- Coursera Learning Hubs – that will offer people around the world physical spaces where they can access the Internet to take a Coursera course, while learning alongside peers in an interactive, facilitated setting. All for free.

 

From DSC:
This idea of learning hubs — where some of the learning content is beamed in synchronously or asynchronously and where other parts of the learning experience is worked through via a group of people in the same physical location —  continues to pick up steam and seems to combine the best of both worlds:

 

Let's take the best of both worlds -- online learning and face-to-face learning

 

What’s your learning philosophy? — from facultyfocus.com by Maryellen Weimer

Excerpt:

There are questions to ask before a learning experience, such as: How do you decide what you need to learn? And question to ask after: Was it worth learning? How do you know? If you were to learn it again, would you approach learning it in a different way? Why? In the process of learning this, did you discover anything about yourself as a learner? I agree with Haave. These are not questions most students have ever considered.
 

DIY and IDEO Inspire the Next Generation of Innovators — from IDEO.com

The ultimate summer camp. The perfect snack for a picky eater? Why are we designing things for our kids when only they can truly know what they want? DIY and IDEO ask kids to tackle these challenges and more, to develop their inner innovator. Bonus: they get a Scout-style patch for their efforts.

DIY is a place for kids to go online to learn new skills and meet others who share their interests. Kids take photos or videos of the stuff they make, assemble personal portfolios on the site, and ultimately build their creative confidence.

IDEO is proud to have collaborated with DIY to launch the “Innovator” skill: 12 challenges that help kids understand people, identify problems, and create novel solutions. We hope these challenges help inspire a new generation of design thinkers. Posted: March 21, 2014

 

 

DIY-March2014

 

 

DIY2-March2014

 

From DSC:
A brief review of this site turns up several interesting things:

  1. Students can explore areas, disciplines, topics that they are passionate about — or they might discover some things that turn into a passion for them;  this could be hugely helpful as students see “what’s out there” for them to head towards (career-wise).
  2. Students can submit their own creations
  3. The format of the site is very visual, enticing…drawing one in to see what’s behind each area and to see what other students have contributed
  4. It employs social learning
  5. It employs badging — students can earn badges on their way to mastering a topic
  6. Students can build their own portfolios and show those portfolios to the world!

Some recent postings on their blog:

 

 

I want to send a shout out to Mr. Dean Gunnink [Assistant Director, Design, for Calvin College’s Physical Plant Department] from whom these resources are from.


 

21 inspirational collaborative workspaces — from myturnstone.com by Stephen Searer

 

22Squared

 

 

Creative & modern office designs around the world  — from hongkiat.com by

 

Google (Zurich, Switzerland)

Google Zurich creative office

 

Creative collaborative spaces — from cherrylawncircle.wordpress.com

hivehaus in San Diego

www.hivehaus.net

 

 

A series re: The Learning Flow — by Jane Hart

(1) Beyond the Course: The Learning Flow – a new framework for the social learning era

(2) The Learning Flow and the User Experience

(3) Three Types of Learning Flow 

(4) The role of the Guide in a Learning Flow

 Excerpt:

  • S/he needs to be a knowledgeable expert in the relevant domain.
  • S/he needs to be a curator – but more than a curator.
  • S/he needs to able to pick out key resources and materials from the mass of material shared online. In other words s/he needs to be able to extract the “signal from the noise”.
  • S/he needs to be able to “join the dots” between resources – and show how one relates to the other.
  • S/he needs to be able to contextualize resources and make them relevant to the participants – drawing out the salient point(s) of the resources s/he shares.
  • S/he needs to be able to model good knowledge sharing skills.
  • S/he needs to “think small” – and create short manageable micro-learning activities.
  • S/he needs to “think social”- and how she can inspire and encourage short social learning experiences.
  • S/he needs to “think flexible”  – and how she can support autonomy and choice in users’ participation.

 

From Micro-Learning to Corporate MOOCs — from idreflections.blogspot.com by Sahana Chattopadhyay

Excerpt:

I see MOOC as a dissemination model that offer a unique opportunity to integrate both—micro-learning and learning flows. It is an approach that – if done right – can integrate all aspects of the Pervasive Learning model – Formal, Informal and Social – popularized by Dan Pontefract in the book, Flat Army. I will discuss this in a later post. In this post, I am going to focus my attention on how micro-learning and learning flows can be an integral part of a MOOC and how this may benefit the corporate world.

 

Sahana Chattopadhyay-LearningFlowsMarch2014

 

 
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