organizational change

2 items re: barriers to change and innovation in learning-related organizations [Armstrong; Kapp]

On 12/04/2014, in change, changing business models, corporate universities / corporate training, higher education, innovation, organizational change, training / L&D, by Daniel Christian

Barriers to innovation and change in higher education — from changinghighereducation.com by Lloyd Armstrong

Excerpt:

I recently wrote an article entitled Barriers to Innovation and Change in Higher Education for the TIAA-CREF Institute. In it, I used a business model perspective to analyze obstacles to change in higher education. This approach facilitates drawing in insights from research on change across a broad spectrum of organizations and industries. I won’t try to reproduce the analysis presented in that article, but will just indicate a few my conclusions:

Six ways innovation is stifled in the learning field — from by Karl Kapp

Excerpt:

To have break through innovation in the field of learning and development, we must first think about how innovation is stifled in the field. I think is is stifled in many ways:

Impacts of MOOCs on Higher Education [Dulin Salisbury]

On 10/23/2014, in business side of he, change, changing business models, future of higher education, game-changing environment, higher education, MOOCs -- Massive Open Online Courses, new business models, organizational change, pedagogy, strategy, universities, vision/possibilities, by Daniel Christian

Impacts of MOOCs on Higher Education — from insidehighered.com by Allison Dulin Salisbury

Excerpt:

An international group of higher education institutions—including UT Arlington, Stanford University, Hong Kong University and Davidson College—convened by learning researcher and theorist George Siemens gathered last week to explore the impacts of MOOCs on higher education (full list of participating institutions below).

The takeaway? Higher education is going digital, responding to the architecture of knowledge in a digital age, and MOOCs, while heavily criticized, have proven a much-needed catalyst for the development of progressive programs that respond to the changing world.

After sharing challenges, key innovations and general impacts, we were collectively awed by our similarities. Sure, Harvard and Stanford have larger budgets and teams, and the Texas system is, well, a system, while Davidson College enrolls a little under 2,000 students; yet, these fundamentally different institutions voiced similar challenges in their transitions to digital environments.

During a wide-ranging, engaging conversation, participants focused on themes that have to do with organizational change, the state of higher education, and what it is we want our purpose to be—collectively—over the coming years.

Here are a few of the effects MOOCs have had on our colleges or universities:

From DSC:
Thanks George for your continued work and assistance in helping higher education adapt, change, and improve our outcomes (as well as adding your expertise towards teaching and learning, tools, and/or pedagogies).

Futures Education: Teaching & Learning about the Future [World Future Society]

On 08/19/2014, in curriculum, Daniel S. Christian, future, global / globalization, higher education, ideas, K-12 related, organizational change, pace of change, by Daniel Christian

From DSC:
Given the pace of change, thinking like a futurist is quickly becoming a necessary skill. You don’t want to be the person they come up to and tap on the shoulder…telling you that your services are no longer needed here. I wish more colleges and universities had such programs — or at least integrating more of this way of thinking into all of the disciplines.

Addendum on 8/23/14:

WFS CEO Amy Zalman speaks to London futurists and others during UK tour — from WFS
Excerpt:
Dr. Zalman’s tour concluded with an address to the London Futurists, where she spoke to an audience of 70 about the future of futurism. She stressed the need for “now futurism,” a call to action for foresight professionals to take active, incremental steps today to shape the future.”The need for ‘now futurism’ is immense. It’s partly why I think that networks like the one I now have the privilege of leading are so crucial,” said Zalman. “We are home to an important professional community, but also a very wide span of others who feel some stake in the future… Small insertions into the system will, through the wonder of network effects, create feedback loops that should reach into the society that lies beyond the boundaries of our membership and network.”To listen to the speech, click here.
.
Futurism – Profession, Art or Science?
Excerpt:
To put this into context, futurism is different from strategy, our own prime concern – instead of juggling knowledge of the past, current realities and future expectations into a plan of action and reaction against fast-moving opponents, the futurist is looking ahead to the probabilities and possibilities that might affect strategy beyond the immediate struggle. Many of the audience were engineers and scientists used to hypotheses that had to be tested against evidenced data so some may have been surprised to hear Amy refer to professional futurism in terms that were more humanistic and the futurist, amongst many other analogues, as an artist.

Futurism – Profession, Art or Science?

Monday, 18 August 2014 | TPPR

This last Saturday, August 16th, Dr. Amy Zalman, only in the job of President and CEO of the World Future Society a matter of weeks, gave a talk, followed by a very stimulating discussion, to a growing group of London-based futurists convened by David Wood.

To put this into context, futurism is different from strategy, our own prime concern – instead of juggling knowledge of the past, current realities and future expectations into a plan of action and reaction against fast-moving opponents, the futurist is looking ahead to the probabilities and possibilities that might affect strategy beyond the immediate struggle.

Many of the audience were engineers and scientists used to hypotheses that had to be tested against evidenced data so some may have been surprised to hear Amy refer to professional futurism in terms that were more humanistic and the futurist, amongst many other analogues, as an artist.

– See more at: http://blog.tppr.co.uk/24-futurism-profession-art-or-science#sthash.qz5Ckq5c.dpuf

Does Studying Fine Art = Unemployment? Introducing LinkedIn’s Field of Study Explorer [Hwang]

On 08/14/2014, in art, Augmented Reality (AR), biology, business, career development, chemistry, computer science, corporate / business world, corporate universities / corporate training, design, drama/theater, engineering, entrepreneurship, geography / geology, higher education, history, instructional design, interaction design, interface design, K-12 related, leadership, liberal arts, library / librarians, marketing/social marketing, marketplaces, mathematics, MBA, media/film, music, new media literacies, organizational change, photography, political science, professional development, programming, psychology, publishing, reinvent, staying relevant, student-related, tools, user interface design, web design and production, workplace, writing, youth, by Daniel Christian

Does Studying Fine Art = Unemployment? Introducing LinkedIn’s Field of Study Explorer — from LinkedIn.com by Kathy Hwang

Excerpt:

[On July 28, 2014], we are pleased to announce a new product – Field of Study Explorer – designed to help students like Candice explore the wide range of careers LinkedIn members have pursued based on what they studied in school.

So let’s explore the validity of this assumption: studying fine art = unemployment by looking at the careers of members who studied Fine & Studio Arts at Universities around the world. Are they all starving artists who live in their parents’ basements?

Also see:

The New Rankings? — from insidehighered.com by Charlie Tyson

Excerpt:

Who majored in Slovak language and literature? At least 14 IBM employees, according to LinkedIn.

Late last month LinkedIn unveiled a “field of study explorer.” Enter a field of study – even one as obscure in the U.S. as Slovak – and you’ll see which companies Slovak majors on LinkedIn work for, which fields they work in and where they went to college. You can also search by college, by industry and by location. You can winnow down, if you desire, to find the employee who majored in Slovak at the Open University and worked in Britain after graduation.

Everyone needs to be a futurist [Gorsht]

On 06/27/2014, in career development, change, future, organizational change, pace of change, professional development, reinvent, staying relevant, workplace, by Daniel Christian

Everyone needs to be a futurist — from innovationexcellence.co by Reuven Gorsht

Excerpts (emphasis DSC):

While most of us work on the day-to-day operational details and focus on hitting the metrics, we often assume that there must be someone in the company that is thinking about the future. Whether we assume it’s the board, senior executives or perhaps the corporate strategy team, we somewhat believe that somewhere above our level, both the foresight and plans exist to stave disruption, capitalize on new opportunities and figure out exactly how the company needs to change to either survive or achieve the next paradigm of growth.

This, however, is a fallacy that lands organizations and individuals in a lot of hot water. While most of us are in roles where we are focused on exploiting the current business model, nowadays, everyone’s job, regardless of level, is to be somewhat of a futurist who is able to foresee where the business is going and internalize the change by creating and executing their individual plans.

Everyone needs to be a futurist.

…

Yes, we all have full-time jobs and enough on our plates to keep us busy, but without an investment in gaining the foresight and our own personal meaning on where our company, industry and roles are going, how might we proactively keep ourselves relevant? Sometimes ignorance is bliss, and most of us prefer to be in our comfort zones, but we’ve all seen the recent wake-up calls from companies such as Nokia, New York Times and Blackberry.

When it gets to a point that senior leadership has to write a manifesto that calls for drastic change, it is likely too late to start shifting yourself to adjust to the new realities of your company. Only by being proactive, can we effectively internalize what it may mean for us individually and create the runway necessary to make the shift.

Bottom line: If you’re not spending some time understanding the future and what it means to you personally, you are effectively putting yourself in the position of being tapped on the shoulder one day and being told that you are no longer relevant to where the company is headed.

From DSC:
Sometimes, the advice of the old economy no longer applies.

Growing up, our family had a wonderful neighbor named Dr. John Evans. He had worked for a large, successful company called Upjohn (in the pharmaceutical industry) for most, if not all, of his career. I used to mow his lawn. I remember him giving me some lemonade or pop on those hot summer days here in Michigan. On one such occasion, I recall him saying to me, “Danny…you just need to find a good company and hop on board. You can ride that train for a long time.”

That strategy worked very well for him. He had been with Upjohn for many years before retiring from that corporation. So that advice was spot on — for the economy and job market that he had known and participated in.

So, upon graduating from college, I tried to implement that strategy. My first job out of college was with a company called Baxter Healthcare (a large corporation that had just merged with American Hospital Supply and began laying off numerous people, as many jobs were then duplicated). Anyway, that employment lasted all of 4 years before all employees in our division of Baxter had to move to Florida or New York or lose their jobs. As I didn’t want to move at the time, I was forced to find another job. (I’m quite sure many people out there who were working in the U.S. in the 80’s and 90’s — the decades of some serious merger and acquisition activity — can relate to such experiences.)

Anyway, these memories came back to me when I recently read a sentence from Sarah Kendzior’s Nov 2013 piece entitled Surviving the post-employment economy. That sentence said, “If you are 35 or younger – and quite often, older – the advice of the old economy does not apply to you.”

Wow. That rang true with me. It surely resonated with my experience.

So, as the growth of contingent workers continues, I’d like to join many others in putting some new advice out there. My advice to folks — especially to you younger people — would be to take courses, subscribe to the RSS feeds of relevant blogs, follow people on Twitter, and build your personal learning network (at least in part) around the topics of:

Entrepreneurship
Running your own business
Creativity
Being able to adapt, pivot
Experimentation
Freelancing
Disruption
Learning how to learn
Lifelong learning
Identifying and following your passions
Futurism — and learning how to pulse check a variety of landscapes

That’s my 2 cents for now.

Reflections on “BBC Forms The Guerrilla Group to Experiment with Digital Content” [Patel]

On 03/29/2014, in 21st century, change, content development, aggregation, repositories, Daniel S. Christian, digital learning, higher education, innovation, learning ecosystem, Learning from the Living [Class] Room, organizational change, user experience (UX), by Daniel Christian

“BBC Forms The Guerrilla Group to Experiment with Digital Content” — from thevideoink.com by Sahil Patel

Excerpt (emphasis DSC):

BBC has created a new “digital innovation” unit aimed at developing and experimenting with new forms of content.

…

“Innovation at the BBC has never stood still, from the birth of radio and TV, to the first steps into the digital world with BBC Micro Computers and Ceefax, through to more recent services like BBC iPlayer,” said James Purnell, director of strategy and digital at BBC, in a statement. “The Guerrilla Group will help us explore the next-generation of BBC content and services, finding new and creative ways to tell our stories to future audiences.”

From DSC:
Are there enough groups/departments in the world of higher education that have this type of mission statement and purpose? To experiment? To innovate? To find out what’s working and what’s not working? To create new kinds of learning experiences that motivate and engage the 21st century student?

I say that we need TRIMTAB Groups within the world of higher education. Now. Not later.

TheTrimtabInHigherEducation-DanielChristian

A highly recommended presentation for anyone who is working in higher education!!! [Pres by Prof Steven Van Belleghem]

On 02/15/2014, in 21st century, business, business side of he, career development, change, changing business models, corporate / business world, corporate universities / corporate training, dangers of the status quo, Daniel S. Christian, disruption, future, future of higher education, game-changing environment, new business models, organizational change, pace of change, workplace, by Daniel Christian

Reinvent the future –– an excellent presentation by Professor Steven Van Belleghem

From DSC:
Though this presentation is aimed at the corporate world, there are NUMEROUS lessons here for those of us working within the world of higher education.

Sample slides:

From DSC:
This type of presentation prompts me to ask why there isn’t more coursework being offered involving futurism…?

And within our current business offerings, are we applying enough emphasis on freelancing, entrepreneurship, innovation, and in pulse-checking a variety of landscapes?

Along these lines, see:

Need a job? Invent it — from nytimes.com by Thomas Friedman

Excerpts:

Every middle-class job today is being pulled up, out or down faster than ever. That is, it either requires more skill or can be done by more people around the world or is being buried — made obsolete — faster than ever. Which is why the goal of education today, argues Wagner, should not be to make every child “college ready” but “innovation ready” — ready to add value to whatever they do.

So what should be the focus of education reform today?
…
We need to focus more on teaching the skill and will to learn and to make a difference and bring the three most powerful ingredients of intrinsic motivation into the classroom: play, passion and purpose.”

Reflections on “The Campus of the Future: Hybrid and Lean” [Winkler]

On 01/15/2014, in adjunct faculty, blended learning, change, changing business models, colleges, community colleges, corporate / business world, corporate universities / corporate training, cost of getting a degree, Daniel S. Christian, disruption, distance education, education technology, elearning, faculty, future of higher education, game-changing environment, higher education, hybrid learning, IT in HE, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning spaces, lifelong learning, MOOCs -- Massive Open Online Courses, more voice more choice more control, New "Amazon.com" of Higher Education, new business models, online learning, online media, online tutoring, organizational change, reinvent, smart classrooms, social learning / networks, staying relevant, student teaching/teacher education, student-related, UK, United States, universities, videoconferencing, virtual tutoring, by Daniel Christian

The Campus of the Future: Hybrid and Lean — from edcetera.rafter.com by Kirsten Winkler

Excerpt:

When people imagine the campus of the future, two main ideas seem to come up. On the one hand, the campus experience will be blended or hybrid, meaning that even with the majority of learning taking place online, there will still be demand for activities in a classic brick-and-mortar setting. On the other hand, the campus of the future will be more like a technology startup, focused on cutting expenses and running a lean operation.

Three recent articles in Education DIVE, The Times Higher Education, Slate and Inc. underline this trend.

The above article links to:

Internet mentors could supplant traditional lecturers — from timeshighereducation.co.uk by Jack Grove
Horizon Scanning study points to a ‘new kind of pedagogy’ in higher education by 2020

Excerpt:

Traditional lecturers may soon be replaced by networks of online mentors working for several universities, a new study predicts.

In the report, titled Horizon Scanning: What will higher education look like in 2020?, the Observatory on Borderless Education suggests that academic staff are likely to be employed part-time by several universities – often working remotely via the internet – rather than relying on a single employer.

…

With one undergraduate module, Forms of Identity, already taught via video conferencing to students at both institutions, the alliance “may be pointing the way to a new kind of pedagogy”, the report says.

“Undergraduate lectures, for example, may be delivered simultaneously to any number of participating institutions, either across a whole sector or indeed across borders,” it states.

From DSC:
With adjunct faculty members playing a significant role at many institutions of higher education, I could see a scenario like this occurring. In fact, even years ago I knew an adjunct faculty member who sat behind her PC all day, servicing students at multiple universities. I’m sure that this is not a rare occurrence. Plus, we are already above 30% of the workforce working in a freelance mode, with estimations of this going to 40% or more by 2020.

Learning hubs: (how I define it)
Places of blended/hybrid learning whereby some of the content is “piped in” or made available via the Internet and whereby some of the content is discussed/worked on in a face-to-face manner.

Questions:

What if learning hubs spring up in many types of facilities, such as in schools, libraries, buildings on campuses, corporate spaces, parks, cafes, other places? How might such a trend affect the possible scenario that there will be online mentors working for several universities?
Will these mentors make enough to cover insurance costs, retirement costs, etc.?
Will this be a potential model for lifelong learning? For learning-on-demand?
How might MOOCs — and what they morph into — affect this type of scenario?
How might this scenario affect how we teach student teachers? (Will it involve more efforts/endeavors like this one?)
Could this type of scenario also happen in the corporate world?

Last comment:

I’m not saying that this sort of setup is better than a seminar-like experience that has a dozen or so students setting down with a highly-trained professor in a strictly face-to-face setting. However, that model is increasingly unobtainable/unaffordable for many people.

What’s the future of the Chief Information Officer?

On 12/10/2013, in analytics, Artificial Intelligence/Agents/LLMs/and Related, business, career development, corporate / business world, data related items, leadership, organizational change, pace of change, strategy, vision/possibilities, workplace, by Daniel Christian

What’s the future of the CIO? — from cioofthefuture.com by Peter Evans–Greenwood
CIOs have an opportunity to drive strategy and create business value, and not just reduce costs

From DSC:
The sections entitled “The demise of the Chief Infrastructure Officer” and “Technology is now central to how our organizations engage their market” seem especially appropriate.

The CIO of 2020: The future of the Chief Information Officer — from innovationexcellence.com by Paul Muller

CDOs are reaching new heights — and quickly — from sloanreview.mit.edu by Michael Fitzgerald
Is the chief digital officer position the new path to the chief executive title?

Degrees of Competency [John Waters; cover article for Dec 2013 Campus Technology Magazine]

On 12/04/2013, in business side of he, change, changing business models, competency-based learning/education, education technology, experimentation, future of higher education, game-changing environment, higher education, innovation, learning ecosystem, New "Amazon.com" of Higher Education, new business models, organizational change, by Daniel Christian

Study: Teachers love EdTech, they just don’t use it — from edudemic.com by Katie Lepi

Excerpt:

EdTech Is Essential!

86% of teachers think it is ‘important’ or ‘absolutely essential’ to use edtech in the classroom
965 say that edtech increases student engagement in learning
95% say that it enables personalized learning
89% say that it improves student outcomes
87% say that it helps students collaborate

However…

Only 19% use subject specific content tools weekly
Only 31% use information or reference tools weekly
Only 24% use teacher tools weekly
Only 14% use digital curricula weekly
Despite all the buzz about 1:1 classrooms, only about 1 in 9 are implementing a 1:1 or BYOD classroom
…

From DSC:
Looking at this solid posting from edudemic and Katie Lepi, I can’t help but ask:

What might this tell us about the model/approach that we are using?
Is that model/approach working?
Is that model/approach working fast enough to prepare our students for the futures they will inherit/experience?
Are there other approaches that would work better?

I’d like to add some potential factors to the list of why educational technologies might not be being implemented in certain situations:

We decided not to use teams; that is, we decided that our teachers (or professors or trainers) should continue to do everything — “it is their job after all”
A teacher (professor, trainer) may not be gifted in a particular area (such as creating digital audio or digital video, designing simulations, developing educational gaming, designing e-books, offering mobile learning, etc.)
A teacher (professor, trainer) may not be interested in a particular area (such as creating digital audio or digital video, designing simulations, developing educational gaming, designing e-books, offering mobile learning, etc.)
May view an area as totally irrelevant because that wasn’t part of that person’s background/experience (i.e. Who needs educational gaming? Why should that matter/help? I didn’t have that in my toolbox.)

With the rapid pace of change, time is no longer on our side. That is, it doesn’t serve our students well if it takes us 2-3 generations to get teachers, professors, and trainers ready to use all of the relevant technologies. That is a pipe dream and we need to abandon it asap. No one has all of the gifts that they need. We need to work with teams of specialists. It will take team-based efforts to create and deliver learning environments, products, and services that feature more choice and more control for our students. They — and all of us actually — are encountering a different world every single day that we wake up. Are we preparing them for it?

“Learning in the Living [Class] Room” — as explained by Daniel Christian [Campus Technology]

On 11/05/2013, in 21st century, 24x7x365 access, A/V -- audio/visual, active learning, adult learning, analytics, animation, Artificial Intelligence/Agents/LLMs/and Related, attention, blended learning, Bring your own device (BYOD), business side of he, career development, change, changing business models, cloud-based computing / apps / other cloud-related, collaboration, colleges, communications, communities of practice, community colleges, competency-based learning/education, computer science, consortiums, content development, aggregation, repositories, convergence, corporate / business world, corporate universities / corporate training, cost of getting a degree, creativity, dangers of the status quo, Daniel S. Christian, data related items, digital audio, digital learning, digital storytelling, digital textbooks, digital video, disruption, distance education, e-books, e-publishing related items (EPUB and more), e-readers, education, education reform, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, entrepreneurship, expectations, experimentation, flipping -- inverted learning, formal learning, future of higher education, game-changing environment, global / globalization, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), hybrid learning, IBM, ideas, immersion, informal learning, innovation, instructional design, intelligent systems, intelligent tutoring, interaction design, interactivity, interface design, internet, IT in HE, K-12 related, learner profiles, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning preferences, learning spaces, liberal arts, lifelong learning, love of learning, machine-to-machine communications, marketplaces, media/film, Michigan, mirroring and/or multiple devices, mobile learning, mobile technologies, MOOCs -- Massive Open Online Courses, more voice more choice more control, motivation, multi-touch, multimedia, Near Field Communication (NFC), neurodivergent/special needs, New "Amazon.com" of Higher Education, new business models, new media literacies, online learning, online media, online tutoring, open courseware and systems, organizational change, pace of change, participation, passions, personalized/customized learning, platforms, play, professional development, programming, real-world assignments, reinvent, second screen apps, simulations, smart classrooms, smart/connected TV, social learning / networks, social media, society, staying relevant, STEAM-related, story, storytelling, strategy, streams of content, student-related, surviving, tablets, teaching & learning, technologies for your home, technology (general), telecommunications, telepresence, television, transmedia, trends, ubiquitous learning, universities, user experience (UX), user interface design, using teams, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, web-based collaboration, webinars, workplace, by Daniel Christian

Learning from the Living [Class] Room — from Campus Technology by Daniel Christian and Mary Grush; with a huge thanks also going out to Mr. Steven Niedzielski (@Marketing4pt0) and to Mr. Sam Beckett (@SamJohnBeck) for their assistance and some of the graphics used in making these videos.

From DSC:
These 4 short videos explain what I’m trying to relay with a vision I’m entitling, Learning from the Living [Class] Room. I’ve been pulse checking a variety of areas for years now, and the pieces of this vision continue to come into fruition. This is what I see Massive Open Online Courses (MOOCs) morphing into (though there may be other directions/offshoots that they go in as well).

After watching these videos, I think you will see why I think we must move to a team–based approach.

(It looks like the production folks for Campus Technology had to scale things way back in terms of video quality to insure an overall better performance for the digitally-based magazine.)

To watch these videos in a higher resolution, please use these links:

Alternatively, these videos can be found at:

.

Harvard Business School launching online learning initiative [Lavelle & Zlomek]

On 10/10/2013, in 21st century, digital learning, distance education, education technology, elearning, future of higher education, game-changing environment, higher education, innovation, MBA, MOOCs -- Massive Open Online Courses, online learning, organizational change, United States, using teams, by Daniel Christian

Harvard Business School launching online learning initiative — from businessweek.com by Louis Lavelle and Erin Zlomek

Excerpt:

Harvard Business School is quietly developing its first online learning initiative, which it hopes will make HBS the world’s top provider of high quality online business education.

The move has the potential to shake up the nascent online education market and give the elite business school a toehold in the world of MOOCs, or massive open online courses. It’s a high-stakes gamble for HBS, which has one of the world’s best-known—and carefully burnished—educational brands.

The New CTO: Chief Transformation Officer — from HBR.org by Daniel Burrus

Excerpt:

…the role of the CIO needs to shift from Chief Information Officer to a Chief Innovation Officer, due to the massive, rapid, multiple technology-driven transformations that are occurring today. And, just as the CIO’s role needs to change, so too does the CTO’s—from Chief Technology Officer to Chief Transformation Officer. This fundamental shift is necessary to elevate the position’s contribution and relevance.

While the CIO has historically been focused on the technology needed to run the company, the CTO has been responsible for the technology integral to products being sold to customers or clients. However, over the next five years every business process is going to undergo a major transformation. For example, IBM executives recently shared with me that over 40 percent of their profits are now coming from products and services that were impossible just a few short years ago. That reflects the transformative nature of business today as well as the speed of the transformation. This is just the beginning and someone has to lead that transformation.

From DSC:
What Daniel Burrus is saying here is what I’ve also been trying to get at when I say that technology needs to be used strategically. The organizations that will thrive in the future will have cultures that are willing to experiment and innovate. They realize that they will fail at times and succeed at other times. They also realize that batting a thousand is not an option — as there are too many targets moving far too quickly (and some targets appearing out of nowhere…while some disappear).

Also see:

Today’s CIO needs to be the Chief Innovation Officer –– from HRB.org by Daniel Burrus

Learning Ecosystems

2 items re: barriers to change and innovation in learning-related organizations [Armstrong; Kapp]

Impacts of MOOCs on Higher Education [Dulin Salisbury]

Everyone needs to be a futurist [Gorsht]

Reflections on “BBC Forms The Guerrilla Group to Experiment with Digital Content” [Patel]

A highly recommended presentation for anyone who is working in higher education!!! [Pres by Prof Steven Van Belleghem]

Degrees of Competency [John Waters; cover article for Dec 2013 Campus Technology Magazine]

Reflections on “Study: Teachers love EdTech, they just don’t use it” [Lepi]

Harvard Business School launching online learning initiative [Lavelle & Zlomek]

Reflections on “The New CTO: Chief Transformation Officer ” [Burrus]

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