So, in the updated model, there are Seven Cs of social technologies: Content – in the forms of knowledge-based assets, experiences and expertise – this is where it all starts. Consumption - of content, as in usable, reference-able, searchable, tag-able and reusable. Contribution - of content that can and should be user-generated. Conversation - about content – it's what makes it socially relevant to the business. Collaboration - with others over content – it's goal oriented and how we get things done socially. Connections - made with others regarding content. In competitive business, it's not just what you know, but who you know. Once connections are made, vicarious reinforcement follows. Control  -  this  is  the  most  important  and  relevant  "C"  enterprises are dealing with today. Social learning technologies should enable customers to govern the continuum of openness and control as it applies to their business. Social technologies should enable providers and users to navigate the Seven Cs while remaining meaningful to the workflow of the business.

Our curriculum has been broken out into three main categories: beginner, intermediate and advanced. Materials may include presentations, handouts, code and whatever else we've got!

This course has been designed for independent study. It provides everything you will need to understand the concepts covered in the course. The materials include: A complete set of Lecture Videos by Prof. Guttag. Resources for each lecture video, such as Handouts, Slides, and Code Files. Recitation Videos by course TA's to review content and problem solving techniques. Homework problems with sample student solutions. Further Study collections of links to supplemental online content. Self-Assessment tools, including lecture questions with answers and unit quizzes with solutions, to assess your subject mastery.

This application supports the core Python 2.5 language, with no module imports or file I/O. It's meant to be used as a platform for creating programming tutorials, not for running or debugging production code.

You’re absolutely right! Instant gratification has ruined the art of learning. It’s especially sad to see kids who are only interested in remembering enough to pass tests, rather than actually knowing something new and important.

Probably the difference here is that we are taking care of a single puppy (a single Moodle installation for a single class, in a single server), and that it is running outside of the University network. It probably will be a different story if it was the service for hundreds of classes, maintained by a centralized organization.

Maybe the learning lesson here is that: there are things that are better done by distributing the load to many users. For example, it is better for all of us to have our own word processors in our laptops than to setup a University centralized server that host the "word processing" services for hundreds of users.

This challenge of learning an art is essentially a process of internalizing the decision-making process framed to a very specific context. How you get better at it is by learning to accelerate how you recognize known (often complex) patterns. The higher your skill level the more complex the pattern you can perform and make decisions on without having to consciously think about it. It is in effect non-rational because you are so attuned to the habit that your body may act or react before you even realize you are doing it.

how smarter work is all about finding new ways of getting the job done in a much more effective and efficient manner, but at the same time with an end-result that everyone else, regardless of wherever they may well be in the world, can benefit from, reuse, apply, and continue further with their learning activities, because, at the end of the day, which is my favourite part permeating throughout the whole story, work is all about learning, learning while at work.

Education starts with the remembering of facts. Then we move up to comprehension of these remembered facts. And so on.

There is much talk (chatter) about 21st century skills – even OECD is trying to define what those skills for “jobs that have not yet been created, using technologies that have not yet been invented, to solve problems that cannot be foreseen”. This statement is silly. It is my main critique with the emotional-feel-good message of Ken Robinson’s focus on creativity. First, we need to get over the view that our generation is astonishingly unique. Hasn’t every generation faced new technologies to solve problems not foreseen?

A Review of Learning Management System Reviews
Abstract
Learning management systems (WebCT, BlackBoard, Desire2Learn, Angel, Moodle) hold a position of first choice in learning technology adoption within higher education. Selecting a traditional Learning Management System (LMS) requires balancing learning and management. Theinitial intent of an LMS was to enable administrators and educators to manage the learning process. This mindset is reflected in the features typically promoted by vendors: ability to track student progress, manage content, roster students, and such. The learning experience takes a back seat to the management functions.

What if 2.0 were an authentic chance to revisit and do over what came in 1.0?

Enterprise - Government - Web - School - Work - HR - PR - Publishing - Management - Market Research - Sales - Learning - Library - Video - Media - Education - Surveillance - Electricity - Community - Food.

What do they have in common? These terms have gained surges in interest from having “2.0” carved in their history.

die haben sich gewaschen :)

In its improvisational, experimental quality, tinkering is a bit like jazz. The comparison with music can be pushed further: both are forms of human expression shaped by both specific historical forces, and deep human needs. The counterculture is one important influence on tinkering; so is computer hacking, with its casual contempt for established authority, deep respect for arcane technical skills, and refined love of imaginative jokes. The open source movement showed that hackers could create extraordinary things by co-operating on a large scale.

Warum brauchen wir E-Learning 2.0? Wissen kurzlebig, neue Berufsbilder, hohe Qualifikation gefordert, Arbeitsbedingungen verändert, arbeiten von zu hause aus. Früher einmal gelernt, heute lebenslanges lernen.

research/experimentation is the key to information creation. But that is a limited perspective. As you note, information is created through many forms (including good-ol’-thinking).

Good point about validation increasingly including filtering and resource selection. Important to consider in this regard is the role that networked technologies permit (i.e. networked-sensemaking - what occurs on blogs/twitter where we rely on a network to assist in making sense of trends).

What must happen for the learning and development field to rethink its role and function?
A CLO or learning leaders forum is an important starting point. The leaders of a field must begin the process of conceiving a compelling vision for the future of organizational learning. In the process of forming this vision, however, leaders have an important obligation to mirror democratic and open principles. Distributed networks of innovation, comprised of the entire learning and development community, are crucial to advancing the discussion.

Many questions remain: What is the role of training, development and talent in achieving organizational strategies? How does information abundance influence the achievement of these objectives? How do organizations learn to function in distributed environment? How can organizations achieve strategies when fully distributed? How can expertise be developed through informal, in-process methods? How can a full spectrum of learning and development experiences

“User generated Content” und “Social Networks” sind zwei prägende Merkmale des sogenannten Web 2.0. Äußerst spannende Merkmale, die auf aktive Handlungen der Lernenden in sozialen Kontexten hinweisen. Lassen sich diese Merkmale mit Handlungen im realen Raum verknüpfen und wären die Online-Werkzeuge tatsächlich intuitiv, zuverlässig und leicht verfügbar, dann ließe sich hier möglicherweise die Innovations-Bremse des E-Learnings lösen. Vielleicht könnte man sogar ganz auf den Begriff E-Learning verzichten, weil damit noch immer viele das unsägliche Instruktionsdesign verbinden, das wohl eher für Rückschritt steht denn für Innovation.

“Selbstorganisation im Sinne der Selbststeuerung und der Selbstbestimmung ist eine Herausforderung, die eine ganze Reihe kognitiver Fähigkeiten, Vorwissen, Interesse, Wille und Strategien voraussetzt, die man sich erst einmal aneignen muss.” In diesem Zusammenhang ortet Reinmann auch die Gefahr, dass Lernen im Web 2.0 zu einem Elitekonzept werden könnte: Wer nämlich privilegiert ist und die Möglichkeiten hat, die personalen und situationalen Voraussetzungen für das Lernen zu schaffen, hat einen klaren Vorteil gegenüber anderen.

No one knows for sure what the education world will look like in the future. But if the path we are on continues, ten years from now we are likely to have a completely different discussion about the impact computers have on schooling and on learning. The only way to get to that point, however, is by not repeating the mistakes from the past. Pitting computer-based learning directly against teachers or continuing to cram it into schools will not work. Producers of computer-based learning software must introduce it disruptively, by letting it compete against non-consumption initially. And software makers must customize the software for different learning types while other entrepreneurs find new channels to reach students. If all this happens, those who have extolled the benefits of computer-based learning might finally be able to see its promise materialize.

7 key survival skills that they appear to lack:

* Critical thinking and problem solving -- at every level in the organization, people need to be rigorous thinkers who test assumptions and don't rely on preconceived notions.
* Collaboration across networks and leading by influence -- increasingly people need the skills to lead across departmental lines by influence rather than authority.
* Agility and adaptability -- given the rate of change, today's job may not exist tomorrow. So, we need people who can learn and change, rather than relying on static technical skills.
* Initiative and entrepreneurship -- we need self-directed people who can find creative solutions to difficult problems.
* Effective oral and written communication -- without good communication skills, it's hard to collaborate, influence or lead.
* Accessing and analyzing information -- we need to be able to select and process information efficiently and effectively.
* Curiosity and Imagination ............

# Lernen in der Konversation: Mit Twitter-Tools verfolgen von Konversationen, Veranstaltungen, Ideenprozessen, Entwicklungsprozessen, an Brainstorming anderer teilhaben.
# Lernen in der Kommunikation: Microblogging für die Übergabe von Aufgaben, in der Projektkommunikation, im Schichtdienst, für das Ideenmanagement, im Vorschlagswesen.
# Lernen in der Kollaboration: Wikis und andere Tools zur Kollaboration, um mit anderen Menschen einen Kommunikationsfluss sicherzustellen, um die richtigen Menschen zur Kollaboration zu finden.
# Lernen im Kollektiv: mit Web 2.0 profitieren Unternehmen auch von weniger engagierten Mitarbeitern und Bastlern, die “nur” sammeln, cut and pasten, remixen. Beispiel Social Bookmarking Sites wie delicious: mit kollektiv gesammelten Favoriten entstehen umfassende Wissenspools.

However, unprofessional behavior does not arise in a vacuum. It's a product of organizational culture. Social media will make that culture visible, so when you ask "will people vandalize our wiki?" what you're really asking is something about the quality of your organization's culture.

I agree that changing to contributing from just passive reading makes a huge difference.

I have recently made the change and find that the process of producing a post or comment makes you properly think about the issue, whereas just reading tends to mean skimming an article and moving on.

If you participate then you have to read properly and the value you gain from it is many times greater than just reading.

Blogs are collaborative learning tools, and they allow contributers to build on each other's effort so that there is greater advancement overall.

I actually am very dissatisfied with the framework you presented, Tony. It seems too simplistic. There are many factors that come into PLN’s that are not as much “skills” as motivations, understanding of the community in which content is imbedded, and EQ. Like Kimberly, I found younger people have learned to network and even pick and choose what they want to learn. However, for PLN to be effective there needs to be a way that workers are able to prioritize and focus their learning for what they need (not just what they want).

Great !!!
some kinds of networks are more reliable than others. Some can produce "cascade phenomenon" where everyone is doing the same thing (like spread of disease or a rumor). If your network is too tightly joined so that everyone can be exposed quickly in a short number of hops, then something can spread very rapidly. Need a network that will slow down the propagation of ideas, that will create communities that give enough time for alternative ideas to spread too

Are all youth digital natives? Simply put, no. Though we frame digital natives as a generation “born digital,” not all youth are digital natives. Digital natives share a common global culture that is defined not by age, strictly, but by certain attributes and experiences related to how they interact with information technologies, information itself, one another, and other people and institutions. Those who were not "born digital" can be just as connected, if not more so, than their younger counterparts.

“Learning and Knowledge building with wiki: The Impact of Incongruity between People’s knowledge and a Wiki’s information.”

Modell der Ko-Evolution von sozialem System und kognitiven System - mit dem Lernen mit Social Software und Web 2.0 beschrieben werden kann und aus dem sich empirisch überprüfbare Hypothesen ableiten lassen

Pecha kucha may not be right for every organization, but I'd suggest that it's definitely an idea worth considering if you're looking for another way to make learning experiences creative, fun and dynamic.

examines the effect of digital media tools on how people learn, network, communicate

a great overview of the state of understanding and research in and around complex social systems. I found this a good foundation for deeper digging, particularly understanding what happens in some of the social networks on the web as they scale

identifying key opinion leaders within the work groups, encouraging those people to champion system usage, and encouraging the concept of employees being co-learners within their job and work settings

There are a whole bunch of useful concepts used by organisations to focus their community of practice and knowledge management programs. Some of the more useful and memorable ones are listed below:

cool ... dictionary
web viewer
file viewer

bericht von der Scope 07

Zusammenhang von Wissensmanagement und “intelligenten Organisationen” ... Organisationales Wissensmanagement meint die Gesamtheit korporativer Strategien zur Schaffung einer «intelligenten» Organisation

wie Web 2.0-Anwendungen Sozialisation (S), Externalisierung (E), Kombination (K) und Internalisierung (I) unterstützen können

If individuals have stronger learning bonds outside school than inside, what happens to education? If there are stronger economic bonds through your network than your current job, what happens to the industrial workplace?

Wissensaneignung beruht auf Rahmenbedingungen und wird durch Faktoren gesteuert, die unbewusst ablaufen und deshalb nur schwer beeinflussbar sind

You need both training and development to facilitate learning and to improve competency. You need both formal and informal learning initiatives, which incorporates knowledge sharing activity, to support people in their roles in achieving your business obj

umfassende Darstellung des Phänomens Wiki mit Antworten auf einfache, aber wiederkehrende Fragen

Whereas at most conferences the conversation is entirely one-way, the beauty of unconferences is their ability open up two way dialogue. This is because at an unconference, everybody is potential a speaker ... yet, it doesn’t mention Open Space by name

can be of good use in Bangkok, may try this out ... but we'll see about the overall design ...

Our biggest task in an organizational change will be to take people by the hand and eventually to make sure they can help themselves. This is the domain of learning.

A classic model of individual learning describes learning in terms of 4 stages, consisting of:

* unconsious competence, to
* conscious incompetence, to
* conscious competence, to
* unconscious competence

Can social bookmarking or tagging allow us to develop social networks for learning based on commonality of interest?

I think the Web 2.0 Learning Model incorporates key traits of how wikis work. Notably permission to participate, transparency, identity, discourse, attribution and memory. We learn not only through copying others, but by watching how others copy others ov