WPMu Development for Education

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Archive for the 'Learn' Category

Taking hidden bias out of decision making

Posted by Randy on 28th July 2010

Which trap do you fall into? 

  • Action-orientated:  any action is better than no action
  • Interest:  emotional, perceptual or attachment factors
  • Pattern-mis-recognition:  I’ve seen this before (but you is wrong)
  • Stability bias:  we’ve always done it this way in the past…
  • Social bias:  keep everyone happy

Don’t kid yourself.  In any decision-making process most (if not all) of these biases are present.  As a human they are hard-coded into our DNA – you can’t avoid them.  But you can recognize they exist and manage the process to minimize their impact.   For instance counter pattern recognition bias with problem reframing and role reversal to help participants see the issues from a new angle.  See this McKinsey article for more tips.

The case for behavioral strategy – McKinsey Quarterly – Strategy – Strategic Thinking

…we need new norms for activities such as managing meetings (for more on running unbiased meetings, see “Taking the bias out of meetings”), gathering data, discussing analogies, and stimulating debate that together can diminish the impact of cognitive biases on critical decisions. To support those new norms, we also need a simple language for recognizing and discussing biases, one that is grounded in the reality of corporate life, as opposed to the sometimes-arcane language of academia.

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Keeping score of institutional technology successes

Posted by Randy on 21st July 2010

In the world of Higher-Education summer is a time of reflection on the past season, and planning for the new college year (all too rapidly approaching!)  My own reflections this year are getting some inspiration from a recent CIO Magazine editorial:  A Simple Scoring system for Complex Times.  How does your organization score accomplishments and initiatives?  In the article it is suggested that doing the expected – like maintaining system uptime or performing regular software upgrades – gets a 0.  That zero.  Why?  In part because users don’t give us much, if any, credit for doing these things.  And these items don’t actually add any value to the organization – we maintain existing value, but aren’t adding anything.  Clear wins – projects that are noticed by users as generating new value or improvements – get a +1.  And clear losers, where people notice and are unhappy, get a –1. 

Over time the –1s will trend up towards 0, at least in a healthy organization where, for instance, mistakes in a deployment are corrected given a little extra time.  But equally the +1s trend back down to 0 as the improvements become the accepted and expected standard.  In looking across all projects in an organization we’ll expect to see a range of scores with a balance of +1s, 0s and –1s.  There is a fair amount of just regular work that needs to be done – 0s.  And resources are limited, so not every new initiative can be a +1 – some may fall to just a 0, and some may even hit as a –1.  A –1 needs to be addressed over time, but doesn’t necessarily indicate a lack of planning.  It may just indicate an attempt to keep budget tight, resources pulled off to support another project, and a few unexpected circumstances that kicks a planned 0 down below the grade.  No mistakes indicates that you’re not trying hard enough, while too numerous or persistent –1s could indicate some structural problems.

I like the idea – it fells very real, and focuses attention on what really matters.  On one end of the spectrum, how you add value to the organization?  And on the other where did we miss the mark, why, and how is that corrected over time? 

Secret CIO: A Simple Scoring System For Complex Times — Secret CIO — InformationWeek

Most IT organizations either a) need fixing, because things aren’t working; b) are doing OK because nothing’s on fire; or c) are enabling competitive advantage by boosting revenue, cost savings, customer satisfaction, and overall business value.

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Continuous Workplace learning

Posted by Randy on 2nd June 2010

In the many rounds of budget cutting and belt tightening over the last 16 months one of the causalities for many has been training budgets.  And that is probably not entirely a bad thing.  For a single employee a standard week-long training class can run $2,500 for just tuition, plus travel and lost time in the office.  But something needs to fill the gap, as a commitment  to continuous learning is essential:

As competitive environments increase in speed, complexity and volatility, organizations and individuals are compelled toward a dynamic learning mindset. Dynamic learning is defined as rapid, adaptive, collaborative and self-directed learning at the moment of need.

Agile Learning: Thriving in the New Normal – Chief Learning Officer magazine

Learning needs to be integrated into work – and not vice versa – and "learning" in all its forms  needs NOT to be tracked or controlled in LMS – but enabled and supported within a more open collaborative enterprise (workflow) system…  

The state of learning in the workplace today

Establishment of formalized communities of practice can help fill in the gap.  Informal employee networks already exist in the workplace, and are a major factor in knowledge transfer and shared problem solving.  But their informal nature risks a lack of focus and non-alignment with strategic objectives.  Establishing formalized learning networks can mobilize workers and create a just-in-time learning resource that matches today’s requirements in the fast-paced workplace.

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The 21st century craftsperson

Posted by Randy on 27th May 2010

I just finished The Craftsman by Richard Sennett.  I don’t quite remember how I came across the book, but I’m glad I did.  It is a thoughtful and well presented work on the concepts of craft and craftsmanship with much application to our modern work lives.  I see his presentation as breaking down into two broad categories – management and teaching.  Here I’ll talk on the management side.

Sennett takes a broad view of the concept of craft.  It is not just the domain of arts and crafty hand work, or some nostalgic longing for a simpler time.  For Sennett it is “an enduring, basic human impulse to do a job well for its own sake.”  It involves a connection between “head and hand” with the person actively engaged in a process of exploration and adaptation.  The craftsperson not only solves problem, but investigates to determine what the problems are.  The process of Linux programming is as much a craft as parenting – a physical, hand-worked object in not a required end result.  But, as with these two examples, it does involve participation in a community, which helps define, regulate and develop the practice of the craft.

This innate desire to perform a job well can be easily squashed by environmental or management pressures or the individual’s own loss of perspective.  A craftsperson must be engaged in the work in a way where their contributions influences the final product.  Requirements to follow some set of procedural rules that are seen to be disconnected from the real environment and result in inferior work will quickly demoralize people, and kills the craft instinct.  Workers stop caring about the work.  Craft does not require an obsessive attention to the art of the work, in fact just the opposite.  This is where the community connection can help avoid any tendency for individuals to lose perspective on the performance requirements of the task at hand.  From a management perspective, fostering a culture of craft, through activities as cultivating communities of practice, cross-functional project teams and a commitment to iterative, user-centric design should result in greater efficiencies, better products and happier customers.

From a management perspective it all comes down to a respect and appreciation for the dedication and contributions of individuals.  As our work days get increasingly disconnected from the physical world we don’t need to leave the concept of craft behind.  In fact it may be exactly the recipe to preserve attention to quality, innovaton and efficiency in a human-centric manner.

Defining craftsmanship far more broadly than “skilled manual labor,” Richard Sennett maintains that the computer programmer, the doctor, the artist, and even the parent and citizen engage in a craftsman’s work. Craftsmanship names the basic human impulse to do a job well for its own sake, says the author, and good craftsmanship involves developing skills and focusing on the work rather than ourselves. In this thought-provoking book, one of our most distinguished public intellectuals explores the work of craftsmen past and present, identifies deep connections between material consciousness and ethical values, and challenges received ideas about what constitutes good work in today’s world.

The Craftsman – Sennett, Richard – Yale University Press

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Latest report on student technology use

Posted by Randy on 26th October 2009

Educause just released their 2009 study of undergrad technology use.  Here are some highlights that caught my attention:

  • Most have newer computers, mostly laptops
  • Cell phones almost universal — 66% have an internet-capable phone or will have one soon — 33% actively use the mobile internet
  • 60% prefer only moderate technology use in the classroom — only 45% think instructors use technology effectively

Personal use of web 2.0 technologies is pretty strong:

  • Social networking sites 95%/wiki editing 42%/blogging 37%/use podcasts 35%

Compare this to how actively these same technologies are used for instructional use:

  • Social networking sites 28%/wiki 25%/blogging 12%/use podcasts 6%.

It is not clear why the use is so much lower in instructional settings, but perhaps the low opinion of instructors effective use of technology has bearing here.

The study also finds a sharp rise in communication via mobile texts and social networking sites.  Around this time of year I always wonder how the new class of students are communicating with each other electronically, and how that has changed over time.  With the increased use of mobile text messages, plus tools like Facebook and Twitter, how important is email?  We have had a student list-serve mailing list since 2004.  Has use of this list changed over that time?  The short answer is no as far as total messages are concerned, but those are being sent by fewer people — details are below.  I have differentiated messages sent by staff/faculty from those which are student-to-student.   I wanted to see if perhaps student use dropped while staff/faculty use rose.

Total email messages sent to list by type
Messages Business B% Student S%
Sept-20004 235 83 35% 152 65%
Sept-20005 200 89 45% 111 56%
Sept-20006 194 90 46% 104 54%
Sept-20007 192 65 34% 127 66%
Sept-20008 238 77 32% 161 68%
Sept-20009 200 58 29% 142 71%
Total Author count by type
Authors Business B% Student S%
Sept-20004 87 23 26% 64 74%
Sept-20005 85 20 24% 65 76%
Sept-20006 88 26 30% 62 70%
Sept-20007 71 21 30% 50 70%
Sept-20008 76 19 25% 57 75%
Sept-20009 68 19 28% 49 72%

Note that only 25 – 30 % of our students actively email to the list.  But as the results show, email is still as popular for our student-to-student communication as it was 5 years ago, but fewer people are actively participating.  So maybe they are communicating more, but email is still a strong part of that.  Almost every student at the school is subscribed to the list.  My guess, (and with quick look over the email subject lines supporting), is that the list is being used for school business (lost/found, get-your-tickets-for, etc), and not classroom or  socializing purposes.

The ECAR Study of Undergraduate Students and Information Technology, 2009 | EDUCAUSE

Since 2004, the annual ECAR Study of Undergraduate Students and Information Technology has sought to shed light on how information technology affects the college experience. We ask students about the technology they own and how they use it in and out of their academic world… In addition to studying student ownership, experience, behaviors, preferences, and skills with respect to information technologies, the 2009 study also includes a special focus on student ownership and use of Internet-capable handheld devices.

Post to Twitter

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What role for social media in higher ed?

Posted by Randy on 12th October 2009

OK, so we’re all trying to figure out what, if anything, social media is useful for — other than having fun and wasting time with friends and family.   The New Media Consortium has put together a site reviewing what they’ve been experimenting with.  We have a group here that is viewing a webinar on October 27 on Effective Use of Social Media for Student recruitment ( if you’re in New Haven and want to join us just let me know.)  I’ve had some success with Twitter in advancing business interests, but nothing I’m ready to wrap an official company strategy around.  I really like LinkedIn (especially for helping students/alumni with career networking), but it seems like Facebook gets all the attention.  And don’t forget blogs — not quite as sexy as Twitter or Facebook perhaps, but still finding a place in college communication efforts.  Talking with peers, experimenting, and exploring — that’s a type of progress, right?

M.I.T. Taking Student Blogs to Nth Degree

Dozens of colleges — including Amherst, Bates, Carleton, Colby, Vassar, Wellesley and Yale — are embracing student blogs on their Web sites, seeing them as a powerful marketing tool for high school students

NMC and Social Media | nmc

n our research work for the Horizon Report, the NMC has been tracking Social Networking/Social Computing since 2005 and we have made extensive use of social bookmarking, photosharing, and Web 2.0 networking tools for our events.

NMC 2009 Summer Conference Social Media Recap | nmc

However I wanted to record, primarily for my own sake, while fresh in my mind a recap of the social media tools we used (and other related factors) for our conference.

Listen and Watch Closely: The Effective Use of Social Media for Student Recruitment WEBCAST « New York Times Knowledge Network

Educational institutions are looking for the best formula to effectively deal with the plethora of social media available. In fact, no one has drawn a bead on this moving target– and new platforms constantly crowd into the space.

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Posted in Learn, LinkedIn, PHP, PLE, Twitter, Web, Web 2.0, conference, education, facebook, new media, photo, social networking, student, students | Comments Off

Google Wave sweeping out course-management systems?

Posted by Randy on 12th October 2009

If Google Wave lives up to even half of the hype surrounding its closed beta release it still will be an awesome product.  Some are raising the notion that is could bring a number of web 2.0 concepts together and become a new tool for personal learning systems — and replacing the traditional course management system.  But then again moving things to the Google cloud is not without its concerns, as recent outages highlight.  And it may be that Wave doesn’t live up to its hype — time will tell.

The Wired Campus – Could Google Wave Replace Course-Management Systems? – The Chronicle of Higher Education

Google argues that its new Google Wave system could replace e-mail by blending instant messaging, wikis, and image and document sharing into one seamless communication interface. But some college professors and administrators are more excited about Wave’s potential to be a course-management-system killer.

Amazon Web Services Gets DDoS Attack and the Client Waits – ReadWriteEnterprise

An apparent DDoS attack on Amazon Web Services (AWS) over the weekend left a web-hosting code service down for about 20 hours before the problem became resolved.

Geeks Try Google Wave, Have Mixed Feelings

Google Wave is one of the most-hyped new product launches in recent memory, but now that thousands of lucky people are getting to try it out – early reactions are mixed. If the hard-core geeks aren’t sure if they like it, that could spell serious trouble for mainstream adoption.

First impressions of Google Wave ~ Stephen’s Web ~ by Stephen Downes

So, for now, it’s just a glorified content editing tool – and as that, not a very good one. Hoping for better down the line. This, meanwhile, is Liam Green-Hughes’s response: “Hype aside, as this is often no more than a distraction, my first impression is that this potentially is a very useful tool. I am looking forward to the system being opened up so anybody can register on it and use it, then being able to try it out on an actual project with many other people.”

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Let Learning Environments reflect change

Posted by Randy on 5th October 2009

In Using Learning Environments as a Metaphor for Educational Change Martin Weller presents an interesting case.  Current learning/course management systems are a transitional step, but need to start moving aside in favor of tools much more open, decentralized and student-driven.  There in no need to perpetuate the metaphor of the classroom in the move on-line, and in fact doing so can have the effect of stifling innovation (software sedimentation) in the creation of new learning tools.

Weller presents a well made argument, and one I have much sympathy for.  But often these arguments overlook many of the realities that current universities face, such as accreditation and also seem ready to put all control in the learners court, not recognizing the need for some continuing faculty ownership in the learning process.  I think the traditional centralized systems do have an ongoing role in providing the faculty technical support of the classroom portion of learning.  But space also needs to be made for an open student-centered system, providing tools in support of an informal learning environment.   The classroom system serves as a resource, and should be readily accessible from the student system.  There are plenty of open systems that could be utilized in building the system, so large expense or multi-year development cycles are not requires.  Lightweight, open, and flexible need to be the key goals.  Something like BuddyPress might be just the ticket.

The Ed Techie: Using learning environments as a metaphor for educational change

In this paper I will argue that the online learning environment is not peripheral, or merely a technological issue for universities and educators to resolve, but rather that it represents the means by which higher education comes to understand the requirements and changes in society, and thus the route by which it maintains its relevance to society.

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Firefox add-on recommendatons for educaton

Posted by Reverend on 30th September 2009

I received an email contact from Onlinecourses.org mentioning their latest post on Firefox Add-ons. I’m a bit of a Firefox add-on addict so I always enjoy seeing which ones someone else highlights.  Their list includes my all time favorite, ScribeFire — a tool for easy posting to a blog right from Firefox.

I do find it a little suspicious when a site is mysterious (perhaps unintentionally) regarding its purpose and management.  The OnlineCourses site doesn’t list any organization address, and their about and contact-us pages aren’t very helpful either.  Who are they, and what is their motivation?  The content of the site overall looks helpful, with no banner ads or other spam-type stuff going on.  So they don’t look suspicious.  But as a skeptic I always like to be able to put an actual real-world identify to a web site.  You can never be too careful — and this is the type of informed consumer-behavior we need to be ingraining into our students.

99 Awesome Firefox Add-ons for Educators – Online Courses

They say today’s educators are overworked and underpaid. Luckily, the web offers tools to make your professional life more manageable and less stressful. These add-ons might not change your salary, but we’re sure they’ll ease your workload.

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How does craft fit in with high-tech?

Posted by Reverend on 28th September 2009

In an increasingly commercialized world where does individual effort and initiative fit in?  Every Walmart looks the same — even high class/high touch places like Starbucks are basically all interchangeable.  And as many of these ‘advances’ are made possible by information technology, it might seem that a high-tech approach removes the opportunity for individual effort or contributions.  But individual effort is as important, if not more crucial, than it has even been.  Innovation comes from individual effort, and it is crucial that our communities include practitioners of craft.  And this craft can range from spinning and knitting locally grown wool into a new sweater as it is a programmer creating a new internet driven employee application.

Our industries — education, manufacturing, or agriculture — need to change.  Attempts to hold off, or ignore a changing world are doomed to failure.  But in these changes we need to preserve the work of the individual, balanced with quantity production.  For instance in a university do you run your own student/faculty email system, or do you outsource to Google Apps?  While economics may seem to be the main motivator, the real question should be “what do innovative, clever, thoughtful employees do best?”  Are their talents best spent maintaining email servers?  If so then keep it in-house.  But if not then maybe it is time to make a change.  In David Ruhlman’s new book Wooden Boats, he references David Pye and the concepts of workmanship of risk (individual) and workmanship of certainty (quantity production).  It is an important distinction, and one to keep in mind when weighing how best to move an industry forward and still hold on to the human aspect that will insure long-term success.

Colleges Warily Turn Sensitive E-Mail Over to Outside Companies

The sour economy is leading some colleges to adopt free e-mail services from Google or Microsoft for their official faculty and administrative accounts. So when the president of Abilene Christian University or Boise State University gets e-mail from a donor or a professor, the messages are stored on servers beyond the universities’ control.

How the Elegant Practice of a Craft Can Be High Tech, Too – The New York Times

High-tech…had nothing to do with when something was done and it had nothing to do, per se, with computers or other newfangled gear. Rather, it was an elegant solution to a problem…David Pye…touched tangentially on the technology issue in … ”The Nature and Art of Workmanship” Mr. Pye saw two kinds of craftsmanship:…the ”workmanship of risk,” a phrase he used to describe workmanship in which ”the quality of the result is not predetermined, but depends on the judgment, dexterity and care which the maker exercises as he works.” …The second type… he called the ”workmanship of certainty,” which, he said, was ”always to be found in quantity production, and found in its pure state in full automation.” This approach goes back to the Middle Ages, at least in embryonic form…Mr. Pye went on to say that technique was ”the knowledge of how to make devices and other things out of raw materials,” and technology was ”the scientific study and extension of technique.” Workmanship, therefore, became ”the application of technique to making, by the exercise of care, judgment and dexterity.”

The Nature and Art of Workmanship: David Pye, James Pye, Elizabeth Balaam: Books

Arguing that the aesthetic quality of our environment depends as much on its workmanship as on its design, and that workmanship has been largely ignored, David Pye develops a new theory of the aesthetics of workmanship which can be applied to architecture, to the products of industry and to craft-work. The author shows how and why we are conscious of finish and workmanship, goes on to ask why so much of our environment is impoverished and asks what can be done about it.

Amazon.com: Wooden Boats (9780670888122): Michael Ruhlman: Books

There are fewer than 10,000 wooden boats in America but the circulation of WoodenBoat magazine exceeds 180,000. What is it about wooden boats that has captured the popular imagination? With the “lively blend of reportage [and] reflection” (Los Angeles Times) that made his The Soul of a Chef such a success, Michael Ruhlman sets off to Martha’s Vineyard-the location of a renowned boatyard-to find out.

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