no_tag - Enrique rubio on Diigo

24 Dec 09

Mega-tendencias: qué nos depara el 2010

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La gran mega-tendencia que estará omnipresente rodeando al resto es la latente y presente grand review, estamos en un punto de revisión constante y necesaria de todos los modelos, a todos los niveles, sociales, económicos, empresariales…
El now perpetuo
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- La transparencia, porque la credibilidad actual está ligada a la misma.
- Lo local
- El nuevo concepto de lujo flexible, ourluxury; el lujo se convierte en ese algo a medida de cada uno.
- introducción de los social media en nuestra vida: joining, un cambio de actitud que gira en torno a la asociación, la unión en torno a una causa
- el superlativo de lo ecológico y lo sostenible, greenest, un valor en alza, cada vez más accesible y que no se coloca como punta de lanza ni valor añadido sino como ítem necesario si se quiere estar en consenso con el momento; es una característica y no un diferencial.
- para 2010: vamos a vivir rodeamos de una sobredosis de innovación
- ¿Y qué tendencias de consumo se derivan de estas mega-tendencias?
- El consumo
- una nueva interpretación en consumo.
- Si ya expliqué como se reflejaba en los DO (denominaciones de origen), los hoods (todo en torno a mi barrio) y los eco (a favor de lo sostenible), ahora tiene una vertiente nueva que potencia todo lo relacionado con el consumo urbano.
- Cada vez somos más los individuos que vivimos en ciudades, en 2008 se superó la cifra del 50% de la población mundial viviendo en entornos urbanos y se prevé que para el 2050 sea de un 70%.
- no es de extrañar que una especie de orgullo urbano crezca con rapidez.
- Por tanto, aquellas marcas que sepan capitalizar este sentimiento y orgullo urbano conseguirán llegar a su público con garantías.
- Por otro lado, vamos a ver como va evolucionando una de las mega-tendencias que más tiempo lleva en el panorama social, lo eco-(ítem)
- No hay que apoyarse en la ecología para vender, más que un valor añadido ahora es un atributo indispensable y superlativo: greenest
- ‘Ahoras’
- Para último veremos como se refleja una de las mega-tendencia que tiene muchísima proyección, now, el consumo sucesivo y prolongado de ahoras. Su forma de expresión más reciente está muy ligada al desarrollo del mundo online (aunque también tiene reflejos offline).
- todo lo ligado al Real Time
- Motores de búsqueda que te proporcionan información inmediata y un cambio de actitud social más dispuesta a compartir y participar, ligado a foros y medios sociales, propician esta continua búsqueda de información (esta revisión en masa 24/7) y que además te proporciona satisfacción instantánea.
- el e-commerce instantáneo
- la esperada evolución y mayor presencia de
- Twitter

13 Dec 09

McKinsey: What Matters: Creative Commons: Enabling the next level of innovation

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Having 100 Internets or 100 World Wide Webs governed by incompatible standards would suffocate the network effects that we enjoy on our one interoperable Web. Having a single set of copyright licenses and a single metadata format is key to creating the network effect of interoperability at the collaboration level.
Like each new layer of the Internet stack, Creative Commons will soon become, in hindsight, an obviously necessary ingredient for collaboration, enabling yet-to-be-imagined innovations that will have a dramatically positive effect on business, society, and the environment.
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- Sharing knowledge freely and openly accelerates the development of knowledge through innovation based on the exchange of ideas.
- Any argument about CC needs to include a discussion on a commercial model that makes economic sense. I think that micropayments are a crucial part of this discussion.
- The Creative Commons licensing system appears to be primarily focused on enabling collaboration and collective knowledge building

04 Dec 09

The PLE Growth Model « Mollybob Goes To School

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29 Nov 09

Jean Lave, Etienne Wenger and communities of practice

www.infed.org/...communities_of_practice.htm - Preview

Many of the ways we have of talking about learning and education are based on
the assumption that learning is something that individuals do. Furthermore, we
often assume that
learning 'has a beginning and an end; that it is best separated from the
rest of our activities; and that it is the result of teaching' (Wenger 1998: 3).
But how would things look if we took a different track? Supposing learning is
social and comes largely from of our experience of participating in daily life?
It was this thought that formed the basis of a significant rethinking of
learning theory in the late 1980s and early 1990s by two researchers from
very different disciplines - Jean Lave and Etienne Wenger. Their
model of
situated learning proposed that learning
involved a process of engagement in a 'community of practice'
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- Communities of practice are groups of people who share a concern or a passion
  for something they do and learn how to do it better as they interact regularly.
  (Wenger circa 2007)
- The characteristics of communities of practice
- three elements are crucial
- The domain.
- 'It has an
  identity defined by a shared domain of interest.
- The community
- 'Members of a community of practice are
  practitioners. They develop a shared repertoire of resources: experiences,
  stories, tools, ways of addressing recurring problems—in short a shared
  practice. This takes time and sustained interaction' (op. cit.).
- The practice.
- For a community of practice to function
  it needs to generate and appropriate a shared repertoire of ideas, commitments
  and memories. It also needs to develop various resources such as tools,
  documents, routines, vocabulary and symbols that in some way carry the
  accumulated knowledge of the community
- Legitimate peripheral participation and situated learning
  
  Rather than looking to learning as the acquisition of certain forms of
  knowledge, Jean Lave and Etienne Wenger have tried to place it in social
  relationships – situations of co-participation.
- As they become more
  competent they become more involved in the main processes of the particular community.
  They move from legitimate peripheral participation to into 'full participation
  (Lave and Wenger 1991: 37). Learning
  is, thus, not seen as the acquisition of knowledge by individuals so much as a
  process of social participation

16 Nov 09

Stages of PLN adoption | The Thinking Stick

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Stages of Personal Learning Networks Adoption

Stage 1 Immersion: Immerse yourself into networks.
Stage 2 Evaluation: Evaluate your networks and start to focus in on which networks you really want to focus your time on
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- Stage 3 Know it all: Find that you are spending many hours trying to learn everything you can. Realize there is much you do not know and feel like you can’t disconnect.
- Stage 4 Perspective: Start to put your life into perspective.
- Stage 5 Balance: Try and find that balance between learning and living.

02 Nov 09

Corporate Culture, Not Technology, Drives Online Collaboration

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“Come-and-go-as-you-please” schedules
No knowledge archipelagos
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- Presence beyond the office (and regular office hours)
- Technically savvy employees
- Supportive management

Read Knowledge Library

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Top type of future knowledge work
Collaborative work (project design team, global consultancy, etc.) received the highest ranking by the survey respondents
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- Most Valuable Future Skills
- Over the next 10 to 12 years, team/collaborative skills will be the capabilities that organizations value the most for knowledge workers who are 25 years old or younger. Collaboration capabilities are essential for workers with little experience so they can learn and contribute through others in team/community participation
- The order of importance was:
  
  1. expertise of team/collaboration skills
  
  2. specialized technical expertise
  
  3. analytics/modeling
  
  4. entrepreneurial skills
  
  5. systems thinking and analysis
  
  6. project management
  
  7. strategic thinking
  
  8. knowledge management
  
  9. international experience
  
  10. general management
- For the 26-40 year-old workers who, in many cases, will form the core of the next-generation leadership, the organization would value highest the capabilities that enable major responsibility for the organization's operations, strategy and overall performance.
- Top Future Technology Investments
  
  The top priority for future technology investment to support performance improvement for the 25-year-old worker or younger will be collaboration tools.
- collaborative work will be the most valuable type of future work and that collaborative skills will be the most highly valued skill set of the younger worker.
- Technology investments will also be directed towards enabling improved communication, information access and mobile work through enhanced e-mail, search and portals infrastructure, virtual workspace tools and information processing tools for visualization, expertise location and business intelligence.
- also go toward collaboration and e-mail, search and portals infrastructure.
- For the 26-40 year-old workers
- to enable better decision-making and leadership support through content analysis and sense-making tools and business intelligence capabilities
- ongoing update/enhancement of worker skills was projected to be a continuing challenge over the next 10 to 12 years.
- Organizations believe one implication will be a significant expansion and support of virtual work, which reinforces the era of mobile work and the adoption of technology that enables work anywhere.

Entreprise Collaborative - An Introduction to PKM

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PKM sensemaking tools social-learning ecompetences effectivelearning eInnova ecompetencias

By using social tools, anyone can easily begin an active training course by developing its PKM. A first step in Social Learning.
In this post I'd to share some of the processes I use on making sense of the digital information flows in my professional work. I have developed personal knowledge management (PKM) as one way of describing of dealing with TMI (too much information).
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- Effective learning is the difference between surfing the waves or being drowned by them and PKM (personal knowledge management) can be your customized surfboard.
- In looking at how we can make sense of the growing and changing knowledge in our respective professional fields, I see two parallel processes that support each other. One is internally focused, as in “How do I learn this?” and the other is external, as in “Who can help me learn this?”.
- The real power of doing this sense-making online is that it is social.
- The key is using tools that let the information flow.
- For me this is a constant series of iterations of moving from implicit to explicit knowledge by observing, reflecting and then putting tentative thoughts out to my networks.

08 Oct 09

Harold Jarche » Learning about healthy workplaces

Salud y puesto de trabajo. Balance vida laboral y personal. Salud 2.0. Sostenibilidad social.

www.jarche.com/...rning-about-healthy-workplaces - Preview

health2.0 evision eparticipa

“How can we engage senior leadership in organizations to take mental health seriously and adapt their workplaces appropriately?”

06 Oct 09

Full Circle Associates » Skills for Learning Professionals…Part 2

www.fullcirc.com/...r-learning-professionalspart-2 - Preview

I was super excited when I saw that you had posted on the topic. But you surprised me because I expected something quite different. I like your meta skills, but …

I was hoping that you would provide insight into the core skills and knowledge around communities and networks that learning professionals should have?