"This system comes down to 4 basic concepts:
Dream It. What do you really want from life? What are your goals, dreams and ambitions? If you don’t know, none of the rest of this stuff is going to matter.
Dump It. Get it all out of your head and onto paper. Clear your mind so you can truly be productive.
Map It. Use a mind map to create a simple system to manage your overall goals (both big and small picture).
Chunk It. Harness the power of a Japanese productivity technique from the 1940’s and a simple kitchen timer to break everything down into simple, visual tasks."
"I’ve mentioned in previous posts that I am really interested in the marketing industry, specifically content marketing and branding, as I think there are some things that they do really well that can apply to the learning landscape and vice versa. Now that I am getting into a PKM routine my attention has started to shift more in this direction. Here is what I noticed this week:
A post by Seth Godin (former VP of Direct Marketing at Yahoo and bestselling author) found via Feedly on giving people what the want: This post, to me, is a reminder of what value we can add to those in the marketing industry. Seth sums it up nicely:
“Don’t say, “I wish people wanted this.” Sure, it’s great if the market already wants what you make… Instead, imagine what would happen if you could teach them why they should.”
A post on the hottest Uber links by Marshall Kirkpatrick who runs Little Bird (a company thatcreatesinfluencer discovery and engagement tools) found. Two things struck me as interesting:
Marshall chose to work out loud and share his links with the world instead of emailing them to a friend. I just tlove finding examples of others outside the L&D industry using the term “work out loud.” It means it’s resonating!
Marshall mapped the Uber community (using Little Bird) to find the most influential members of that community online and see what they are talking about. It had me wondering how software like this could help people trying to build their personal learning networks.
A tweet by Jane Hart linking to an article by Tom Spiglanin on the demise of the e-learning brand. I love seeing others in the L&D indutry make the marketing connection as well. This also made me ponder what e-learning would look like if we had actually followed the brand principles he outlined from the start.
"the e-learning brand has eroded, become diluted, & has therefore outlived its usefulness" http://t.co/4LgaMivb1G <grt piece @tomspiglanin
— Jane Hart (C4LPT) (@C4LPT) February 5, 2015"
"Dans une démocratie participative, on le sait, l’éducation est l’autre grande institution, outre les médias, à laquelle il incombe, de manière privilégiée, de contribuer à la réalisation d’une vie citoyenne digne de ce nom. Mais elle aussi est mise à mal. On trouve dans ses récents développements des raisons graves de s’inquiéter : par exemple, on semble renoncer avec une réelle légèreté à poursuivre l’idéal de donner à chacun une formation libérale. Cela m’indigne particulièrement, d’autant que cette formation est, justement aujourd’hui, plus que jamais nécessaire au futur citoyen. Les dérives clientélistes et le réductionnisme économique qu’on décèle actuellement chez trop de gens, et en particulier parmi les décideurs du monde de l’éducation, constituent donc, à mes yeux, d’autres graves raisons de ne pas être rassuré quant à l’avenir de la démocratie participative."
"It’s been almost twelve months since I reviewed my professional network, so it was timely to look at it again. Once again I’ve used Mark McNeilly’s article Ask These Questions About Your Professional Network Before It’s Too Late to guide my review. I also used Twitter Analytics and the free network visualisation tools TweepsMap to look at my Twitter network and socilab to look at my LinkedIn network."
"A network weaver closes a triangle by introducing two unconnected people. This is valuable when those two people gain mutual benefit from knowing one another. Skilled network weavers share the value of the introduction, and even name the small first step to take. "
"My PKM practice doesn’t have to take hours, nor should it: As I am still working through and trying to refine by PKM practices, espcially with the use of twitter, I found the article Joke shared a great reminder of this.
#LrnToday is a way to add value to Twitter: Its fun to find and share articles but I really love placing it in this context. It’s also been fun seeing what everyone else is trying to learn. Here’s an example of how I have been using #LrnToday"
"Curated Knowledge at its Finest.
Have you ever wondered what someone else’s thought patterns and connections might look like? Would you like to navigate from theories of religion, to animal intelligence all the way to hot trends like the sharing economy?
If so, then you need to dive into Jerry’s Brain. This app features acclaimed tech analyst and futurist Jerry Michalski. See his thinking all connected in his digital Brain like you’ve never seen ideas woven together before!
For the first time ever, Jerry Michalski has released an app on his very popular internet Brain. Thousands of people have used Jerry’s Brain as a resource on the Internet for the latest and greatest business practices, social and economic theories as well as thousands of trending technology topics. Now it’s all rolled in one app for the iPhone and iPad (the larger the screen, the better it works)."
"Have you ever wondered what a Twitter conversation looks like from 10,000 feet? A new report from the Pew Research Center, in association with the Social Media Research Foundation, provides an aerial view of the social media network. By analyzing many thousands of Twitter conversations, we identified six different conversational archetypes. Our infographic describes each type of conversation network and an explanation of how it is shaped by the topic being discussed and the people driving the conversation."
"Building one’s own toolkit | The variety of helpful tools and approaches available today is large and growing, and system leaders should be knowledgeable about what is available. In our work, tools we use regularly come from a variety of places, including a few mentioned here: the “five disciplines” approach to systems thinking and organizational learning, Theory U and Presencing, Appreciative Inquiry, Immunity to Change, Roca’s peacekeeping circles, and the Change Labs and scenario planning of Reos Partners.16 Recently, several of us have started a process of organizing these tools to provide an integrated tool kit for systemic change.17 But it is important to remember that building a tool kit is more than just putting arrows in your quiver. It is about learning, over time, through disciplined practice, how to become an archer."
"We know that getting out and taking a walk can boost creativity and a little mindfulness can help with all sorts of things. But neither of those is useful if you're still gazing at your navel. Being observant means watching people, situations, and events, then thinking critically about what you see. We miss a lot in the world while we're busy shuffling between here and there. While there's no way to quantify how that affects our well being, it's clear the more you pay attention, the more often you'll come up with new ideas. If nothing else, you'll expand your worldview. First, you have to train yourself to pay attention again"
"Literalism of metaphors is a path to collapse. Adapting metaphors based on the literal world is a path to survival."
"PKM is distinct from organizational knowledge management, which is widely used today. The latter might be defined as, “the process of capturing, developing, sharing, and effectively using organisational knowledge.”1 Because knowledge itself is tacit, it’s virtually impossible to manage at the organizational level. Knowledge management systems only manage documents, or knowledge artifacts. Such systems are woefully inadequate to meet our personal knowledge needs in this fast-paced network era.
That’s why I believe in the importance of personal knowledge management. Only PKM can meet my needs, which only I know at any given time. My needs are dynamic and subject to change based on current circumstances and as situations evolve. Often I recognize a need only after I’ve accidentally discovered something remarkable."
"The following factors emerged from the result of the literature study, survey and interviews. We have grouped the factors into three main sections: (i) factors relating to the professional learner’s personal interests; (ii) factors relating to the contact and their relationship with the learner; and, (iii) external characteristics of the work environment.
The first group of factors relates to the professional learner’s personal professional interests, largely determined by certain immediate professional needs.
Communality. While creating new connections, people look out for common ground with an unknown person. This can be in the form of topics of interest, organisation or common connections (network) (Adamic and Adar, 2005; Douglas, 1994). The survey results indicated that professionals also use communality on topic and organisation to decide whom to maintain connections with in a personal learning network. In activating a connection within a personal learning network, the key factor that emerged from the survey is the suitability of that person’s experience or expertise for the particular topic or need sought (cf., experts, zone of proximal development, etc.). The personal attachment between the individual and the person also plays an undeniable role. The location where new connections are created is also important: a trusted, known environment is often chosen to expand networks (Paulos and Goodman, 2004).
The next group of factors on contact’s qualities relate to features of the contact in question (the contact’s organisation, network or reputation), or indicate the personal attachment between the learner and the contact (benevolence, like–mindedness). They can also indicate the professional’s assessment of the potential value of the tie (potential for collaboration or learning).
Organisation of the contact. The organisation the contact belongs to may influence choices made regarding the nature of a tie (Morrison, 2002).
Network of a contact. The network of a contact may also be a decisive factor in the management of professional ties (Jackson and Rogers, 2007).
Reputation. Reputation plays a role in network ties with others in general, and also in the creation of a new connection (Davies, 2003; Podolny and Baron, 1997).
Benevolence. Another factor that plays a crucial role is benevolence or the general “good contact” between an individual and a new contact (Rusman, et al., 2010). People connect with others whom they like or trust, or with whom they feel a particular connection.
Like–mindedness. The surveyed interviewees often mentioned that sharing a common vision on the domain of work creates a trusted platform where they feel comfortable further pursuing the conversation. Further discussions could reveal more communality, and thereby new scope for connecting. Building new connections in a personal network consists of identifying relevant skills and competence in others and establishing a trusted platform through conversation where the potential of the connection can be explored.
Real potential for collaboration. Discussions could deal with the details of common interest and reveal a clear potential for collaboration.
Real potential for learning. More than that, through an extended conversation, the interviewees indicated they could identify a potential for learning through maintaining the connection.
The final group of factors relate to external characteristics of the work environment in which the tie between the professional learner and the contact is situated.
Trends in work environment. The professional interests of a learner can be largely determined by circumstances and trends in the work environment of the professional (Birkinshaw, et al., 2007). For example, the increasing popularity of a particular domain might make it more relevant to connect to ties working in that domain."
""Here juxtaposition is revealed as the basic formal operation of synchronicity, as two apparently unrelated events or elements suddenly form a secret link that strikes, in the mind of the perceiver, an evanescent lightning bolt of meaning." - Erik Davis"
"Working with one small team as my “pilot program for social learning” over the last few months, I have noticed the team bond (despite pressures to cross-specialise); they are more open to new ideas; everyone contributes to their own learning and more importantly, my subject matter experts who were initially obstructive with comments like, “there’s no way you can learn this subject X in such a short time!” are now open to the idea that their team don’t have to be experts instantly – but we give them the tools to be able to self direct their learning, to learn and grow in the role; “Seek, Sense and Share” with others (this is from Harold Jarche’s Personal Knowledge Management Framework); and apply to their learning to their work in their workplace."
"According to a 2013 study led by Matej Cerne of the Center of Excellence for Biosensors, Instrumentation and Process Control in Slovenia, knowledge-hiding “prevents colleagues from generating creative ideas, but it may also have negative consequences for the creativity of the knowledge hider.” In other words, you can’t generate new ideas if you’re suspiciously guarding your territory.
Many people try to rationalize their withholding ways. They may tell themselves that they are thinking of the greater good of the organization, or that they are in danger of losing their jobs if they don’t keep their superior knowledge status intact.
“Knowledge-hiding is not necessarily intended to harm an individual or the organization,” according to the study by Professors Connelly and Zweig. But in some cases the practice sounds downright Machiavellian, where, as Professor Zweig put it, people look at others as pawns and consider themselves experts in self-serving manipulation. That is something he would like to investigate, he said.
How can organizations stop the damaging effects of knowledge-hiding? “Put in incentives to reward people on team outcomes versus solely on individual outcomes,” Professor Zweig said. He noted that many companies devote considerable resources to systems that encourage the transfer of knowledge. But if managers continue to reward individual achievement over group efforts, all that expense may well be for naught."
"This episode taught me a few things about innovation and creativity, which I list below:
Interesting opportunities lurk in unexpected places: A kitchen sink – who would have thought….
…but it takes work and training to recognise opportunities for what they are: If I hadn’t the background in the physics of fluid jets, I wouldn’t have seen the stationary waves for what they were.
A sense progress is important, even when things aren’t going well: Tony left me to my own devices initially, but then nudged me towards a productive direction when he saw I was going nowhere. This had the effect of giving me a sense of progress towards a goal (my degree), which kept my spirits up through a hard time.
It is best to work on things that interest you, not those that interest others: I stuck to my primary interest (mathematical modelling) rather than do something that was not of much interest but may have been a better career choice."
My stint in the polymer lab, very different from my solo research experience, taught me a few more things about creativity and innovation. These are:
Collaboration between diversely skilled individuals enhances creativity. It is important to interact with others, particularly professionals from other disciplines. I’m grateful to my colleagues from the lab for drawing me out of my “comfort zone” of theoretical work.
Being part of a larger effort does not preclude creativity and innovation – although I did not do any experiments, I was able to develop models that explained some of the phenomena that my colleagues found.
Even modest contributions add value to the end product – great insights and epiphanies aren’t necessary – none of the modelling work that I did was particularly profound or new. It was all fairly routine stuff, done using existing methods and algorithms. Yet, my contributions to the research added a piece that was essential for completeness.
"Mikhail Bulgakov spent his first couple of years (1916-1917) after graduating as a doctor in the depths of rural Russia. He wrote a number of semi-autobiographical short stories about the experience. In one of them, he is called out in the middle of the night to deal with a difficult and dangerous pregnancy, a transverse lie, in which the baby is lying horizontally with its shoulder nearest to the birth canal. His two experienced midwives looking on, Bulgakov tries to give an impression of competence, but while he aced his obstetrics paper, he knows the task of turning the baby – called a version – in the womb is hazardous, and all his book knowledge flies from him. On the pretext of getting his cigarettes while the midwives prep the mother, he rushes to his room and goes through his obstetrics textbook. Then as he scrubbed up for the procedure, his midwife “described to me how my predecessor, an experienced surgeon, had performed versions. I listened avidly to her, trying not to miss a single word. Those ten minutes told me more than everything I had read on obstetrics for my qualifying exams…”
After the procedure, which was successful, he returns to his room and starts flipping through his obstetrics manual again. “And an interesting thing happened: all the previously obscure passages became entirely comprehensible, as though they had been flooded with light; and there, at night, under the lamplight in the depth of the countryside I realised what real knowledge was.”
We sometimes think of explicit technical knowledge and tacit experiential knowledge as distinct things, because they come in different forms. In knowledge management we certainly manage them in different ways. But Bulgakov’s story reminds us of how intimately connected they are. The knowledge in the obstetrics manual is codified for reading no doubt. But it is itself a hardening and crystallisation of centuries of experiential knowledge. And getting the words into your head gets some knowledge into your head, for sure, but the experience of working with bodies is what brings that technical knowledge to fruition. What Bulgakov describes is a process of reciprocal enrichment and fusion between outer and inner knowledge, making the outer knowledge more accessible than before. So now I’m thinking, how do we manage for that kind of process? "
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