[berkman] Dries Buytaert: Drupal and sustaining collaborative efforts

David Weinberger

Dries Buytaert [twitter: Dries ] , the founder of Drupal and co-founder of Acquia , is giving a Berkman lunch talk about building and sustaining online collaborations. Drupal has 10,000+ modules, 300,000 downloads a month, 1.5M It’s a collaboration model.” Module developers can get funded from LSD. Of these collaborative projects often start as small, volunteer-driven projects. The 15,000 modules are maintained by the community.

Drupal 146

Re-thinking Workplace Learning: extracting rather than adding

Charles Jennings

One clear finding presented was that: “t hose activities that are integrated into manager and employee workflow have the largest impact on employee performance, while those that are distinct events separate from the day-to-day job have less impact.” The general finding is that the more tightly bound learning is to the workflow, the greater the impact it is likely to have.

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Building a Culture of Continuous Learning

Charles Jennings

In other words, we need to plan and work not only at building individual capability, but also team and collaborative and co-operative capabilities. To achieve these three targets, we need to think out of the traditional learning and development box – beyond the class/course and eLearning module approaches towards embedding a culture where learning becomes recognised as occurring within the workflow. Most people get it.

The Knowledge and Learning Transfer Problem

Charles Jennings

I’d used the phrase ‘learning delivery’ when describing computer-supported collaborative learning ( CSCL ) approaches. from our 702010 towards 100% performance book) If learning is embedded in the daily flow of work, rather than away from the workflow, the idea that we need to develop ways to ‘transfer’ that learning into practical use disappears. During a meeting at Cambridge University around 30 years ago I was thoroughly chastised by a Cambridge academic.

It’s Only 65% !

Charles Jennings

The numbers are a useful reminder that the majority of learning occurs through experience and practice within the workflow (the ‘70’), through sharing and supporting others, conversations and networks (the ‘20’), and that a smaller amount of overall learning occurs through structured training and development activities (the ‘10’). Formal learning’ suggests learning that is designed and directed by someone other than the learner as part of a curriculum, course, programme, module etc.

Survey 182

Start with the 70. Plan for the 100.

Charles Jennings

Extending Learning into the Workflow Many Learning & Development leaders are using the 70:20:10 model to help them re-position their focus for building and supporting performance across their organisations. They are finding it helps them extend the focus on learning out into the workflow. 10 solutions include training and development courses and programmes, eLearning modules and reading.

training > performance > social

Harold Jarche

through video, e-learning modules, reading) and the prescribed learning activities that were often looked at as ‘homework’ are completed in the classroom itself (whether that classroom is physical or virtual). It can’t be managed and controlled in the way discrete training and learning injections into the workflow can be. 5) Learning might lead to collaborative works. Collaborating on purchasing (buying things that any one member could not justify).

The Best of Times, The Worst of Times: opportunities and challenges for the L&D profession

Charles Jennings

ON THE SURFACE THERE IS GENERAL SATISFACTION WITH EXISTING LEARNING INTERVENTIONS The vast majority of people attending learning events or learning interventions (classroom training, eLearning modules, virtual sessions) reported that they were satisfied with the event or intervention (in the survey 84% declared they were satisfied or very satisfied). That means an attitude of openness and collaboration - joining others on a journey of understanding.

Survey 181

The Only Person Who Behaves Sensibly Is My Tailor

Charles Jennings

We measure how many people have attended a class or completed an eLearning module, or read a document or engaged in a job swap or in a coaching relationship. Attending a course or completing an eLearning module tells us little apart from the fact that some activity occurred. than others who may have integrated training activities more closely with the workflow (eLearning, ‘brown bag lunches’, on-the-job coaching etc.). “The only person who behaves sensibly is my tailor.

The Need to Adapt to the Speed of Change or Die: lessons for L&D from the retail industry

Charles Jennings

Especially if they can gain that knowledge and expertise more easily and without leaving their desk or workflow. Especially if we take the advice of Harold Jarche in thinking about the power of loose hierarchies and strong networks , and if our organisation actively encourages building a sharing, co-operative and collaborative culture of continuous learning. Yesterday another great British institution slid into the history books.

Listening

Clark Quinn

When working a strategy session with clients, I seed the discussion before hand with the challenges and background material, and ask that everyone think on their own before we begin collaboration. In making the Workplace of the Future project with Learnnovators, we were barreling along full tilt, working on the second module, and I was getting increasingly worried about the fact that we hadn’t tested the first. Listening, as I mentioned, in this case to Guy Wallace.

Atlantic Workshop on Semantics and Services - Day 1

Stephen Downes: Half an Hour

Thus we can develop a workflow ontology in OWL. So ontology modules can be efficiently interchanged. You can get different perspectives to a module. The knowledge base of the 'utilizer' modules are augmented by sets of nominals from 'realizer' modules. After augmentation, the knowledge engines are not expected to take into account the realizer modules any more. Diagram of 'requirements' module). These are defined by other modules.

Module 100