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What Universities Must Learn About Social Networks

Jay Cross

What Universities Must Learning About Social Networks. Increasingly, businesses are looking to more social approaches to employee learning and development. THE ISSUE IS NOT whether you are going to become a socially networked university but how soon. Businesses are being transformed into social businesses. Social business is the flavor of the day in the C-suites of the Fortune 500. Networks are the glue that connects us.

Learning as Artifact Creation

George Siemens

Yet, change is happening, often under the radar of enthusiasts because it’s harder to sell a technology product or draw clicks to a website when being nuanced and contextual. Today, information is networked and digital. In 2004, I tried to respond to the network/digitization alpha trend by describing the new actions and experiences that were available to learners: Connectivism: A Learning Theory for the Digital Age. The artifact serves as a social learning object.

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The key to understanding what’s going on

Jay Cross

The 50,000 foot view of what’s going on in social networks and informal learning has changed very little In the last five years. The pendulum had swung far in the opposite direction when we had flower children, itinerant hippies, anti-war protests, and, more recently, the Open Source movement and the proliferation of blogs. Here’s a mid-2003 article from an internal newsletter from Deloitte: Social Software: Get Affiliated.

Building a Solid Library of Use Cases

Luis Suarez

. You may still remember how a while ago I put together over here a couple of blog posts, where I was talking extensively about the Social Business Adaptation Framework I’m currently using when working with clients in their various different change initiatives as part of their own Social Business journey. That’s why the third pillar of the Social Business Adaptation Framework I keep using all the time has always been about building a solid library of use cases.

E-Learning Generations

Stephen Downes: Half an Hour

( version française ) In recent years I have been working on two major concepts:first, the connectivist theory of online learning, which views learning as anetwork process; and second, the massive open online course, or MOOC, which isan instantiation of that process. Theprocess of connecting was involved and complex, requiring the use of modems andspecial software. The network was by this time well into the process ofbecoming consolidated. is social software.

The Enterprise 2.0 Recovery Plan

Andy McAfee

It’s logical and natural to think that all the good new product ideas come out of the design department and R&D labs, that the folk in the IT department are the best ones to help you with your computer problem, and that the engineers are the only ones who can figure out why the doors start rattling after 5,000 miles on the road. Weak-tie networks are great places to look for novel information and introductions to valuable people.

Three Mantras

Andy McAfee

The article profiles Texan retiree Justin McMurry, who spends up to 20 hours per week at the community forums section of the company’s website , “supplying answers online to customer questions about technical matters like how to set up an Internet home network or how to program a new high-definition television.&# Self-organizing communities, built on top of emergent social software platforms , have become common.

The OER Debate, In Full

Stephen Downes: Half an Hour

Day One Debate introduction Moderator Wayne Mackintosh The concept of Open Education Resources (OER) is firmly based on the educational value of sharing knowledge. A key issue in the open education arena is whether OER should favour commercial use. DayTwo Pro Opening statement David Wiley The question of this debate, “Should OER favour commercial use?”, On June 8, 1999 I released the Open Publication License. Reusable Media, Social Software and Openness in Education.