Archive for the ‘networking culture’ Category

Learning Toolbox goes (to) ECER – Welcome ePosters prepared with EERA-Toolbox

September 2nd, 2018 by Pekka Kamarainen

One of the most successful spin-offs from our EU-funded Learning Layers (LL) project has been the use of the Learning Toolbox (LTB) in conferences to prepare ePosters. As regular readers of this blog know, I have covered the work of the project and its construction pilot since 2012. And in the recent years (during final phase of the project and in the follow-up phase) I have written a lot of the flexible mobile toolset that was named “Learning Toolbox( LTB)” since it was designed to support vocational and workplace learning in the construction sector. BUT one of its most interesting applications has been the preparation of ePosters as an alternative for traditional paper posters. And, as I have written (somewhat enviously), our colleagues have been successful in introducing it to conferences of medical educators (AMEE), dentist educators (ADEE) and educational technologists (EC-TEL). However, now it is the time to announce that LTB will be introduced into our field – to the European Conference on Educational Research (ECER) in the annual conference of the European Educational Research Association (EERA) that will take place in September 2018 in Bolzano/Bozen in Italy. Below I will give a brief report how this has come into being and what we are doing next week in the conference.

The two proposals: a special EERA session and the VETNET network project

During the preparation of the ECER 2018 we (the VETNET network) prepared two proposals. Firstly, we proposed to have a specific EERA-wide session to promote awareness on the usaes of LTB for shaping ePosters in research conferences. Parallel to this we prepared a proposal for an EERA-funded “Network project” to be implemented by the VETNET network. Both proposals were linked to the idea to organise an interactive VETNET poster session in which the authors would presented their posters as ePosters within the VETNET programme. We were happy to see that the proposals were approved by the EERA authorities and that we could go ahead with the initiative.

The preparation of the VETNET pilot with ePosters

During the preparation phase the LTB developers prepared a special web page “FAQ ECER” in whch they gave all possible advice for the conference participants who had proposed posters for the ECER programme. With short instruction videos and with a well edited Webinar recording the authors were advised, how to enrich their original posters into ePosters by using the LTB.

Getting ready for the conference

During the last few weeks we have made the positive experience that all authors have been able to make use of the LTB and prepared their own ePosters. Now they are available on the page “EERA showcase“.

In addition, I have prepared my presentation for the EERA session (on the research background and usability of the LTB) also as an ePoster (or hybrid presentation) using the LTB. And furthermore, I have prepared my presentation “Transfer of Innovation after the Learning Layers” also as an ePoster (or hybrid presentation) with the help of LTB – or as we could call it in this context “the EERA-Toolbox”.

So, we have done quite a bit of work to bring the ePosters to the ECER 2018 and to demonstrate that the EERA could follow the example of other conference organisers. We are eagerly looking forward, how our pilot sessions will be received and what kind of feedback we will get from the authors and the audience. I will surely report on that in a short while.

More blogs to come …

 

Back to Stockholm – Back to the cruise conference(s)

June 9th, 2018 by Pekka Kamarainen

Both last year and this year I had the privilege to participate in the International Vocational Education and Training (VET) conferences organised by Stockholm University in the beginning of May. These conferences have become already a tradition – the 2017 conference was already the sixth and this year it was already the seventh. The practical arrangements are also very special – the conference starts at noon in a the conference rooms of a cruise terminal. After the first sessions the whole conference boards on a ship and continues it work in the conference rooms of the ship. While we are working, the ship makes the trip through the Stockholm archipelago and finally stops at the port of Mariehamn (Maarianhamina) – on the Swedish-speaking island Åland (Ahvenenmaa) between Sweden and the Finnish mainland. In the morning the ship starts the journey back to Stockholm and the conference continues until the ship is getting near the port of Stockholm.

When looking back at the two cruise conferences in which I have participated, there was a clear difference to me regarding my personal life situation and in my work. In 2017 I had had a treatment of severe illness behind me and I was in the process of recovery. Also, we had just completed the EU-funded Learning Layers project (2012-2016) and finished the last reporting duties arising from the final review meeting (January 2017). So, when I prepared my contributions for the conference, I was still to a great degree working in a ‘reporting mode’ – describing the activities of the project and explaining the specific choices of the construction pilot and the accompanying research team of our institute ITB. And – although I have a background in the Nordic and European VET research cooperation – I was a ‘newcomer’ in this setting. So, I had to familiarise myself with this conference pattern in order to  learn as best I could from the other contributions.

Now, thinking the conference of this year, my situation was completely different. During the year that had passed by, I had been monitoring the follow-up initiatives of the Learning Layers’ Construction pilot (efforts to extend the scope of working with digital tools in organisational and individual learning contexts). Moreover, I had had the chance to revisit the theoretical and methodological roots of our approach that we had followed in the project. So, I had a chance to discuss the challenges of our innovation research in a transition phase – from the original project to the successor activities. And I had the chance to discuss, how our approach had built upon its predecessors but also, what new elements our context brought into discussion.

I will not try to give an overview, what all themes were covered in these conferences – that would go beyond the limits of blog articles. Instead, I am better off referring to the website of the conference organisers:

https://stockholminternationalvet.com/

This website provides information on the previous conferences as well as on the recent one. And – moreover – it provides links to the book publications based on the conference material. The book based on the 2017 conference was just published for the next conference. And the book based on the 2018 conference material will be produced even quicker – that is what we all hope. (In the meantime I will also publish updates on my ‘project’ spaces on the ResearchGate portal.)

What I want to emphasis in this context is the very specific atmosphere of these cruise conferences – they bring the participants from the Nordic circles, from the European circles and from the wider international circles closer to each other. Moreover, this conference has more intellectual flexibility to take on board interim reflections – not only finalised results and completed theoretical discourses. From that perspective it has gained an acknowledged position as a valuable ‘interim conference’ vis-à-vis the annual ECER conferences and the VET research program of the VETNET network.

However, having said that, I have to mention that for this reason the VETNET community had agreed on new conference schedules. Parallel to this Stockholm conference, we experienced the emergence of another similar ‘interim conference’ with similar features of bringing different circles of international and European VET researchers together. With this ‘other’ I refer to the “Crossing Boundaries in VET” conferences that were started in Bremen in 2015 and continued in Rostock in 2017. With these conferences the organisers had thought that the timing – one week before the annual ECER conference – would be helpful for the international participants. But this was no necessarily the case. Therefore, a mutual agreement was reached that the Stockholm conference will be organised from now on every two years and that in between the “Crossing Boundaries in VET” conference will be organised elsewhere in Europe.

So, after wrapping up my experiences with the Stockholm conference, I had to start working with the proposals for the next “Crossing Boundaries …” conference that will take place in May 2019. As the organisers of that conference want to deliver the proceedings already at the conference (and have managed to do this both times), the call for proposals was closed already at the end of May. So, to quote an old phrase: “After the conference is – before a conference”. Also in this respect, May 2018 was a busy month. But there were also other activities.

More blogs to come …

 

Great start for the new working year – The IJRVET Yearbook 2017 is available!

January 8th, 2018 by Pekka Kamarainen

Dear readers, let me first wish you all a happy and successful working year 2017!

And having said that, I can share with you a great piece of news. Already before the ITB office building was opened to start the new working year, our professor Michael Gessler had a great message to us: The brand new IJRVET Yearbook is available as an online version and as a print version. Now, for the European and international research communities in the field of vocational education and training (VET) this is such great achievement that it merits to be discussed in a specific blog post. So, I will start my working year with this topic already before I have come to my office.

The early initiatives to create an international journal for research in VET

As I remember it, the idea to set up a genuinely international research journal in the field of VET was brought to the agenda of the board of the European VETNET network in the year 2000. There had already been a predecessor initiative (independently of VETNET) that had been turned down by a commercial publisher. In the next phase the original initiator and the VETNET board joined forces and approached another publisher, who reacted positively. Thus, in the VETNET assembly in the European Conference on Educational Research (ECER) 2004 in Rethymnon, Crete, we had an optimistic report from the working group that was preparing the initiative. Also, we had a representative of the publisher attending the conference and observing our work. Everything seemed to work into a good direction.

However, several intervening factors brought the initiative to a different direction. The publisher that VETNET had contacted was merged to a larger publishing house, and that put our initiative on hold. Secondly, disagreements emerged within the working group, and the original initiator left the working group of VETNET and started to promote the initiative independently of VETNET. This led to a creation of a new journal but with different characteristics than we had expected.

This led to a period of latency and reorientation, bridged by a feasibility study that identified several hurdles regarding the relaunching of the journal initiative. Luckily enough, the VETNET board did not give up. By the year2 2013/2014 several things came together that encouraged new start:

  • There was more know-how in the VETNET board to set up the editing procedures for an open access online journal independently of publishing houses.
  • There were advanced open source online services to support the publishing of such journals.
  • The scientific communities were ready to recognise publishing in such journals as academic merits and the global databases were ready to index them.
  • Whilst the European VETNET network had already long ago become consolidated as ‘the’ umbrella network for European VET research, a parallel network initiative (IRNVET) had been launched under the auspices of the World Educational Research Association (WERA) to bring together a wider international VET research community.

The launch of the IJRVET  (2014) and the emergence of the support activities

In the light of the above and given the hard preparatory work between ECER 2013 and ECER 2014, the VETNET General Assembly at ECER 2014 in Porto, Portugal, was happy to make the decision to launch the new journal as “International Journal for Research in Vocational Education and Training (IJRVET)”. It was accepted as the official organ of the VETNET and IRNVET networks and it had a rather strong backing in Europe and in other global regions. By the end of the year 2014, two regular issues were published and from that point on three regular issues and eventual special issues.In 2015 we had a special issue on ‘Vocational didactics’ and in 2017 on ‘Returning to VET’

In the course of the years the IJRVET has become increasingly attractive also to authors working outside Europe and we have been able to share information and research contribution from practically all global regions. Among these highlights we can include the fact that IJRVET is now fully integrated and indexed in CNKI (Headquarter: Bejing), AIRITI (Headquarter: Taipeh) and ERIC (Headquarter: Washington). Furthermore, IJRVET has  established cooperation  with the ILO (International Labour Organization) and its regional agency Cinterfor (Centro Interamericano para el Desarrollo del Conocimiento en la Formación Profesional). (See more at http://www.ijrvet.net and at the IJRVET-related updates on the Vetnetsite of the VETNET network.

Shortly afterwards new arrangements could be made that the production of the journal could be supported by several conferences, in addition to the annual ECER and its VETNET programme. From 2015 on a biennial conference tradition was started with the theme “Crossing boundaries in VET research” in Bremen and continued in Rostock in 2017. At the VETNET General Assembly  at ECER 2017 in Copenhagen the VETNET Board could inform of a new working agreement that these conferences will be scheduled for Spring months and that they will rotate with the Baltic Sea cruise conferences hosted by the Stockholm university. In 2019 the ‘Crossing boundaries’ conference will take place in Valencia, Spain (the call for papers will be published in a short while). In this way the conferences that are supporting the IJRVET will not clash with each other but complement each other. More information on these conferences and on their proceedings also on the Vetnetsite.org and on the IRNVET/VETNET  ‘project space’ on the research portal ResearchGate.

The idea of the IJRVET Yearbook

After all the progress that had been achieved so far, the editorial team of the IJRVET had the feeling that something was missing. Indeed, one should appreciate the fact that there was the online journal that was appearing regularly and that readers had an open access to the archives of previous issues. Also, the proceedings of the conferences were available via Vetnetsite and ResearchGate. Yet, there was a need to get an overview on the progress with the journal. And the solution for that was the annual yearbook. Here again, the services were available for producing such a yearbook independently of publishing houses, either as printed publication via Amazon (see Vetnetsite) or downloaded via ResearchGate.

So, in a relatively short time the IJRVET and the supporting European and international VET research communities have taken major steps forward. We are looking forward to further steps during the year 2018 and from that year on.

More blogs to come …

 

Entering the post Facebook age

August 26th, 2015 by Graham Attwell

I have written before about how I expect the future of social networking to eveolve towards less public and more niche social networking applications and channels. In that respect I like a recent article “How to Escape the Public Internet” in New Republic.

In the article draws attention to the increasing take up of Slack, an app we have been using for communication in some of our projects.

Ostensibly a powerful work chat app where teams can communicate with each other in channels of various topics (in the manner of its public predecessor IRC), Slack has also developed both a rabid userbase and a culture of its own as people turn its groups into communities. Its users aren’t just corporate teams, either. They’re freelancers, groups of friends, and even gaming clans. Though they use it differently, all have turned to the app for the same reason: to take their conversations from public to private.

Slack and other private modes of communication, says Alang, “offers a space hidden from the public internet. What it thus represents is a retreat into the private—or rather, a return to it.” I don’t think this is the only reason for the rise in popularity of private channels (and the return of curated newsletters). Although there have been several attempts to develop alternatives to Facebook they have all tended to look like Facebook clones. Slack is pretty, works on all platforms and is free of the distracting advertising and looks and feels nothing like Facebook.  More importantly Slack allows communication with a more limited community of ‘real’ colleagues and ‘friends’. And perhaps most important of all, as in the example Alang provides of a channel for writers and academics, Slack channels seem to be more focused on what you want to discuss, with people with the same interests. Slack for education – there’s a thought!

Golden Oldie

August 19th, 2015 by Graham Attwell

Thanks to a Tweet by @francesbell I picked up this olden but still golden video (around discussions in the first ever MOOC). As the Youtube blurb says “WARNING : This is not a real conversation. It is intended as a good-humoured parody of conversations about Groups and Networks that took place on CCK08 and elsewhere. This video is a mashup of the words of Bob Bell, Lisa Lane, Ariel Lion, Frances Bell, Stephen Downes, Ailsa Haxell, Roy Williams and possibly others, with a few extra words thrown to glue the conversation. You will have been quoted out of context, and otherwise had your words twisted but I hope you take this in good spirit.”

Insights into managed clusters – the Cluster Performance Blog

February 10th, 2015 by Pekka Kamarainen

The Learning Layers (LL) project has been launched to promote and scale up innovations – on work-related learning supported by web tools and mobile technologies – in SME clusters. From the very beginning our project has taken it as a serious challenge to get a good understanding on cluster policies (as instruments for national and European policies) and on managed clusters (as vehicles for promoting and scaling up innovations).

In the beginning the issue ‘clusters’ was perceived mainly a particular area to be explored by few specialists (to get a big pictNowure). The insights and lessons were then supposed to be fed back to the pilot regions (in our case North Germany as the pilot region for construction sector). And – accordingly – our ‘cluster explorers’ gathered information and made contacts. Sometimes it appeared that there might be cases for regional ‘twinnings’ – clusters/networks in our regions appeared to have functional equivalents in other countries.

However, in the Norwegian landscape of managed clusters and in the Norwegian funding of cluster-driven innovation policies our explorers have detected a special laboratory for promoting innovations. The glimpses that I have got from the talks of our colleagues have given an impression of highly dynamic, interactive and sustainable approaches to regional and sectoral innovations. The earlier concepts of networks and groupings do not reveal the richness of the work.

Now I am pleased to note that our colleagues Gilbert Peffer and Tor-Arne Bellika have started blogging on their work. The Cluster Performance Blog informs us of the forthcoming interface event ‘Layers meets Agder’. In this context we can explore, how the services and patterns of networking in the Agder cluster region can support our sectoral pilots and/or pilot regions in scaling up the innovations. Parallel to this, the blog informs us of the ongoing European cooperation  between different cluster initiatives.

I am looking forward to learning more from managed clusters, their evolution, collaboration and expansion. Also, I am interested to find out, how knowledge alliances or strategic partnerships are being shaped in cluster regions.

More blogs to come (both here and in the Cluster Performance Blog) …

 

Professional identities and Communities of Practice

April 22nd, 2014 by Graham Attwell

Technology Enhanced Learning, at least form a research perspective, has always tended to be dominated by the education sector. Coming from a background in vocational education and training, I was always more interested in how technology could be used to enhance learning in work and in particular informal learning in Small and Medium Enterprises.

Much early work in this area, at least in Europe was driven by a serious of assumptions. We were moving towards a knowledge economy (remarkable how quiet that has gone since the economic crash) and future employment, productivity and profitability, required higher levels of skills and knowledge win the workplace.. Prior to the rise of the World Wide Web, this could be boosted by enhancing opportunities for individual learning through the development of instructional materials distributed on disc or CD ROM. Interestingly this lead to much innovative work on simulation, which tended to be forgotten with the move to the online environment offered by the World Wide Web.

One of the big assumptions was that what was holding back learning in enterprises was the cost of releasing employees for (formal) training. Thus all we had to do was link up universities, colleges and other training providers to enterprises through providing courses on the web and hey presto, the problem would be solved. Despite much effort, it didn’t really work. One of the reasons I suspect is that so much workplace knowledge is contextually specific and rooted in practice, and trainers and particularly learning technologists did not have that knowledge. Secondly it was often difficult to represent practice based knowledge in the more restricted learning environment of the web. A further issue was a failure to understand the relationship between learning nd professional development, work practice and professional (or occupational) identities. That latter issue is the subject on a paper entitled Facilitating professional identity formation and transformation through technology enhanced learning: the EmployID approach, submitted by my colleagues from the EmployID reject, Jenny Bimrose, Alan Brown, Teresa Holocher-Ertl, Barbara Kieslinger, Christine Kunzmann, Michael Prilla, Andreas P. Schmidt, and Carmen Wolf to the forthcoming ECTEL conference. Their key finding is that there is “a wide spectrum of how actual professional identity transformation processes take place so that an ICT-based approach will not be successful if it concentrates on prescribing processes of identity transformation; rather it should concentrate on key activities to support.” They go on to say that “ this is in line with recent approaches to supporting workplace learning, such as Kaschig et al. (2013) who have taken an activity-based approach to understanding and supporting collective knowledge development.”

The following short excerpt from the paper explains their understanding of processes of professional work identity formation:

“Professional work identities are restructured in a dynamic way when employees are challenged to cope with demands for flexibility, changing work situations and skill needs (Brown, 1997). The work activities of practitioners in Public Employment Services (PES) need to be trans- formed due to the changing nature of the labour market. As their roles change, so do their professional identities. Work identities are not just shaped by organisations and individuals, but also by work groups (Baruch and Winkelmann-Gleed, 2002) or communities of practice (Lave and Wenger 1991; Brown, 1997; Ibarra, 2003). PES practitioners in particular need to develop multi-dimensional (individual and collective) professional identities to cope with socio-economic and technological change (Kirpal, 2004). This shift is underpinned by the increased importance of communica-tions skills, a willingness to engage in learning and reflexivity, while reflection on experience over time may be particularly significant in the build-up of implicit or tacit knowledge as well as explicit knowledge (Eraut, 2000). At the individual level, emerging new demands and associated skills shifts generate a potential for conflict with traditional work orientations and associated values, norms, work ethics and work identity patterns of employees. One important focus for support are individuals’ strategies for dealing with such conflicts. While any identity formation process has to be realized by the individual, the process of acquiring a work identity also takes place within particular communities where socialization, interaction and learning are key elements. Therefore, supporting networks, of ‘new’ communities of practice (Lave, 1993; Wenger, 1998; Billett, 2007) and feedback from other practitioners are important aspects on which to focus.”

References

Baruch, Y. & Winkelmann-Gleed, A. (2002). Multiple commitments: a conceptual framework and empirical investigation in a Community Health Services Trust, British Journal of Management, Vol. 13, No. 4, pp. 337-357.

Billett, S. (2007). Exercising self: learning, work and identity. In: Brown, A.; Kirpal, S.; Rauner, F. (eds). Identities at work. Dordrecht: Springer, pp. 183-210.

Brown, A. (1997). A dynamic model of occupational identity formation. In: Brown, A. (ed.) Promoting Vocational Education and Training: European Perspectives. Tampere: University of Tampere, pp. 59-67.

Eraut, M. (2000). Non-formal Learning and Tacit Knowledge in Professional Work. British Journal of Educational Psychology, Vol. 70, No. 1, pp. 113 – 136.

Ibarra, H. (2003). Working Identity: Unconventional Strategies for Reinventing Your Career.Boston, MA: Harvard Business School Press.

Kaschig, A., Maier, R., Sandow, A., Lazoi, M., Schmidt, A., Barnes, S., Bimrose, J., Brown, A., Bradley, C., Kunzmann, C., Mazarakis, A. (2013). Organisational Learning from the Perspective of Knowledge Maturing Activities. IEEE Transactions on Learning Technol- ogies 6(2), pp. 158 – 176
Kirpal, S. (2004) “Researching work identities in a European context”, Career Development International, Vol. 9, No. 3, pp.199 – 221

Lave, J. (1993). The Practice of Learning. In S. Chaiklin and J. Lave (eds) Understanding Practice: Perspectives on Activity and Context, Cambridge: University of Cambridge Press.

Lave, J. , & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge, England: Cambridge University Press.

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.

How trade unionists are using the Internet

April 2nd, 2013 by Graham Attwell

The results of the annual Labour Start survey of trade union use of the internet are interesting. The summary of results from the 3000 trade unionists who answered the survey found:

  • More and more of you use tablets and smartphones – though your unions haven’t tended to keep up, with very few of them creating applications specifically designed for small screens.
  • Very large numbers of you are using social networks other than Facebook – most notably Google+ and LinkedIn.  But your unions, which have been pretty good about using Facebook and Twitter, have largely ignored those other networks.
  • While most of you seem pretty happy with how your unions now use the net, large numbers of you don’t actually know if your unions are creating videos or smartphone apps.
  • We asked people what they most wanted to see on union websites and here are the top three: tips on workers’ rights, training for activists, and describing working conditions in companies

To read a much more detailed account of the results, click here to download the PDF file.

Online safety – inverting the power relationships

April 6th, 2011 by Graham Attwell

This video reports on research by the Cooperative Research Centre for Young People, Technology and Wellbeing in Australia which has shown young people are much better prepared to deal with online risks than adults presume and that young people themselves are the most valuable resource for adults concerned about the online safety of their children. The research also reveals significant benefits to young people through social networking, which helps them to build relationships with the world around them and increases their sense of community and belonging.

I particularly like the research approach. “In the Living Lab we inverted the usual power relationships that underpin cybersafety education. Instead of charging adults with the responsibility of educating young people about cybersafety, we put young people in charge” says Dr Amanda Third.

Sieci spoleczne i Ning

June 21st, 2010 by Ilona Buchem

Rozmawiałam na Skypie z Markiem Hylą, założycielem i moderatorem sieci społecznej SzkoleniaXXIwieku na temat inicjowania i rozwijania sieci społecznych oraz o nowym modelu biznesowym Ning. Oto zapis naszej rozmowy.

IB: Jest Pan znany w Polskiej spolecznosci e-learningowej. Czym się Pan zajmuje zawodowo? W jaki sposób porusza się Pan na codzień w sieci?

MH: Zawodowo jestem menedżerem w firmie szkoleniowej – osobą odpowiedzialną za nowoczesne technologie w procesie szkoleń. Z sieci korzystam zarówno zawodowo, jak i pozazawodowo. Zresztą jak się nad tym zastanowić, to oba te zastosowania się ze sobą łączą. Trudno oddzielić ostrą kreską zawodowe i pozazawodowe korzystanie z sieci. No bo na przykład czy pisanie bloga to zastosowanie zawodowe, czy pozazawodowe? Albo korzystanie z LinkedIn? Albo z GoldenLine?

IB: A dlaczego założył Pan sieć społeczną www.SzkoleniaXXIwieku.pl?

MH: Chyba z kilku powodów. Po pierwsze dlatego, że postawiłem sobie za cel promowanie i rozwój rynku e-learningowego w Polsce. Po drugie dlatego, iż widziałem bardzo pozytywny wpływ na to jak jestem postrzegany przez książkę, którą napisałem, tzn. “Przewodnik po e-learningu“. Fakt bycia autorem bardzo dobrze wpłynął na mój osobisty brand (markę) na rynku, a blog był znacznie ciekawszą formą nawiązania kontaktu z osobami, zainteresowanymi tematem nauczania przez sieć. Warto też zauważyć, że nie bez powodu zacząłem pisać bloga na środowisku Ning, które pozwala właśnie na tworzenie społeczności, a nie po prostu na pisanie tekstów do poczytania. Zależało mi na tym, aby skupić ludzi, móc nawiązać z nimi kontakt.

IB: Dla kogo sieć www.SzkoleniaXXIwieku.pl jest przeznaczona? Dla kogo szczególnie interesująca? Kim są uczestnicy tej sieci i co im daje bycie jej częcią?

MH: Spolecznosc ta jest przeznaczona dla dwóch grup. Pierwsza grupa jest małoliczna – jedynym jej członkiem jestem ja sam :). Mówiąc poważnie – blog jest dla mnie, tak jak pamiętnik, takim miejscem, gdzie mogę zapisać “sam dla siebie” rzeczy ciekawe, interesujące, ważne z perspektywy czasu, potrzebne do lepszego zrozumienia zmian jakie dzieją się na rynku. Grupa druga – to oczywiście wszyscy uczestnicy sieci. Udało mi się osiągnąć mój początkowy cel – członkami społeczności jest dość szeroki przekrój osób zarówno z firm, instytucji administracji publicznej, szkół i uczelni. Są tu i dyrektorzy, i specjaliści, i wykładowcy akademiccy, i studenci. Mam nadzieję (i to, póki co moim zdaniem, jest wartością dla uczestników sieci), że to, co wydaje mi się interesujące i co zapisuję “sam dla siebie” może być również interesujące dla innych. SzkoleniaXXIwieku mają jednak charakter dość jednostronnego przekazu. Mimo tego, że można bloga komentować, że jest forum, to jednak głównie piszę ja, a inni czytają. Cóż, taka jest specyfika większości blogów…

IB: Tak, znam ten „problem”. Jakie tematy więc Pan porusza?

MH:  Inicjuję zagadnienie, które czasem trafiają na podatny grunt i budzą dyskusje. Poruszam tematy interesujące mnie, obejmujące przede wszystkim nowoczesne technologie szkoleniowe, styk człowiek – technologia, innowacje technologiczne, które mogą wpłynąć na nasze życie, na to w jaki sposób postrzegamy świat, w jaki sposób się uczymy (w bardzo szeroko pojętym tego słowa znaczeniu).

IB: Z pewnością chciałby Pan, aby więcej inicjatywy wykazywali uczestnicy, np. sami inicjowali nowe tematy lub więcej komentowali …

Myślę o tym, by spróbować w ciągu najbliższych miesięcy lepiej wykorzystać potencjał tych prawie 750 osób, które są członkami społeczności. Planuję, by celebrując 1000 osobę wprowadzić jakieś istotne zmiany w formule społeczności, np. bardziej otworzyć społeczność, złamać trochę formułę jednostronnej komunikacji na rzecz oddania trochę większego pola dla uczestników. Oczywiście wymagało to będzie znacznej pracy stymulacyjnej z mojej strony – ale postaram się tego dokonać. Zadowolony nie jestem, ale nie obrażam się na rzeczywistość. Wiem, że taka jest specyfika sieci, społecznościowych mediów. Wiem jednak, że w dużej liczbie osób, z którymi nawiązałem kontakt tkwi ogromny potencjał. Chcę ten potencjał spróbować wykorzystać. Dlatego zachęcam ludzi do uczestnictwa w społeczności, zostawiania swoich danych, tworzenia profili. Wiem jednocześnie, że działa to na moją niekorzyść jeżli chodzi o liczbę odwiedzin na blogu – utworzenie własnego profilu to jednak dla wielu osób pewna bariera …

IB: Jaka będzie Pana strategia? Jak chce Pan zaktywować członków społeczności?

MH: Jak to osiągnąć? Szczerze powiedziawszy jeszcze nie wiem. Muszę zaproponować coś ciekawego, coś co da wartość uczestnikom sieci. Może od czasu do czasu będziemy robić jakieś ciekawe badania ankietowe, albo będę wysyłać do wszystkich personalnego e-maila z prośbą o wsparcie inicjatywy. Może otworzę formułę społeczności tak, aby każdy jej uczestnik mógł pisać tutaj swojego bloga. Może otworzę grupy zainteresowań. To tylko kilka pomysłów…

IB: To ciekawie pomysły. A ma pan jakis model, wzór? Czy jest jakaś sieć społeczna, która jest dla Pana przykładem?

MH: Mam raczej kilka inspiracji. Ninga wybrałem zachęcony przez Elliotta Masie, który na tym środowisku otworzył “LearningTown“. Zobaczyłem, że można zbudować społeczność liczącą tysiące osób w skali światowej. Stamtąd też zaczerpnąłem np. pomysł grup zainteresowań. Śledzę rozwój różnych trendów w zakresie komunikacji społecznościowej. Na przykład zmiany na LinkedIn pokazują co się zmienia, na co stawiają znacznie bardziej doświadczeni w komunikacji gracze. Przykładem jest coraz bogatsze i lepsze poznawanie ludzi poprzez sieci społeczne. To już nie są tylko podstawowe dane, ale (jeżeli, oczywiście, jest taka wola członka społeczności) możliwość poznania jego gustów czytelniczych, planów podróży itp. Do tego dochodzi oczywiście, coraz doskonalszy profil doświadczeń zawodowych. Innymi słowy – sieci społeczne pozwalają na coraz lepsze zdefiniowanie siebie – z korzyścią zarówno dla siebie samego, np. poprzez lepsze szanse rekrutacyjne, oraz innych, np. poprzez sprawniejsze znalezienie osób, które mogą pomóc w realizacji zawodowych czy pozazawodowych celów.

IB: Moje następne pytanie odnosi się do Ning: Niedawno Ning ogłosił, że zamyka wszystkie swoje darmowe serwisy. Jak zareagowal Pan na ten nowy model biznesowy Ninga? W jaki sposób te zmiany wpłynęły na SzkoleniaXXIwieku?

MH: W zasadzie nie wpłynęło to w żaden sposób na SzkoleniaXXIwieku, gdyż od zawsze korzystam ze środowiska płatnego. Moja reakcja była ostrożnie pozytywna. Chciałbym wierzyć w to, że ruch Ning sprawi, iż serwis będzie lepszy, bogatszy w funkcje, sprawniej działający, z mniejszą liczbą błędów. Działa to, oczywiście, na niekorzyść osób, które założyły społeczności w modelu darmowym, niemniej mówi się coraz częściej o tym, że model wartościowych serwisów w Internecie za darmo zaczyna się kończyć. Nie mam nic przeciw płaceniu rozsądnych pieniądzy za wysoką wartość usług.  Na razie nie odczułem zmian, chyba na to za wcześnie. Pojawiły się wprawdzie jakieś nowe funkcje, ale nie nastąpiła żadna rewolucja.

IB: Na koniec proszę jeszcze powiedziec tym osobom, które same chciałayy założyc podobną sieć społeczną. Co jest ważne, jeżeli chce się (a) zainicjować i (b) umożliwić rozwój własnej sieci społecznej?

MH: Moim zdaniem – trzeba chcieć to robić DLA SIEBIE. Jeżeli liczy się na to, że każdego dnia będziemy mieli setki czy tysiące odwiedzających, to szybko się zniechęcimy. Trzeba starać się być regularnym w tym, co się robi. Jeżeli podejmiemy decyzję, że piszemy co tydzień, to róbmy to co tydzień. Jeżeli mamy to robić co trzy dni, to utrzymujmy ten rytm. Ja staram się każdego miesiąca opublikować kilkanaście wpisów na blogu. Trzeba określić i trzymać styl bloga. Tworzyć go tak, aby ten styl był spójny. Trzeba też rugować z sieci osoby, które nie są gotowe podporządkować się takiemu stylowi. Ja np. byłem zmuszony usunąć profil osoby, która miała nieodpowiednie dla stylu naszej sieci zdjęcie. Mam też praktykę witać indywidualną wiadomością każdego nowego członka społeczności. Raz na kilka dni przeglądam listę nowych członków i wysyłam takie powitanie. Poświęcam na te wszystkie zadania pewnie 2 godzin tygodniowo. To może wydawać się dużo, ale tak czy siak – pewnie połowę tego czasu i tak poświęcałbym na szukanie, czytanie raportów, analizy itp. To co robię dodatkowo to dzielenie się swoimi przemyśleniami z innymi. Nie robię tego czysto altruistycznie. Poprzez moje działania w sieci buduję moja osobistą markę. Moja marka pomaga mi w biznesie, określa mnie w sieci, buduje znacznie doskonalszy profil niż wszystkie LinkdIny razem wzięte.

IB: Dziekuję bardzo za rozmowe. Bardzo chętnie porozmawiam z Panem następnym razem na temat budowania własnej marki w sieci. To też bardzo ciekawy temat …

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    Teenagers online in the USA

    According to Pew Internet 95% of teenagers in the USA now report they have a smartphone or access to one. These mobile connections are in turn fueling more-persistent online activities: 45% of teens now say they are online on a near-constant basis.

    Roughly half (51%) of 13 to 17 year olds say they use Facebook, notably lower than the shares who use YouTube, Instagram or Snapchat.

    The survey also finds there is no clear consensus among teens about the effect that social media has on the lives of young people today. Minorities of teens describe that effect as mostly positive (31%) or mostly negative (24%), but the largest share (45%) says that effect has been neither positive nor negative.


    Robots to help learning

    The TES reports on a project that uses robots to help children in hospital take part in lessons and return to school has received funding from the UK Department for Education.

    TES says “The robot-based project will be led by medical AP provider Hospital and Outreach Education, backed by £544,143 of government money.

    Under the scheme, 90 “tele-visual” robots will be placed in schools and AP providers around the country to allow virtual lessons.

    The robot, called AV1, acts as an avatar for children with long-term illnesses so they can take part in class and communicate with friends.

    Controlling the robot remotely via an iPad, the child can see and hear their teacher and classmates, rotating the robot’s head to get a 360-degree view of the class.

    It is hoped the scheme will help children in hospital to feel less isolated and return to school more smoothly.”


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    Adult Education in Wales

    Learning and Work Institute is organising this year’s adult learning conference in partnership with the Adult Learning Partnership Wales. It will take place on Wednesday, 16 May 2018 at the Cardiff City Stadium.

    They say “Changing demographics and a changing economy requires us to re-think our approach to the delivery of learning and skills for adults. What works and what needs to change in terms of policy and practice?

    The conference will seek to debate how can we respond to need, grow participation, improve and measure outcomes for citizens, and revitalise community education.”


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