The learning organization: an often-described, but seldom-observed phenomenon | Harold Jarche

The learning organization: an often-described, but seldom-observed phenomenon | Harold Jarche.

Image: E. Irving Couse; The HistorianSeveral of Harold’s observations on learning in networked environments. Excellent and inspirational view of what a true learning organization should look like.

The Role of Community-Driven Data Curation for Enterprises: Linking Enterprise Data

The Role of Community-Driven Data Curation for Enterprises

Excellent refereed journal article describing best practices for data curation.

E. Curry, A. Freitas, and S. O’Riáin, “The Role of Community-Driven Data Curation for Enterprises in Linking Enterprise Data, D. Wood, Ed. Boston, MA: Springer US, 2010, pp. 25-47. Retrieved 28 May 2012.

All Problems Stem from Interfaces, and That’s Where We Learn

All Problems Stem from Interfaces, and That’s Where We Learn | Socializing Workplace Learning.

In a recent post, Boundaries are for learning, Harold Jarche talks about how learning takes place at the boundaries of human systems. I agree, but interpret Harold’s assertion and thoughts in slightly different terms. In much of my experience, one phrase spoken by a mentor over twenty years ago continues to ring true: “All problems stem from interfaces.”

Social Learning Truths | Socializing Workplace Learning

We hold these truths to be self-evident:

1. That learning is the individual’s right
2. That learning is also the individual’s responsibility, not that of a teacher or organization…

See on tom.johnandrewrankin.com

Learnlets » Reconciling Formal and Informal

Reconciling Formal and Informal learning http://t.co/kV6vA4qc #elearning #sociallearning #education…

See on blog.learnlets.com

Why We Shouldn’t Brand Instructional Designs | Socializing Workplace Learning

Learning is learning, whether an approach includes social, collaborative, instructor-led, or online components. But labels, I concede, can help describe an approach to peers and others who understand learning strategies, helping to quickly focus attention on the core techniques we used. The problem is we often use labels outside our industry. Whether it’s management or our intended audience, people outside our industry care very little what we call our programs.

See on tom.johnandrewrankin.com

8 Reasons to Focus on Informal & Social Learning

 

“8 Reasons You Should Focus on Informal and Social Learning” by Charles Jennings. Slides from a webinar for the eLearning Network of Australasia – July 2010…

See on www.slideshare.net

Learning Socially Taps Into More Knowledge | Socializing Workplace Learning

 

We all operate on a non conscious level in many ways. Maybe some of it is a component of wisdom–applying knowledge intelligently without thinking about it. I certainly think a substantial part of it is knowledge sitting just below our conscious level, waiting to be stimulated back into consciousness. This is partly the fuel of synthesis, where we learn something new and creatively think how we could adapt or integrate it into our situations.

See on tom.johnandrewrankin.com

A Real Ratio To Pay Attention To: 70:30 | EPPIC – Pursuing Performance

A Real Ratio To Pay Attention To: 70:30 | EPPIC – Pursuing Performance.

Research has concluded: approximately 70% of what an Expert knows – is at the non-conscious level – meaning either “they don’t know what they know” – or – “they do know – what they don’t know – they just cannot tell you anything about it.” They can only tell you about 30 of what they really know to do what a novice would need to know.

Nuts and Bolts: Selling It by Jane Bozarth : Learning Solutions Magazine

See on Scoop.itWorkplace Learning & Development

What we find cool, others find intimidating. What we find useful, others find threatening. What we find magical, others find scary. And the very benefits we tout are sometimes exactly what others fear…

See on www.learningsolutionsmag.com