Tag Archives: curate

WOL concerns, blow-by-(glass)blow counters

2 Jul

I had the pleasure of being able to share some ideas and practices about Working Out Loud/Showing Your Work (WOL) the other day with a group of Pacific Northwest educators. I wanted to share my main idea with which I framed my talk, and a few really good questions that the teachers had about what I was pitching.

We’re all professionals and craftspeople (of a sort)

We began our discussion by considering this photo of a glassblower.glassblower_studio

This is not a blower among peers in a workshop. Clearly, this is a demonstration of how he forms hot liquid glass into shape. I have watched blowers perform their craft on numerous occasions and it is always fascinating. I posed the question: What’s in it for him?

The conjecture was that he adds value to his finished products by allowing interested parties to watch him work. He is a craftsperson, and he knows that people who see his work will more highly value his craft.

Similarly, there are people we call “professionals,” who are in practice: doctors, lawyers, accountants, veterinarians, etc. They “practice” because we expect that part of being a professional means staying current on latest trends, new discoveries, technological advances and best practices. I don’t expect my accountant to use 2006 tax law, or my dentist to practice the same way she did 15 years ago. Professionals are in practice—they stay informed, learn new methods, and constantly share across their fields of expertise.

I pressed the roomful of educators to think of themselves as professionals (as we all should, no matter our position) in their own education practice. They too should stay current, constantly learn, and share new ideas and methods. Working Out Loud is a great way to do that.

What about others “stealing” ideas and/or not assigning credit?

On the flipside of feeling like you’re a bit of a braggart (see below), concern about someone stealing your idea comes up a lot. If you’ve spent most of your life in a hierarchy (real or imagined), where advancement comes from recognition from superiors, this feels genuinely worrisome. The short answer is that your personal satisfaction from helping peers by sharing your ideas (and problems, successes, questions, and processes) should provide more gratification than praise from on high.

The longer answer suggests that we are all working in a new paradigm, one in which the power of the connections and the professional learning networks (PLNs) we create are chipping away at the very foundations of traditional workplace hierarchy. Once you realize that you don’t need your supervisor, director, or principal’s direction or approval to solve your problems and advance your practice, your need for recognition and approval will dissipate. At the same time, if your job is to supervise or direct, you are coming to the realization (some more quickly than others) that by empowering your people to connect and share freely you’ll advance your goals and achieve better outcomes.

How do we reconcile sharing with copyright and IP?

For this, too, there is a short answer and a long answer.

Short answer: Give credit where credit is due, lead with generosity, and publicly thank those whose ideas you advance in practice or synthesize with others. I have personally seen how an ethos of open sharing leads to an economy of ideas that seeks to neither “steal” the work of others nor hide the easily traceable digital paths back to their source.

Longer answer: The very notion of intellectual property and copyright is being shaken at its foundations. From music to books to art, I’m not sure what IP means anymore. In our networked digitized age, it is a very tricky

that's me, pointing out that email and files folders are where god ideas go to die.

That’s me, pointing out that email and files folders are where good ideas go to die.

undertaking to establish and maintain ownership over ideas. This is an especially important issue in academia, where people earn their reputations and living from their original ideas. Where the world of IP and copyright is headed, I have no idea. Bottom line: While WOL, be generous, give credit, and when in doubt ask permission.

How to overcome feelings of bragging?

True humility is not thinking less of yourself; it is thinking of yourself less.” — C.S. Lewis

It ain’t bragging if it’s true.” — Mohammed Ali (or perhaps Dizzy Dean, or Bear Bryant)

If you think you share great ideas all the time, check yourself! You are either a very accomplished, talented person or you have an overinflated sense of yourself. Our approach should be that WOL practice is a place to ask questions, gather a diversity of opinions and methods, and test our ideas by their usefulness to others. There is nothing selfish or attention-seeking about that. And, if you think you have stumbled upon something original or particularly useful, sharing it is not bragging, it’s generosity. Why keep it to yourself?

Of course, you won’t really know until your network has had time to weigh your idea for themselves. In that case, they’ll be the ones to credit your breakthrough or expertise. Again, it comes back to the spirit of sharing freely and communicating transparently. Your many mistakes and false starts ought to sweep away any sense of bragging. It’s not about any individual, it’s about (mostly half-baked) ideas and people networked together and sharing experiences as they happen.

My new puppy

My new puppy “Chester.” Added for no reason at all (other than to make me smile).

Abundance and Choices: Make the decision and move on

22 Apr

We know the feeling: Standing in the cereal aisle, or before the maddeningly long rack of cold medicines, frozen by the overwhelming number of choices. Can’t there be just three choices? Fiber-filled, healthy, or frosted. Good, better, best. Too much really is too much!

I was asked to talk recently about Personal Knowledge Mastery (PKM) practice, curation and the ability to sort through the overwhelming amount of content that streams at us constantly. One sincere listener mentioned that while he spends time and energy clipping useful articles and organizing content into folders, he knows he’ll never have time to go back and examine all the saved content and sort through it all to find the nuggets of potentially useful ideas.

My response to him was that it doesn’t matter. The room fell silent (as I hoped) and opened the door to explain in further detail. (Side note: If you ever want to get a room of serious-mined people to pay attention to a particular point, set it up with “What you do doesn’t matter,” or “What you know is not important.” Provocative, and engaging!)

In the digital age, the social age, or what I call The Learning Age, what you save in a file somewhere really doesn’t matter. Saving clippings in a file folder or, more recently, on a digital drive somewhere, is a bygone mindset for a world in which content was scarce and locating something on a particular subject was difficult and time-consuming.

We now live in an age of abundance and constant choice. It’s all available at our fingertips, and anyone with even the most basic digital literacy skills can find just about anything. As an example, I had foot surgery last year: Not only could I look up my diagnosis, I watched videos, in fascination and horror, of the actual surgical procedures. Bone saws and drills. NOT recommended!

The critical practice of our age is not finding and saving content, it’s curating, sense-making and sharing. That is, it’s a new practice.

Step 1. Make a decision. Act. Looking for something on topic “X” gets 500 results. There is no way you’ll ever know which few will make the most sense or prove to be the most immediately useful to you. Skim and choose one (or two or three). The decision is the first step of the practice. There is no right or wrong decision, only the act (with apologies to Yoda). Also, note how you made the decision – the reasons, the decision-making criteria – so that it also becomes part of the practice.

Step 2. As you read (or watch, or listen), note how it relates to what you already know, or do, or think. Even if you don’t find the immediate use that you may had originally hoped, relate it to other thoughts and ideas. (If you can’t, toss it.) Content is relational and contextual, and how your mind makes those connections is critical to PKM practice. “This relates to that, reminds me of this, and here’s why.” Putting new information into context: That’s learning. Be creative, metaphorical, and experimental. Tag it with whatever taxonomy terms makes sense at the time (it may change later – don’t be rigid).

Step 3: Share it, and by “it” I mean the content, your notes on the context, and the tags: All of it! Make it visible to you (later) and to others in your organization and your Personal Learning Network (PLN). Rely on social media (Twitter, Facebook, LinkedIn, etc.) and curation tools (Scoop.it, Feedly, Storify, Evernote, Delicious, etc.) to share it with whomever will find it. The technology you use is unimportant. The practice is the key. (I happen to like scoop.it because it’s easy to write your notes with each share, and invite others to do the same. Use what you like and what works for you.)

Step 4: Let the network do the work. Once you begin to form your own Personal Learning Network (PLN) through social media and in-person connections, they will share with you, comment on your shares and patterns will emerge. You’ll find those people whose content you trust, and in turn connect with who they trust. You will increasingly find relevant content—because you are getting better at contextualizing and sense-making – making Step 1 less and less necessary. You’ll find that the content you find through your PLN comes preloaded with contextual relevance because it is from/through the network you are building: Your own network of people, ideas and applications.

Step 5: Practice. It’s a practice, so, you know, practice! This is not a just-in-time activity to do at the moment of need. In order to build your sense-making capabilities, this becomes a part of the way you work. It requires pruning, nurturing, adding and subtracting. Your PLN and the ways you make sense of ideas will shift over time. That’s learning! Don’t be rigid: Learn to trust the system you’ve created.

Ben's PKM ProcessIn the end, the important thing is making the initial decision, learning what you can from it and moving forward. If you’re like me, you’ll find yourself relating back to a few core ideas time and again, anchoring learning in principles and allowing for deep exploration without completely losing your bearings.

Happy exploring! (Oh, and choose the healthy cereal, except on your birthday. Then, frosted all the way!)

I have an Idea: Now what?

31 Mar

The older I become and experience I gain, the more interesting ideas I find and (sometimes) generate. Some are silly, some (I think) are quite insightful, and other need time to marinate in the juices of other ideas and experience to even make sense.

Some ideas are immediately applicable, while others remain theoretical. Some never make it past mindful amusement, while others change personal and professional practice in meaningful and lasting ways. But even the most ethereal add value by constantly shifting the filter mechanisms through which new ideas and experiences are sorted.

I’m not exceptional in any way in this regard – pretty much everyone has ideas all the time that amuse, fascinate, and distract. I have created my own system that has been working (for me) for keeping and weighing ideas over the last several years, and it folds in nicely with the more general connectivist mindset that resonate with me. At the heart of connectivism is the idea of relativity: Ideas, knowledge, experience and actions are not absolute, but are constantly measured against past and freshly-acquired content/context. That is, we are in a constant state of recalibrating and re-measuring what we know, what we do, and what we think.

I am not a good self-organizer, and never have been. Attention to detail is not my strong suit. But, I’ve learned how to incorporate a systematic process – a PKM practice, I suppose – that works for me. Being naturally disorganized and messy, it would be a stretch to recommend what works for me to

My Scoop.It page is one place to collect and reflect on ideas.

My Scoop.IT page is one place to collect and reflect on ideas.

anyone else.

I believe the key, though, is to have a system – any system that works – and practice it faithfully. What’s more, when we capture those ideas digitally, via Evernonote file, audio “notes-to-self”, curated boards (like Pinterest or Scoop.It), Twitter favs and retweets, and so on, it becomes easy to tag, retrieve and connect. I shuffle ideas into connections via visual mind maps, with arrows, dotted lines and color codes. About once a month I do a formal iteration break, with the archives becoming a record of my idea evolution.

One other great benefit of that process is it is easily shared, too. As we are discovering, the Work Out Loud (and their corollaries Think Out Loud and Learn Out Loud) practice is a centerpiece of both personal and organizational growth.

Whatever your practice is or becomes, it is learned and constantly refined. Don’t assume that others have the skills to do this on their own. I learned from others, and I try to share with others the purpose and benefits of thinking and working in this way.

Sense-making In The Learning Age is an ongoing process, and I welcome hearing from you about how you make it work.

Why tweet, and who gives a hoot? What Twitter does for me

30 Jan

I read, write and think about learning, knowledge management and collaborative work — it’s a lot to keep up with.

My Personal Learning Network (PLN) and Personal Knowledge Management/Mastery (PKM) practice has become vital to my professional growth . Of all the things I do in support of these efforts — blog, write articles, read, synthesize (what PKM calls “sense-making”), share, meet, respond and react — it is Twitter that I get the most questions, doubt, and even hostility about.

I want to share here why I use Twitter, and how it helps me.

I begin by saying I was late to it. I was skeptical, and more than a little derisive about those tweeters constantly tethered to their phones. I did not dive in: I was hesitant, lurking, dipping my toes in one digit at time. So, to you doubters, I was there with you not long ago.

Now, in two-years’ time, I can’t imagine my professional life without it!

With that said, it is NOT about Twitter itself. Twitter is a tool, like a hammer or a saw — they are useless until used purposefully. Twitter will be gone in 5 (or 10?) years, replaced by something(s) else. While I have found great value in applying Twitter to develop my PLN, it needn’t have been Twitter. It just worked well for me. You might find another tool that works for you. Great! It is the practice, not the tool.

Some ways I use Twitter to propel “real” work:

  • Capture thoughts and notes in real time, often with a hashtag (#, as in #learning) to help categorize it for myself and others.
  • Share and “favorite” useful tweets to let the most pertinent comments rise to the top and become easy to find.
  • Find like-minded people across the hall, or across the globe, with whom to share and learn. I have built my PLN from scratch, relying on Twitter for 90% of it. There is generally a true spirit of generosity and openness that’s remarkable.
  • Follow and learn from experts and leaders, to see what they are thinking, reading and see who they are following. Because Twitter is a-symmetrical (unlike Facebook, for example) you can follow anyone without the need for that person to reciprocate. (This difference was articulated nicely by Harold Jarche, which — and whom — I found via Twitter.) I follow @BarackObama, but he doesn’t follow me… yet!
  • Twitter storms. A synchronous (live) twitter event around a particular topic, these are generally moderated in a Q/A format with some opportunity for intros and self-promotions. Twitter storms are extremely useful to share and hear ideas, “meet” new like-minded people, and enjoy some PD time. Best of all, the transcripts are available after to remember and reflect on the storm’s activity.
  • Like Twitter storms, tweeting during — yes during! — live events, classes and sessions proves to be very useful. It creates a “back-channel” to help make sense of the information, and adds instant and long-lasting value by providing insights into what others make of it. In addition, it is a great way for me to experience an event even if I’m not there. It is so valuable!

The most common reservations I hear:

Who cares what I think? I care what I think (or thought last week or last year). You also might. And if not, that’s fine too. It is a micro-blog tool, a way to share thoughts and activities. The value is in the stream to reflect upon later, to discover others who cared, reactions to forming ideas and activities as they grow. When you share an idea or thought, you never know how others — or even you, after some time passes — will react. I saw Dr. deGrasse-Tyson stop, mid-talk, to tweet a thought. If it is worth noting, it’s worth saving. And, if worth saving, it’s worth sharing.

What can you learn from 140 characters? It’s not enough! Enough for what? To jot a note? Or ask a colleague a question? Or refer your friend to an article or video you found? 140 characters is plenty. In fact, I have found over time that the space limit actually helps sharpen my writing — and thoughts — down to essentials. Remember: It is not a replacement for other forms of communication!

It’s a fad that’s going away. As I say above, it’s true: If we’re still using Twitter 10 years from now, I’ll be quite surprised. The same is also true of Facebook, email (please, let it be so!!), and wired telephones (who has long phone conversations anymore!?). Tools come and go, but building PLN and PKM practice will remain.

It’s too informal. It’s frivolous. Depends on who’s wielding the tool. It can be feathery light or as serious as life-and-death (literally, as #BlackLivesMatter showed).

– I don’t have time. If you find it useful, you’ll have time. You don’t have time to change a tire on your car on your way to work, unless you need to change the tire.

Find me @BenCpdx… I’ll leave the bird on for you. If I’m the recipient of your first tweet, it would be an honor and I promise to reply.

bdc twitter

Quality, efficiency or efficacy? Hmmm … I’ll take all three!

22 Sep
fast-cheap-good,

Triangle of compromises, from 11 Bridges.

You’re likely familiar with triangular development tradeoffs: good, fast or cheap—pick two.

However, I suggest that when people are empowered to control their own learning, at their own chosen times, and within a framework that supports personal exploration and mastery, it is the epitome of learning efficiency. That is, better, faster and cheaper!

What does that look like?

Let’s take a look at a common professional services business topic: managing client expectations. It could have been any number of hard or (especially) soft workplace skills, but for our purpose here, let’s go with managing clients.

Traditional training and L & D approaches call for a comprehensive set of learning and mentoring activities. These may include classroom time with role-plays, eLearning courses sequentially laid out in an LMS, conference attendance, webinar sessions, readings, etc. There is nothing wrong with these approaches, but they don’t sit comfortably on two points of the tradeoff triangle, and certainly not all three. If done well, and tracked to metrics to demonstrate efficacy, the traditional treatment is a large, expensive endeavor. It may be worth it in the long run, but it is hard to get support for such rich projects.

Imagine an alternative program, one in which individuals are able to control their own professional development with thoughtful guidance. The added element is that the learners have to demonstrate their work—that is, work out loud as they collect information, connect ideas and form practices that fit into the working culture.

Perhaps you begin by providing a curated, annotated list of articles, videos and websites. Ask the learner to review and reflect on those items. Then, assemble additional resources into a collection (social bookmarked via Diigo, Scoop.it, Delicious, etc.) The collections are open to others, so that they share as they save (share is the new save!) via the enterprise social network (if one exists) or Twitter, Facebook or any other available platform. Every week or so, learners come together to present, discuss, compare and practice together for a short time (say, a working lunch hour, in-person or via web-based meeting platform), under the direction of a mentor and/or learning professional.

What have you gained? A cohort that is mostly self-directed, taking responsibility for their own development, creating a learning and collaborative culture, and normalizing how to manage client expectations (see how the topic almost becomes secondary—in a good way!) together with the manager’s direction.

If you have one or two great ideas for good interactive modules or focused, purposeful webinar topics, great. This framework allows targeted, well-designed instruction to take root in the larger learning culture.

What you end up with is an effective learning program, potentially bringing higher and more diverse quality than is possible from even the best L & D team on its own, while saving the cost of numerous eLearning courses or formal learning events. It drops the assumption that the established practices for client management already in place are better or preordained, welcoming ideas from across the networked world.

It covers all three corners, enabling a full 180° horizon, overcoming false choices that stand in the way of organizational agility and vision.

Open the triangle and see the horizon of learning (and perhaps, the reading rainbow).

Open the triangle and see the horizon of learning (and perhaps, the reading rainbow).

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