Personalized Professional Learning Plans. Rubrics. Teacher Effectiveness. Leading communities and networks - CoP Evaluation. Wp-content/uploads/2011/12/11-04-Wenger_Trayner_DeLaat_Value_creation.pdf. Storytelling. Telling a Story. A simple way to embed your values with stories. Posted by Shawn Callahan - July 29, 2013Filed in Communication, Zahmoo What do your organisational values actually mean? Do you have a list of 4, 5, 6 one-word, abstract concepts such as integrity, responsive and agile that represent your values?
You might even have a few paragraphs describing each value. Most organisations I’ve worked with have something similar and it hasn’t helped them that much. These espoused values sound good but just like having a glorious view from your office, after a while they become invisible. So, how do you keep them alive so people really know what they mean and care about them. Earlier this year one of the banks asked us to collect stories to help their managers understand their values. Enter stories. One of the anecdotes from the bank was about a young lawyer. For the bank this is what integrity can look like. But one example is not enough. Imagine if your your entire organisation is discussing the same story at the same time, say every month.
Comments Off. Munity of Practice - Green Ninjas. Posted by Mark Schenk - June 24, 2010Filed in Anecdotes, Collaboration, Communities of practice I had a great day on Tuesday exploring a Community of Practice that has formed within a NSW local government council. This group call themselves the green champions and 40 representatives across the council participate to make sustainability an integral part of every staff member’s daily activities.
The aim is to ‘show by doing’. Some of the reasons it works: the CEO and elected leader openly advocate the group and provide legitimacy for its activities. This encourages managers to support the involvement of their staff. There is a small core group that work to tap into and unleash the Green Champions’ passion for sustainability. Members of the group spoke about how the Green Champions allows them to make a difference, how they learn about sustainability and can take that home and into their personal lives (such as the school sustainability committee). The Story Test. Institutional Memory and Knowledge Management. This is a follow-up post on building institutional memory. The basic premises are stated in sense-making for decision memories.
This presentation includes additional details and more explanations. It adds many new slides to help with the flow of the narrative, limited as it is with this medium. The main themes are: Memories are captured as knowledge artifacts, each limited by what it can convey, depending on its nature and the knowledge of the recipient. Decision memories have a certain importance for organizations; to understand why decisions were, or were not, taken. Knowledge management can provide a structure to capture institutional memory, but it requires more than a single approach.
Complex work, which is growing in importance in networked organizations, requires the sharing of implicit knowledge and this presents certain challenges. Assessment as meta-learning. Something got us excited in a strategic meeting with Executive Networks the other day in San Francisco. Executive Networks is a company that builds communities of practice for executives mainly in HR.
The Community Directors were very appreciative of our Assessment Framework. They were particularly taken by the value-creation matrix (Figure 7.1, page 39). They liked the idea of integrating quantitative indicators and narratives of value creation and the fact that the usefulness of the framework is both retrospective (what learning a communities has enabled) and prospective (what learning a community may enable). This prospective use of the framework – taken up by several organizations – is different from the retrospective way we had envisaged it, opening up many more opportunities for using it. We got into brainstorming all sorts of uses for the framework as a way to make sense of the value the company is offering its existing and prospective clients. Purposes and Goals of Community Evaluation. PART 1: Collection of resources on M&E and development of coalitions, networks and Communities of Practice. STEP Central Posts | Resources and Tools for Evaluation of Online Communities of Practice.
Steinhardt.nyu.edu/scmsAdmin/uploads/004/299/fulltext.pdf. Evaluation framework. As communities and networks go more mainstream there is an increasing demand from organizations to have ways of monitoring their value. How can we make the connection between the activities of a community or network and the improved performance of an organization, institution or even a country? In our value assessment framework, published by the Open University of the Netherlands, we identify five levels of value creation of a community or network: Cycle 1.
Immediate value: the activities and interactions between members have value in and of themselvesCycle 2. Potential value: the activities and interactions of cycle 1 may not be realized immediately, but rather be saved up as knowledge capital whose value is in its potential to be realized later.Cycle 3. Applied value: knowledge capital may or may not be put into use. For a reliable picture of how the community is creating value we would have to follow the value creation across these different cycles. Contents Download Citation See also. Wp-content/uploads/2011/07/707_COCP-Evaluation-Brief-July_2011.pdf. Resources and Tools for Evaluation of Online Communities of Practice. ISTE 2013. Purpose & Objectives As social networking technologies are increasingly being leveraged by educators to share resources and advice; deepen pedagogical and content knowledge; debate pedagogy and policy; and broaden perspectives, researchers and practitioners alike want to better understand the power and potential of different online social learning spaces (Baker-Doyle & Yoon, 2010; Booth, 2013; Duncan-Howell, 2010; Farooq, Schank, Harris, Fusco, & Schlager, 2007; Hur & Brush, 2009; Nussbaum-Beach & Hall, 2012, Vavasseur & MacGregor, 2008; Wenger, White, & Smith, 2009).
The increasing importance of online communities for educators is emphasized in the United States’ 2010 National Education Technology Plan (U.S. Outline Supporting Research Baker-Doyle, K., & Yoon, S. A. (2010). Making expertise transparent: Using technology to strengthen social networks in teacher professional development In A. Presenter Background. ISTE 2013. Purpose & Objectives There is increasing recognition that teachers, like most of society, seek information from the Internet (Herman & Nicholas, 2010) to supplement their teaching as well as increase relevancy for their students (Shih, 2004; Aikenhead, 2011). A recent US Department of Education (USDOE, 2010) report states, “Today, low-cost Internet access devices, easy-to-use digital authoring tools, and the Web facilitate access to information and multimedia learning content, communication, and collaboration.
They provide the ability to participate in online learning communities that cross disciplines, organizations, international boundaries, and cultures.” Seventy-eight percent of teachers in public schools indicated that independent learning prepared them best for effective use of educational technology (Gray, Thomas, and Lewis, 2010), which causes many institutions of higher learning to question professional development effectiveness. Perspective/Theoretical Framework Research Methods. Spidergram Poster 2013. Redirect Notice. Redirect Notice. Performance improvement & assessment of collaboration: starting poi...