Create Dangerously "We live, not feeling the country beneath us," writes Osip Mandelstam in his poem, "We Live, Not Feeling." Mandelstam, as you might know, was shortly arrested after the poem came to the notice of Stalin, who had the poet tortured and imprisoned. He was sentenced to five years hard labor in May 1938 and died at the transit camp in December 1938 from starvation and madness. Here's the full poem: We Live, Not FeelingWe live, not feeling the country beneath us, Our speech inaudible ten steps away, But where they're up to half a conversation - They'll speak of the Kremlin mountain man.His thick fingers are fat like worms, And his words certain as pound weights. I think about Mandelstam and his courage, as well as that of his wife, Nadezhda Mandelstam, who preserved his work at considerable cost. II. Such nonsense. As the book mentions the Common Core a lot, I suspect it may become a best seller. III. Edwidge Danticat (2011) offers an inspiring interpretation of composing.
Impact, Outcome and Output As I alluded to in the previous post , one of the changes in thinking, and in particular language, for me recently is the idea of impact . Specifically that impact is different from outcome which is itself different from output. I’ve differentiated outcome from output for some time, as have others, but I believe impact is a further step in understanding how we approach change. To relate the three ideas to each other, I would say that: Outputs create outcomes which have impact. This mapping also ties in nicely to Simon Sinek’s Golden Circle model that I have referenced before . Outputs (or sometimes activities) are the things that we do in order to achieve something. Outcomes are the future state we hope to achieve by completing the outputs. Impacts are the tendencies or dispositions of an outcome. As Simon Sinek recommends with the Golden Circle, we should always Start with Why , and thus when implementing any process or product it is useful to know what impact we want to have.
Content Management in a Knowledge Management Context — Prescient Digital Media - intranet consultant, intranet consulting, intranet planning and Internet planning. During an economic downturn such as the one we are working our way through at the moment (2010), organizations are looking to make the most of their investments in their technological infrastructure, how to squeeze greater efficiencies out of their product development or production processes through automation, and how to leverage their technology to generate efficiencies. These efforts can take different organizations in different directions. For example, if your organization creates physical widgets on a production line, or if your staff are considered ‘knowledge workers’ creating products which are essentially ‘information assets’. Either way ‘knowledge management’ becomes more important in this economic climate. If you have to let people go, how do you ensure that vitally important knowledge does not leave with them? However ‘knowledge management’ means a lot of different things to different people, and indeed is often used interchangeably with Information Management. 1. 2. 3.
Various ways to use social media as a facilitator or trainer This is a blogpost written for a half-day workshop for facilitators with Sibrenne Wagenaar.We thought of starting with a blogpost because it helps us think about the topic of the workshop, it is a light way of starting online, and it gives the chance for others to look over our shoulders (and give tips?). More and more often we meet trainers and facilitators who are working mainly face-to-face and would like to use the opportunity of social media to facilitate more online because it may enhance the quality of your trajectory. There are many different ways in which you can do so. A great model has been developed by Jane Hart: how to use social media in e-learningtrajectories: We believe you may also use this model to think about how to use social media in face-to-face learning trajectories. (1) Wrap-around model: socials aspects are added as extra element to organise trainer- en peer support. (2) Integrated model: social aspecten are integrated with the content of the training.
| A Unifying Perspective on Information Gästinlägg från ett rhizomatiskt klassrum Home » Blogg » Gästinlägg från ett rhizomatiskt klassrum Vår första lektion med rhizomatiskt lärande där Per lät oss ta kontrollen över klassrummet och planeringen. Tanken med lektionen var att vi skulle samla alla de idéer vi tagit fram och börja analysera huruvida det ens var möjligt att genomföra alla gruppers vilda idéer. Instruktionerna från Per var enkla, 3 personer fick varsin penna och hade tillgång till tre olika högar med papper. Dessa tre högar var: våra idéer, betygskriterier och mål samt olika begrepp vi tagit upp så här långt under kursen. Att äga sina kriterier De tre personerna som gavs uppgiften att anteckna besluten på tavlan såg till en början väldigt ensamma ut runt deras bord i mitten av klassrummet men det tog inte lång tid förens hela klassen hade samlats kring bordet och bollade idéer. Summerar vi den nya formen av planering så kan man säga att vi står närmare att kicka igång våra projekt nu än innan lektionen. Länk till lektionen: Gästskribent,
Value Streams are Made of People | Lean Systems Society Note by Al Shalloway: I’m happy to present this blog from Liz Keogh. Liz is one of these out-of-the-box thinkers who somehow manages to connect many disparate dots. Here she deals with value streams, but not in your normal, in-the-box manner. Enjoy. Liz Keogh Independent consultant, Lean / Agile coach and trainer When I was first taught about value streams, they looked a lot like this: The idea is that you look at the different activities through which the work flows, and the gaps between them, then narrow the gaps, because waiting around for things to happen is wasteful. We’re used to thinking of software in terms of phases. As companies get larger, the value streams tend to get more complicated, but we still talk about our software in terms of those original phases. In software development, work is more like product development – designing a new car – than like a production line where we churn the same thing out over and over again. So the development team get their requirements.
Knowledge Management as Educational Science Knowledge Management as Educational Science Our brains naturally function systematically, and if we can learn to teach and learn to this biological strength we can become far more effective. Image provided by Walter Smith. Can we create a science of knowledge management that teachers can use to influence learning? Lowest Common Denominator of Knowledge The human brain is made up of networks of hundreds of billions of interneurons. Our brains are made up of millions of interneuron chain combinations that reflect the actions and interactions of our bodies with the environment. In simple terms, we are what we think we are, and we are all different. Managing Knowledge for Systems Thinking Systems of brain neurons function as complex versions of single brain neurons. Our brains function systematically. Educating to Think Systematically Can we create education systems that enable us to be inherently successful? The articles in this series outline a model for educating for success. Tags: Business
(1) Beyond the Course: The Learning Flow – a new framework for the social learning era | The Learning Flow Jane Hart writes about Learning Flows is her Learning in the Social Workplace blog. Reproduced here. Learning is a process not an event. Learning is a journey not a destination. We’ve heard all this for years, and yet the facts remain the same – the way that we help people learn revolves aroundevents in the form of (a defined package of content) aka courses, where the focus still is firmly on the destination – the completion of the course – as a measure of success. But in the age of Facebook and Twitter, and now Enterprise Social Networks (ESNs) like Yammer and Jive – where at the heart lies an activity stream that is used for a continuous stream of knowledge exchange, there is a place for a new learning framework – one that lies between the formal, instructionally designed course and the unstructured knowledge sharing of teams, groups and communities. A Learning Flow is a continuous steady stream of social micro-learning activities – accessible from the web and mobile devices
Domuslift Domuslift é um elevador residencial projectado para atender às necessidades de mobilidade vertical em edifícios públicos e privados, proporcionando maior comodidade e conforto aos utentes. É a solução ideal para as pessoas idosas e pessoas com mobilidade condicionada, pois confere-lhe autonomia, libertando-as da utilização das escadas. Disponibiliza-se uma grande diversidade de acessórios e acabamentos, assim como diferentes tamanhos. Tem a vantagem de ser facilmente adaptável a qualquer espaço, e de se integrar em qualquer ambiente, valorizando o mesmo. Domuslift como plataforma elevatória para pessoas com dificuldades motoras: O Domuslift é um equipamento concebido para pessoas com mobilidade reduzida e certificado como “Plataforma Elevatória para Menos Válidos” (Exame CE Tipo para esta finalidade). NOTA IMPORTANTE: a LIFTECH impõe como condição a entrega de declaração comprovando que o equipamento se destina a utilização por pessoa(s) com dificuldades motoras.
En pedagog på ett moln Att läsa D&G (Deleuze och Guattari) är ett åtagande för mig, mer än vanlig läsning. Det är läsning som kräver aktivitet och motprestation. Författarna går i dialog med dig, ställer begreppsvärldarna på ända, viskar till ditt undermedvetna och deras metaforer finns ständigt närvarande med en begreppsapparat som blandar friskt från biologin, fysiken, filosofin, psykologin och kulturhistorien. Hur tänkte författarna när de skrev boken Tusen platåer, en bok där du själv väljer vilken ordning kapitlen skall läsas i? I ett försök att närma sig boken från ett annat håll har jag börjat måla, leka med foton och skriva dikter för att analysera, försöka förstå och förmedla D&Gs rika och målande språk; multiplicitet, flyktlinjer, krigsmaskiner, dekalkomani – och för att leka med deras och mina olika identiteter. På måndag har tankesmedjan Rhizomagisk sitt första Google Hangout med Dave Cormier om hur vi kanske kan samverka och hjälpa varandra. Vladimir Majakovskij Article by
Cynefin framework and software code Recently I read some article about Cynefin framework, it is really inspiring. As the diagram shows, cynefin framework categorize the problems in to 4 domains: simplecomplicatedcomplexchaotic For different domain, the approach and strategy are quite different. Today I would like to analyze the software code using cynefin framework. Which domain does software belong to? In General I will say software belongs to complex domain. complex, in which the relationship between cause and effect can only be perceived in retrospect, but not in advance, the approach is to Probe - Sense - Respond and we can sense emergent practice. Here The probe - sense - Respond is same as TDD and iterative development, since we don't understand the domain, so we have to rely on immediate feedback. We can also conclude that the reason why waterfall does not working is because they assume the problem domain in software is always in simple domain. How about other domains? Why clean code will help reduce the complexity?