Corporate Learning Trends and Innovations Nov 17-21

Most of you know me in the non profit world, but Tony Karrer of Tech Empower convinced me I could contribute to a corporate learning event. So take a look at what he, Jay Cross and George Siemens have put together for Corporate Learning Trends and Innovations » Corporate Learning Trends and Innovations 2008
November 17-21, 2008 | Online | Free

Join us to explore new developments, track emerging opportunities, network with other learning pioneers, and deal with topics you don’t find at the conferences you have to travel to. Come online the week of November 17 for a different kind of conference experience. Mark your calendar now. The event is free. Events are live and online.

Hook up with fellow innovative thinkers and international visionaries to gain insight into what’s going on, swap opinions, and shape the future of learning. Share your suggestions with the organizers at learntrends.com

My contribution will be on Online Social Architectures – Networks and Communities. And her is my disclaimer. I have more questions than answers, but I’m pretty darned convinced that the relationship between networks and communities – the fuzzy boundaries between them – is where important stuff is happening. Learning. Innovation. Work.

I’ve been away:Reflections on a Journey Part 1

Introduction

The blog has been quiet because I have been on the road for 18 days, first to Rome to co-facilitate the second CGIAR/FAO Knowledge Sharing Workshop face to face phase, then on for a quick stop in Prague (cheaper to fly to Israel from Rome via Prague) where I met my pen pal of 40 years face to face for the first time, and finally to my first time in the Middle East in Israel and Palestine.

Four countries, many sets of new and old relationships and a profoundly moving and challenging experience of a new set of complex cultures has left me so much to reflect on that it will take a while. But in the spirit of learning, I wanted to capture some of it here on the blog because it has, for me, profound connections to the work so many of us do around working and communicating across all kinds of lines. And how everything changes, always.

Even as I start typing this at 7 in the morning, I am amazed how it is so dark, for only 18 days ago the sun was up at this time of the morning. How the leaves changed and the last tomatoes gave up any chance of ripening. I was not the only thing changing. Everything changes. As we seek to facilitate change, we are changed.

Interspersed with this reflection will be personal stuff. Political stuff. It is unavoidable when we travel outside our home territories, to become vulnerable and open to new things. So if you read my blog for the more professional stuff, you may either have to skip these posts, or read them with whatever filter you need.

Part 1 – The Power of Doing TOGETHER

I have been doing work with the Consultative Group on International Research (CGIAR) and the Food and Agricultural Organization (FAO) of the UN for many years. This year, I had the pleasure of doing work for them both at the same time as they collaborated on offering the second iteration of a Knowledge Sharing (KS) workshop some of us developed for the ICT-KM project of the CGIAR earlier this year. The workshop is a three phase online/face to face/online offering focused on learning about choosing and applying knowledge sharing tools and methods in the context of real work. Learn, do, revise, learn, do…. This time we had 35 people from around the world join the workshop with a variety of needs, levels of practice and, as always, time available to participate.

We have learned from similar workshops in the past that the mixing of participants from different organizations has provided some specific benefits. The diversity gets us out of any of our own “organizational ruts.” You know — the things we think we can’t do in our own organizations, the barriers that we feel are always surrounding us. We tend to put those aside when we are with others. The diversity of experience and perspectives opens us up to seeing the work in a new way. What is less-than-useful social “chatter” for one is critical trust building process for another. If we can’t see these things at work in a group, we have a harder time understanding their role in our work. We tend to design knowledge sharing processes based solely on our own perspectives and preferences. When we learn about them in a diverse group, we see them in new ways. This was very present in our online and face to face phases. The diversity does present challenges, but with some persistence and reflection, we can process them as a useful part of the learning. Together.

The F2F workshop was three days of learning about knowledge sharing tools and methods while using them. We spent 1.5 days in Open Space learning about a variety of tools and methods. We used video, audio and graphic recording to debrief our Open Space experience. We broke the ice each day with different methods. We learned together while doing peer assists and Samoan circles. We brainstormed and picked topics with Dotmocracy to Speed Geek about new technologies. It is so hard to really get the essence of these tools and methods simply by reading about them or having them presented. But when you do them, and debrief them afterwards, the learning feels richer and deeper. From the informal participant feedback, this seems to be the case. I’ll be interested to learn more as we do the rest of our post-workshop evaluation.

Debriefing and Crystallizing Learnings

I want to call out specifically the importance of the debrief. After each session which used a knowledge sharing tool or method, we took time to debrief both the experience of the method, how it was facilitated and why it was chosen, leading to a brief discussion of when something may or may NOT be useful. We tried to capture all these debriefs in our wiki notes and blogs, and I hope over the course of the next few weeks, we can weave what we learned in the debriefs into the specific tool and method pages on our shared webbased resource, the KSToolkit. Recently there has been a very rich thread on the KM4Dev (development) email list about capturing lessons learned from F2F events. If you are interested in this topic, take a peek. Look for the posts entitled “Documentation: More than Just Minutes.”

My Key Learnings

  • People make meaning through the construction of their own experience so having a chance to try methods like Speed Geeking and Open Space are important moments, even when we have other constraints which might suggest other methods.
  • Give people ownership of their participation. At the start of the workshop I commented that many people had laptops open. I said I was not going to tell people to close or open them, but that they should make choices about their use of their laptops based both on their own needs and their perception of how their choices might impact others. In other words, we are responsible both for our own actions and to be attentive to the needs and actions of the group. This is right in line with Open Space’s “Law of Two Feet.” At the end of the workshop, a couple of people commented on how important this was for them, and how different from the “usual” where we are told what to do and how to do it.
  • As I noted above, the power of debriefing and shared meaning making.
  • Try to have your workshop close to lodgings. It took a lot of energy to get us from our hotels in Rome out 30 minutes to our meeting location. The location and hosting of our workshop by Bioversity was fantastic, but the travel took a lot of energy that could be used elsewhere. You do what you have to do, but just in case you CAN be close, be CLOSE!
  • I’d like to do more participant “capturing of learning” with video, audio and other media. We did this a bit and I think there is a lot more that I’d like to experiment with.
  • We missed time for people to plan their next steps in their work. Last time we spent too much time on this. This time I think we spent too little.
  • Plan a dinner the night before to start the socializing.
  • When doing Speed Geeking, we did NOT have expert practitioners for each station and in retrospect, that would have been a good idea. I loved that people created useful groups around things they wanted to learn, but I think this mixed up too many things and Speed Geeking might be best with just one intent.
  • Find ways to engage the participants in the facilitation. We did this a bit and I’d like to find more ways to increase others’ chances to facilitate.

Amazing Participants and Co-Facilitators

The joy of work like this is the people I get to work with. The participants of the workshop were diverse, engaged and they didn’t just passively take in information, they engaged and challenged us. And as always, facilitation and learning is not a solo sport, and I want to thank Pete Shelton and Gauri Salokhe, my F2F co-conspiritors, and Simone Stagier who supported from afar.

Soundtrack while writing: the guitar playing of Sungha Jung

Experimentation: chocolate cakes and communicators

I made a really great chocolate Guinness cake last night, and I was trying to figure out how to weave it in with the rambly theme of my blog. After all, this isn’t a food blog, as much as I love food.

I had tweeted that I was going to make this cake in celebration of our finally naming “the book,” and I was amazed how many people wanted the recipe. I kept sending the recipe url to people who tweeted in reply.

It is interesting what captures our attention, what stimulates us to want to experiment.

Is it the chocolate? The Guinness? The cake? Cooking? Food? In any case, the interest prompted me to blog about the cake. Oh, and the cake is really good – though I’d suggest using a little less butter. I added some grated unsweetened coconut and I’d suggest adding some chopped, roasted pecans as well. I substituted mascarpone for the cream cheese in the icing (because that’s what I had on hand) which makes a subtler icing. I think I’d prefer the cream cheese!

What gets us moving beyond our customary habits and patterns?

Recently many people have complained they have not been able to hear me properly on VOiP or telephone calls. I swapped headsets, but with no discernible result. (My telephone is also VOiP.) When I talked on my phone with out headsets, sometimes it made things better, sometimes it didn’t. My son has some fancy-pants headsets he uses as a gamer, and I was going to try them, thinking perhaps the mic plug on my computer was the problem and that might help me figure it out. But I just procrastinated finding a definitive solution. There were too many other things on my to do list.

Then in the mail a box arrives with a Polycom Communicator 100s, courtesy of a conference call company I use. It is not something I would have bought myself (pricey) and it is like a speaker phone, so intuitively I would have thought headsets would be better. But because it was here, in front of me, I tried it. And wow, it worked pretty darn well with my initial test calls.

The cake? Someone blogged about it (and darn, I can’t remember where I saw it) and my curiosity was piqued. I love chocolate and my husband enjoys his Guinness. But if the idea had not shown up in front of my, in my business, I would have never sought it out.

In our busy lives, sometimes it takes a ping, a tweet, a box in the mail, to pull us out of our traditional trajectories and get us to try something new. And what a wonderful and productive, chocolately surprise that can be.

What brought your head up for a new view today?

CoP Series #3: Community – without people?

Here is the third in a series of guest blogs I did for Darren Sidnick, reblogged here with his blessing!) focused on CoPs in a learning context –> From: Darren Sidnick’s Learning & Technology: Community – because without people, you just have a pile of content. Or worse… nothing!  Part 1part 2part 3, part 4, part 5part 6,  part 7 ,  part 8 , part 9 and  part 1o  are all here on the blog.

Community – because without people, you just have a pile of content. Or worse… nothing!

This is the third post surfacing a bit more about Community, Domain and Practice mentioned in the series on communities of practice (CoPs). This time we’ll “go social” and talk about the community aspect. From the “no duh” perspective, there is no community without people. Here is Wenger’s explanation of Community in the context of CoPs.

The community: from http://www.ewenger.com/theory/
In pursuing their interest in their domain, members engage in joint activities and discussions, help each other, and share information. They build relationships that enable them to learn from each other. A website in itself is not a community of practice. Having the same job or the same title does not make for a community of practice unless members interact and learn together. The claims processors in a large insurance company or students in American high schools may have much in common, yet unless they interact and learn together, they do not form a community of practice. But members of a community of practice do not necessarily work together on a daily basis. The Impressionists, for instance, used to meet in cafes and studios to discuss the style of painting they were inventing together. These interactions were essential to making them a community of practice even though they often painted alone.

Right off there are the practical implications of Community in the context of elearning.

  • You have to find the people and, if they aren’t already connected or convened, make that happen. Is there an existing community you can tap into, or do you have to actually set one up? Are you ready for that?
  • Members have to have some sort of relationship with each other – so there needs to be conditions for not just information exchange, but social interaction. How does that fit with your mission and role?
  • Social interaction is neither linear, nor is it always neat and within the confines of structured things like “courses.” Are you ready for a little unorder?
  • Relationships develop over time. Courses end? What are the boundaries you need to set and what can be open ended? How will that be supported?

These questions might give you pause – and for good reason, but lets also look at the benefits of community. From a learning theory perspective, a lot of learning is social, meaning it happens between us, not always as a solo activity. In fact some of us seem to need social learning more than others. When Etienne Wenger and Jean Lave coined the term communities of practice, it was part of their work on understanding learning and the importance of social learning. Again, from Wenger:

Social scientists have used versions of the concept of community of practice for a variety of analytical purposes, but the origin and primary use of the concept has been in learning theory. Anthropologist Jean Lave and I coined the term while studying apprenticeship as a learning model. People usually think of apprenticeship as a relationship between a student and a master, but studies of apprenticeship reveal a more complex set of social relationships through which learning takes place mostly with journeymen and more advanced apprentices. The term community of practice was coined to refer to the community that acts as a living curriculum for the apprentice. Once the concept was articulated, we started to see these communities everywhere, even when no formal apprenticeship system existed. And of course, learning in a community of practice is not limited to novices. The practice of a community is dynamic and involves learning on the part of everyone.
From http://www.ewenger.com/theory/

Community as curriculum — for me, that is a pretty juicy concept. So let’s just end this blog post at the edge of the cliff. What does that mean to you? How might you imagine your learners as community and thus as a way to extend and deepen your curriculum?

CoP Series #2: What the heck is a Domain and why should I care?

This is a reblog of a guest blog post I did on Darren Sidnick’s Learning & Technology Blog: What the heck is a Domain and why should I care? (CoP with Nancy White). I’m republishing them here with Darren’s blessing! Part 1part 2part 3, part 4, part 5part 6,  part 7 ,  part 8 , part 9 and  part 1o  are all here on the blog.

What the heck is a Domain and why should I care?

Flickr photo by IdeaideiaIn the first in our series on communities of practice, (CoPs) I briefly mentioned Community, Domain and Practice. In this blog post I want to dive a little deeper into Domain. Because Etienne Wenger does such a great job of defining domain (and he really helped me understand it) I’ll start with his definition, and use his definitions later for Community and Practice as well:
The domain: from http://www.ewenger.com/theory/

A community of practice is not merely a club of friends or a network of connections between people. It has an identity defined by a shared domain of interest. Membership therefore implies a commitment to the domain, and therefore a shared competence that distinguishes members from other people. (You could belong to the same network as someone and never know it.) The domain is not necessarily something recognized as “expertise” outside the community. A youth gang may have developed all sorts of ways of dealing with their domain: surviving on the street and maintaining some kind of identity they can live with. They value their collective competence and learn from each other, even though few people outside the group may value or even recognize their expertise.

So Domain is what we care about together. It is what is important enough for us to make time to participate, to learn these crazy online tools if that’s how our community connects, and makes us prioritize it over the many other things we have in our busy lives. So it has to matter! So if a learner is taking a course because they “have to”, we need to think carefully about if a community is the right approach.

Domain is not static
Domain is also one of those things that seems obvious at first — we are interested in learning about how to become entrepreneurs — but ends up being a bit more subtle. In large communities, there may be a big, overarching domain, with smaller, more specialized subgroups. In some communities, the domain may be relevant for only a short period of time and then the community naturally comes to the end of it’s life. The domain may shift when new people join or initial core members leave. Not all domain’s are “eternal!” So the first lesson about Domain is that it is not static and it has to reflect and respond to the interests and needs of the member. So we might start a CoP on entrepreneurs coming out of a business course offering, but it may turn out that the core of the group is really interested in marketing for small businesses, or developing a horticulture business. Then you get to that “ignition” point where the interest and passion is sufficient to get the community going. That “commitment” that Etienne describes in his definition. Over time, the domain focus might shift again — and responding to that shift is critical for community sustainability.

Community and personal identity
Domain also has to do with something else important in communities of practice: identity. The domain gives the community as a whole an identity, and it also is part of the identity of individual “members.” Shawn Callahan from Anecdote often says a useful test of a domain is to be able to identify with it personally. So in a community of entrepreneurs, you would say, yes, I’m an entrepreneur. But it may have a lot more personal meaning if it was “yes, I’m own a small horticultural business” and thus the more specific domain has more meaning.

So if you are thinking about a communities of practice approach with your e-learners, ask yourself, what might be the domain of my community? Try it out on some of your learners. See what they tell you. If it resonates… keep going. If they look at you like you are crazy, keep refining your ideas about domain WITH them. Because after all, it will be THEIR community. If you do this little experiment, leave a comment here and share a story of what you learned!

Here is another story about domain: http://joitskehulsebosch.blogspot.com/2008/07/communities-of-practice-and-bulldozers.html

Flickr Photo Credit:

view photostream Uploaded on July 10, 2008
by ideaideai