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	<title>Bricolage &#187; social learning</title>
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	<link>http://frontlinelearning.edublogs.org</link>
	<description>ideas about how adults learn - by finding things and using them in a new way!</description>
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		<title>It means what I choose it to mean</title>
		<link>http://frontlinelearning.edublogs.org/2008/04/27/it-means-what-i-choose-it-to-mean/</link>
		<comments>http://frontlinelearning.edublogs.org/2008/04/27/it-means-what-i-choose-it-to-mean/#comments</comments>
		<pubDate>Sun, 27 Apr 2008 11:05:43 +0000</pubDate>
		<dc:creator>John</dc:creator>
				<category><![CDATA[social learning]]></category>
		<category><![CDATA[]]></category>
		<category><![CDATA[policies]]></category>

		<guid isPermaLink="false">http://frontlinelearning.edublogs.org/2008/04/27/it-means-what-i-choose-it-to-mean/</guid>
		<description><![CDATA[One of the delights of higher education is the marvellous words that one finds in scholarly texts.
Joel Barker discovered Paradigm in a 1984 article by Harlan Hahn about Law Enforcement for Disabled Americans and made a movie about the word &#8211; not the topic. This was almost twenty years ago and it has now made its [...]]]></description>
			<content:encoded><![CDATA[<p>One of the delights of higher education is the marvellous words that one finds in scholarly texts.</p>
<p><a href="http://www.joelbarker.com/">Joel Barker</a> discovered Paradigm in a 1984 article by <a href="http://www.independentliving.org/docs4/hahn.html">Harlan Hahn</a> about Law Enforcement for Disabled Americans and made a movie about the word &#8211; not the topic. This was almost twenty years ago and it has now made its way into everyday language. Generally misused, but nevertheless ever-present.</p>
<p>I found Bricolage in a readable, but nevertheless <a href="http://serendip.brynmawr.edu/sci_edu/seelybrown/seelybrown.html">scholarly, article </a>and have adopted it to describe everything I do. While my son guessed it was a green vegetable, my wife suspected it was highly calorific. She suggested that it may be a progression from Irish coffee, which contains only four of the five essential food groups &#8211; alcohol, sugar, cholesterol, caffeine and chocolate. That&#8217;s what happens when you work with whatever materials are at your disposal.</p>
<p>But the word of the week must be reification. It is an Anglicization of the German term <a href="http://www.etymonline.com/index.php?term=reification">Verdinglichung</a>, which is almost onomatopoeic. I found it in an article by <a href="http://www.ewenger.com/">Etienne Wenger</a>, but it is not defined there. As is my wont, I went to the <a href="http://www.onelook.com/">Onelook</a> on line dictionary and discovered two options:</p>
<blockquote><p><em>representing a human being as a physical thing deprived of personal qualities or individuality</em> (freedictionary.org).</p></blockquote>
<p>OR</p>
<blockquote><p><em>To regard or treat (an abstraction) as if it had concrete or material existence.</em> (Random House)<br />
<!--EOF_DEF--></p></blockquote>
<p>The two may seem opposites.  &#8221;Removal of the spirit&#8221; &#8211; turning humans into objects or materialization &#8211; &#8220;giving an abstract concept a concrete form&#8221;.</p>
<p>But this can be the effect of so many policies and procedures. The humans are required to comply with the written word. The rules are unchallengeable. The humans become robotic and treated as though incapable of thought. The rules, however become living things. The policy is about to descend from its ivory tower and Verdinglichung you into submission.</p>
<p>Like reification, policies have whatever meaning the upholders wish to ascribe.</p>
<p>I am not against written policies. it is just that I believe that any CEO should be able to express them when asked to do so in a social setting. It would be even better if the front-line workforce jumped out of bed in the morning committed to implementing them as a way of making the customer&#8217;s experience more pleasant.</p>
<p>But that would require <a href="http://www.onelook.com/?w=reification&amp;loc=scworef&amp;scwo=1&amp;ls=a">reification.</a><br />
 </p>
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		<title>Video explanation of social networking terms</title>
		<link>http://frontlinelearning.edublogs.org/2008/04/03/videos-explanation-of-social-networking-terms/</link>
		<comments>http://frontlinelearning.edublogs.org/2008/04/03/videos-explanation-of-social-networking-terms/#comments</comments>
		<pubDate>Thu, 03 Apr 2008 09:52:04 +0000</pubDate>
		<dc:creator>John</dc:creator>
				<category><![CDATA[resources]]></category>
		<category><![CDATA[social learning]]></category>
		<category><![CDATA[Tech stuff]]></category>
		<category><![CDATA[videos]]></category>

		<guid isPermaLink="false">http://frontlinelearning.edublogs.org/2008/04/03/videos-explanation-of-social-networking-terms/</guid>
		<description><![CDATA[There are a series of low cost downloadable licensed videos which explain the key concepts of social networking available for $US20 each from Commoncraft.com. They can be previewed on line at no charge with no registration requirements or any of the other annoying things that go with sampling on line product.
This one explains Twitter.

Others in the [...]]]></description>
			<content:encoded><![CDATA[<p>There are a series of low cost downloadable licensed videos which explain the key concepts of social networking available for $US20 each from <a href="http://www.commoncraft.com/show">Commoncraft.com</a>. They can be previewed on line at no charge with no registration requirements or any of the other annoying things that go with sampling on line product.</p>
<p>This one explains Twitter.</p>
<p><code><object width="425" height="350"><param name="movie" value="http://www.youtube.com/v/ddO9idmax0o"></param><param name="wmode" value="transparent"></param><embed src="http://www.youtube.com/v/ddO9idmax0o" type="application/x-shockwave-flash" wmode="transparent" width="425" height="350"></embed></object></code></p>
<p>Others in the series explain:</p>
<ul>
<li><code><font face="Georgia"><a href="http://www.commoncraft.com/rss_plain_english">RSS in Plain English</a></font></code></li>
<li><code><font face="Georgia"><a href="http://www.commoncraft.com/video-wikis-plain-english">Wikis in Plain English</a></font></code></li>
<li><code><font face="Georgia"><a href="http://www.commoncraft.com/blogs">Blogs in Plain English</a></font></code></li>
<li><code><font face="Georgia"><a href="http://www.commoncraft.com/bookmarking-plain-english">Social Bookmarking in Plain English</a></font></code></li>
<li><code><font face="Georgia"><a href="http://www.commoncraft.com/video-social-networking">Social Networking in Plain English</a></font></code></li>
<li><code><font face="Georgia"><a href="http://www.commoncraft.com/photosharing">Photo Sharing in Plain English</a></font></code></li>
</ul>
<p><code><font face="Georgia">Those used to purchasing high quality training videos will see a dramatic shift in pricing from the $1000 plus charge that we are used to, without any real loss in quality.</font></code></p>
<p><code><font face="Georgia">The delivery method - via download is also incredibly convenient.</font></code></p>
<p><code><font face="Georgia">I found out about the videos through a post to the Yahoo group <a target="_blank" href="http://finance.groups.yahoo.com/group/trdev/">TRDev</a>, in a  contribution from Michael Greer, who hosts the site <a target="_blank" href="http://www.bestfreetraining.net">Bestfreetraining.net</a>.</font></code></p>
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		</item>
		<item>
		<title>Learning about on-line learning</title>
		<link>http://frontlinelearning.edublogs.org/2008/03/13/learning-about-on-line-learning/</link>
		<comments>http://frontlinelearning.edublogs.org/2008/03/13/learning-about-on-line-learning/#comments</comments>
		<pubDate>Wed, 12 Mar 2008 21:37:20 +0000</pubDate>
		<dc:creator>John</dc:creator>
				<category><![CDATA[Adult learning principles]]></category>
		<category><![CDATA[]]></category>
		<category><![CDATA[on-line learning]]></category>
		<category><![CDATA[plain English]]></category>
		<category><![CDATA[social learning]]></category>

		<guid isPermaLink="false">http://frontlinelearning.edublogs.org/2008/03/13/learning-about-on-line-learning/</guid>
		<description><![CDATA[
There seems to me to be a continuum that we follow when we learn through on-line learning.

The first step is awareness. Knowing what is available. This seems to me a much bigger task on-line than in the traditional world.
The next step is &#8220;how to&#8221;. Some of these tools take longer to learn than others. Just the [...]]]></description>
			<content:encoded><![CDATA[<ul>
<li>There seems to me to be a continuum that we follow when we learn through on-line learning.</li>
</ul>
<p>The first step is awareness. Knowing what is available. This seems to me a much bigger task on-line than in the traditional world.</p>
<p>The next step is &#8220;how to&#8221;. Some of these tools take longer to learn than others. Just the technical use.</p>
<p>Next comes when to. When to use a blog, when to use tags, when to use a wiki, when to use whatever Ning and Netvibes are.</p>
<p>All of these things have to precede use of the tools. And I suspect that there are some other precursors, too. Plain English writing, citation, judgement on content validity &#8230;.</p>
<p>The list goes on.</p>
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		<title>Social learning is &#8220;the tail&#8221; of the learning process</title>
		<link>http://frontlinelearning.edublogs.org/2008/03/13/social-learning-is-the-tail-of-the-learning-process/</link>
		<comments>http://frontlinelearning.edublogs.org/2008/03/13/social-learning-is-the-tail-of-the-learning-process/#comments</comments>
		<pubDate>Wed, 12 Mar 2008 20:36:24 +0000</pubDate>
		<dc:creator>John</dc:creator>
				<category><![CDATA[social learning]]></category>
		<category><![CDATA[cascadia]]></category>

		<guid isPermaLink="false">http://frontlinelearning.edublogs.org/2008/03/13/social-learning-is-the-tail-of-the-learning-process/</guid>
		<description><![CDATA[Kevin Jones (from the Cascadia blog, but not this time) has presented at the ASTD TechKnowledge Conference in San Antonio this week and shows the role of Social Learning as the tail of the learning process.


He goes on to cite the 6 Technical Requirements/Principles for Social Learning
from Andrew McAfee&#8217;s paper: Enterprise 2.0: The Dawn of Emergent [...]]]></description>
			<content:encoded><![CDATA[<p><a target="_blank" href="http://engagedlearning.net/">Kevin Jones</a> (from the <a target="_blank" href="http://www.astdcascadia.org/BlogCascadia/">Cascadia</a> blog, but not this time) has presented at the <a target="_blank" href="http://tk08.astd.org/">ASTD TechKnowledge</a> Conference in San Antonio this week and shows the role of <a target="_blank" href="//tk08.astd.org/PDF/Handouts%20for%20Web%202-11/TH105.pdf">Social Learning </a>as the tail of the learning process.<br />
<img border="2" vspace="5" align="middle" width="400" src="http://api.ning.com/files/Gz0Yxas0SA1fxOUVVEiyqRiuGdV5312xRQ-5N5n87r7moHXz6HqhHVqHohW3q*Z0q5WmeIPYsKsSxIiacXjZuC8fZ-uq*ny-/TheTail.jpg" hspace="5" alt="Social learning is the tail of the process" height="280" /><br />
<span id="more-14"></span><br />
He goes on to cite the <img border="0" width="1" src="http://frontlinelearning.edublogs.org/wp-admin/" height="1" />6 Technical Requirements/Principles for Social Learning<br />
from <a href="http://www.wikiservice.at/upload/ChristopheDucamp/McAfeeEntrepriseDeux.pdf">Andrew McAfee&#8217;s paper</a>: Enterprise 2.0: The Dawn of Emergent Collaboration<br />
1. Search &#8211; They must find the information in the amount they need &#8211; Now.<br />
2. Links &#8211; Must link to other information. More links = more resources for discovery and learning.<br />
3. Authoring &#8211; Anyone can author. Limit the limits. Let limits come naturally.<br />
4. Tags &#8211; Taxonomy vs. Folksonomy. It is a different way of organizing information. This can be difficult to wrap a mind around the first few times, but it is incredibly useful.<br />
5. Extensions &#8211; Examples: Amazon&#8217;s &#8220;We also recommend&#8230;&#8221; by subject, author, popular content, most recent content. Rate content, social bookma rking.<br />
6. Signals &#8211; to let users know when information they care about has been published or updated. RSS is preferred, email notifications only if necessary,</p>
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		<item>
		<title>Is social learning really training?</title>
		<link>http://frontlinelearning.edublogs.org/2008/03/11/is-social-learning-really-training/</link>
		<comments>http://frontlinelearning.edublogs.org/2008/03/11/is-social-learning-really-training/#comments</comments>
		<pubDate>Tue, 11 Mar 2008 06:26:21 +0000</pubDate>
		<dc:creator>John</dc:creator>
				<category><![CDATA[social learning]]></category>
		<category><![CDATA[adoption]]></category>
		<category><![CDATA[networking]]></category>

		<guid isPermaLink="false">http://frontlinelearning.edublogs.org/2008/03/11/is-social-learning-really-training/</guid>
		<description><![CDATA[In Blog Cascadia Kevin Jones reports on Tony Karrer&#8217;s conference session on social learning at ASTD&#8217;s TechKnowledge conference being held in San Antonio.
The size of the conference, for those who haven&#8217;t been top an ASTD event, can be gleaned from attendance of 250 people at one of 12 concurrent sessions. 
Yet only about 6 in the room admitted [...]]]></description>
			<content:encoded><![CDATA[<p>In <a href="http://astdcascadia.org/BlogCascadia/2008/02/27/tk08-tony-karrer-and-implementation-of-social-learning/">Blog Cascadia </a>Kevin Jones reports on <a href="http://tk08.astd.org/PDF/Handouts%20for%20Web%202-11/W202.pdf">Tony Karrer&#8217;s </a>conference session on social learning at ASTD&#8217;s TechKnowledge conference being held in San Antonio.</p>
<p>The size of the conference, for those who haven&#8217;t been top an ASTD event, can be gleaned from attendance of 250 people at one of 12 concurrent sessions. </p>
<p>Yet only about 6 in the room admitted that they currently use social networking as a learning delivery technique. In response to a survey, most wanted to use these tools &#8220;alongside formal learning.&#8221; This implies to the source that social networking is not on the learning plan &#8211; it happens independently.</p>
<p>The barriers to implementation in the workplace appear to be:<br />
<span id="more-13"></span></p>
<ul>
<li><em>Firewalls</em></li>
<li><em>IP (intellectual property)</em></li>
<li><em>Privacy</em></li>
<li><em>Security</em></li>
<li><em>Control of information by management</em></li>
<li><em>Strict control over policies – Accuracy /</em><em> Liability / Discoverability / Compliance / </em><em>Change Management – Ready for it / Culture </em></li>
<li><em> Management take it seriously – away from work</em></li>
<li><em>Is it real work or not?</em></li>
<li><em>Education of management</em></li>
<li><em>Lack of resources – Mobile devices</em></li>
<li><em>Pushback from workforce – adoption</em></li>
</ul>
<p><em>What about the quality of the content? That is ALMOST a non-issue. Think about it – the information is getting out now, but it is over the phone, IM, email. </em></p>
<p>END QUOTE </p>
<p>So chalk up advantage 1 for social networking &#8211; transparency.</p>
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		<item>
		<title>Co-operation and adult learning</title>
		<link>http://frontlinelearning.edublogs.org/2008/03/11/co-operation-and-adult-learning/</link>
		<comments>http://frontlinelearning.edublogs.org/2008/03/11/co-operation-and-adult-learning/#comments</comments>
		<pubDate>Tue, 11 Mar 2008 01:32:32 +0000</pubDate>
		<dc:creator>John</dc:creator>
				<category><![CDATA[social learning]]></category>
		<category><![CDATA[cooperation V competition]]></category>
		<category><![CDATA[on-line]]></category>

		<guid isPermaLink="false">http://frontlinelearning.edublogs.org/2008/03/11/co-operation-and-adult-learning/</guid>
		<description><![CDATA[Dr Saunders&#8217; (yes that&#8217;s Shirley from UTS) article &#8220;Social Psychology of Adult Learning&#8221; makes interesting reading for on line learners from p 39 on.
She says if the task is complex people learn better through cooperation. She also points out that we tend to learn better from people who know a bit more, but not too much [...]]]></description>
			<content:encoded><![CDATA[<p>Dr Saunders&#8217; (yes that&#8217;s Shirley from UTS) article &#8220;Social Psychology of Adult Learning&#8221; makes interesting reading for on line learners from p 39 on.</p>
<p>She says if the task is complex people learn better through cooperation. She also points out that we tend to learn better from people who know a bit more, but not too much more, than we do. </p>
<p>This ties in with the concept of &#8220;bricolage&#8221; that Sealy Brown spoke about in his earlier paper (1999). We adopt bits of existing material as our own new knowledge. Clearly it is going to be more likely that we adopt and adapt pieces that are only a little way ahead of where we are. If they are too far ahead we won&#8217;t understand them.</p>
<p>Shirley&#8217;s article (this is a blog post, I&#8217;ll academic reference for the assignment) also says [if we are asked to] &#8220;perform in front of others then &#8230; [the others] &#8230; will be using the performance to evaluate their own ability&#8221;.</p>
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