Lasagna and chips

Social media for trainers: think differently!

2012-01-20T11:20:00.003+01:00

I did a workshop last Friday on the conference 'Trends voor Trainers'. The topic was: social media as learning instrument. Amazing that I don't have to translate the title of the conference for you, I'm sure you can make sense of it in English! I forgot my adaptor (really stupid of me) and felt very disorganised working on various different laptops and computers. Skype for instance looks so differently on a Windows computer. Fortunately I have my new adaptor now. The workshop was quite successful as measured by the people who contacted me afterwards for more information, to buy my book or to ask whether they could share our test Yammer and test Ning with their colleagues.

I started with a line up: from no engagement with social media to intensive engagement. Some trainers were still at zero, a few were halfway, being a member of a few Linkedin groups and maybe on Facebook. Only a few were using social media intensively and only one had followed the hashtag #tvt12 before the conference. Then we did a second line up between zero use of social media to intensive use of social media in the context of their trainings. Many trainers moved towards zero. Some had LinkedIn groep started by their participants after the training, but then would not facilitate but follow.

Here's the presentation that followed. The key is my vision that facilitators and trainers should be amphibian facilitator, comfortable moving and facilitating online as well as offline. In that way, they can choose the right mix. However, we are not there yet, as shown by the laughter when I stated that starting a Yammer group is not more difficult than using the beamer.

Online leren voor trainers: social media als leerinstrument on Prezi S

Why is social media so intriguing? I'm convinced social media puts online learning in the hands of the trainer. The traditional e-learning or e-learning1.0 was alienated from the trainings. With social media you can brew a powerful mix. However, the mindset of the trainer is still geared towards the 'trainer in front of the roon' model. Strong convictions are (thanks to Selma Foeken's blogpost in Dutch for inspiration):

I need to experience and feel the group dynamics.
I need to see what happens before I can intervene meaningfully.
Non-verbal communication is crucial (and missing online).

I often help trainers translate favorite face-to-face trainingmethods to online. This helps surface some of the convinctions too. One team translated energizers online. Their first instinct led them to dance videos online (like this one Cotton Eye Joe), hoping participants would engage in some exercise. The assumption is that you need an energizer, physical exercise to wake up and pay attention. Online this works differently. One participant may be tired, the other refreshed after a walk. It is the responsibility of the learner.

Online energizers deal with the balance between finding energy. Energy can come from a new activity, a new tool, but also about using a mix of synchronous and asynchronous activities (synchronous may be online and face-to-face), in other words, being together simultaneously or not. The energy level is different. Online: think differently!

Coining the right term

2012-01-10T13:58:00.002+01:00

I used the Tedtalk of Joris Luyendijk 'Share your learning curve' (also here on my blog) for my work with a team in higher education. They are learning about 'facilitation of value chains', networking, reading and interviewing. We had already discussed that it would be interesting for their team to start a blog (to share their learning curve- though we didn't call it like that). In the Tedtalk Joris explains that he will start to explore the financial sector starting from zero knowledge. He would like to take other interested readers along in his search via the banking blog of the Guardian. Share your learning curve is a brilliant term for this. The Tedtalk supported what we had already discussed, and gave the blog a clear focus by coining the term 'share your learning curve'. I noticed it also inspired the testing blog.

What really surprises me in a way that I actually started 'sharing my learning curve' since 2005 on this blog (it was originally called communities of practice for development). I remember we had to capture blogging in three words during a teleconference and I chose 'very public learning'. So it surprises me that you can draw attention with something which is not new, by coining a right term. Probably having a good reputation is crucial too...

The same happened with our webinar with Jane Hart. She coined it the 'flipped webinar' flipping the presentation to a blog beforehand and working with the questions of the participants. It was a great webinar by the way, and it worked very well. However, I have a background in development cooperation and since 1990 I've been busy working on participation and participatory methods. So in a way it is not very new to me. Again coining the right term which is an attractive one and maybe easy to remember works to draw attention.

I think I'm going to try and do some coining myself in 2012 though it seems like an art in itself. I think a good term can help clients in an advisory trajectory to see something very clearly. And if my own coining is not easy, I can still borrow terms from others that have inspired me like 'the networked non-profit' by Beth Kanter, 'filter failure' from Clay Shirky and 'ambient awareness'.

The filtering professional

2011-12-21T16:17:00.003+01:00

This blogpost was originally written by me for the NVO2 blog, for HRD professionals Statement: professionals should learn to digest more information and improve their filtering skills.. This is necessary to increase their general awareness of what is going on in their environment. Develop antennas for what's new in their profession, trends, customers, students (for teachers), competitors. This is part of professional2.0. First let's talk about my bicycle (that's how my first blogpost started though you can see how my bicycle changed!). In november my accelerators broke down. First I felt like I was peddling like crazy.. But it took me a long time to make an appointment for repairs (for several reasons: bicycle repair shop had disappeared etc.). So after one month it seemed like completely normal to pedal in first gear only, I had completely gotten used to it.

Now let's make the link to organisations and professionals. Many people don't have time to explore the usefulness of social media for their work because they are already overwhelmed with email. Email has become something terrible yielding negative energy ("I still have to do my email"). They associate social media as being worse than email, even more messages, even faster flow of information. You will be even more behind!

I used to feel that you don't have to embrace social media, but I changed my thinking. Now I am convinced that as a professional you have to digest a lot of information: be able to scan, prioritise, make sense and contribute. It is part of being a creative, learning, improving, exploring professional. So they have to learn how to digest and filter information. A person I and other have frequently cited is Clay Shirky ("I study the effects of the internet on society") who said "it's not informatie overload but filter failure". In a presentation I once asked whether people also complain about too many books in the library, which made people laugh. In the library you know how to search and filter, using your favourite authors, search engine etc.

Professionals can use a 3 - step strategy to filter:

Know your knowledge domains. I read a book about personal branding where they used the term icloud - a tag cloud with words of interest to you, your interest areas. This seems more logical for freelance consultant, but not for all professionals in organisations. I think you should define 3- 5 core knowledge domains (eg I have a focus on social learning, social media, communities of practice). Within organisations this is something to be discussed. Not only your tasks but also your knowledge fields should be clear. (why not include those in job descriptions?)
Choose your networks- focus on the communities and networks that matter to you. I'm sure if you know your domain and find relevant networks you will not stop following them. Don't follow too many networks that are nice to know of. Focus and engage in a few. If you have the capacity to filter many more- fine.
Use handy tools that help you scan rapidly and filter. Think of Twitter lists, Hootsuite or Tweetdeck to sort out information flows and set up a dashboard. RSS readers like Google reader are good to follow many feeds. I'm sure there are lots of other tools, but it helps to exchange with colleagues and take the time to test things and try something new every once in a while.

Here's a presentation in prezi in Dutch language about the 'filtering facilitator' I will use tomorrow in a training session for facilitators of a learning trajectory.

Do you agree that professional have to filter? Or are there professions that you can perfectly perform without this new compentence? Might be! So let me know in a reaction

New media, new practice

2011-12-09T11:15:00.001+01:00

I have to confess I read my mail on my biclycle (using my iphone). Two years ago I didn't have mobile internet yet. Twittering and mailing was place-bound to my computer. As a result I was using the first hour behind my computer to work through my mail. Now I can also read tweets and blogs. A good reason for me to read mails while travelling on the bike or in the train.

Visiting a friend I discovered reading bedstories to small children is not the same anymore. Now there are all kind of nice apps for children, with things to click on and sounds and noises. Or you can have surf for youtube videos (like this one of the princess and the potty. Comes in handy when you need to do something for yourself.

The workfeud app has made scrabble a favorite game again.

Sylvia Witteman (a Dutch writer) wrote a column about her fixed telephone line. Everybody is calling on their mobiles, except her mother who says: "I just like to call you without knowing who will pick up the phone". Unfortunately nobody answers, since they only answer their own mobile phones...

In gesprek met iemand die niet veel achter de computer wilde zitten stelde ik voor dat zij meer met mobiele apps zou kunnen doen. Even een snel twitter of Yammer berichtje sturen kan ook van je mobiel (met internet verbinding) en dan hoef je niet meer achter de computer te zitten. Helaas bleek ze een oud model te hebben waar je net mee kunt bellen.

Photo by Yashrg

On the photo you see the following quote: "Technology is not technology if it was invented before you were born". There is a difference in the way people embrace new technologies (or not). Developments in technology are also incredibly fast. Someone told me: "I don't have a clue how I can find my way through all the new tools, I don't understand how you do this!". The examples I shared show that new use of technology also brings new habits. And the habits sometimes inhibit adoption of new technologies. Think of sms, people have started to communicate more often or on the contrary call less. Hence it is sometimes not an improvement for all, think about the grandmother who would like to call being surprised by not knowing who answers the phone. Though this morning I read on Facebook of a granny using Skype to exchange kisses with her grandchildren. So it might also be an improvement. I wonder what determines whether you try something new? Some elements are: what your friends do (I was invited to wordfeud games and my daughters are fanatically using what'sapp while I don't). But also whether you like experimenting or whether you perceive the benefits. I have long resisted the microwave, feeling it is unnatural to radiate your food...

For organisations it is hence even more difficult to stay abreast with all new developments, like social media. Especially when the management team is slightly older or less experimental, after all management has a large influence on collective habits (culture- the way we do things around here). The way new media should be used may also be at odds with the way the organisation works. All this may lead to a situation where the organisation is missing new possibilities to network, innovate, profile themselves. One afternoon talking about social media is not enough to bring about change. In january we are starting a trajectory with a new organisation working during half a year exploring new media and how this may lead to new ways of organising within the organisation. I'm very excited and hope that we can manage to change some practices. I think 6 months is quite a short trajectory, but hope we'll get far.

Social media: 4 opportunities for secondary education

2011-12-02T12:02:00.001+01:00

Not too long ago I went to an evening session about social media at the secondary school of my daughter. It struck me how the subject of social media is approached from fear. I was very happy when I was invited to do three sessions for the teachers of a secondary school myself. You can imagine that it was not about fear, but about the 4 opportunities that social media offer.

Opportunity to learn in communities with other teachers - nationally and internationally

Innovation in the way classes are conducted

Adding 'mediaknowledge' (mediawijsheid) to the curriculum

Opportunity for reputation management online - make your students ambassadors!

Below you will find my presentation in Dutch.

Sociale media & Voortgezet onderwijs

View more presentations from Joitske Hulsebosch

After the presentation there was the opportunity to explore tools in a 'tooltour'; sitting in small groups or individually behind a computer. Twitter was popular, but also RSS readers like igoogle were appreciated, to follow a few interesting sites or blogs. A group explored wikis and discussed the idea to put examresults on a wiki up for questions. Now a lot of questions are received by email. Using a wiki might be a more efficient way. We found out the twitter account with the name of the school was already taken, probably by a few students (10 students were following that account).

The last part of the afternoon was World Café- like. The 4 opportunities were placed on 4 tables with a few questions. In two rounds, teachers could chose the subject they would like to discuss. It was impressive to see the topic was very much alive and touches something, even though not all teachers are happy with social media. The presentation was still quite overwhelming.

The table about learning in teacher communities started talking about education in the future. They thought it was slightly off-topic but I think it is relevant enough: your ideas about the future of education will determine the importance you attach to social media and social learning. The group discussing how to teach students about smart uses of social media discovered that many thought this is covered in other classes, but in reality the school was rather reacting to incidents instead of having a systematic way of incorporating it in the curriculum.

What struck me in the informal conversations with teachers is that there are huge differences in the way teachers react to these opportunities. A minority are real pioneers, read edublogs, twitter, experiment and are excited. Others (the majority) are slightly sceptic and fear that they will have to spend more time behind the computer ("I prefer to make music and run!). Practical applications to improve lessons are appealing. A few feared that using social media in class makes teachers vulnerable. What if they play games or chat with friends on Facebook rather than doing their assignments? How to prevent teachers being explosed on the web in ways they do not like? I'd say you need to offer structure and make clear agreements on what to do and what not to do.

Lastly there seemed to be a need for some guidelines for teachers how to deal with social media (do you friend teachers, do you share? do you read?). Everybody is now learning and deciding on his/her own.However, such guidelines need enough freedom for teachers to develop a strategy that fits their personality and preferences.

Webinar on serendipitous learning with Jane Hart

2011-11-28T09:54:00.001+01:00

Last week we discussed the term 'serendipity' in our learning trajectory on social media. One participant thought this might be a country in Africa :). Serendipity doesn't seem to be a very commonly known term for learning professionals, at least not in the Netherlands. Nevertheless, it is something that deserve more attention in my opinion. Therefore we are organising on December 15th from 20-00-21.30 hours Amsterdam time a webinar with Jane Hart, international expert in social learning and writer of the 'social learning handbook'.

What is serendipitous learning and how might it this type of learning be stimulated through the use of social media? Definition from wikipedia: Serendipity is finding something unexpected and useful while searching for something else. The word was introduced in English by Horace Walpole in the 18th century, in a letter talking about a story he read: the three princes of Serendip. In that context serendipity is associated with the capability to draw conclusions from apparent coincidences. In other words: smart, prepared people are better capable of making discoveries based on coincidental circumstances. The discovery of both penicilline and the post-it notes are known examples of discoveries by serendipity.

Post-its are an example of serendipity (accidental discoveries): the glue from the post-its was already discovered by researcher Dr. Spence Silver, small sticky bullets. Because there is only a small proportion of the bullets in contact with the surface, this provides a layer which sticks but is easy to remove too. The intention of Dr. Silver, however, was to make a very strong glue. Hence the practical application of this glue was not immediately apparent. The real invention was by Art Fry. The story goes that Fry was frustrated about the bookmarks that kept falling from his book. In a moment of Eureka he thought of using Silver's glue to make a solid bookmark which is easy to remove. Source: http://nl.wikipedia.org/wiki/Post-it

A good illustration of the fact that serendipity is not about finding weird and unexpected information but is about making the connections, finding applications without the context of your own work. Social media is excellent for stimulating serendipity, not only at the level of new inventions, but also at the leven of finding creative solutions for problems in your own work. Jane Hart has written extensively about these possibilities and calls these workers using social media: 'the smart worker'. Click on the following links if you want to know more:

In addition to working smarter I would also like to emphasize the creativity aspect. Social media offers many new connections, but the art is making the connection to your own situation and coming up with new solutions to old problems. For instance, you can stimulate serendipity by looking across various disciplines. Social media can play a large role is this. Here's an example of spaziale, space where Naomi den Besten is blogging about the connections between process and spatial design . Below you find an interesting TedTalk from Joris Luyendijk (thanks Josien!) talking about 'share your learning curve'. Share your learning proces (for instance via a blog), start from zero and be curious. By sharing it, you create new avenues for unexpected connections.

Would you like to work with the concepts of the smart worker or serendipitous learning in your organisation? Then you should definitely read Jane Hart's blogpost: 10 steps for working smarter with social media, helping you with steps to take in an organisation.

Are you interested in joining the webinar? Please find more information here.

New emerging practices for trainers and facilitators

2011-11-10T22:25:00.001+01:00

I'm currently facilitating two learning trajectories, both starting online. I'm a big fan of starting online because everybody can start at his/her own pace and there is space for everyone to express him/herself (I actually learned this practice from CPsquare). Another recent experience is that I was skyped into a training in Cambodja for a session about online advocacy. It was my second time of being skyped into a session, the first time it felt like talking to a wall, but this time I even had the feeling I had some contact with the group. I asked them questions and they answered by raising their hand. The trainer counted and summarized. At the end they also asked questions, passing the mike of the headset, which worked pretty well. Here you see a picture. For people who like the technical details: we combined Zipcast en Skype. Zipcast allowed me to show the slides and dictate the pace. The sound of the Zipcast was not good enough so we combined it with skype.

Both experiences made me reflect on how big the shift is for trainers and facilitator who embrace social media and integrate in in their practice. I can see some emerging new practices which are not widespread yet. Online learning exists for a long time already. However, online learning was mainly elearning as individual online modules and had nothing to do with classroom training. Elearning and classroom training were two separate 'things'. Now with the widespread use of social media, elearning2.0 as you might call it, has come under the control of facilitators/trainers. However, making use of this potential as facilitator requires a huge shift in practices. Based on my own experiences, I'd say facilitators who want to leverage the opportunities offered by social media need to adopt the following practices:

Select and manage your own tools. With elearning- in the sense of individual online learning modules- design and implementation is done by an instructional designer and some IT-support. Working with Learning Management Systems, there is often a more technical person involved in the design and implementation of the platform which alienates the technical design from the design of the learning process. With social media, there are so many free and easy tools, which has given facilitators the control over the tools. It is easy to set up a wiki, facebook group, a Yammer community or Ning social network. Or start your own zipcast- you don't need expensive webinar software. Even when organisations offer tools which do not suit what you want, you can set up your own toolset. To do this effectively however, facilitators need to know those tools and to be able to make a good selection.

Weave online and face-to-face activities into a powerful, mutually reinforcing blend (hence design longer trajectories). I think there is already an important trend moving from one-off training events to longer learning trajectories. Online hasn't always found its right way into the blend. I've observed that people have different ideas about what's best to do online and what kind of learning activities fit best face-to-face. Some are convinced all presentations should be done online, so that you can use face-to-face for interactions. I'm not sure whether a 'this is best done online' or 'that is best done face-to-face' exists. I've experienced that it is powerful to sandwich topics. Start online (or face-to-face) and continue to deepen them in another modus. What's for sure is that the design of blended trajectories is a new field for most trainers and new practices will have to develop over time. There are lots of blended experiences but not many trainers yet who master a systematic design of blended trajectories.

Be prepared to understand and support real problems and practice dilemmas. Tailor-made. When you start adding online activities to the mix, you will see that there is ample space and time for people to express their questions, doubts, thoughts and experiences. You will notice that you get much closer to the actual problems and workplace-based questions of the participants. This means for a facilitator or trainer, it will not be enough to have a standard tool and exercise and take your participants through the flow, but you will need to prepared to understand their issues and respond in a tailor-made way. Take the example of a teambuilding session. If it is a one day session, you do an exercise to let the team reflect on their collaboration, their styles, give feedback to eachother. But the real effect of the exercises will surface after some time when the team is back to work. Continuing online with the team creates an opportunity for real (and longer!) support to the teambuilding process, but it also demand a deeper understanding, wider skillset and motivation from the facilitator.

Be available 24/7. Continuous partial attention. This may be the reason why not many trainers have made a real shift. A training can be neatly blocked in the agenda. Working online with a group, however, you have to be flexible and devote some continuous partial attention to the proces. If you are still immersed in a full trainings schedule, it may be hard to make this shift. One of the solutions may be to work more often in small teams of facilitators.

Open your boundaries. In the classroom training setting, it is clear who is in and who is out, there is a trainer and there are trainees. The trainer is in front of the group, the trainees are not (except in some exercises). Using social media this boundary becomes more fluid, there are no longer 'walls', anybody with an internet connection can participate. Online, you may invite additional people in the role of expert, interested colleagues, supervisors, mentors, guests or inspirators. This automatically changes the fixed roles from 'trainer' and 'trainee' to a more dynamic scene with various players. Everyone can bring in knowledge and expertise. Which brings me to the next one:

Bring expertise into your training. You have to think out of the box (and out of the country!) and think of possible expert inputs for your trajectory, which you can bring in through webinars, skype sessions or through asynchronous discussions. In the case of the Cambodja training I knew the trainer personally and she arranged for my input, she is definitely an out-of-the-box person. Many trainers act like the expert, bring in a colleague or only facilitate processes without bringing in expertise. Facilitating process is important, but offering training without expertise input does not work for the participants who value expertise inputs. Distance is no longer an excuse!

Pay attention to social learning and building social capital. And last but not least: working with social media means fostering interaction. Social media are about online interaction. This means that collaborative learning and sense-making are important. Hence it is logical that the facilitator also understands social learning processes and knows how to work with those processes. This means taking a relational approach into account. I have the impression many trainers do that already in their training sessions, but not really consciously.

Curious to know whether you recognise these practices and whether you are already applying them too?

About serial mastery and social media

2011-11-02T17:44:00.007+01:00

One of my interest areas is the professionalisation process of professionals. How do you become a master, an expert, a thought leader? What are the best ways to learn individually and collectively?

Shift- the future of work is already here

An inspiring book in that context is 'The shift by Linda Gratton'- a must read book if you are interested in the future of work. She is a professor at the London Business School and describes in her book what work and the jobs of the future will look like. The reason for her research and book was the quest of her sons to find a study areas, one wants to be a journalist and the other wants to study medicine. Is that smart? Will that earn that a living in the future? But it is not only an interesting read with the future of your children in mind, but also for yourself.

The new poor

Gratton's story is not sheer positive. She describes a process of globalization in which the 'new poor' and 'talented' can live anywhere. Your birth in the Netherlands, Europe or the US will no longer be a guarantee for a good job, we must increasingly compete with other professionals from around the world (not without reason that the tigers moms in China described by Amy Chua get so much attention). And ofcourse that's already happening. Hence a focus on self-promotion and branding rather than modesty will be normal for professionals. This too is a shift that you can already see happening. If you are self-employed like me, you can still function without a blog using your old networks and offline networking skills. However, increasingly you have an advantage if you know how to brand yourself online and to find your professional voice.

From shallow generalists to serial mastery

The book also talking about the shift from shallow generalist to serial master. A serial master has a deep knowledge and competencies in several domains. So you have to specialize, and you will need and discover a new domain of relevance every few years or so. Interestingly enough, that's like reading about myself, when I started as an irrigation engineer, morphed into an organisational advisor and I'm currently a specialist in the design and facilitation of learning processes. I typically had three-year contracts. This forces you to become a sort of serial master, because after two years if you have to start thinking what you would like to do next.

The new self-directed learning = Learning

I was asked to facilitate two workshops about the 'new learning' for career counselors. Below you can find the presentation in Dutch (in a prezi).

NOLOC presentatie on Prezi

I zoomed in on 'the new learning' (hate the word!) as self-directed learning, which can be nicely linked to the vision of Lynda Gratton: serial masters are professionals who continuously develop themselves driven by their own interests and passions (after all it is not called "serial education"). After this introduction, we did a line-up exercise with the participants who were asked to what extent they consider themselves "new learners". Interesting points in this discussion were:

There is quite some confusion about the term 'new learning'. Is it primarily about the use of online tools or is it about more than the tools, ie an attitude towards learning in which professionals take matters into your own hands? I think the latter.

Even when you use the definition of self-directed learning a number of people indicated this is hard for them. How do you determine your own issues, what to focus on? They prefer courses and training programs because they do not know where to start. Apparently it's not easy for anyone to take matters into their own hands and be the steward of your own learning agenda.

The second part of the session was about how social media can play a role to support the new learning / self-directed learning in the context of 'serial mastery'. That social media will have a role to play is beyond doubt. So the professionals who are able to handle and use social media conveniently will have an advantage edge.

The role of career counsellors

And so it is therefore the task of career counselors to assist professionals in the process of what Lynda Gratton calls 'sliding and morphing' into new domains. This is the process whereby a professional a new domain to master, and there develops a unique vision and adds value. Through a brainstorming we have distilled the following points of importance for career counselors:

Help the client to find his own style and finding a domain
Be a role model and an example in the use of social media as a professional
Know how to use LinkedIn to look for job (networking)
Make sure you have enough knowledge of various online platforms and relevant audiences
Help the client articulate his/her professional profile
Challenge clients to learn and develop and take matters into own hands
Make conscious use of social media and online media as a writing exercise for the client in addition to the known methods of conversations.

The dangers of social media for youth

2011-10-20T11:16:00.004+02:00

The high school of my daughter organised a meeting about "internet and social media". As you might guess it was focused on the dangers.. "The potential hazards are discussed and the possibilities to take measures to enhance safety .." It was very funny to hear someone do the opposite of what I do: I'm trying to enthuse people about professional use of social media and Donny Gieskens of the 'stichting veilig online' (Foundation internet safety) is raising awareness about the dangers of Internet and social media .. and he did make his point! Especially with his presentation with the blonde girl on his webcam who turned out to be an old man:). There are a lot of technical possibilities to create innovative online communities, but also for people with bad intentions.

I wanted to make notes for this blog post but thought a laptop would look kind of weird. And there was no wifi so live-blogging was not even an option. Eventually I brought an iPad for notes and I was the only one. Finally I did not dare to take pictures because it is forbidden by school protocol!.

Though I pity the fact that social media are usually approached from the danger side by parents, it felt useful to have a look at side of social media to which I usually don't pay a lot of attention. I might give it a clearer space within my own work.

Some facts

First some facts and figures for 12-16 year olds in the Netherlands

What does a typical teenager do on the internet? Main use is YouTube (videos), MSN messenger (chat), browsing (surfing), social media (contacts and new contacts), Word (word processing) and games (gaming)
87% had a bad experience through the internet.
1 in 4 boys aged 12-16 engages in cybersex
2 out of 10 have met someone in real life they met through the Internet (but so do I!)
1 in 100 parents think their child has been involved in cyberbullying
However, 40 out of 100 teenagers has really engaged in cyberbullying
12-16 year olds play on average 1 hour day games
There are already 5.9 million years played in the game World of Warcraft
On average, a 21 year old has gamed for 10,000 hours

The dangers

1. Information sharing

Importantly, a lot of information is shared by children, which the parents don't want to be shared, such as holiday dates (burglars are actively using the internet for information too!). The caches of search engines will all be kept for five years, what teenagers do not always realize. So when you share a picture when you are 16, this picture may still be found on the net when you apply for a job at 21. The privacy settings on social networking sites (like MySpace and Facebook) are not always set consciously to visible for friends only. Moreover Twitter has a public account by default, what teenagers may not realize. Youngsters do not always realize what their settings are and whether their information is public or visible only to friends. Also with links between network sites like Twitter and Facebook privacy settings can be overwritten. On a positive note: companies like MySpace and Facebook may sell user statistics, but not the individual information, because it is protected by the (dutch) law on personal data.

Some tips on sharing information are: Use a nickname (not your own name and not sexygirl15). This is an opinion contrary to my advice in building a professional identity however ... And ensure good privacy settings: have a look at them together.

2. Cyberbullying

Bullying can be done by acquaintances or strangers (anonymous).

Tips: Keep all threatening or bullying emails. Every Internet connection has its own IP address, and is recognizable. In a chat program you can block unwanted people, chat programs are required to provide this function. If bullying comes from a public computer, eg library, there are many cameras that have registered who have made use of this computer, so the anonymous persons are traceable.

3. Phishing

Phishing is social engineering by imitating emails individuals are trying to extort information. If you give someone your password voluntarily and they abuse is by posting on your behalf or using your credit card it is still a crime (contrary to popular belief). Your password is yours alone. This is a legal offense.

Phishing Tips: Change your password every 70 days, using 5 digits 2 3 Unicode characters. A good free virus program is AVG.com. Do not forget to log out when you leave a computer. Automatic locking may also help.

4. Gaming

Gaming is also positive for the development of language, manners and communication. Unfortunately, 3 out of 10 parents buy games for 18 + for children under 18. 6 out of 10 parents have no control over the types of games that teenagers play.

Tip: Know what they play! Do not buy 18 + games for under 18.

5. Sexual Abuse

Especially for girls a modeling offer may be tempting, and it comes with the instruction not to consult with the parents. Also, blackmail and threats occur. He showed a convincing example of a man who posed as webcam blonde girl. So you think you are talking to a nice girl, but in fact it is someone else.

Tips: If you suspect abuse attempts: contact the site administrator. In case of concrete evidence: File a report with the police. Webcam only with people you know in real life. To check authenticity of the webcam image: ask to raise a hand. Cover the webcam with a cloth so the webcam can not film from a distance without you noticing.

Some general tips for parents:
Talk to teens about online behavior and provide parental control and agree on time limits, etc., after school, not directly behind your computer, check age limit games, talk about experiences, learning a critical attitude. Write an Internet protocol and let the teenager sign.

I'm a little double about this focus on the dangers. It is useful to me, because it is my invisible spot. On the other hand, you could have a much wider and interesting debate about social media, socially-constructed learning and learning within the curriculum..

Twittering = learning?

2011-10-11T09:44:00.007+02:00

I often have conversations about the role of social media in learning processes. Sometimes people might say: 'Ok, but twitter is not learning. How can you learn from 140 characters?!

The theory about learning you embrace determine how you look at social media and its importance (or unimportance). From a behaviourism point of view, twitter might not be very relevant as a means for learning. However, from a social-constructist view you might see a twitter network building relations. In that case twitter is very important. I used a Dutch article about various learning theories: ontwikkeling van leren in organisaties by Keursten to look at what the various thought streams might think about twitter:

Behaviorism: learning is equivalent to influencing and changing behaviour. You do this by offering situations to practice the desired behavior. One example is a course about giving feedback. You can teach people the right way of giving feedback and create a situation to practice it. Twitter will not be seen as an important means for learning, because the change in behavior needs face-to-face to practice (although there are also research which shows that an innovative program using a webcam to practice social skills worked very well).

Cognitivism: learning as information processing; the mind and thought process is put at the centre of the learning process. Within cognitivism, a clear distinction between knowledge, skills and attitudes is made and sharpened. I see the cognitivist approach reflected in many conferences, where the expert notify and explain to participants what the latest findings and trends are. Twitter will be interestingly but mostly because people may link to articles, books and information. I must admit I have used this argument myself. I would now respond differently.

Pragmatism: learning by doing. This an approach I see clearly in the design of 23things, a course for librarians. See for instance here. People can learn 23 new Web 2.0 tools by using them, experimenting and experiencing them. Within this movement Twitter will not be so important (unless you want to learn how to use Twitter!)

Constructivism: learning means developing a unique world view based on all experiences acquired. Learning is a process by which a professional adds new knowledge and ideas to his or her existing body of knowledge. Independent and self-directed learning is important. Within this thought stream twitter is more interesting. Twitter provides a window on the world. And using twitter means quite some self-direction, choosing who to follow, what to tweet etc.

Social constructivism: learning through collaboration. This school of thought views learn as the result of interactions between individuals, learning within networks and communities is important. I am myself a supporter of this school of thought. That explains why I think being active on Twitter might be an important part of a learning process. Using twitter to build your network and maintaining relationships.

Keursten did not yet talk about connectivism. This is also an important school of thought developed by Siemens.

Connectivism: was developed because the previous schools of thought were not impacted by technology. These theories do not address learning that occurs outside of people (i.e. learning that is stored and manipulated by technology). They also fail to describe how learning happens within organizations. Learning is a process that occurs within chaotic environments of shifting core elements and is not entirely under the control of the individual. Learning can reside outside of ourselves. Connectivism might be summarized as 'I store my knowledge in my network'. In the case of connectivism Twitter might be a source of serendipitous learning and self-organisation.

When you are talking about using Twitter and Yammer (a single twitter tool) within your organization is therefore important to do this in the context of your learning theory. This may help surface the differences. How do you feel about learning through twitter?

Interview about the birth and growth of the HR community

2011-09-29T10:00:00.009+02:00

On October 6th, we are going to work on a casebook learn and organise through social media with a group of about 12 learning professionals. Though the analysis of various cases of learning and change processes in which social media has played a role we hope to gain more insights into this relatively new field. I interviewed Remco Mostertman, the initiator of a large HR community mainly on LinkedIn (Remco is on the right). Here's the interview:

Start
"It all started about 5 years ago. The basic idea was that we all need to improve and develop the HR field. I am convinced HR is the most relevant discipline in organizations, but HR is not always taken serious. There is a need for innovation in HR. The main target hence are line managers in organizations. I believe in learning by connecting and exchanging experiences.

At first I just started with a LinkedIn group. I accidentally running up to LinkedIn, I was receiving all kind of annoying reminders and wanted to get rid of those. Searching on LinkedIn I discovered LinkedIn groups. Immediately I saw the potential of the group section of LinkedIn. In many LinkedIn groups nothing much was happening, and I thought I could do this in a better way."

Approach
"There are different types of communities: communities of purpose, communities of practice and communities of interest, the HR community you could say is all three. The core team is a community of purpose, the community as a whole is more a community of interest. I started inviting my acquaintances, then they another 1 or 2 people out of their networks. I saw that we grew to 20 members, now there are 15,000 members in the largest group and come every month 750 members join. In the beginning there were no subgroups possible on LinkedIn, so we started groups next to the main group started, such as change management, social innovation, diversity, leadership and talent management. Now there are subgroups possible on LinkedIn and we work with subgroups, like HRD Employability and Vitality.

I learn continously. Learning by doing, that's my learning style. Every week I have some new experiences. Sometimes I think about a problem, and forget that I have a huge think tank I can ask for help."

Mix online and offline
"A mix between online and offline is important. People get to know each other online, but when they meet each other there is more depth. I organize World cafés four times a year (see photo), about 80 people attend. The world cafés started when we had 5000 people and wanted to celebrate this. It's been organised 8 times now, at zero cost. I see that the online interaction deepens.

I received many applications from different countries such as India, which I rejected. I thought: I'm going to start a global HR group there is an interest. Currently I have 16 international groups, such as Italian and Russian groups. Great things happen here-it is booming. I search local group managers and organize international conference calls. My dream is: 10 country-based communities that eventually linked together and all contribute to the discipline of innovation by sharing knowledge and experiences."

Business model
"The business model is changing. The newsletter from LinkedIn is free. Eventually we will have a spin / off. so. There will be a fixed group knowledge partners, and there are organizations that will have paid subscriptions, for example on a HRjob-site and people who pay to participate in activities of the HR Business University. Besides the HR community I work one day a week for the University of Amsterdam, where I coach students."

Role of social Media
"Social media are supportive, they are a means and not an end. Social media have to help achieve my ideas. Without the media I was going to build a community anyhow, but it would not have been possible on this scale. Social media also promote transparency and increase the speed. People will in the future have to be authentic, unethical conduct will be visible.

I started with LinkedIn groups, and then there are about 10-12 twitter account currently. Now the HR community participates in a newsletter from one of the partners; we provide trending topics from the groups. We always ask whether people approve, but without exception they agreed to have their issues highlighted in the newsletter.

We use a tiered model, the most current topics owners make a summary for the knowledge portal and the newsletter. We are building nine websites, including two knowledge portals. Knowledge of the groups is then secured to the website. There is also a magazine 2-4 times a year. We have put up Facebook pages for future use, there is nothing to be found currently. Each topic has its own website soon, a LinkedIn (sub-) group and a twitter account."

Critical situations in the growth of the community
a. Tipping Point
"There is a tipping point: a LinkedIn group with over 2,000 members runs itself, even though it differs per theme. What makes a theme work? Whenever they are needed. I do an inventory and latera twitt poll (a poll via Twitter). From there I gather a few sub / theme groups and start. If I invent the topics myself "accidentally" they may grow, but not as good. So start from the questions / orientation. Besides that what is always needed ... active moderation on the content. Remove advertising and promotions or remove spam and place jobs in the section for jobs. Start discussion and / or boost them. From the tipping point onwards, this is less or not needed. Until 2000, you need to recruit and activate members. Only 5% are active, 10% send or read things, so at 200 members, it is not dynamic. However, it can be a good number for a project or group that wishes to exchange information, but not for a community of practice / interest. I'm amazed how fast it develops. HRD and L & D subgroup on LinkedIn already has 1100 members (in 2 months!) and there are four face-to-face peer meetings planned. We do not actively market this.

b. Core Team.
"In the beginning I worked alone, but at some point you need a buddy. I have created an inner circle of about 20 very enthusiastic people who share the same passion and goals and cooperate in different ways and with different intensities. Yet, with the enormous growth there was also a need for more structure and stability in the heart of the community, now there's a solid core team of six people who put in time, and participate at least 1.5 years till December 2012. I invited a number of them myself and some expressed their interest to join to me. Each member manages a label. A label is what we use to market a business unit or window. There are four named values from which we work: skills, openness, curiosity and ownership. We work with shared leadership."

My own role
"Maintaining the LinkedIn group takes me about two hours a day. Some professionals start a group, and nothing happens, they underestimate the work. It's hard work and you must begin with a vision. Every community has a leader. I am the leader for this HRcommunity. You also need luck. What I bring: I like to experiment with the computer, I want to discover how it works. I have a passion for HR, Social Media and the development of organizations. My role is very diverse: till the tipping point I invite people and alert them about discussions, after the tipping point it grows by itself. I also moderate content and topics, and start boosting discussions. I try to read everything, it provides a good view into the field, I enjoy reading everything. I get a message when someone starts a new thread. Sometimes things go out of hand with advertising issues, then I filter it out. This is a lot of work, but otherwise it's annoying for the members. I put all applications manually on a list of members in an excel sheet, and I review the composition of the group occassionally."

Results
"We have contributed to an HR field in motion and development. There is an active community with 20,000 members nationally, 30,000 internationally. The largest group has 15,000 members, 50% are consultants, 40% work within organizations, 5% are students and 5% recruiter. I would like a mixed composition - so I am pleased with the growth in number of students since this was only 1%. The number of people is not an end in itself - the dynamics and depth are more important than the numbers, the debates and reactions, and numbers of people showing up at meetings. In my perception, there are more and more in-depth topics, they run longer and more people participate than in the beginning. Participants gain new insights, news and interesting facts and get new contacts. The network has a value. Thus I have been approached for cooperation, but the bottom line is that I'm not selling products, then people will lose interest in the community."

Reflection
"It is a different way of working. If you ask a question, you often get a solution and suggestions within few hours. Even I forget sometimes that this is possible. Within the HR field, the awareness that being active in a community is part of your work is not so high. The community-based work is not in the DNA of organizations. What has really surprised me is the incredible speed at which things are going and the mega impact. The goal for next year is: develop the groups and platforms, further animation and professional development, connecting people, developing a talent bank and career portal for matching on the labor market and an assessment site for HR service providers .

Read dutch? There is an article by Kim Castenmiller. The home of the HR community is a linkedIn group. You may follow Remco Mostertman on twitter or the HR community op twitter

Develop creativity and empathy through opposing perspectives

2011-09-20T20:56:00.006+02:00

I have been rethinking my focus. I started working within the framework of knowledge management and communities of practice. But knowledge management in the Netherlands is still associated with databasebuilders. And communities are hijacked by the marketeers for client communities... The core of my work is about 'the learning professional' / the innovative professional / the creative professional. Communities of practice as still a very powerful environment to stimulate professional innovation at an individual and collective level. I found a book which divides the learning professional in personal and professional development. Not sure how useful I find this distinction however.

I've lived in various countries and I am convinced that a new environment works great for self-knowledge and awareness of your own beliefs. An anecdote: when we lived in Mali we were invited by Bintou, a colleague to join her for lunch on a Saturday. We were very surprised to see that everyone had already eaten, and we were seated separately with a dish to eat and left alone. We thought we were late but that was not the case. Then you realize again that there is a strong social connotation in the Netherlands to lunch invitations. It's not about the food, it's primarily a social activity, eating together, while at Bintou's she literally wanted to feed us. Those types of collisions between different worlds make you more creative and empathetic.

Here's a great TEDtalks of Raghava KK, artist. He wrote a children's book on the ipad. If you shake the iPhone changes the perspective, instead of a father and mother there are suddenly two mothers. He believes that learning children to understand different perspectives stimulates creativity and empathy. Have a look, it's great!

And for the social media twist... you can use social media to broaden your view to various perspectives. It's not automatic though. You have to be aware of your networks and who you are following. Follow some people on twitter from a radically different background, or lurk in some totally different communities... Who knows what you will learn..

Finding the perfect learning platform in 5 steps

2011-09-09T10:21:00.019+02:00

After the holidays I have been bumping into the same issue with different clients: "Which platform you choose for a online part of a learning trajectory as trainer/facilitator?" It is already clear that you want to combine online learning with face-to-face meetings, you need a private online platform and there is also a budget for it. With the enormous amount of social media tools it is much easier for a trainer/facilitator to make his/her own choice of tools fitting the learning activities rather than trying to fit your learning activities into a predetermined platform.

I have a first blog post written about the broader range of platform options that exist for online discussions. In this blog post I'm going deeper into the selection process for online exchange in a private group. In large organisations, there may be a platform available and you may have to decide whether you want to use this, or an alternative. I noticed many start with the tool rather than thinking about the participants and the learning activities.

For a good selection process, take the following five key steps:

Five step approach to finding your learning platform

Make a shortlist of potential platforms by asking around (and I'll help if my shortlist), review and test them on the following criteria:
Identify what your participants are familiar with
Determine the features you need by designing the learning activities
Look at the implementation trajectory of the platform
Find out what the price is

Make a nice table (something like this) to sort out your findings in writing and help support your decision to support (x-ax the potential tools, y-ax the criteria

Re 1. Make a Shortlist of possible platform There are many different platforms. You can be practical by asking some experienced people. The shortlist that I currently have for tools that are relatively easy to implement are Elgg, Moodle, Ning, Drupal, Bloom Fire, Buddy Press for wordpress, and Social Engine. Do you have a good platform, please let me know by leaving a reaction!

Ad 2. Familiarity of participants with tools This step is often forgotten, but is important. You can send a short survey, some people call or arrange a meeting. If you combine this with the design of learning you save two birds with one stone. Awareness of different tools also gives an indication of how easily they get used to a new tool. If many people are familiar with such a tool like Yammer, but it has not all the features you want? This may be an argument for your intent to reconsider. Because it gives you a flying start.

Ad 3. Needed functionalities (based on design of learning activities) To know what features you need as a minimum requirement, you need your design of learning activities already have quite some detail. Would you give assignments, much literature do you need to upload, do you want to tag? Can you use videos? Do participants need a blog? This determines the features you want. Often you will develop a good feel for the various functionalities when you have worked with a number of platforms. And balance 2 and 3: if a platform has fewer functionalities, but people have experiences, you might simplify your design.

Ad 4. Implementation path Some platforms like Ning, you can tweak by yourself as a facilitator in one afternoon. Other platforms such as Drupal need more support and expertise. Maybe you want the platform to be hosted on your own server or not. These are implementation requirements. While chosing a platform these are important to consider too. To what extent do you support? How long is the design and implementation process?

Re 5. Price Well, it speaks for itself .. What will it cost? Per month, per year? How easy can you cancel? (Important in a learning process with a clear endpoint)

Although it is now may appear as a very structured process, in practice it will be messier. But what is important is that you first look to at the experiences of users and design of learning activities before you select the best tool - though you will probably not find the perfect tool... after all the process is more important than the tool.

What can knowledge interventions contribute to development?

2011-08-23T15:59:00.008+02:00

I was interviewed for Vice Versa and asked for input. It was a double interview together with Eric Smaling working for the Royal Tropical Institute in Amsterdam. An interesting combination as he is well grounded in the science world as professor. I will blog what I remember as main points and issues. I hope I remember enough- waited a little too long to blog it and didn't make any notes (as the journalist was taping it). Curious to see what she will choose to publish too!

The first difference I remember is about what knowledge is. In my practitioners view- knowledge resides in the head of people, practitioners or policy makers. Eric Smaling would consider a phd research as knowledge. I would prefer to call this information rather than knowledge (if it does not reside in anybody's head except the phd student's head..). Or if you'd like to call this knowledge too, then I would like to clearly distinguish it from 'actionable knowledge', knowledge that leads to changing practices. Smaling pointed out that there is a gap between research and practice. A lot of research never gets transformed into changing realities. So how to close this gap? My solution would be to think of dynamic learning communities and networks where scientists, researchers and practitioners can meet. This solution is so logical to me, but I am now conscious of the fact that it is not all the solution for many others. I pointed out my belief in the power of south-south learning to increase the impact of development efforts. The World Bank has done a survey and the results tell us many respondents agree with this.

One of the first questions was 'what kind of knowledge should the Netherlands 'export' or 'transfer'?. I explained my vision that in my idea the counterpart model in development (the northern expert working with a southern person for a longer period of time) has disappeared because it is not how people learn and change happens. Rather, I look with a learning lens knowledge and change. Hence I start with the learner and his/her learning journey. Then it is more logical to talk about what are the knowledge needs and questions at stake. I'd say that depends on the sector and type of knowledge workers. A finance manager or minister could probably learn a lot from another manager or finance minister (through a network or community, though trainings, workshops and exchanges help too). But I guess the question of relevant knowledge within the Netherlands could be asked at a global, policy level in the sense of what are the strengths and expertise areas of the Netherlands.

This kind of led us to jump to the reciprocity in learning and knowledge sharing. Is learning north-south? Can we in the Netherlands also learn from developing countries? I definitely think so (and Smaling agreed). It is a pity if we feel that learning is north-south only, like I mentioned before, I believe in south-south learning and south-south-north learning. I gave the example of the forest landscape restoration learning network. A network where people from Brasil, Indonesia, Ghana and other countries learn, but also people from Scotland. Smaling and I both felt strongly that openess to learning is necessary. If you are in a relationship where you feel you are the expert or know more, you are not open to learning from others (but you may share). I have seen this between participants from two African countries (one looking down upon the other), I have seen it between departments in organisations and I've also noticed it myself as a trainer. What is, for instance, obstructing southern NGOs from learning is that they feel that they have obtained funding for a program because they can implement it. That doesn't favour asking questions or visiting others who may have undertaken similar programs. And sometimes it is simply lack of time. I feel when you start a new project, you should always ask around for experiences. That's not the common way of working.

Given my focus on south-south learning and networks (and alliances too by the way) to enhance learning for more impact on development, the interviewer was wondering 'but what's the role of the Netherlands'? Well, there is definitely a role to be facilitate south-south learning, to spot innovations, to compile information. As Lucia Nass, a former SNV colleague also observed there is a mindboggling number of website and manuals and even studies to compile and compare all manuals on climate change. We focus on collecting, but not enough on connecting the learners.

And ofcourse social media play a huge role and have an enormous potential to facilitate south-south-north learning, but there is a need to learn to make effective use of these media. To find information, to connect with the relevant people, to participate in online communities in ways that change and improve development practices. That's why I focus on helping people to start and facilitate communities, or to develop themselves using internet and social media. I think that we are starting to see a shift but to quote Clay Shirky "social media will not become socially interesting till they become technologically boring". In other words the real change in connecting likeminded learners and speeding up learning and change is still ahead of us.

We ended (if I recall well) with a kind of philosophical question about the role of internet and social media with regards to learning and working together in this globalised and connected world. Can we learn our way out of the global problems? On the one hand I'd like to be a sort of cyberutopian believing we will all learn to solve all global problems like poverty, climate change, feeding the growing world population. Peace through the internet. On the other hand I can imagine that there is a limit to collaboration when there is a scramble for dwindling resources. A kind of fighting for a piece of the cake. No matter how empathetic we may be, in the end we will try and make sure we and our closest families and friends are fine.

How is internet changing the way you think? book review

2011-08-23T15:11:00.005+02:00

Edge is asking an annual question. In 2010 the question was: how is internet changing the way your think? This question was presented to 151 people and they answered this question in 2-3 pages. Amazing to see how different the 151 answers are! It was a great read during the holidays, very inspiring and there were many things I recognised..

Some people state that the Internet is not really changing their way of thinking, but most of the writers respond it does. Many mention that they consulted pages on the internet while writing the piece, and so reached different conclusions than in a world without internet. Paul Bloom: "I realize how nice people can be through the Internet". Strangers devote their time to respond and share their ideas and knowledge. Haim Harari is a physicist and sees three major changes:

Messages are getting shorter, the attention is more and more on one-liners (potentially misleading!)
Facts are available on the Internet, so hence we need to think less about facts. Thinking comes more down to making connections, collecting new ideas, distinguishing head and side issues, analysis, etc. As the facts are now available on the Internet, we do pay less attention to remembering the fact. (though with the warning that it is important and hard to distinguish between pseudo- and real facts and facts on the internet)
The process of learning and teaching is changing in-depth by all the possibilities and dangers of the Internet. Lessons of the greatest teachers in the world are available, we need to know fewer facts by heart as they can always to be found on the internet. This leads to a different pattern of knowledge, understanding and developing thinking in people. This fact has, according to him, not yet sufficiently penetrated and transformed the world of education. And I think it has not yet led to profound changes in the training / education world (but seems to come).

Personally my way of learning and thinking has changed dramatically by the Internet and especially social media. I follow many other professionals, what they are thinking, doing, sharing, reading. I become more creative, think of new possibilities. I am also a collector of information. The danger is that you do not have enough time reviewing the information to place and also had something to do, something that many authors mention in the book. Judith Rich Harris compares the Internet even with a bottle of ketchup. First too little came out, and now too big a glob. I have to watch myself that I'm not taking in and bookmarking too much information not using it to apply ideas and incorporate it in my own practices. I see my use of social media as supportive to developing my professional practice. Yet it happens that people retweet what they found through me and that I already forgot! I see this as the real danger. A beautiful expression of Brian Knutson (from this book) is 'survival of the focused'. He observes that some are steaming ahead as internetsailers, while others navigate around helplessly.

Making good use of the positive aspects of the new possibilities of learning through the internet while watching the pitfalls is necessary. For me, that means improving my focus on quality and application of new ideas, make sure it is not a mash of information, but that it affects and improves your own professional practice. So I try to read less, but apply more.

What is important in knowledge sharing for innovation in development?

2011-08-11T09:34:00.004+02:00

Next monday I will have an interview with a journalist of a magazine about international development cooperation (Vice Versa). The topic of the interview is knowledge sharing. I'm trying to put some of my ideas together and would really like your input as the topic seems so vast: what are the main trends in knowledge management/knowledge sharing within international cooperation that I should highlight?

I have a very short summary of what they are looking for which I will share with you: "The importance of knowledge sharing is more and more recognised within international cooperation. The big question is: how do you do this anno 2011? What knowledge to share, how to share, and what needs to be done for innovation in international development cooperation?"

What would you definitely want to highlight? Please contribute by replying..Even though the interview is in Dutch I will make it available in English later.

Working on knowledge flows in your organisation with social media

2011-07-04T10:10:00.004+02:00

Here's an interview with Andrew McAfee from MIT (source McKinseyquarterly), talking about organisational change, related to improving knowledge flows with social media. He reaffirmes that it works to start with thinking about the challenge you want to address and from there work towards the tools and the way of measuring changes. For instance, the US intelligence had a serious knowledge sharing and expertise location problem. Through use of wikis and blogs with good search functions, the situation was improved. Another organisation had a problem with redundancy. They created a central and accessible space to ask questions and had others answer the questions. So his main adivse is: think upfront what you want to improve with social media, don't just introduce it for the sake of introducing technology.

Two tips:
* Find pockets of energy and work from there
* Signal from the top what you want to achieve and want to see (eg if it's people blogging, start blogging yourself)

What can really undermine adoption processes in organisations is dumping the tools without patience and encouragement, or being too concerned about the risks.

Unfortunately I have seen a case where both has been done. However it was really hard to introduce a new way of working. I thought in that case it would have helped to see it as a change process whereby tools are just one of a series of interventions.

You might watch the whole interview, it lasts about 10 minutes

Your number of followers on Twitter doesn't matter but retweets and mentions do

2011-06-21T16:06:00.006+02:00

Often I get the question: do people know when you unfollow them? And I used to reassure them that you only get a notification from Twitter when people start following you, not when they unfollow you. But now there is a whole bunch of twitter tools; I started testing some Twitter unfollowers tracking tools:

Twittaquitta - will send you a mail with your new followers and unfollowers
Twunfollow- will send you only the unfollowers

Now I'm a little confused what I should do with this information. For en_nu_online I stop following them back. For my own account most of the time I don't really care. And this is now back-upped by real scientific research! (disclaimer: I only believe and quote scientific research when it's in line with my own convictions..)

I read the paper: Measuring user influence in twitter: the million follower fallacy by Cha, Haddadi, Benevenuto and Gummadi. They researched and compared three measures of influence on Twitter: indegree (followers), retweets (how often a message is resend by followers) and mentions (the number of times a person is mentioned by others on twitter). Traditionally a lot of research has gone into the influentials who can persuade others. A modern view how ever de-emphasizes the role of influentials in innovation, and pays more attention to the interpersonal relationships and the readiness to adopt innovations. A trend can be initiated by any one, and if the environment is right, it will spread.

The most followed users in the research spanned public figures and news sources (CNN, New York Times, Barack Obama) and celebrities like Britney Spears. The most retweeted were aggregation services like Mashable and Twittertips, businessmen like Guy Kawasaki and news sites again. The most often mentioned were the celebrities.

Interesting findings:

The number of followers was not related to mentions and retweets. Hence the most followed users were not necessarily the most influential in getting a message spread.
Influentials were influential in a wide range of topics, not only their own field
Broadcasting too many tweets puts popular users at risk as spammers
Users who limit their tweets to a single topic showed the largest increase in influence scores

Similarly, Dan Zarrella talks about the science of social media and digs into similar topics. If you have the time, you may watch it, takes an hour.

The Science of Social Media from HubSpot on Vimeo.

Dan Zarrella dismantles the idea that ideas spread 'because they are good'. This is not the case, it depends on the ability to reproduce yourself. Most ideas get less than one retweet. Compared to animals, you have the elephants (live long) and the fruit flies (live short but high fecundity). The tweets may be compared to the fruit flies, you need to seed widely to have an impact.

Some highlights from Dan Zarrella:

The more negative remarks, the less followers people have on Twitter
The hoax about the death of Nelson Mandela was spreading not because the person starting it was influential but because it was well-timed, well-worded. He didn't have many followers, but they were well connected.
Now that everybody is tweeting there is link fatigue. In weekends the number of tweets slow down, but the click throughs go up.
Novelty gets spread, if nobody has heard about something, it spreads.
Most retweetable words include you, twitter, please, retweet (and how to, and new blogpost)
Least retweetable words include game, going, haha, but also bed, gonna, well, sleep.

Now assuming you are making use of twitter to change the world or get influential for other means (I still feel I'm there to connect and learn..) I guess what you take away from these scientific researches is the following:

Build a well-connected social network around you ready to embrace the changes you envision.Make sure you have unique and interesting information that resonates, information that fills a void. You may ask influential people to tweet or add please retweet. Multiple seeding may be necessary. Calls to action work. Don't tweet that you are gonna sleep :). Monitor your number of mentions and retweets, not the number of followers.

About blogging, tunneling visions and knowledge entrepreneurship

2011-06-15T11:11:00.004+02:00

I had the pleasure to attend a presentation by Julie Ferguson. Julie is doing research for the university of Amsterdam (VU) into (micro-)blogging as part of her PdD research about knowledge and power in the development sector. The research has not yet been published.

This research had the goal to investigate how knowledge related to a shared organising vision (in this case (ICT4D, about ICT for development). It analyzes the behaviour and perception of the bloggers. She interviewed 7 professional ICT4D bloggers (used interviews to identify those) and analysed their blogs. She has some remarkable conclusions.

Blogging has some so-called 'affordances':

Many to many communication

Reflection in practice

Open and interactive

Because of these affordances blogs may enhance participation in ICT4D policy and practice, creating an organising vision. It has the potential to close the gap between the discours at policy level and the discours at country level, by organisations and 'the poor'. This was what the bloggers believed in. In practice things were slightly different. The findings:

Blogging as 'reflective practitioner'

All bloggers basically blogged for themselves, not for marketing or other purposes. Blogging helped them in sense-making, development of ideas and reflection on their practice as 'reflective practitioners'. Blogging may hence be an important activity for professional development of knowledge workers and can help develop their professional identity.

Blogging outside the organisational boundaries

All bloggers were pioneers and ahead in thinking of their own organisations. For some their blogging activities were controversial within the organisation. Blogging offered an important space for professionals outside the organisation, to exchange ideas with a wider group of people, mostly outside their organisation.

Bloggers contributed to a tunneling vision instead of organising vision

The idea of creating an organising vision through participation on blogs was not found through analysis of the blogs. The number of comments were relatively low (an average of 1,1 comment per blogpost); even though there were quite some readers. Most of the comments were positive, so the fear for negative comments that many organisations have was not confirmed by this research. (if I recall well, she said only 2% of comments were negative). On the contrary, many comments were appreciative like 'What a great post!'. By lack of real content interaction, the blogs were most of all a reflection of the individual professional bloggers, who we may see as 'knowledge-enterpreneur'. As a result, there was an overall fragmentation of ideas, instead of convergence. She could not discover an emerging organising vision. (it was not clear to me whether the bloggers were reading each other's blogs). Rather, ideas went into all kind of different directions.

New discours

However, despite the fragmentation of ideas, there was a new discours, outside the accepted visions of the organisation. You might say there were new lines of thinking, new directions explicited by these knowledge entrepreneurs. I asked Julie whether they influenced actual practice or policy, but that was outside the scope of her research. In some cases, she did get that impression though, that the blogs did influence policy and practice. This means that blogs can be a good tool for knowledge-entrepreneurs to stimulate innovative thinking within a sector. Though the research focused on the fragmentation, I do see this a something very positive.

Facilitators: we are needed!...

Simply by bloggers a new organising vision does not emerge spontaneous. This is the part where the obvious comes up: there is more needed than blogs to cultivate a collective vision, eg to cultivate a bloggers community, organise meetings, discussions of ideas presented in blogs. Think of what Global Voices ("the world is talking are you listening?") is doing to amplify the voices of bloggers in different countries. Also a teamblog might be an interesting alternative, like thes teamblog of NVO2. A teamblog might be more conducive to read each other's contributions than individual blogs.

So many learning style tests, so little time..

2011-05-31T15:22:00.051+02:00

I went looking for a learning style test for an online course. I thought a learning style test was a nice ramp up for an exercise where people had to blog about their own facilitator style - from the idea that it is good to know your own preferences and biases as a trainer/facilitator. Hoping this awareness helps you to try to stretch and integrate opposite preferences in your design. I asked a question about learning styles on Twitter and in Jane Hart's social learning community and got some good responses which made me really think! A definition on learning style from wikipedia is:

Learning styles are different ways that a person can learn. It's commonly believed that most people favor some particular method of interacting with, taking in, and processing stimuli or information. Psychologists have proposed several complementary taxonomies of learning styles. But other psychologists and neuroscientists have questioned the scientific basis for some learning style theories (nb: learning may be broader than just processing stimuli or information)

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How do you notice differences in learning styles?
One of the observations I have with regards to the use of social media is that some people just love delicious, the social bookmarking service, and others don't bother at all after you show them. The same with blogging. For some it really works, for others they try and abandon it immediately. Personally I dislike podcasts, when I listen to them, my mind gets distracted too easily. I also have the impression some people enjoy learning in communities, others preferred structured courses. Is there something in the personality of learners or learning styles that may explain these differences? And how to work with this as online facilitator?

What are the various learning style tests available?
Here's the list of learning/personality styles tests I harvested:

4MAT system by Bernice McCarthy (paid assessment)
Friendly Style Profile (paid assessment)
Navigational v. procedural learners by Elliot Masie (did not find an assessment)
Your Preferences by Clare Howard (paid assessment)
Enneagram (free online assessment in Dutch here)
Team Management Wheel (tmsdi) (paid assessment by accredited trainers)
VARK (free online questionnaires available)
Finding potential (free assessment online, results will be sent to you)
Kolb's Learning Style Inventory (free online assessment in Dutch here and in English here)
Vermunt (free online assessment for students in Dutch here)
Myers-Briggs (free online test here)
Multiple Intelligences (MI) free online test here)
Roos van Leary (free online test in Dutch here)
Language of Learning (free questionnaire available after signing up here)

Ofcourse this is a little overwhelming! And there are more to be found in this report about learning styles.

Do learning styles exist and is it helpful for learning professionals?
I found this video with Daniel T. Willingham of the University of Virginia and this blogpost (via Harold Jarche).

Both claim: "Learning Styles don't exist. Everybody knows this except people who don't. Their non-existence is mostly harmless. And occasionally tragic". The explanation in the video sounds convincing for the case of remembering words- learning a list of words does not work better through audio for auditory people or by images for visually-oriented people. So it's correct that people have different preferences, it is not required that teachers use that to adjust their teaching to those styles. The way you teach depends more on what you are teaching (and I'd say depends on the learning experiences you'd like people to have).

Learning styles and the brain
Reading the book 'brein@work' about brain functioning it is explained that the brain is flexibel and adaptive. One of the definition of learning in this book is: "a proces whereby as a result of our experiences and activities changes occur in the brain which may influence our future awareness and behaviour." From all impressions that people receive we can only process a small portion (2000 bits/sec). The thalamus takes care of this. Visual stimuli are the strongest, but you may use all the senses if you want to make sure information sticks. Repetition is important too, and emotions. This is true for any learner, not only for 'visual learners'.

How to choose a learning style test that fits your purpose?
This question arises which test are you going to use and why? Wilfred Rubens suggested to select a test based on solid research, but don't they all claim that?... In the blogpost there's also a link to this solid report about learning styles by the learning and skills research centre (haven't had time to read it in full but scanned it..). It helps to uncover the assumptions about learning underpinning the learning style tests. It adds new tests to the list, but the good thing is, it can help understand the wide variety by pinpointing to five families of learning style tests:

Assumption that learning styles are constitutionally based/fixed (like VARK I guess)
Idea that learning styles reflect the cognitive structure (like Pettigrew)
Assuming that learning styles are part of a relatively stable personality type (like Myers-Briggs)
Learning styles are flexibly stable preferences (like Kolb)
Move on from learning styles to learning approaches, strategies, orientations (like Vermunt)

This is helpful to select, and I tend to go for 4 or 5, learning styles as flexible preferences or moving to learning approaches, like the language of learning. The report also looks into reliability and validity for 13 models. Some are really weak, some are recommended like Vermunt and Entwistle.

I tested some of them- it helps that I'm a fan of online tests.. I must say that several test results resonated with my own observations and helped me reflect on my own preferences. I liked the Myers-Briggs (which is more a personality test) which pointed out that I'm a rational mastermind- more introverted. It helps me see why I enjoy working online (and other might not or less!), and my strength to explain theories in a practical way.

My take aways?
I'm amazed that there are so many different learning style theories and tests! The families definitely help to choose what you'd want to work with if you are looking for a learning style test. I'd prefer a style test that acknowledges the dynamic nature of preferences. It may depend on the situation and what you want to learn what your preferences are. And I don't believe in the auditory/visual/kinesthetic learner difference.

I still think the tests are helpful for learners to become self-aware. You can use it as a starting point to reflect about yourself and think for instance about your pitfalls and strengths as facilitator. Or as a learner- what activities work for you? Do you thrive on certain ways of learning? How to strengthen this? The downside is ofcourse that you fill in the tests yourself (rubbish in- rubbish out!), so some feedback from others may be needed too.

The dark side of constantly being in touch through social media

2011-05-26T15:08:00.006+02:00

I'm intrigued by the power of social media to network. It brings us new ways of communicating and knowing what's going on. As someone who believes in the power of learning from your peer groups (within communities of practice) I see social media offering new ways of connecting with others leading to collective learning. However, there are also downsides to an ever increasing level of being in touch through social media..

Many articles on the internet are sharing the successes of social media like how technology helped in times of fuel shortage in Kenya, how volunteer mappers helped Haiti, or the web2.0 revolution, or how crowdsourcing helps holocaust survivors find answers. Or in organisations: how we use social media to spur employee innovations. All success stories of situations where people have used social media constructively to achieve some goal. Sharing success stories is necessary and useful to inspire others (imitation welcome!) Then there are an awful lot of how to's..on the internet like how to network online, or five tips to separate your professional and privat life online, etc. But there is less written about the dark side of social media...

Let me give you three examples people shared with me. I'm going to make them anonymous because I did not ask permission to share them.

"My daughter is constantly in touch with her friend whose parents are going to divorce. I really dislike MSN and social networks because her friend will get in touch with her immediately something happens. At times upsetting. So this divorce issue is entering my house forcefully"

"I discovered that my husband is sending two girl-friends messages on Facebook for Valentine's day. I'm very upset to discover this... Now I don't trust my husband anymore"

"I followed another professional on Twitter doing similar work as I do. Reading that he got more work and more interesting assignments than I do made me feel bad. In the end I decided to unfollow him."

What do these examples tell us? That openly sharing and constantly knowing from a large group of people what's going on also has its downsides. Maybe the wife was happier if she had not known what her husband was doing (and probably the husband didn't know what information is public and private!). The professional may be benchmarking himself unconsciously through Twitter with others and discovering he is not doing as well as other consultants may be discouraging. Is this openness always beneficial I'm wondering?

And you? Are you happily embracing social media or are you at times feeling bad because of all you discover through social media? What do you do to handle this? And do you feel there needs to be more attention for the dark side of social media? (and I'm not yet talking about political manipulation of social media like in this case)

Voki, great tool to use in an online course

2011-05-24T12:05:00.003+02:00

I work a lot supporting global networks and online communities of people around the world. I'm always careful with tools that take up a lot of bandwidth (though guilty of using Ning a lot..). Currently I'm also working with a Dutch group of trainers and coaches and now I can use a wider variety of tools and I'm enjoying it.

I am now working with a Voice Thread. Voicethread lets you invite a group to respond to a question, proposition or some pictures via text or voice (audio) or even by a short video through a webcam. Now, I discovered Voki and tested whether it worked in Dutch too and it does!. A tool that allows you to create a character, type text and then have the text read by this character. Click on this character to hear my question of today. Hope you'll like the Australian accent!
I guess you may use it as an online facilitator when you are tired of using your own voice via webcam. You can co-facilitate when you are on your own :).

Interactive and engaging webinars- between who and who?

2011-05-17T14:02:00.005+02:00

I'm currently using Webex for webinars, unfortunately we discovered (quite late!) that there is a maximum of 7 active microphones, and the first time we had serious problems. Now we found out that we can share the microphones, after people raise their (virtual) hands. Sounds stupid and I feel stupid. You probably think that we should have done a test, but we did a test (with less than 7 people). Apparently nobody realised this maximum of 7. Nevertheless, I don't feel it completely failed because we asked people to use the chat, nevertheless it does feel like a failure for participants. The first webinar probably needs to be technically perfect, might be because of the mistrust they already have for technology? Ironically we had a face-to-face where two people couldn't reach the venue, one stuck in a huge traffic jam, the other in a train which took the wrong track. But that's somehow accepted... Are we more lenient for these obstacles like taffic jam, because we've known them?

Because of the technical obstacles we've not tried out the polling and whiteboard features. So when I saw a free webinar by Gotomeeting on the topic of: 'making your webinar more engaging and interactive' I subscribed immediately. That's what I need to take the next step. The presentor of the webinar was Ken Molay. If you like you can still listen to it here.

A funny discovery was that for me interaction is about interaction between the participants. But in this case interaction was apparently between the presentor and indivividual participants. I had no clue about the number of fellow participants and could not read their replies in the chat. It sounded so smooth that I even thought I was listening to a tape and did not have any fellow participants :). But when I typed this question I got an immediate reply! So it was not a tape.

The webinar started with the observation that webinar participants are prone to start multitasking: check mails, water the plants etc. According to Ken Molay this is hard to avoid. You rather focus on winning their attention back. A few tips to win attention:

Talk to participants, use names (get names from the chat)
Start immediately with the topic of your webinar and action, that's why people are joining the webinar
Don't use introduction slides about your company- too boring!
Use pictures and images
Tell a story instead of a lot of facts and figures
Challenge participants: what did you hear? What did you see?
Go 'over the top' with your voice - it may not sound normal in a face-to-face conversations (this probably made me think it was a recorded tape I was listening to!)
Use short polls to ask people's opinions
Use an invisible behind the scenes team that helps you scanning the chat for questions etc.
Make sure participants have to use their keyboard and become pro-active

Though many tips seems kind of obvious, I thought the talk 'over the top' was very original and I would like to try this. Polls are also a good tip and should be part of your design, especially with large-scale groups.

I asked a question about use of webcams in webinars. I have different experiences, showing myself, seeing everybody, without webcam. It is usually quite distracting. Ken Molay felt it depends. When you use your webcam you have to make sure the lighting is good, that you are not looking at your notes constantly etc. So these are important extra things to pay attention to when you use a webcam as presentor during a webinar.

Tip from me, maybe they should investigate: "How to facilitate interaction between participants in a webinar" I'm convinced it is powerful to create an exchange between participants and use their ideas and experiences too.

Various ways to use social media as a facilitator or trainer

2011-05-11T15:32:00.010+02:00

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. An example is using Yammer or Twitter so that participants can have contacts in between face-to-face events, but the core is in the face-to-face.

(2) Integrated model: social aspecten are integrated with the content of the training. Social media form an integral part of the learning trajectory. For instance, when you have an online community platform (e.g. Ning or LinkedIn group) to start exchanging online related to the topics of the trajectory.

(3) Collaboration model: sociaal learning and collaboration are at the basis of the design of the trajectory. The content and topics are co-created in collaboration with the participants. You may be using a combination of social media that are complementary: Yammer for support and contact, Scrumble for brainstorming, a wiki to collect information and documents, a unique hashtag in delicious to build a joint library. It is becoming more of a learning network or learning community.

As you can see: from the wrap-around model to collaboration social media is playing an increasingly central role. Jane Hart warns us that you should use the first model with caution. You need a good reason to use social learning as an add-on, otherwise it is very difficult to make a 'wrap-around' model workable. The strength of the second model is a seamless integration of online and f2f learning. So we advocate to analyse and use the power of both modalities in the design of a learning process. Such that f2f and online learning are mutually reinforcing. Find the right connection between online and face-to-face learning interventions to use the power of various media. In the third model, social media is the basis for learning and participation from a social-constructivist vision.

Important to remember is that the use of social media matches a different perspective on learning as compared to some types of training and 'elearning1.0', focusing on co-creation, self-directed learning by participants and the importance of interaction and conversation between participants. Social media encourage networking, sharing ideas and experiences, collaborate and hence connect so well with this vision. This also means that your role as facilitator is different in the collaboration model from the wrap-around and integrated model. In the third model, you're more of a 'tutor as an equal member of the group learning', your role is to help and create a 'powerful learning environment'. This does not mean that social media can not be used in trainings designed from a different perspective on learning, just that you may have to be aware of this. Jane Hart's model may help to think about the role of social media in your own training or learning trajectory and making choices therein as facilitator. How central will social media be?

Another model that closely resembles the one of Jane Hart is by Dave Wilkins. He distinguishes the embedded model, wrapped model and community model. His blog post is worth a read. conversations?

We look around and see a wide variety of learning interventions in which social media can play an important role. We would like to make a distinction between small and large-scale operations and a between one-off learning interventions or prolonged interventions. In a short workshop you will make other considerations when choosing social media usage than a long term project or network, where you can invest in learning to work with a wiki. You may not want to invest in that for a half-day session.

This brings us to the following overview of a number of possible interventions that can facilitate learning using social media. On the horizontal axis on the far left learning activities designed for a small group of participants (eg a training with 12 people), and the right scale actions (think of a conference with 80 people). Vertically, we distinguish between one-time participation (a 1-day workshop, seminar or conference) and longer-term learning, such as a one year learning trajectory or a learning network.

The type of learning interventions will affect how you will make use of social media. Though you can still be very creative and there is no clear guide for doing A, B, C and using tool A, B, C. Some examples:

Getting-to-know eachother online: You facilitate a training on brainlearning and want to engage all participants in advance in the subject. You may do so through an online survey, a blog post with the question to participants to share their questions and expectations or invite participants to tweet about their experiences related to brain learning, using a unique hash tag for this group.
Conference2.0: You are involved in a major conference on leadership and want to use social media during the conference as a kind of "back channel". Through Twitterhashtag you stimulate people to share insights and questions and a twitterfountain is on screen during the day; visible to everyone. You'll also make a number of flipvideos (short interviews) during the day that you'll make available online.
Online follow-up: You believe strongly in the principle of repetition for something new to take root. You will send participant after the training a regular text message containing a question or reminder. Or invite them to stay in touch through Twitter.
Webconferences: You work in a multinational company and you want to organize something on the subject of projectmanagement. There is no budget to organise an major international gathering on this issue. Instead you decide to organise a two-days web-conference. You start and end with an open chat session and organizes various workshops during the two days of 1-1.5 hours with guest speakers from inside and outside the organization.
Hybrid learning trajectory: You work for a long time with a group of project managers and have an online learning platform (Ning, Moodle, Elgg) designed to promote learning in between the face-to-face sessions. Experts can play a substantive role, participants will work online and give each other feedback on products, there are threads running on the application of new information into their own work practice. The online exchange is as important as the face-to-face exchanges.
E-coaching: You have worked for some time with a group of trainees f2f and the meetings are over. Each trainee returns to his duty station and you guide them through e-coaching in applying the lessons learned in practice. For this purpose you use Skype, email and google.docs.
Online Learning Network: You want to help people blog. To this end you have an online textbook written with 31 which participants can work. In parallel you have set up a community where users can meet, write feedback on eachother's blog posts and get tips from you as a coach. You facilitate the network to grow and innovate.
Blog fair: You want to stimulate thinking about using social media by encouraging non-profit organizations to document and reflect while most of the contacts already have a blog. You invite them every month to write a blogpost about an inspirational question and make the results available via Twitter and your blog.
Online community: All over the world policy makers, researchers and practitioners are working on a new approach to forest regeneration. You use Twitter and Ning to foster an online community to exchange in order to stimulate innovation, but also send someone to a conference and ask him to blogging about it. You make the blog accessible within the online community.

Roles in communities of practice

2011-05-09T11:40:00.007+02:00

Does a learning community or community of practice need roles to function well? Should you officially assign these roles to people or is it best if people spontaneously fullfil certain roles? What about the self-organising power of communities? On the 29th of March we did a session (we = Sibrenne Wagenaar en Joitske Hulsebosch) about roles in networked learning. We thought it would be nice to share some of our thinking in this blogpost.

Starting with ourselves .... we have a small, starting network of people who all in some way use social media in learning processes and training. Roles are not explicitly named and assigned because it is a starting and spontaneous process. Since we have taken the initiative to invite people we feel more responsible for the ins and outs of this network, but others also take initiatives and propose activities. We talk regularly with members informally, take initiative to convene a meeting f2f, start an online brainstorming, make sure invitations are available for online webinars. But basically anyone can take the initiative to start operations and that happens.

This raises the question ... can it help to formalize roles and assign certain roles to members in a network? And when do formal roles get in the way of spontaneous self-organisation? A more formal roles gives you a certain focus and responsibility that makes it clear how you (are supposed to) contribute to a network. The art in network learning is often this can be combined with other existing work tasks and having a formalised role may help to ensure the learning community doesn't get 'off the radar'. It is crucial that the contents of the network relevant to you and in line with other work you do to prevent the network tasks from falling off the list, but having an explicit role can certainly also contribute.

In this blog post we talk about a learning network or community of practice as a group of people who interact and engage with each other to collectively learn based on a common interest or shared issue and on a fairly explicit manner form a network, offline, online or in a combination of online and offline interaction.

What roles can you distinguish?
There are many different classifications of roles in learning networks. The Ruud de Moor Centrum has recently developed a great networked learning toolkit and formulated six important roles, spread over an internal and external focus. There are two more sources that we like to share with you: Eric Davidov's roles and roles described by Michael Fontaine.

Ruud de Moor Centrum (toolkit netwerkleren)	Eric Davidove (blogpost)	Michael Fontaine (online article)
Internal roles: 1. Coordinator; responsible for planning 2. Inspirator; the creative brain of the network 3. Creator; makes sure knowledge products are produced Externe rollen: 1. Coach; supports the self-organising function of the network 2. ICT-coach; supports working online 3. Ambassador is supporting and advocating the need for the learning network	1. Consumer: the person who looks for and uses content, information, and social connections. 2. Creator: The person who creates, shares, improves, and discusses content and information. 3. Connector: The person who helps others to find the content, information, and people they seek or need. 4. Carrier: The person who helps creators to transmit and promote their content and information to others. 5. Caretaker: The person who manages the learning community.	1. Subject matter expert 2. Core team member 3. Community member 4. Leader 5. Sponsor 6. Facilitator 7. Content coordinator 8. Journalist 9. Mentor 10. Events coordinator 11. Technologist

We provide these three categories not to compare them, but rather to show the variety in thinking about and defining roles. This is not the 'one right list' that will make your learning network perfect. You may develop your own list of roles for your network, inspired by these lists. It is difficult to compare them because they have been described from different perspectives. The list of Ruud de Moor Centre is based on multiple learning networks in a system in which roles are needed external support. Eric Davidov, based on a literature overview, has compiled the most common roles in a Community of Practice. Fontaine has looked at roles and their development in communities in a number of large organizations. In his view, certain roles (eg sponsor, leader, subject matter experts) are important in the early stages of a major network, and over time find it rather obvious shifts. Fascinating to read his article about it!

Formal or informal roles?
There is a difference between a spontaneous role (eg. act as an inspirator and having a formalised role (eg. as the network coordinator or ICT-coach). It may be worthwhile to formalise certain roles to create clarity and to make sure that the responsibilities are anchored somewhere in the network. Playing with roles may help the development of a network. This is true for a coordinator roles, but also for less obvious roles like inspirator or monitor. For instance, Habiforum has three masterroles innovationcoach, procescoach a coach learning and development, see this article by Kranendonk en Kersten. Do you feel a network lacks innovation power? You may decide to assign an innovation coach.

We are personally convinced that a role should fit somebody's talents and preferences. Are you a person taking lots of initiatives, then the role of activator may suit you well. On the other hand it is very well possible that people play different roles in different learning networks, depending on their identification with the network. This was one of the insights that the participants of our session gained through our discussions.

Which role do you often take in communities of practice? Heres a great test to see what your preferential roles are..

Rollen as a lense to look at the functioning of a community of practice
We strongly believe in the self-organizing capacity of a learning network: people with a shared passion come together, communicate and think of organisating activities to jointly engage in. Does it still make sense to think in terms of roles in learning networks? Absolutely, because it offers a particular perspective to a analyze a network, scrutinize its functioning and think of improvements. What type of members fullfil a certain role? What are the weaknesses of the network? Do we miss a certain role? Discussing the roles thus provides a framework for a discussion on how to support the development of the learning network. Based on this discussion, you could decide to assign certain roles more explicitly to a person or a small group of persons, or to rotate roles. It is also valuable to become more aware of certain roles needed. Following a discussion of the roles within a the network, members might decide:

to assign a role to someone (eg. form a core team);
to stimulate network members to take up certain role more often based on talent, preferences;
to switch roles within the network for example to start rotation for a wider variety of ideas;
to us 'a role analysis' occasionally to reflect on the process in the network.

Roles as lense to look at organizations
Finally, the conversation on that day also addressed the potential of using network roles to look at employees in an organization. Rather than thinking always in terms of strict functions, you might think of flexible roles. For instance, you might think in terms of changing, flexible topic leadership rather than thinking about management functions and fixed tasks. This might be part of the more networked organizational form of the future?