Analyzing institutes online #presence for increased competitiveness

During the last few weeks I was asked to see where my current institute was in terms of innovation, digital identity, online visibility... and more of those knowledge age connected characteristics. This lead me to set up a presentation with some options to find out where your institute or organization is placed among its competitors or partners. Where is your institute at? Mine is now working on a strategy to enhance its visibility and online presence based on the results ... exiting and fun stuff!

Is your institute visible online and ready for the knowledge age? Analyze it for yourself from Inge Ignatia de Waard

Gathering a #research tribe has benefits

The more I think about it, the more I am convinced that this era demands collaborative approaches to stay on top of any expertise. In order to enable collaboration, mutual trust and respect is needed. This in part will result in the necessary openness and willingness to grow collectively, research collectively.

In the past (and present) I had the good fortune of collaborating on some research papers with fellow researchers that were not linked to my own educational institution. It was a great, open, informal research experience. The starting point of this collaboration was given by a common course called MobiMOOC, in which everyone was involved in some way or another. And now, I want to expand on this.

I truly believe that there is a benefit in getting together - trans-continental / academic & corporate - and joining forces with people that have a common interest, yet an expertise that results from different disciplines. Like petals of a flower all gathered around the common theme, attracting attention or simply growing. Or an atom model, attracted yet busy in our own orbit.

Knowledge benefit:

• When joining forces with people that have a common language - but different viewing angles - everyone learns as there is some kind of zone of proximal development there, or it can be created based on mutual conversation and dialogue. 
• As discussions happen, reflection increases, arguments are weighed and knowledge deepened.

Research benefits: 

• Everyone in this research tribe writes their own papers as first author, BUT asks the other tribes people to join in if they feel the subject of the paper is something they can relate to. These others all become second authors of that paper. 
• Methodologies are shared, strengthened by experiences of others, and/or complimented by the knowledge of others. 
• Future research can immediately be linked to what is worked on. The theoretical flows into the pragmatic, to result into theory and practice again... in an ongoing research iteration. 
• Multiple publications for all, upgrading all of our academic interests. 

Personal benefit: networking happens natural, we connect, we learn, we support and encourage... or not (time/changes in life...), but the connection at least is made at some point in time, ready to be taken up at any given moment. In 2013 I want to expand my research tribe and I am already looking forward to it.

Tribe gathered: Optimizing ubiquitous MOOCs for reaching education for all (first draft made),
Tribe collaboration I would like to start (and my topic entree would be):

• creating durable communities: the difference between passive and active dynamics
• critical psychology to screen educational objects and their mediated meaning 
• mapping pedagogies from cultures under stress (finding ancient approaches before they perish) - this is more a long-term thing... still getting my mind around this idea that has been with me for a few years.

5 Call for #papers on #mLearning, #MOOC and #eLearning

Having finished my draft thesis to submit for review, I am ready to dive into the call for papers and … get some abstracts in. Here are some of the calls that got into my mailbox.


EdMedia 2013 – World Conference on Educational Media and Technology
Deadline for submissions: 12 December 2012
Conference dates: 24 – 28 June 2013
Location: Victoria, British Colombia, Canada.
Information website : http://aace.org/conf/edmedia/
What to expect (according to the organizers) :
The EdMedia World Conference on Educational Media and Technology is an international conference, organized by the Association for the Advancement of Computing in Education (AACE).
This annual conference serves as a multi-disciplinary forum for the discussion and exchange of information on the research, development, and applications on all topics related to multimedia, hypermedia and telecommunications/distance education.

MOOCs and PLE: Learning and Diversity in the Cities of the Future
Deadline for submissions: 4 March 2013
Conference dates: 10 – 12 July 2013
Location: Berlin, Germany, Europe and Melbourne, Australia, Oceania
Information website : http://pleconf.org/
What to expect (according to the organizers) :
PLE 2013 – 4th International Conference on Personal Learning Environments The Personal Learning Environment Conference (The PLE Conference) is an international scientific conference taking place annually, each time in a different city. Following the highly successful events in Barcelona in Spain 2010 (#PLE_BCN), in Southampton, UK in 2011 (#PLE_SOU) and the parallel events in 2012 in Aveiro, Portugal and Melbourne, Australia (#PLECONF), the 4th International PLE Conference 2013 will be held in Berlin, Germany together with a parallel event in Melbourne, Australia (#PLECONF) from the 10th to the 12th July 2013.
The PLE Conference intends to create a space for researchers and practitioners to exchange ideas, experiences and research around the development and implementation of Personal Learning Environments (PLEs) – including the design of environments and the sociological and educational issues that they raise.
To gain something of the flavour of the last conferences, search for #PLE_BCN, #PLE_SOU and #PLECONF and see http://pleconference.citilab.eu and http://www.pleconf.org/2011.
Conference topics include (but are not limited to):
• Concepts, scenarios and technologies for fostering diversity with PLEs
• Concepts, scenarios, technologies for learning in smart urban spaces
• General theories and frameworks for PLE
• Technologies and software for developing PLE
• Pedagogical and didactic approaches to Personal Learning Environments
• Personal Learning Environments and Personal Learning Networks (PLN)
• PLE and Massive Open Online Courses (MOOC)
• Personal Learning Environments, Open Badges and Gamification
• PLEs in practice: case studies, good practice and approaches to PLEs
• PLEs in education: new approaches and managing change in education
• PLEs in organisations: new approaches and change in enterprises
• PLEs at work: PLEs work-based learning and vocational training
• PLEs in context: PLEs for contextual learning such as mobile learning
• PLE vision: emerging technologies and innovative approaches to PLEs


Creativity and Innovation in Educational Research
Deadline for submissions: 1 February 2013
Conference dates: 
emerging researcher days on 9 – 10 September 2013
Main conference : 10 – 13 September 2013
Location: Istanbul, Turkey, Europe
Information website : http://www.eera-ecer.de/ecer2013/
What to expect (according to the organizers) :
EERA, European Educational Research Association and Bahcesehir University Istanbul, Turkey, invite Educational Researchers to submit proposals for the European Conference on Educational Research 2013. The conference theme will provide a focus for keynote addresses and invited events. Proposals for contributions are welcome from all fields of educational research.
Participants are invited to submit up to two abstracts for papers, posters, research workshops, round tables and symposia. All proposals must be handed in electronically via the online submission platform 'Conftool'. PhD students and emerging researchers are invited to submit proposals to the Emerging Researchers' Group in order to participate in the Emerging Researchers' Conference.
ECER is the annual conference held by the European Educational Research Association (EERA). It welcomes 2.500 scholars each year, representing views and research traditions from all parts of Europe.
CONFERENCE THEME: "CREATIVITY AND INNOVATION IN EDUCATIONAL RESEARCH"
National governments and the European Union see innovation as increasingly important for the development of the 21st century knowledge society. It may contribute to economic prosperity as well as to social and individual wellbeing and may, therefore, be an essential factor for creating a more competitive and dynamic European society. In the effort to manage the challenges facing societies and economies, political agencies and systems expect educational research, the social sciences and humanities to find solutions for developing creative and innovative education as a means to foster creative competences and innovative skills among the next generation. [...]
Read more on the conference theme

SUBMISSION PROCEDURE
Submissions need to be directed to one of the 29 EERA networks and can be handed in as paper, poster, round table, research workshop or symposium. Please carefully read the Network descriptors on the EERA website to ensure that your submission is in line with the Network's research focus. You may also consider consulting the guidelines on the format of presentations before handing in your proposal.
All submissions have to be handed in via the ECER submission system 'Conftool'. To access the system you first need to create a user account.
The closing date for submission will be 1 February 2013. No late submissions will be accepted!
Browse through EERA Networks
http://www.eera-ecer.de/networks/
Submission Procedure & Formats of Presentation
http://www.eera-ecer.de/ecer2013/submission-registration/submission/


IADIS INTERNATIONAL CONFERENCE MOBILE LEARNING 2013
Deadline for submissions: 28 December 2012
Conference dates: 14 – 16 March 2013
Location: Lisboa, Portugal, Europe
Information website : http://www.mlearning-conf.org
What to expect (according to the organizers) :
Conference background and goals
Free as Birds Learning in the Cloud
Mobile learning is concerned with a society on the move. In particular, with the study of “…how the mobility of learners augmented by personal and public technology can contribute to the process of gaining new knowledge, skills and experience” (Sharples et al. 2007).
 A growing understanding of the learning and instructional affordances of mobile technologies (alongside technological developments), have enabled the design and investigation of mobile learning experiences across contexts and dimensions of mobile learning. For instance, the literature in the field is rich in studies which investigate how learners move physical locations, utilising several devices/technologies, interacting with various social networks (perhaps across formal and informal learning settings), as they pursuit a learning path or event.
There is much appreciation of learning principles, such as contextual, situated, augmented and collaborative among others, particularly suited to mobile learning. There is a well of studies reporting on how these principles can be best applied in the field. There are also always new technologies being implemented in the context of mobile learning for example, ‘smarter’ phones, e-readers, tablet and augmented reality applications. However, the evaluation of mobile learning is an area that has lagged behind.
The mobile nature of mobile learners and the application of traditional evaluation strategies and tools, have often limited the scope of investigation to what can be observed by researchers or captured by external recording devices (such as video or sound). Thus, a challenge remains to understand what happens while learners are on the move.
The advent of cloud computing and learning analytics offer potential for exploring innovative mobile learning experiences and alternative evaluation strategies which may in turn, shade light into what learning happens in the move.
The IADIS Mobile Learning 2013 International Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field.
* Format of the Conference
The conference will comprise of invited talks and oral presentations. The proceedings of the conference will be published in the form of a book and CD-ROM with ISBN, and will be available also in the IADIS Digital Library (accessible on-line).
Authors of the best published papers in the Mobile Learning 2013 proceedings will be invited to publish extended versions of their papers in the "International Journal of Mobile and Blended Learning (ISSN: 1941-8647)"and also in other selected Journals.
The conference proceedings will be submitted for indexing to INSPEC, EI Compendex, Thomson ISI, ISTP and other indexing services.
* Types of submissions
Full and Short Papers, Reflection Papers, Posters/Demonstrations, Tutorials, Panels and Doctoral Consortium. All submissions are subject to a blind refereeing process.


Society for Information Technology and Teacher Education
Deadline for submissions: 28 January 2013
Conference dates:  25 – 29 March 2013
Location: New Orleans, Louisiana, United States
Information website: http://site.aace.org/conf/
What to expect (according to the organizers) :
SITE 2013 is the 24th annual conference of the Society for Information Technology and Teacher Education. This society represents individual teacher educators and affiliated organizations of teacher educators in all disciplines, who are interested in the creation and dissemination of knowledge about the use of information technology in teacher education and faculty/staff development. SITE is a society of the Association for the Advancement of Computing in Education (AACE).
SITE is unique as the only organization which has as its sole focus the integration of instructional technologies into teacher education programs. SITE promotes the development and dissemination of theoretical knowledge, conceptual research, and professional practice knowledge through conferences, books, projects, and the Journal of Technology and Teacher Education (JTATE).

Free course on Learning Design #MOOC #oldsmooc

Open Learning Design Studio, a free and open course on learning design (how learning can be designed, how a curriculum can be build...)! That is something I cannot resist. Admittedly, the organizers are still getting all the locations and spaces ready, but there is a lot to be seen already.

Starting on 10 January 2013 (and lasts for 9 weeks, clocking off on 13 March 2013) a set of UK based learning institutes are rolling out a MOOC on learning design. Although the course is free, you do need to register.

They offer a list of new approaches to MOOC (and proven one's), which will make it of interest not only to us who look for a more in-depth knowledge into learning design, but also for those contemplating on setting up a MOOC.

What I like already:

• Oldsmooc is using different online environments
• At point of registration the registering participants are asked some relevant questions (type of learner, experience with online learning/learning design, ...)
• they provide badges, embedded in parts of the learning environment
• the fact that they start on a Thursday (leaving the weekend as work time for those in full time jobs)
• visible resources
• they have asked Martin Hawkey to strengthen their analytic approach
• ... 
• and I can just relax and learn, not having to worry about anything else... ahhhhhhh

So that simply looks great already!

A bit on the course (from their course site):

Study weeks start on a Thursday to allow those who cannot devote time during work days to participate over the weekend. The MOOC takes an active and collaborative approach to learning. Facilitators will provide resources and guidance, and participants are invited to critically engage with and add to these, and use them to create design artifacts that they will share and discuss with others. Committed participants will work individually or in groups on a learning/ curriculum design project that they will initiate and define. Additionally these participants will associate themselves with a study group, with which they will work throughout the MOOC. These groups will act as the primary learning support mechanism.

The course is structured to reflect a proposed process for design, and combines a number of design thinking methodologies (see http://www.ld-grid.org/resources/methods-and-methodologies/ideo-toolkit and http://en.wikipedia.org/wiki/Design_thinking), inquiry learning (see http://www.pi-project.ac.uk/) and educational design research (see http://en.wikipedia.org/wiki/Design-based_research).

Mobile #Moodle ready for beta release: feedback welcomed

It has been more than 2 years since the Moodle4iPhone project http://iphone.moodle.com.au. Unfortunately it was not ready to be officially released, but after additional work from Beto, Carlos and Ludo, the official release will be rolled out in the following weeks.

For all of those interested, we kindly request you to go to http://m.ideas4ict.com/ and enroll to the course and give us some feedback (at the social forum http://m.ideas4ict.com/mod/forum/view.php?id=4) in order to improve this theme before to make it public for the whole Moodle Community.
Two themes will be released, 1 for mobile devices and the second one for tablets.

The timing towards the official release is as followed: try-out and feedback in the next two weeks. Than one week of tweaking based on the feedback received and ... release! So, for all of you interested in mobile Moodle, get your devices out and join the community to get this project launched. 

Tin Can: learner #analytics for the next #research frontier

What if you are looking for an easy, accessible learner analytics that does not only map access and timings, but actually allows trainers and teachers to take a more in-depth look into the actual learning? THAT is what I am looking for. As I am researching learner interactions in a mobile accessible open, online course – I can see that access pushes forward learner interactions, and even meaningful, constructive learner interactions (research snippets will be shared soon, still getting my thesis together). Looking at Tin Can will reveal a bit of the future of learner tracking and open opportunities for future educational research. The most essential challenge that emerged from my research (at this point) was the fact that meaningful mapping of learning was lacking due to a number of reasons. 

So this is where Tin Can enters (@tincanapi), and thanks to Danny De Witte (@paravolve ) for getting me back on this topic! Tin Can builds on SCORM, but takes learning/training data to the next level. What Tin Can does is enabling teachers/trainers and as such also researchers to see which type of learning appears within a learner community. Not only the formal learning (access to course content, etcetera), but also the informal learning, not only web-based but offline as well as online, and adding ubiquity to the analysis as well. So in a nutshell Tin Can wants to push learner analytics to the next level.

Tin Can is not yet in a version to provide a widely audience a userfriendly version, but … you should have a look at where they are heading (currently 1.95 version, so near public release). What Tin Can does is getting all the diversity of tools that all of us use to build brick-à-brack solution for learner analytics, and centralizing them so that it becomes more intuitive.

The problems tackled with Tin Can as it is developed:

• Mobile tracking – any device tracking: so allowing focus on the actual learning, no matter what device.
• Simulations: allowing to move away from the browser, into where the actual learning takes place.
• Educational (serious) games: gamification is a great way to learn, but it gives rise to a lot of learning challenges, let alone tracking. Currently a lot of serious games are being played by young children, which can actually show the actual learning going on (algebra, math, language…), but this (informal) learning does not seep through to the actual teacher/trainer… however, this could create a much more personalized and in-depth profile of the actual learning of a particular individual.
• Performance support: point-of-need, just-in-time learning is essential for learning. But the barrier with scorm was the actual ‘login, path….’ Which gave rise to a bit of demotivation. But Tin Can takes tracking outside of the LMS, as such it is much more directly accessible.
• Track real world activities: a webinar, training attendance… any tracking that is GPS enabled and such.
• Offline and long running content: spaced learning enhances all of our learning as we know, but this was tough to track, with Tin Can offline tracking will be enabled. Tin Can will not program spaced learning, but will provide data that will make it easier to develop spaced learning.
• Security and authentication: Tin Can will upgrade the security a bit: secure the security between a learning provider and the actual material. It will not be fully secure, but a bit more secure.

Deeper layers: multi-level tracking: in the cloud and on the device:

• Everything is learning: if we do something that increases our knowledge, this is essential to get an idea of learning: making a mistake, writing a blog, reading up on a specific topic …. The holistic learning environment.
• How it works: bookmarks are gathered (in Tin Can), book scanner (to add the books you read), tapestry api addition…. It is all about capturing learning events.
• Key enablers: tracking does not need to be done inside an LMS, it can be launched from anywhere. The asserter of the learning material, can be different from the learning event => as such everything on the web can be used as a learning object, and can be tracked for its learning, it does not be ‘scorm-enabled’.
• Free the data: LRS: this is a great concept, LRS is a Learning Record Store: the thing that accepts all the Tin Can data and enables other instruments to analyse the data. This is where specialized analysis comes in: improve content delivery, content analytics, point towards learning pathways…
• Training data portability: allow to take along training records.
• Personal data locker: that might give the learner herself/himself to learn more on their learning: ideal meta learning tool!

Major challenge: how can one filter out the signal to noise: what makes up relevant learning, what not?

And of course, if you look at Tin Can and put this next to MOOC’s and take socially intelligent agents into consideration, than you must agree that it will offer an amazing learning advancement for the next decennium. And the effect on educational research is ENORMOUS:

• How do people like to learn?
• Which learner profiles are there?
• Can you deduct a professional profile based on learner profiles?
• Can you filter out skills and consequent opportunities based on learning?
• Can you find topics that arise from learning … from what seems to be missing?

This will shed light on actual learning apart from neuroscience monitoring. Great!

If you want to learn more about Tin Can, have a look at their website here (http://tincanapi.com ), or get a broader idea watching this webinar.

A one access point for all books and music? YEAH

Hans De Zwart got me onto this site and ... what a great resource for avid readers and listeners! I admit I need to finalize my thesis, but I just could not resist taking a break to peruse through the content shared by the Internet Archive. I learn every day and ... will do for ever no doubt.

The Internet Archive gathers all types of content, and allows people to add it as well. They have wonderful initiatives (admittedly most of them are US oriented, but the idea is universal):
A bundle of Open Educational Resources with lectures on several subjects. 
TV archive with search option, for any media editor this is a dream. You just search for your favorite politician or fact, and start editing an overview of what they said versus what they do, or how certain facts get a different perspective as time goes by. Wonderfully educational stuff. 
Something called the waybackmachine that allows you to filter content that you think should be archived for future generations.
Open software location, with a list of freely downloadable software's (always fun, looking at a list of open source software)
A free music download page (where I searched for live recordings of Sage Francis and they had it! So went on to Hive Mind and yes, they also had a link to an album!)
After which I started to look at the open library and saw a list of books that are in part freely available, but some also simply linked to make up a complete digital overview of all books.

The great thing about this is that everyone can add to it. So a nice example of crowdsourcing, or maybe the term crowdcontentaddition fits more appropriately. Such fun! And now... back to thesis typing (some additional coding of messages; some additional references...)

Blogphilosophy: Education makes the world a worse place

These last few days were pushing the truth into my face again: education does not change the world. In fact: it helps destroying it. So why bother? Why do I put so much time and effort in researching education?

It is not about Israël, it could just as easily be North Korea, China, Zimbabwe, waffles baking Belgium, … or the tiny country of Andorra for all I care. It is any region empowered by the educated that decides ‘the other’ should be destroyed (read murdered under a false flag of well-meant excuses). It is never about a nation or patriotism, those are just words used by the educated to feed propaganda, the media and lead up to destructive action. The nations never die, its citizens die, the children die. The powerful, educated few that decide they will bombard innocent people … they live. They are educated in surviving, constructing mind weaves to make them and others think violence is permitted, they understand how to fire guns pointed away from their homes. 

Universal rights are simple: you kill someone on purpose => you are a murderer and should be trialed.

Annihilating the powerless is the best way to keep people down. Annihilating the powerless and educating the thinking. Give those that have some intelligence something to do. Give them the illusion their education will make the world a better place. It will never do it. Power is not in education, power is in the elite network, the willingness to be part of the network, the willingness to engage in destruction to keep power to those already in it: “for that is how it should be. We know what is best for them”.

Palestinians are educated people, israëlis are moslims too, jews struggle for peace and all of us suffer from death and destruction. Killing someone makes anyone a murderer, even if they do it from 10 miles further down the road. That is basic knowledge we all know. But it does not matter that we know it. There is no world for the peaceful, for the balanced, for indigenous people, for any of us just wanting to live in harmony.

Delivering primary education to all?! I think not. Reaching the millennium goals is a nice sounding motto. Something to keep many of us busy, working, researching. But unless the few really want to achieve it, it never happens. And it does not happen. We could. Social science has many frameworks, theories, even pilot studies to prove its potential realization. But it does not happen. Because rebuilding cities, rolling out roads for tanks, pumping fuel from the core of the earth to regions consuming it in a rush to go to work, to professions that put all of us between brick walls for the biggest part of our day, for workers hurrying of to any space that is not their family so they do not have to talk to their fellow man/woman, even if those are their partners, their next of kin, their spouse. Let alone make them think about easy dilemma’s that might make a change.

What gets us on the streets? I don’t know. But I can tell you what does not get all of us walking the pavements, hammering on doors of our so called democratic elected leaders: technologically strong, educated  armies blowing children to oblivion.

Education is manipulated and misused. Maybe it is just there to keep us busy, to keep me busy. But for the life of me I cannot come up with anything else to try and change this world and hope that at some point we will find a cure for mindless aggression in name of the father, the nation, the god… or any of those iconic lies.

Harold Jarche on the need for #corporate #networking and learning

During the Learning Day at the European Environmental Agency (EEA), an organisation filled with knowledge workers, I had the pleasure of hearing a keynote of Harold Jarche ( @hjarche and www.jarche.com ). These are my live blognotes.

An interesting central idea is the fact that all knowledge workers need to have time to do nothing, simply relax, get their heads into an open, wandering, creative state. I totally agree. Without pauzes, my brain would not be able to compute and emotionally process all the input absorbed by the day.

Breaking down barriers
Change is human. Although at every moment in time, we - as people - feel that something will be there forever. But we are only surrounded by artificial barriers. These barriers are artificially created. Organizations are the same, the barriers, guidelines are provided... These barriers are sometimes set up to create an idea of trust, balance, ... but in fact these barriers can be restrictive. If we want to grow, we need to share knowledge. As such we need to break the barriers down, enabling fruitful change. 
hyperlinks subvert hierarchy (from the cluetrain.com manifesto)

Moving from local to global
We live in a less barriered world: self-publication, group forming across the world, unlimited information. In the past we linked up with people with similar interests locally, due to simply physical realities... now we can link up with people from around the world. So from a learning perspective our learning group grows (personal addition: this also means that the group that lives inside the personal zone of proximal development grows, as more people can potentially be in this). Groupforming is now becoming networks. This has an effect on mentorship: per mentor you can only have so many learners, but with the growing group more mentors can stand up and the learners themselves can become mentors.

The web has changed the way we work.
How we start businesses (get online financial support), couche surfing....

An interesting question put forward by Harold is from Robert Kelley, "What percentage of the knowledge you need to do your job is stored in your own mind?" research. The percentage decreases, but ... I am not sure about this, as the brain builds on its experiences, as such - even if we look up something, the basis of what we pick up is actually stuff we know. So - to me - the 'new' is not that new, it is only a small part of new, but mostly it is building upon personal knowledge.

Anything that can be automated will be automated
Anything that can be automated will be automated: production, outsourcing, law (when big corporate law goes to court, all the information needs to be organized. Now this search is done by computer data software), banking.... even to drive through: you go to a MacDonalds, someone in India takes the order and sends the 'burger computers' the order...
So if you are looking for work, look for the far right handside, otherwise you will loose it. (I agree!)
Talent is seldom outsourced, labour is. Live and work is in perpetual beta (I agree so much!).
So byebye teachers?

(personal note: although the above is true, I feel this is only true because we belief in the non-human at this point in time, money and profit is the goal, but that is not human. Because of this focus on non-human factors, humanity is out of balance. We should use the web, the new world order to shift back to the central goal: humans - think Star Trek society, the technology serves humans, no money needed).

Connections drive innovation
We need input from peope with a diversity of viewpoints - Tim Kestell (or Kastell?).
How do we connect the open world with the corporate world.
Communities of Practice: weak and strong social ties. "You know you are in a CoP when it changes your practices".
Rob Cross, et al. The Hidden Power of Social networks, HBS, 2004. is mentioned => the people that are more connected are the most connected, it is not the smartest people.

Collaboration versus cooperation
collaboration: working together for a common objective. Cooperation: openly sharing, without any quid pro quo. Corporation is linking with each other: yin/yang balance. 
Knowledge sharing networks is build on openness, for it enables transparency, which fosters diversity of ideas => trust! (agreeing here, any willingness to communicate openly is based on the feeling of trust).

We should all move into transparency to get to innovational drive.  Mentions Nancy Dixon on knowledge management: do not go to hierarchy, but to a networked corporational architecture.

Some nice quotes:
"All models are flawed, but some are useful.
"Assume positive intent" says Harold, things work better with this as a starting point.
"To change behaviour you have to do it 40 days in a row for change to stick".

Social network analysis shows trust (e.g. twitter traffic can show those persons that are trusted)

These are his presentation slides

Eea learning day copenhagen from Harold Jarche

Solutions for learners with #disabilities using specific #social media

Karel Van Isacker from PhoenixKM and VIPI just gave a presentation on social media in an accessible learning perspective. He gave an amazingly interesting talk. The reason of interest was his focus on the actual usability of a broad range of alternative social media tools that people with disabilities need to use in order to actually access social media. I had no idea and I am very grateful that Karel got me so excited. So if you are looking for inclusive education that can be accessed by all people, have a look at his presentation.

Here are the slides provided by Karel, 15 slides with a mountain of information for people with and without disabilities.

Social media in an accessible learning perspective from Karel Van Isacker