My takeaways

why the LS? → conventional structures are either too inhibiting (e.g. presentations, status reports, managed discussions) or too loose/disorganized (e.g. open discussions, brainstorms) → conv. structures fail and generate frustrations → no space for new/good ideas to emerge

what are the LS? → 33 methods/tools to replace traditional meeting/facilitation structures → aim to include everyone

for whom? → everyone from C-suite to grassroots organizations

how? → minimal structure through simple constraints → DOs and DON'Ts

principles 1. Include and Unleash Everyone 2. Practice Deep Respect for People and Local Solutions 3. Build Trust As You Go 4. Learn by Failing Forward 5. Practice Self-Discovery Within a Group 6. Amplify Freedom AND Responsibility 7. Emphasize Possibilities: Believe Before You See 8. Invite Creative Destruction To Enable Innovation 9. Engage In Seriously-Playful Curiosity 10. Never Start Without Clear Purpose

Cool resource for finding alternative meeting structures

To read

Read sometime

An exercise in reflecting on the differences between how others view us and how we view ourselves.

The implication for instructors is that it is important to to know when intervention is needed in online CSCL and to what degree.

Question of hosting - how much/little facilitation is vital here. The paper recommends regular monitoring of online activities and intervening when clearly required. I wonder if the use of sync Stand-ups to address issues IRT would also help given the issues with attempting to collaborate async?

The instructor should play an active role in the collaborative process. He or she should be proactive in monitoring and intervening in collaborative activities (Chapman & van Auken, 2001; Hansen, 2006) and should ensure that the group works effectively (Tideswell, 2004; Brindley, Walti, & Blaschke, 2009) through mechanisms for assistance, feedback, and evaluation.

The more I think about the 'interviewing for learning' - I think there is a coachability aspect in there as well.

When I'm hiring - it's not only for what they know, but trusting that they will be coachable and able to learn things quickly.

For this to scale outside of individual efforts - having a clear understanding of the coaching mindset, and helping managers become better coaches is important.

The L&D team can also partner with managers, and IC's to help with this - and build out both coaching skills, but a coachability mindset

many managers are not used to the coaching-for development approach, or take a hands-off approach to supporting learning and development - managers need to be proactive, and can use support from the L&D team on how to facilitate effective learning transfer / discussions with their teams

Presentation

• The presenter delivers information, usually through a lecture
• The presenter is the expert sharing their knowledge of the subject matter.
• The presenter spends most of the time talking.
• The presenter is usually on a stage or at the front of the room.

Facilitation

• The facilitator enhances learning for everyone, usually through discussion or activities such as role plays.
• The facilitator provides opportunities for members of the group to share knowledge and learn from one another.
• The facilitator spends most of the time asking questions, encouraging others to speak, and answering learners’ questions during activities
• The facilitator is usually moving around the classroom to help address learners’ questions or monitor how activities are progressing

VISUAL FACILITATION cookbook

icones de jeu

Motta, M., Stecula, D., & Farhart, C. E. (2020). How Right-Leaning Media Coverage of COVID-19 Facilitated the Spread of Misinformation in the Early Stages of the Pandemic [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/a8r3p

O’Connor, D. B., Aggleton, J. P., Chakrabarti, B., Cooper, C. L., Creswell, C., Dunsmuir, S., Fiske, S. T., Gathercole, S., Gough, B., Ireland, J. L., Jones, M. V., Jowett, A., Kagan, C., Karanika‐Murray, M., Kaye, L. K., Kumari, V., Lewandowsky, S., Lightman, S., Malpass, D., … Armitage, C. J. (n.d.). Research priorities for the COVID-19 pandemic and beyond: A call to action for psychological science. British Journal of Psychology, n/a(n/a), e12468. https://doi.org/10.1111/bjop.12468

Ryan Scrivens on Twitter: “Coming out soon in @terpolv! I’m very excited about the release of this study. Years in the making. https://t.co/jxudkwb7WS” / Twitter. (n.d.). Twitter. Retrieved June 27, 2020, from https://twitter.com/r_scrivens/status/1276146827386028033

I don't know if I would consider this a routine task considering the amount of facilitation a good discussion often requires. Perhaps moderating a forum related to routine support questions where the questions might be "when is my term paper due", or "how do I access the course syllabus" could be routine posts in a discussion forum. But when you get into forums where learner discourse is key to the learning process, the moderating is not routine, or that moderating is even the right word to use to frame those discussions as these types of discussion forums often require a facilitator, not a moderator.

100% agree

Voilà qui résume bien l'ensemble du propos de l'ouvrage, qui sera repris et développé dans le suivant : Atlas for a new librarianship

Asking provocative and probing questions to spur deeper thinking.