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The debate still unresolved.
Probably won’t ever be. From Leigh:
As I teach and facilitate various online courses this year, a lot of the theories and concepts I subscribe to are getting some hard testing. The biggest challenge I am finding is the expectation for a teacher or instructor while everyone talks about a facilitator. I don’t think someone can be both, primarily because a teacher inherits a significant amount of power and traditional roles that counter act the more neutral and passive presence of a facilitator. This post will be a series of thoughts about this tension, and some ideas on how I can better manage my attempts at online learning community facilitation.
There’s a teacher at the party
I find it is all too easy to assume the role of a teacher if you are an expert in your field, but very difficult to adopt and maintain the role of facilitator to a group studying your field.
There is this fascinating thread in the list supporting the Facilitate Online Communities course
Two extracts:
Bron: this is our test of the group email. can you please tell the group about
your idea of a good time. This is a warm up so everyone can see how this
group email works.
Leigh: can you tell me/us how me telling everyone what I think makes up
a good time is going to help me/us understand how to facilitate online
learning communities better and quickly?
And from Bron’s Blog: [facilitatingonlinecommunities.blogspot.com]
Some questions: Why is this course called facilitate online learning communities and not teach online learning communities? Is teaching and facilitation really interchangeable? Is facilitation simply one of many techniques that a teacher employs in their work? Or is teaching just one of many 3rd party services that a facilitator might call on in their work? Is it possible to be both a teacher and a facilitator within the same group of people? What are the differences in the roles and what are the social dynamics in play when they function?
Follow on thoughts . . .
Sometimes I think it’s nearly impossible for me to think three thoughts in a linear function. I often wonder if my degree of ‘success’ such as it was in the classroom was largely due to the ability of my students to sort out the stuff they needed from the rambling and shambolic sessions. But I also gave every class a book. And I re-wrote the book every year, set up to print from a pile of masters through the night before the first class.
Day one: “Here is the target: test samples, glossaries, quirky and whimiscal readings and problems, data sets, cartoons, advice (Like do some study), poetry and philosophy” If I droned on or died they could still pick up enough to ‘pass’ (and notice I did not say ‘learn’ – this only happened sometime)
Rogers and facilitation
I have been fascinated by Carl Rogers. Facilitator extrordinaire. Here is a quote from the wonderful infed site: (Probably better than wikipedia and citizendium in it’s field.)
Freedom to Learn brought together a number of existing papers along with new material – including a fascinating account of ‘My way of facilitating a class’. Significantly, this exploration brings out the significant degree of preparation that Rogers involved himself in (including setting out aims, reading, workshop structure etc.) (Barrett-Lennard 1998: 186).
Carl Rogers was a gifted teacher.
His approach grew from his orientation in one-to-one professional encounters. He saw himself as a facilitator – one who created the environment for engagement. This he might do through making a short (often provocative, input). However, what he was also to emphasize was the attitude of the facilitator. There were ‘ways of being’ with others that foster exploration and encounter – and these are more significant than the methods employed. His paper ‘The interpersonal relationship in the facilitation of learning’ is an important statement of this orientation (included in Hirschenbaum and Henderson’s [1990] collection and in Freedom to Learn).
The danger in this is, of course, of underestimating the contribution of ‘teaching’. There is a role for information transmission. Here Carl Rogers could be charged with misrepresenting, or overlooking, his own considerable abilities as a teacher. His apparent emphasis on facilitation and non-directiveness has to put alongside the guru-like status that he was accorded in teaching encounters. What appears on the page as a question or an invitation to explore something can be experienced as the giving of insight by participants in his classes.
Having someone in your class of guru like status changes things. In light of the teaching/facilitation dialogue, this is important. Sometimes reputation, your first sentence or your first post establishes something – a place to dialogue or not. Etienne Wenger is superb at this: creating a space to move into. But he is not just a facilitator. More sometime.
I hear Leigh tomorrow. And Etienne in two weeks. Cool
Basically, I can now look ahead. Our UCTL integration is complete (except that they are thinking of moving our new buddies at the Learning Skills Centre further away and out of the middle of Campus), we have a website (nearly releaseable), the LMS review committee is moving along, we have a wiki to play with, all classes have now started (except one) and there are some good things to look forward to – like this list, for a potential workshop later this month:
People were very excited about this initiative and all the topics below had at least 12 - 15 keen responses.
Online communities
Wikis, blogs
Podcasting
Smartboards
E-portfolios
Video filming and editing
Video-conferencing facilitation
I’ve had a lot to do with some new applications
Drupal
We have a Drupal install at work. A fascinating product. I talked about this yesterday as well. From today’s surfing . . .
Scribus
The only open source DTP program I know of that really does serious stuff. I mentioned it last year. Now I am using it seriously.
Wikis
My interest in wikis continues. There has been a lot of debate on TALO about this. My original request
Is there a decent wiki that meets these criteria: ???
-
easy to install
-
open source
-
has a decent text editor (ie not using markup)
-
insert images (and image handling) is easy
-
insert link to other wiki pages: something decent maybe drop down list
-
maybe several: my recent pages, recent pages, all pages in my 'workspace'
-
Upload files
-
usual bold, bullets . .
-
Horizontal line
-
{I can do without decent tables]
-
Good discussions
-
Good notify
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Good history
-
good permissions model
-
pref: several instances off one install
3 is really the problem.
Though we had something with Social Text, but not quite there for 1, nice ditor, then whammo: 'sorry, to upload an image you need to use the advanced editor (ie markup)' 
Media Wiki claims to have some WYSIWYG editors as plug ins or hacks. Wikispaces on our server would be great.
TALO [teaching and learning online, a Google group and some random mashups] is a great place for support for MediaWiki, but . . . ome of the TALO discussion is here.
Wikidot: yet another wiki . . .
I quote:
“Wikidot.com is a farm of Wiki Sites. Our mission is to provide free and professional wiki publishing, collaboration and communication solutions to anyone who needs it and wants it. In other words — we are giving away free hosted wikis (like your-site.wikidot.com) with lots of features!”
Undecided about this. Kind of like delicious, highlighting, notes on sterioids, with a bit of facebook thrown in.
WordPress
Some more cool features in this cool blogging software. Version 2.5 now out.
Other things, Not software
China was great. May go back. The blog of the trip is here. The content of the workshops is here.
More on e-mail
I’ve found Luis’s first post (see yesterday).
Yes, I’m giving up on e-mail! At least, work related e-mail! That’s right, this week I have launched a new experiment, or initiative, at work where I have diverted most of my conversations into social computing and social software tools, both internal and external.
You did what?!?! Yes, I surely did!! Just like you are reading it. Last Saturday I decided that enough was enough and I created a post in my internal blog where I was mentioning that from that day onwards I would not be answering any e-mails, nor write any e-mails myself either, but instead I would make the most out of social software tools and social computing, in general, to get in touch with other knowledge workers and collaborate further sharing and exchanging our knowledge over there.
I know, you can call me crazy now! You can say I am out of my mind, but the truth is that I am now on the 5th day of taking such a radical approach to my daily workload and the overall experience has been tremendous!! In all of those 5 days I have received a total number of 45 e-mails. Yes, you are reading it right!! 45 e-mails!! When normally on a daily basis I would be getting, on busy days, between 30 to 45! A day!! But this time around, things have been different. I have been telling people I will no longer be responding to e-mails, because the more I respond, the more I get. I am sure you have seen and been through that already!
Blogging policies.
I’m not a great blogger. But we are needing some policies on blogging and wikiing. We have NO policies here @ UoC on the web, apart from web standards for official pages. But I have found some great links. I’ve listed them on AKOwiki.
In particular, the 4 key rules from CorperateBlogging.info.
Professional Development Workshops. (Have they passed their use by date?)
In spite of the fact that we are planning a workshop next month, we are looking at some better strategies (ie achieving longer lasting results in terms of real change) .
I’ve wondered seriously whether I need to declare online bankrupcy. Laurence Lessig did it for e-mail. E-mail is not quite my problem. Just a bit too much online stuff, too many frontiers. But I decided it is just the end of year run up to Christmas, I was tired – plus, there has been a lot on the go in the last month.
We are being restructured again, 366 days from the last time, and really only part of the way along the curve of our last restructure. In the last month I’ve oscillated from consiracy theory to “there is no master plan”.
Welcome to the Student Learning Centre
I formally moved over to the UCTL on 5th December 2006. On 6th December 2007 we will find out a new structure for UCTL with the merger of 15 staff from the Student Learning Centre here. This follows a month of work by a guest consultant, Mark McGinn of PeopleFit. I’ve found it a bit hard having no forum to talk over ideas and thoughts around the integration process. This has meant a lot of “Business as Usual” has been put on the back burner. Things like planning for next year, and finishing off plans from this year.
Stephen Covey (in an oft quoted statement, I cannot find out which of his books it has come from) said (I think)
People can’t live with change if there’s not a changeless core inside them. The key to the ability to change is a changeless sense of who you are, what you are about and what you value
I have wondered about my core. In some respects I have had to face this question again this year. New location, new role, new team. Just exactly who am I?
ASDUNZ Conference
I went to an ASDUNZ UNconference last year at Canterbury (ASDUNZ – the Association of Staff Developers of New Zealand). I stayed as long as I actually felt welcomed. (40 minutes). At that stage I was figuring out things. Could I wear the hat of “Staff Developer”? I was actually in the “Flexible Learning Group” at UCTL, not the other “Academic Development Group”.
I was able to go to Auckland this year for the ASDUNZ conference. It was great. I’ll post more on it soon, but suffice to say I felt quite different this year: “Yes, I can wear the Staff Developer hat”. Every discipline of course has their academic journal.
The International Journal for Academic Development. Most of the articles (3/4) in the latest edition have a touch of angst. Who are we? What exactly is our role? What exactly do we contribute? This was part of the tone of the conference. I felt right at home. But they also knew about Appreciative Inquiry: and there was some marvellous postive comment and forward looking interaction.
And so onwards.
I am off to China next week, primarily for a visit to my sister who has been there for 10 years, but also to present a two day Physics Education workshop at Chuxiong Normal University. Back to my roots really: I have not done a physics workshop or talk or presentation or even talked about Newton’s Law for five years, when I did the 40 hour teaching study at the old College of Education.
It will be fun.
I even took part in the event last year ::FLNW:: but I had not really taken part in the Network vs Community vs Group conversations. Didn’t feel the need. Didn’t see the point. I think I will need to face this soon however.
SO: Marshalling some references.
Social Networks vs Online Communities. David Coleman
Often the terms “network” and “community” are used interchangably, but they are not the same. The best definition that differentiates the two comes from Amy Jo Kim (author of Community Building on the Web):
A network is composed of loose ties, often the focus is on a topic or particular type of content or behavior. A community may have the same focus but the ties are stronger. No one misses you in a network; they might if you’re a popular and vocal member of a community.
Thus a community is based on fairly intense interactions between its members, while a network is not. According to Ross Mayfield, the founder and CEO of Socialtext, communities are:
- Top-down
- Place-centric
- Moderator controlled **
- Topic driven
- Centralized **
- Architected
While Networks are:
- Bottom-up
- People-centric
- User controlled
- Decentralized
- Context driven
- Self-organizing
**NOTE: Moderator ‘controlled’/Centralised are NOT givens, but I do believe community needs a place.
Amy Jo Kim again. Her Nine Principles. Definitly NOT a network thing.
=I read a lot of this book while at Bronwyn’s place recently. It is surprisingly prescient. Amazingly so.
Lizzie Jackson. “Online communities and social networks are very different, the first offers a sense of place, the other is not a place but a kind of group consciousness grown from comments, images, addresses, photos, and appointments to do something or be somewhere (whether real or virtual). <snip>Social Networks are largely managed or organised by the user-interface in tandem with the content posted into the network”.
=Clarification. All Networks are not Social Networks.
Mark Nichol’s comment on Stanley’s Blog. “Perhaps it might be more accurate to suggest that the role of the teacher solely as transmitter of knowledge is subsumed into more of a holistic role, as a high-status member of a *network* made up of ontological equals. True, we are all equal – but we are not all the same”.
Plus there is Leigh there also: “This networked communication is different to what many of us are used to, and different to what the majority of us experience. But it is significant. It is this form of communication – with all its promise of equality, democracy, and other egalitarian principles”
=Hmm. Leadership, roles, hegemony.
Networked learning. networkedlearning.wikispaces.com/
=Not looked here much.
What about tools? In some respects this is also an issue that impacts: Blogs vs Forums, the impact of blogs and wikis on community practice. Nancy White’s article is significant and worth a read. I’m worried if there were ONLY blogs and wikis and not closed forums some could not make the leap. We need the closed home space, the ‘kitchen/parlour’ metaphor of cpSquare. And we need the free range feeding grounds in formal taught courses, or graduates will emerge with their wings atrophied.
Something new has happened, something in our minds and habits and attitudes.
Things I want to consider:
- Roles: moderation vs facilitation vs leadership (Teaching??)
- Modes: Open/closed
- Care and nurture: Will anyone care for you in a network? Where does care come from? Where is someone to love outside communities.
- Take some case studies: What is Nancy White’s Online Facilitation list? What is CPSquare? What is TALO/FLNW? What is a typical Facebook group? The group behind WikiHow?
- To have a place or not? To NEED a place or not?
- Language.
- Membership and Identity.
= Finished my final workshop here this morning. Whew. Tried a new structure, which I found very very relaxing:
- Needed to get the learning theory down to the basics for CoP thinking.
Used several mini presentations just like some of the Youtube videos: images to support a long quote. I packaged all the educational theory (Situated Learning and “The map is not the territory“
- I worked through some notes – which covered off the main points.
- Then I went through the results of a few small group activities . .
- Jotted down notes on a flip chart. Tidied these up later (20 minutes) and digital images will appear online soon. All the themes that appeared were in my notes, except these:
- Lurkers. (How could I miss this?)
- Values, community ‘rules’/charters
- Plus . . .
= Then some time in a sessions with Eva Vass: The intertwining of cognitive, social and affective dimensions of shared knowledge building in online collaboration.
We suggest that cognitive processes involved in shared knowledge building are inextricably interwoven with the development of a social, collaborative community of enquiry. Also, we argue that the affective and cognitive dimensions of online presence are closely linked, and messages with affective content can be integral to the cyclical process of practical inquiry. The aim of the proposed discussion session is to explore these issues further.
= Education in an Electronic Era: Richness, Reach, and the Emergence of New Learning Communities: Dave Hornblow (TOPNZ)
Previously: Richness or Reach
Now can do both.
This term comes from the work of Van Weigol.
teachopolis.org/library/deep_learning.htm
The Trade-Off Between Richness and Reach
- Richness is quality, reach is the number of people who can participate. The Internet “blows up” this trade-off. Consider Amazon.com—twenty times more books than the largest bookstore, while still retaining some of the personalized service of a small bookstore. Or look at Dell’s ability to build thousands of personalized computers using only eight days’ worth of inventory.
- College and universities, unfortunately, have been focusing almost exclusively on the “reach” side of the equation both initially with huge lecture classes and now through distance education. They are vulnerable to commercial firms offering richer courses at lower prices.
- In the past, colleges and universities have fended off such “raiders” by exercising their monopoly on accreditation and their ability to deny transfer credit. They are losing both.
More opportunities for real world projects.
Lave (1988) redefined learning in terms of relationships amongst persons-acting, activities and contexts.
Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge: Cambridge University Press.
I diverged a little at this stage. Thank goodness for Wireless!!
Here is a story I have never heard, from the book I had never consciously looked at:
Lave provides numerous examples of learning as a situated phenomenon. A classic example involves members of a Weight Watchers program problem-solving to determine appropriate food servings. As Lave (1988) describes: “Dieters were asked to prepare their lunch to meet specifications laid out by the observer. In this case, they were to fix a serving of cottage cheese, supposing that the amount allotted for the meal was three-quarters of the two-thirds cup the program allowed. The problem solver began the task muttering that he had taken a calculus course in college. Then after a pause he suddenly announced that he had ‘got it!’ He filled a measuring cup two-thirds full of cottage cheese, dumped it out on a cutting board, patted it into a circle, marked a cross on it, scooped away one quadrant, and served the rest” (p. 165).
This example well illustrates how individuals frequently use cues and tools from the environment (the wording of a problem, three-quarters of two-thirds; the cutting board and cup) to create artifacts (the patty of cottage cheese) in order to solve puzzles encountered in daily living much more often than by directly calling on formally-learned knowledge and skills.
As Lave (1988) observed, at no time did the Weight Watcher check his procedure against a paper and pencil algorithm [3/4 x 2/3 = 1/2]. Instead, problem, setting, and enactment were the means by which checking took place (p. 165)”
Flogged from a web page with some audio.
www.coe.uga.edu/epltt/situatedcognition.htm
More diversions. Dave Hornblow is a fan of Bryan Van Weigol (‘why-gol’) Deep learning for a digital age: Technology’s untapped potential to enrich higher education. San Francisco: Jossey-Bass (2002)
I was interested (disappointed??) to see this comment:
While distance education has improved educational reach, it so far has failed to do much in the way of “bringing depth and dimensionality” to learning. It also largely lacks passion—the ability to make you fall in love with a subject.
But later on he says:
Constructivism involves healthy doses of play.
What a wonderful image!!
Plus Embedded Assessment
One: Sean McDougal: great story teller, 25 minutes of our small group time used up in a few questions, some of them well thought out, he used a remarkable small group activity much like that that we used in Portugal.
He reminded me a lot of one of my hero’s, Stephen Heppell, then when I Googled him, found he has worked with the old UltraLab.
- http://designmyschool.net/
- One of the projects he described: drawbots.
www.coin-operated.com
These are superb little machines, with the physics being anything from Y5 to Y13. Saw a great video. Some videos.
Two: Mark Nicholls.
A great talk. Change. Based on his 10,000 pages of reading during his FLLinNZ year, and “Common Sense”. We had a great 8 minutes for the exercise. Really needed a little more time.
He used started with CE Beeby:
“I began to understand in depth how an educational institution can be trapped in its own history, by an action it took fifty years earlier rather than by a judgment on current events, by the things it has come to take for granted even more than by the things it consciously believes.” (in the 1930′s)
Another of his presentations from E-fest last year. Institutional Change: Oxymoron or Opportunity.
Kotter: Change is lead, and requires teamwork. (“Lead, not managed” – my comment)
Kotter’s eight step change model can be summarised as:
- Create a sense of urgency – inspire people to move, make objectives real and relevant.
- Build the guiding coalition – get the right people in place with the right emotional commitment, and the right mix of skills and levels. A strategic aliance.
- Birth a vision - create a simple vision and strategy, focus on emotional and creative aspects necessary to drive service and efficiency.
- Communicate vision for buy – in – Involve all key stakeholders, communicate the essentials, simply, and to appeal and respond to people’s needs. De-clutter communications – make technology work for you rather than against.
- Empower broad-based action – Remove obstacles, enable constructive feedback and lots of support from leaders – reward and recognise progress and achievements.
- Create short-term wins – Set aims that are easy to achieve – in bite-size chunks. Manageable numbers of initiatives. Carefully start new initiatives in the context of ld ones.
- Don’t let up: generate gains and produce more change – Foster and encourage determination and persistence – ongoing change – encourage ongoing progress reporting – highlight achieved and future milestones.
- Make change stick: anchor new approaches in the culture – Reinforce the value of successful change via recruitment, promotion and new change leaders. Weave change into culture.
Links:
I think a Professional Leadership Community approach has a lot to offer. But what do we need leadership in teaching for?
Brian Lord and Barbara Miller have this to say:
At present, we do not know enough about teacher leadership to make bold claims for its effectiveness in helping reforms go to scale or improving student achievement. However, preliminary research findings point to one critical feature. Teacher leadership is often treated as a strictly instrumental strategy to increase the number of professional development providers – putting in place more people to provide more contact hours with classroom teachers. This approach offers limited promise of achieving reformers’ goals. Yet, when teachers leaders are part of a wider, systemic strategy, within a well-aligned constellation of district supports (e.g., assessment and accountability systems, programs for curriculum implementation), the potential for impact is greater. For this reason, we view teacher leadership less as a magic bullet for quickly solving the “numbers” problem and more as a critical feature in a coherent and focused set of district policies to address the substantive challenges of reform.
From: Teacher Leadership: An Appealing and Inescapable Force in School Reform? Brian Lord and Barbara Miller, Education Development Center, March 2000.
I agree. Instrumental strategies in any enterprise involving people will do less than succeed. People are not merely productive units. It’s a complex equation: look after the people and a lot of organisational goals will come into line.
Professional learning communities. A rare thing!!
Learning Circuits is has their big question of the month for October as: Should All Learning Professionals be Blogging?I just thought I would have my 2 cents worth on this question. Part of my answer to this question stems from some of the dialogue we had in Florence in early October. The blog is here. Blogging proved a hot topic.
There were several dyed in the wool bloggers and others who are open but less engaged with the idea of blogging. One of the people there had been working with A-list bloggers in the education and online learning field. She and she said to him:
 Really, you should never try to blog when I see the way that you write, the level of perfection and clarity that you expect . . .. . . and the amount you will push yourself to polish a phrase a sentence and a paragraph – blogging just would not suit the way you work”. This was an interesting comment. There are some of us not cut out for blogging, the top of the head, informal and part way there writing does not sit well with us.
I do not think everyone who is an educator necessarily should be blogging, but I think I have three thoughts:
1. Every educator should try blogging sooner or later for themselves.
Get a simple recipe for blogging such as
- choose a name for your blog
- choose a simple and clear focus of interest to you
- set a blogging routine or discipline, I’d suggest once or twice a week
- plan a few blog posts and maybe even write them as if you were blogging but not in your blog.
- Blog for a few weeks.
- Read blogs on the same subject.
Note how you feel, your response to the fact you have a blog, how you felt about the thought of preparing a post, the feeling of having posted, and examine the effect of blogging on your thinking, your psyche and your learning. [IMO: you shoud never, not ever, ever set a blogging exercise for your classes without blogging yourself]
Having tried it – if you don’t like it, stop blogging.
2. This I’m more definite about:
Every educator should read other blogs in their field. In fact I would go so far as to say every professional should be following blogs in their field and maybe even every serious hobbyist.
This is not a trivial act.
Derek Wenmoth shared in the podcast to TT701 the other night about the significance of RSS feeds, aggregators and his personal discipline of 30 mins a day which help him keep up with a number of blogs.
Blogging is a phenomenon that is here to stay. Where it goes, or what evolves is another question. But it is a cutting edge for thoughts and ideas that are expressed on a given subject along with the millions of trivial posts.
Finding Blogs to read. Use Technorati, Delicious or email a few friends to find some key leading edge bloggers in your field.
Then, follow what they say. You will find reflections, followings, key events, posts on conference presentations, links to newspaper articles with comments on their significance, stories of events that have happened this very day and so on. If you notice two or three people posting on the same topic and they are thought leaders (or at least close to the action) in your field it’s something worth following up about. As well as A listers you should read the blogs of any of your friends who have them.
In my opinion.
3. Educators and learning professional can comment on the blogs of others.
Most blogs allow comments. After you read blogs, leave your mark and make some comments. Just follow a few simple rules: No flaming, no dissing, no violent disagreements, no rants, just simple short comments. You have no idea where this kind of interaction could lead. And don’t forget just to encourage as well. This is great for people who write blogs. Write your emal if you want like this:
derek (dot) c (at) gmail (dot) net
Commenting Tips:
You may like to make your first few comments anonymous just to see how you feel, but you also may like to leave a link to your online CV, your website where you have a few outdated, static pages, your institution or whatever. You never know who will find you.
This habit – I think – will keep you up with what’s going on in your profession almost as much as a conference, as being on the editorial board of your professional journal, being on a national executive, or . . . .
Here is an abstract for an MIT Sloan Management Review article. Blogs, wikis + IM are dubbed “Enterprise 2.0″
There is a new wave of business communication tools including blogs, wikis and group messaging software — which the author has dubbed, collectively, Enterprise 2.0 — that allow for more spontaneous, knowledge-based collaboration. These new tools, the author contends, may well supplant other communication and knowledge management systems with their superior ability to capture tacit knowledge, best practices and relevant experiences from throughout a company and make them readily available to more users. This article offers a paradigm that highlights the salient characteristics of these new technologies, which the author refers to as SLATES (search, links, authoring, tags, extensions, signals). The resulting organizational communication patterns can lead to highly productive and highly collaborative environments by making both the practices of knowledge work and its outputs more visible. Drawing on case studies and survey data, the article offers managers a set of ground rules for implementing the new technologies.
- First, it is necessary to create a receptive culture in order to prepare the way for new practices.
- Second, a common platform must be created to allow for a collaboration infrastructure.
- Third, an informal rollout of the technologies may be preferred to a more formal procedural change.
- And fourth, managerial support and leadership is crucial. Even when implanted and implemented well, these new technologies will certainly bring with them new challenges.
These tools may well reduce management’s ability to exert unilateral control and to express some level of negativity. Whether a company’s leaders really want this to happen and will be able to resist the temptation to silence dissent is an open question. Leaders will have to play a delicate role if they want Enterprise 2.0 technologies to succeed.
From the But you have to pay for the whole article. Found while surfing The Shared-Spaces blog
It’s point three above I was taken by. The idea of an ‘informal rollout’. I wonder is this a research based finding, or something more of an opinion.
Martin Seligman is
The formal site for Positive psychlogy:
http://www.ppc.sas.upenn.edu/
The ‘popular’ site:
http://www.authentichappiness.sas.upenn.edu/
Peter Cammock speaks very highly of Martins work last year.
 I’ve just been reading some more of Learned Optmism. In my opinion this is more than just cheap pop psychlogy.
Today’s little gem (liberally interpreted by me). Think of the context as being speeches or meeting. Rumination and pessimism does little good. Instead action points and optimism.
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