Comments on: A Definition of Learning http://www.tagoras.com/2010/03/02/definition-of-learning/ Where Learning, Technology, and Marketing Meet Fri, 03 Sep 2010 21:59:53 +0000 http://wordpress.org/?v=2.9.2 hourly 1 By: John David Smith http://www.tagoras.com/2010/03/02/definition-of-learning/comment-page-1/#comment-272 John David Smith Wed, 03 Mar 2010 17:14:23 +0000 http://www.tagoras.com/?p=902#comment-272 My pleasure, Jeff! And while I'm recommending books, here's one that I think will help figure out what Associations will look like: Alexander Osterwalder & Yves Pigneur, Business Model Generation: A Handbook for Visionaries, Game Changers, and Challengers (http://businessmodelgeneration.com/ ). Because just as the old styles of learning and engagement are changing, so are the business models. Inventing business models for associations that will really work will depend on having more precise ways of talking about learning AND about money. Business models for communities of practice has been a theme we've been exploring at http://cpsquare.org for several years. We haven't come up with an easy formula yet, but I think we're also making some progress. My pleasure, Jeff! And while I’m recommending books, here’s one that I think will help figure out what Associations will look like: Alexander Osterwalder & Yves Pigneur,
Business Model Generation: A Handbook for Visionaries, Game Changers, and Challengers (http://businessmodelgeneration.com/ ). Because just as the old styles of learning and engagement are changing, so are the business models. Inventing business models for associations that will really work will depend on having more precise ways of talking about learning AND about money. Business models for communities of practice has been a theme we’ve been exploring at http://cpsquare.org for several years. We haven’t come up with an easy formula yet, but I think we’re also making some progress.

]]> By: Jeff Cobb http://www.tagoras.com/2010/03/02/definition-of-learning/comment-page-1/#comment-269 Jeff Cobb Wed, 03 Mar 2010 01:17:14 +0000 http://www.tagoras.com/?p=902#comment-269 John - Thanks so much for taking the time to drop by, comment, and share that great quote. I've read about "Hanging Out..." in various places. Sounds like I should add it officially to my (always too long!) reading list. How associations can participate and contribute to those sorts of informal settings and activities is indeed a big question, and I think your "as we know them" qualifier is an important one. It's going to be very interesting to see what associations look like 10 years from now. - Jeff John – Thanks so much for taking the time to drop by, comment, and share that great quote. I’ve read about “Hanging Out…” in various places. Sounds like I should add it officially to my (always too long!) reading list. How associations can participate and contribute to those sorts of informal settings and activities is indeed a big question, and I think your “as we know them” qualifier is an important one. It’s going to be very interesting to see what associations look like 10 years from now. – Jeff

]]> By: John David Smith http://www.tagoras.com/2010/03/02/definition-of-learning/comment-page-1/#comment-267 John David Smith Tue, 02 Mar 2010 22:20:56 +0000 http://www.tagoras.com/?p=902#comment-267 Your quote from our book reminded me of this statement in a wonderful book I'm reading by Mimi Ito ("Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning With New Media," Cambridge, Mass.: MIT Press, 2009): "Sociocultural approaches to learning have recognized that kids gain most of their knowledge and competencies in contexts that do not involve formal instruction. A growing body of ethnographic work documents how learning happens in informal settings, as a side effect of everyday life and social activity, rather than in an explicit instructional agenda." (p 21.) I think the big question for associations is how they can participate in and contribute to those informal settings and activities. I keep wondering whether associations as we know them today will be able to leap into a new technology and social landscape that's defined by the kids that Ito and her colleagues have studied. Your quote from our book reminded me of this statement in a wonderful book I’m reading by Mimi Ito (“Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning With New Media,” Cambridge, Mass.: MIT Press, 2009):

“Sociocultural approaches to learning have recognized that kids gain most of their knowledge and competencies in contexts that do not involve formal instruction. A growing body of ethnographic work documents how learning happens in informal settings, as a side effect of everyday life and social activity, rather than in an explicit instructional agenda.” (p 21.)

I think the big question for associations is how they can participate in and contribute to those informal settings and activities. I keep wondering whether associations as we know them today will be able to leap into a new technology and social landscape that’s defined by the kids that Ito and her colleagues have studied.

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