In a previous post on Learning 2.0 at (and after and around) the ASAE annual meeting I emphasized Twitter as a learning tool. To follow up, I want to highlight the round-up of blog posts that ASAE itself has linked to from its Acronym blog.

Whether or not you were able to attend the meeting, taking a tour of these posts is a great learning experience. And no doubt each was also an excellent way for the writer to reflect on the experience and consolidate learning by putting thoughts into writing.

Here are the Acronym posts. Each contains a dozen or more links to bloggers sharing thoughts about the annual meeting experience:

• Quick Clicks: Annual Meeting Postgame
• Quick Clicks: Annual Meeting Postgame, Continued
• Quick Clicks: Annual Meeting Postgame, Continued Again
• Quick Clicks: Annual Meeting Postgame, One More Time

I won’t continue to harp on how powerful this sort of thing is – the learning, the link juice, the potentially viral exposure, and all as part of a natural process of providing great value to members. One last item I will throw in, though, is that you can view an archive of all of the tweets that came out of and are continuing to come out of the annual meeting at:

• http://twapperkeeper.com/hashtag/asae10

(Twitter itself does not keep tweets for all that long, so if you want to have a record of tweets from your conferences, tweet chats, etc., TwapperKeeper is a good option.)

Jeff

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We’re expecting a baby here on the home front, so it wasn’t in the cards for me to attend ASAE annual in person this year. But I was still “there” to a significant extent, and will probably remain “there” for a while after.

No, I don’t have mystical powers or a transporter (for those of you old enough and/or geeky enough to know what that means). But I do have Twitter and a wide range of other social learning tools. I tuned into them some during the conference, and I am continuing to tune into them now as the tweets continue and the blog posts flow. Here’s just a quick snapshot of what’s near the top of my Twitter reader as I write this post:

@maddiegrant: RT @FrankFortin: Signs of a GREAT community: #asae10: 8300 tweets, 817 tweeps, only 14.5% of tweets were from the top 10.

@kikilitalien RT @robertmbarnes: Written my notes from #asae10 in @evernote and will synch, then upload to my blog and the #aussieyap group when I land in Syd.

@satovich Back from #asae10 & reviewing www.asae10.org session tweets – many, many takeaways about going mobile

@jtcobb Good stream on leading edge learning coming out of  @KathiEdwards session: #asae10le2

@TeriTally RT @peachdave: Was just checking out #sweetspot broadcasted live from #asae10 http://ustre.am/:Ce8k @kikiitalien @maddiegrant

@ tomhood RT @IABC: The 7 Secrets of Inspiring Leaders – #1 Passion. Outline of @carminegallo’s keynote presentation at #ASAE10. http://bit.ly/doSouh

@ SpeakerSue Almost as if I attended #asae10. Next year! Thank you: @walterASCD @msimps01

Now, let’s just consider what we’ve got here from just a handful of tweets:

• A group of peers actively engaged in discussing what’s going on at the conference and some of the things they are learning about. Each represents a possible connection for more dialogue and knowledge sharing. (i.e., you might want to consider following these people on Twitter!)
• An indication that one of these people is going to upload all of his notes from the conference using (the amazing note-taking and sharing platform) Evernote. He’s then going to synch this to his blog AND share it in the Aussie YAP group. Wow – bring it on!
• Links to the main conference Twitter stream (#asae10) as well the stream for a specific session (#asae10le2).
• A link to a streaming video presentation (http://ustre.am/:Ce8k).
• A link to a blog post with thoughts on one of the keynotes (http://bit.ly/doSouh).

And that’s just the tip of the iceberg. Folks, this is powerful stuff.

It is important to note that ASAE did not “control” this or dictate how it should happen. This is just what happens when a community of like-minded professionals have access to share the experiences and knowledge generated from a focused event. But ASAE played a very important role in (a) providing the focused event, and (b) fully supporting and encouraging use of the tools. Kudos.

Could this be even more powerful? Sure. It’s not always easy to know what is going on within a flood of communication like this. Personally, I found it quite difficult to locate the session stream I link to above in my tweet.

And obviously, not everything is of equal value.  Associations cannot and should not try to control the flow of communication in social media environments, but recognizing them as learning environments and, through active participation, helping people find the connections and resources of most interest to them will be of increasing importance. (Not to say that ASAE doesn’t do this – but it is an area in which it can keep evolving and leading the way.)

Bottom line: social learning that connects online and off – aka, Learning 2.0 – is powerful, and it’s not just a theory. Indeed, it might just be something you want to put to work for your next event.

Jeff

P.S. – I encourage you to check out the free eBook Learning 2.0 for Associations. I’ll forewarn you, though, that I wrote this nearly 3 years ago when Twitter was hardly a blip on the radar screen. I am finally starting a much needed update that will include Twitter and a number of other additions.

Also, you may want to see some other Learning 2.0 related posts here on Tagoblog:

• Making is Connecting is Learning
• #untech10 – Learning 2.0 in Action
• Are you on the train or standing at the station?
• Learning 2.0 Resources

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I found the following video through Stephen Downes, who found it on Tim Kastelle’s excellent blog. In it, David Gauntlett does a very nice job of weaving together distinct but related perspectives on how social connections and tools engender engagement and creativity.

As Gauntlett puts it, “Making is connecting because you have to connect things together (materials, ideas, or both) to make something new.” “Making sense” and learning, in my mind, most definitely fall in this space, and Gauntlett’s comments point directly to what I feel is one of the most significant benefits of the social Web for those delivering education to adult learners: the availability of social tools makes deep engagement easier than ever for the motivated self-learner. That may sound live an obvious or trivial observation, but I find that so far it is not one that has been acted upon all that well by association educators or others who deliver continuing education.

The standard model – online and off – for delivery of continuing education is the lecture. Personally, I agree with Mark Guzdial that there is not necessarily anything wrong with that. For motivated learners who already possess a certain amount of expertise a good lecture often is the most effective way to deliver education. We don’t need to contrive a lot of active learning or forced collaboration – techniques I encounter too often in inappropriate contexts at association conferences. But we should make sure learners are aware of and versed in using the range of social tools that can support their learning outside of the lecture.

As for that last point, it is clear enough at this point that use of social tools is growing and not likely to to flatten out, much less diminish anytime soon. Facebook now has more than half a billion users (yes, that’s billion with a “b”), Twitter is well past 100 million, LinkedIn has passed 70 million, YouTube is the second largest search engine behind Google. There is little doubt that your learners are in there somewhere, and whether they are fully conscious of it or not, they are using these tools for making sense and learning.

So far, though, our research has suggested that association use of these tools to actively complement and support learning experiences – whether online or off – is relatively low. (A range of free research with relevant data is available on our resources page.) Motivated adult learners will, of course, embrace these tools on their own, but the playing field is far from level right now in terms of general knowledge and comfort with social media and how it can be used as effective a learning tool. Associations could and should play a major role in leveling this playing field, but this will require association educators and subject matter experts getting more up to speed than they currently are.

Again, I recommend the Gauntlett video above as food for thought along these lines. And some other starter resources you might consider are:

• What are you learning on Facebook
• Twitter for Learning: 55 Great Articles
• 7 LinkedIn Tactics for Lifelong Learning
• Learning 2.0 for Associations

Enjoy. And as always, I welcome your comments.

Jeff

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On Thursday of this week I’ll be leading a free Webinar on social media and education as part of Higher Logic’s summer learning series. See below for the description, and please join me if you can! (Note: This is geared specifically for trade and professional association audiences.)

Free Webinar

Higher Logic™, a leading professional social media solutions provider, and Tagoras present Learning 2.0: Where Social Media and Education Connect  Thursday July 8 at 2:00 pm EDT. Social networks, YouTube, wikis, blogs….these and a wide range of other social media technologies have moved from the cutting edge to the core of today’s web landscape. The benefits they offer for your learning programs – online and off – are significant, but making sense of the choices and implementing the new technologies in ways that truly enhance the learner experience can be a challenge. This session will highlight some of the best social media approaches for learning and explore how to incorporate them effectively into your education strategy. Are you making the connection?

Register today >>

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In my previous post, I referenced a definition of learning I encountered in Digital Habitats, an excellent resource on using technology to support communities of practice. One of the authors, John Smith, was kind enough to drop by and offer the following perspective on learning from a book he is currently reading:

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.

The quote is from Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning With New Media [p. 21] by Mimi Ito. (Many thanks to John for also providing all the reference info!) Definitely looks worth reading. I also encourage you to visit the comments area on the previous post to read John’s further thoughts about associations and informal learning.

On a related front, as I was writing a post on “content curation” over on Mission to Learn, I came across a quote on learning from John Seely Brown that I had used in a post long ago on digital curators. It jibes well with my previous post here as well as with the quote above, so I thought I would offer it up for your reading and thinking pleasure:

Learning is a remarkably social process. In truth, it occurs not as a response to teaching, but rather as a result of a social framework that fosters learning. To succeed in our struggle to build technology and new media to support learning, we must move far beyond the traditional view of teaching as delivery of information. Although information is a critical part of learning, it’s only one among many forces at work. It’s profoundly misleading and ineffective to separate information, theories, and principles from the activities and situations within which they are used. Knowledge is inextricably situated in the physical and social context of its acquisition and use.

I actually originally found this through Jay Cross’ post on documents seminal to learning and the net, which is well worth reading.

As always, I welcome your thoughts.

Jeff

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I offered up a definition of learning as I see it a while back on my Mission to Learn blog. Readers there would not have been surprised that I see learning as being much more about ongoing process and interaction than about specific events or degrees or credit. Earlier this week, I was reading Digital Habitats by Etienne Wenger, Nancy White, and John Smith and found the brief definition of learning they offer to be very well put:

By learning, we do not mean just book learning, or classroom learning, or even e-learning. We see learning as an  integral part of life. Sometimes it demands an effort; sometimes it is not even our goal. But it always involves who we are, what we do, who we seek to connect with, and what we aspire to become. (Digital Habitats, 4)

This definition really resonated with me because it is this sort of perspective that informs the work we do here at Tagoras and why we feel that learning can be such an integral part of meaningful engagement with members and customers. Learning truly does point to “who we are” and “what we aspire to become.”

The only modification I would make to the definition offered by Wenger and his co-authors is to stress that most learning is not “book learning, or classroom learning, or even e-learning” (at least as it is usually understood). One of the real opportunities – and challenges – for organizations is to find more innovative ways to engage their prospective learners (members, customers, prospects, volunteers) during the great percentage of time in which they are not engaged in formal learning.

If you feel your organization is doing a great job at this, making headway, or making attempts but running into barriers, we’d welcome a chance to talk with you as part of our ongoing research. Please comment here or drop us a line.

Jeff

P.S. – If you’d like to receive regular updates from the Tagoras blog, be sure to subscribe by RSS or by e-mail.

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Yesterday, a conference died and a new event – I won’t call it a conference – was born immediately in its wake. By 3:00 in the afternoon, it was clear that many attendees and speakers would not be able to make it the annual ASAE Technology Conference in DC, and it would be unsafe to even try. To its credit, ASAE called off the event and promised to refund all registration fees.

Even as this was happening, though, #UNTECH10 – The Unofficial Alternative to the Canceled Tech10, was already in the works. As a result, folks who are in DC will be meeting up in-person at the Renaissance Hotel and those who are not in DC will be able to participate virtually.

I wanted to be sure to highlight the event here because it actively represents so many of the key traits of Learning 2.0, i.e., the blending of the social Web and everything it enables with traditional approaches to education. Here are three big ones I see in UnTech10:

• It is about the learners
  The original conference was driven primarily by ASAE. There’s not necessarily anything wrong with that paradigm, but it is nowhere near as learner-centric as the learners themselves taking the reins and shaping what the learning experience will be. That’s what’s happening at UnTech10.

• The technology is an enabler
  It’s not about the technology. In fact, it’s not really even about the community. The technology makes fast, flexible creation of a community possible and greatly facilitates communication between participants. But ultimately this community has come together because these people want to connect and learn from each other. The value – the social object – is in the learning and the learners.

• It is more network-driven than group-driven
  This point is a bit more subtle than the first two, but I think it is the real touchstone for identifying a Learning 2.0 experience. The idea – which comes from Stephen Downes – is that groups are characterized by unity, coherence, and a focus of voice – a fair statement, in my opinion, about the original ASAE Technology Conference. Networks,  on the other hand, are constantly changing and defined by interactions — more like what will happen at UnTech10.

Months of planning and agenda setting do, of course, have their advantages. Clay Shirky and Vint Cerf won’t be at UnTech10 (as far as I know). CAE credit won’t be available (again, as far as I know.) But I am betting a tremendous amount of learning will happen.

Is this the solution to replace every canceled conference, or to be tried in place of holding a conference? No, but it is certainly a good solution in some cases, and the sheer flexibility of Learning 2.0 approaches makes them a great option to consider in this situation. Kudos to Maddie Grant and Lindy Dreyer of SocialFish for recognizing and – better yet – acting on the possibilities.

All of this has inspired me to finally move creating a new version of the free Learning 2.0 for Associations eBook to the top of my list. (Hard to believe it is already two years old!) And, of course, I’ll also be participating in UnTech10. Be sure to drop by and check out the site at http://untech10.conferencespot.org/ and if you will be in DC on Thursday, register for the face-to-face part of it.

P.S. – Here is a Learning 2.0 resource page I put together for a session Lindy and I did at the ASAE annual meeting. I’ll be adding UnTech10 to it!

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People tend to fall into two groups when it comes to predictions.

Those in the first group “catch the train” and leave the station. They commit to seeing whether the predictions are true and where things will go.

Those in the second group remain at the station, waiting for the train to return. Maybe the train will bring them something, maybe it won’t. But whatever it brings won’t be as good – or bad – as whatever those who caught the train got.

Most of us, in my experience, fall into the second group most of the time. I don’t think that is necessarily a bad thing, but there are times when you need to board the train if you actually want to move forward. If you are hoping to move forward in 2010, I think there is a train you should catch – and here’s what it’s hauling:

Social Learning

I put this one first so that I can make a point: this is not a post about professional development, training, or education, though the points here certain apply in those areas. No, it is a post about strategy. There is a large body of research and practice supporting the idea that learning is “socially constructed,” which is a fancy way of saying that we learn through our interactions with each other. And guess what? We’re interacting more often and in more ways than ever before thanks to the social Web. Do you understand the fundamentals of social learning? Are you helping to facilitate social learning among your members and customers as they make decisions relevant to you? If not, you are standing at the station.

Informal Learning

Related to the above, we also know that the vast majority of learning that occurs in our lives does not happen in formal education and training situations.  It happens through hallway conversations, through a friend showing a friend how to do something, through simply observing life around us. Informal learning cannot be controlled in the way that traditional training and education can be controlled, but it can be influenced and facilitated to a meaningful degree. How are your members and customers learning about the issues and problems that your organization addresses? If you don’t have an answer, or aren‘t seeking one, you are standing at the station.

Open Education

In case you haven’t noticed, there is an awful lot of free educational content out there these days. But “free” is only part of the picture. Within the academic world, the movement towards open education has gained tremendous ground over the past few years. Under this model – which has been embraced by many major universities worldwide – content is not just free: it can also be reused, remixed, and redistributed under relatively straightforward conditions. I think there are applications of this model that extend well beyond academia – certainly into the broader nonprofit and association sector, and even into the commercial sector.  It is an area that is ripe for innovation. If you aren’t familiar with open education and  thinking about whether and how open education could apply in your field, you are standing at station.

Curation

One of the key consequences of the three points above is that “making sense” is becoming harder and harder. Even within relatively narrow niches. Even with the help of incredibly powerful tools like Google.  I first wrote about the Digital Curator nearly two years ago and it was hardly a new idea at the time. Its urgency as an issue has continued to grow. If you want to stand out from the crowd and serve your members and customers well, one of the most straightforward paths is to help curate the content, connections, and experiences that you feel create the most value for your audience. Do that, and you secure your position not simply as something that shows up on a credit card statement, but as a true source of value.  If you aren’t thinking about how you can play this role, you are standing at the station.

Personal Learning Management

Finally, another effect (and, increasingly, a cause) of the points above is that people now have a tremendous range of options and more power than ever before with respect to when, where, and how they learn.  Again, I am not just talking about formal education here – that is only part of the picture.  Whether we are conscious of it or not, we continually form and expand our knowledge and learning networks throughout life, and Web 2.0 tools like RSS, social networks, highly advanced search – among many others – have taken that process into new dimensions. How are you helping your members and customers with that process? If you haven’t thought about that question, you are standing at the station.

Now, you can look at all of the above and say, “Well, these matter to how we are doing professional development and training.” You would be ahead of most organizations, in my estimation, if you were to adopt only that perspective and act on it. But I hope you are sensing by now that these trends represent is a fundamental shift in the way that organizations need to engage with their stakeholders. They connect to all parts of your strategy.

In any case, that’s my perspective, and I’ve already bought my ticket. Won’t you join me?

Jeff

P.S. – If you’d like to receive regular updates from the Tagoras blog, be sure to subscribe by RSS or by e-mail.

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I’ll be presenting – along with SocialFish Lindy Dreyer – on “Professional Development 2.0″ soon at the American Society of Association Executives annual meeting, so thought I’d prepare my handout for the session via a blog post. Below are a number of resources you might find valuable when it comes to blending social media tools like blogs, wikis, and social networks with more traditional approaches to education – what has been dubbed “Learning 2.0″ in many circles.

I plan to keep adding to this post over the next week, as I don’t have enough time right now to try to cover everything in one sitting. If you know of other good resources, please comment and add them. I’ll get them into the post.

And be sure to also check out Lindy’s post on Technology and Learning.

Overview

This first resource is right here at Tagoras (hey, it’s our blog afterall As far as we know, it offers one of the best general overviews of Learning 2.0 as a concept along with specific ways in which the social Web might be used to support association education initiatives.

Learning 2.0 for Associations

The title says “associations,” but really there is not much in here that doesn’t apply to pretty much any type of organization. This free eBook give a rundown of what exactly the term “learning 2.0″ means and then offers a range of examples, mostly from the association world. My hope is to have this updated by the time of the ASAE meeting, though given that it was first published in early 2008, it has held up remarkably well.

Examples

There are a wide range of examples out there – some of which are highlighted in Learning 2.0 for Associations. The following represent a wide range of approaches – from the very simple to the much more rich and complex – with the hope of giving you a real sense of the possibilities. Only some of these are truly association initiatives, but there is nothing from the others that could not be applied in an association context.

Work Literacy

If you haven’t ever checked out this great site set by Michele Martin and others in run-up to the eLearning Guild’s annual meeting earlier this year, pay a visit soon. It’s a site about Learning 2.0, but it is also Learning 2.0 in action. Built on the Ning social networking platform – a free/low cost option for creating your own social network – the site offers a brief curriculum in Web 2.0 for learning professionals. More importantly, it offers a lot of input and insights from wide range of learning professionals. While it was intended as a tool to build interest and engagement for the eLearning Guild meeting (take note you educational event planners!), it lives on as a great example and a resource site.

For some great follow-up thoughts on the Work Literacy initiative, be sure to see:

• Michele Martin’s Deconstructing the Work Literacy Learning Event
• Harold Jarche’s Post Work Literacy

ASAE Professional Development Council Virtual Lunches

The American Society of Association Executives (ASAE) Professional Development Section Council started a monthly conference call series in June to bring educators in the sector together to discuss professional development issues. For the second call, a Twitter “hashtag” was set up so that participants could easily communicate before, during, and after call (see below for more on Twitter and hashtags). Additionally, the Council began recording the call so that the contents could be easily shared. The power of this example is that is a relatively low-effort, extremely low cost option for putting a “toe in the water” of Learning 2.0. For more details, see ASAE PD Virtual Lunch – An Easy, Low-Cost Learning 2.o Digital Product.

AENC on Slideshare

The Association Executives of North Carolina (AENC) are just one example of the many organizations that have started to make use of Slideshare as a great way of posting PowerPoint slides from their events – in this case from a presentation on Work 2.0 Tech Best Practices given by ASAE’s Reggie Henry. Slideshare automatically converts the slides into a Web viewable format that can be accessed on the Slideshare site or embedded into pretty much any other site. Slideshare also provides a discussion area for each slides show and makes it easy to share to Twitter, Facebook, and other social networks.  It’s an incredibly simple – and free – approach to adding value to your educational events.

Connectivsm & Connective Knowledge

If you would like a massive dose of learning 2.0 – along with an introduction to some of the more important theoretical thinking about learning in a connected world – check out the site for the Connectivism & Connective Knowledge “course” facilitated by Stephen Downes and George Siemens in 2008. This was dubbed a “massive open online course (MOOC)” by … well, someone … and that is just what it is. People from all over the world participated and leveraged a full range of social media and other Web tools to create a collective learning experience.  A second round of the course will actually launch on September 14. If you are serious about Learning 2.0, you will want to sign up. Did I mention it’s free?

23 Things

23 Things was the brain child of Helene Blowers back when she was at the Charlotte/Mecklenberg County public Library. It has since been replicated by many other libraries as well as by other types of organizations. The idea – simple and brilliant – was to set up a blog that offered up  23 Learning 2.0-type activities “to encourage staff to experiment and learn about the new and emerging technologies that are reshaping the context of information on the Internet today.” This is a model you could easily repeat in some way shape or form across your organization or membership base.

Resources

Incorporating social media into your professional development activities first requires a decent understanding of how social media works and some of the major technology options that are available. For boning up on the basics, it is hard to beat the series of short, entertaining videos produced by Commoncraft:

• RSS In Plain English
• Blogs In Plain English
• Wikis In Plain English
• Social Networking In Plain English
• Twitter In Plain English
• Twitter Search in Plain English
• Online Photo Sharing In Plain English
• Podcasting In Plain English
• Social Bookmarking In Plain English
• Social Media In Plain English
• Websearch Strategies In Plain English

Jane Hart’s Slideshare presentation on Twitter is also a great resource that offers the added benefit of using Slideshare – potentially a very useful Web 2.0 tool for association e-learning.

Stay tuned for additions to this post, and in the meantime, submit any resources you have.

JTC

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During July and August I will be updating the free Tagoras eBook Learning 2.0 for Associations to discuss new technologies and to offer new and different examples of the ways in which associations are using social media (blogs, wikis, social networks, Twitter, etc.) as part of their professional development activities.

To support the revised version of the eBook (which will remain free), I’ve launched a very brief survey to gather more information about how association professional development programs are using social media – not just for e-learning, but in all aspects of the education they deliver.

The survey is very short and should take no more than a few minutes to fill out.

Even if you are not using any social media, it is highly valuable for you to participate – part of the purpose is to get an idea of how many organizations are actually using social media as part of their professional development activities.

**Survey participants will receive a copy of the results.**

To participate, simply follow the link below.

http://www.surveymonkey.com/s.aspx?sm=0VZVtUUdjrs3xZgcwQ_2fm6w_3d_3d

The survey will close at the end of the day on Tuesday, July 21. (Owing to a range of technical difficulties, we’ve extended the survey by a week.)

JTC

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