Connections are Different than Relationships

Alchemy of Change

Gideon Rosenblatt Follow me on Twitter RSS Feeds Home About Movement as Network « Networks and Autonomy How Connections “Wrap&# Our Engagement » Connections are Different than Relationships I used to use the words connection and relationship interchangeably.

Reinventing Relationships with Social Business


Collaboration (Collaborative)” Brilliant stuff altogether and clearly very thought provoking on laying down for all of us, what lies ahead, including the various different opportunities, but just as well the many challenges. IBM Innovation Learning Social Enterprise Travelling

Behaving differently

Viv Mcwaters

Because I thought it would be just talking… I didn’t expect so much activity and learning!&#. Behaviours can only be changed by behaving differently. This is the point of disruptive facilitation – providing opportunities for participants in a workshop to behave differently, with each other and in relationship to their work. Les Posen is a presentation guru, that’s when he’s not doing his ‘real’ work as a psychologist.

E-Learning 3.0 : Graph

Jenny Connected

Graph is the Topic for Week 3 of Stephen Downes’ E-Learning 3.0 In the last three paragraphs in this synopsis he writes: In connectivism we have explored the idea of thinking of knowledge as a graph, and of learning as the growth and manipulation of a graph. e-learning 3.0

2018 158

A doorstop versus relationship rules

Viv Mcwaters

Many years ago I read a very good article about the differences between a Big Mac and the Naked Chef by Joel Spolsky. Tags: Community Creativity Culture General Facilitation Leadership Learning

Twiitering = learning?

Joitske Hulsebosch

I often have conversations about the role of social media in learning processes. Sometimes people might say: ' Ok, but twitter is not learning. How can you learn from 140 characters?! From a behaviourism point of view, twitter might not be very relevant as a means for learning.

Ten practical tips to profitable business relationships

The Bumble Bee

I am delighted to round out the coverage of this crucial area with an excellent guest article by business networking guru Tony Altham which offers ten practical tips for creating, building and sustaining profitable business relationships. The difference between listening and hearing is this.

Characteristics of open learning environments

Jenny Connected

Next month Roy Williams and I will give the keynote presentation at a conference in Graz, Austria, which will focus on learning in open learning environments; how we recognize, value and ‘capture’ it. The first post was Evaluation of Open Learning Scenarios.

2014 224

IBM Aims at Reinventing Relationships with Northstar: We Better Watch…


Did you have a chance to look into the brand-new shiny IBM’s Northstar tool suite that is supposed to provide us with an opportunity to reinvent relationships ? You know, one cannot get to reinvent relationships out of the blue and overnight, right? But today things are different.

New metaphors for learning

Jenny Connected

Once you start thinking in terms of metaphors for learning, you find them everywhere. At the beginning of this year Mariana Funes, Frances Bell and I had a paper published about the use of the rhizome as a metaphor for learning.

2016 130

What makes Facilitating With Confidence different?

Viv Mcwaters

We provide no agenda (just start and finish times), there’s no training manual that we follow, no lesson plans, no learning outcomes, no presentations, no tables, no assignments, no answers.

Learning is everywhere


Just a little shopping trip and a bit of a fresh air, but when I look back I see many learning moments that were packed in there. Learning to recognise and accept own fears and building self-confidence dealing with a big dog who was very interested to see the kids.

2015 237

Listening to and Learning from the ‘Other’

Jenny Connected

We live in relationship with all things and all people. This is why reason arises out of the face-to-face relationships we have with other people. And why do we tend to focus on ‘Others’ who are extremely different to us, when our immediate neighbour is also ‘Other’?

2019 153

You can stimulate curiosity for self directed learning

Joitske Hulsebosch

The innovative thing is that the focus is on exchange and learning from each other and not on learning new knowledge, more "how do you do that in your class and what can I do better?" For this type of online learning you need a certain level of capacity for self direction.

2018 169

Collaborators, Cooperators and People I Learn From


So I decided to look deeper, in retrospect, and try to define for myself the kinds of relationships I have built over the years with the people who I used to follow on Twitter and see how I would be able to group them accordingly. Collaborators , Cooperators and People I Learn From.

2015 241

E-Learning 3.0: The Human versus the Machine

Jenny Connected

This post is a response to a challenge set, as a result of Task 2, by Frank Polster , a fellow course participant on Stephen Downes’ MOOC, E-Learning 3.0. Here is my challenge to all the E-Learning 3.0 I have given this post the Title, E-Learning 3.0: e-learning 3.0

2018 146

Learning to be creative on and off the distributed web

Jenny Connected

Although the final week of the E-Learning 3.0 Stephen sees creativity as pattern recognition and Amy suggested that creativity is being able to see juxtapositions and relationships that others don’t. Feature Article E-Learning 3.0, e-learning 3.0

2018 146

Social Learning Capability

Jenny Connected

In the Academic BEtreat that I recently attended online and which I have been blogging about for a few days now (#betreat12) Etienne and Beverly Wenger-Trayner, shared their most thinking around the idea of social learning capability. We need a social discipline of learning.

2012 175

Can you engage introverts in social learning?

Joitske Hulsebosch

How does this relate to social learning? Can introverts engage in social learning? It could be that introverted professionals prefer to go through individual e-learning models and more extroverted professionals in social learning activities.

2016 151

Flipping learning

Viv Mcwaters

I’ve been travelling in Kenya, immersed in nature and different cultures, I’m visiting with my friend Johnnie and I’m about to embark on facilitating a 10-day training where there will be a huge emphasis on content. Oh, and I’m also taking part in a Stanford University MOOC (massive open on-line course) on new learning environments. I had a conversation with my sister-in-law while travelling in the Masai Mara about learning.

2012 116

Sensitive Learning Spaces: what architects can teach us

Jenny Connected

The two spaces could not have been more different. If UCL has the necessary finances, what a wonderful opportunity to think about the influence of space on learning. These architects could teach us a lot about how to design spaces for learning.

2014 261

Learning, its context, and me

Learning Alliances

In addition to the diversity of examples in the book’s chapters, Jean Lave’s intro has a statement that I keep coming back to again and again: “Participants in the conference agreed, on the whole, on four premises concerning knowledge and learning in practice.

2013 158

Learning by coincidence on Twitter

Joitske Hulsebosch

(cartoon via Rob Speekenbrink ) I get involved in lots of discussions whether Twitter - is learning (or nonsense). People are sceptical on what you can learn through 140 characters. Probably the main difference is in the theory about learning that people hold.

Without Relationship, We Are Nothing

Hildy Gottlieb

One of the things we learned in the week with our Consultants Class was the extreme value placed by the Maori on relationship-building. “It It is expected that every session will absolutely open by building a foundation of relationship between those in the room.

How to organize for deep (not superficial) learning online?

Joitske Hulsebosch

Last week I had a great time again during the Learning and Technologies Conference in London. I was sitting next to someone I didn't know and within 10 minutes we were discussing the difference between performance support and social learning and the presentation style of Bob Mosher.

2017 141

Evaluating open learning scenarios – keynote presentation

Jenny Connected

Here are the slides and notes for the keynote presentation that Roy Williams and I gave at the E Learning Conference, FH Joanneum, in Graz, Austria, on Wednesday 17 September 2014. Surfacing, Sharing and Valuing Tacit Knowledge in Open Learning Environments from Jenny Mackness. This involved developing and running a distance learning teacher training programme, which in turn led to an ongoing interest in how learners learn in open learning environments.

2014 126

From intuition to knowing for sure: a case of applying learning analytics at course level

Joitske Hulsebosch

More and more trainers and facilitators use online platforms for online interaction to facilitate learning. You may adjust the learning process gradually as a result. The value of these data is in analyzing and interpreting: what we call learning analytics.

2015 200

Learning to Change - Changing to Learn


If you ever thought that Learning needed to go through a radical facelift, and make-over, and join the 21st century, once and for all, this is the kind of video you will need to watch to help set the pace on what lies ahead.

Change 158

Networked Learning 2016: Do we need new metaphors?

Jenny Connected

The question in the title of this post was raised by Caroline Haythornthwaite in her keynote presentation for the Networked Learning Conference 2016. e.g. Gig learning and Uber learning. Campus Codespaces for Networked Learning. New Metaphors for Networked Learning.

2016 130

The Messiness of Rhizomatic Learning – Words Steal My Intent

Jenny Connected

Week 2 of Dave Cormier’s open online course - Rhizomatic Learning – the community is the curriculum – is at end, and what a messy week it has been. ‘ What do the adjectives ‘rhizomatic’ and ‘deep’ add to the abstract noun ‘learning’. We simply occupy different spaces.

2014 210

Part 2 - Relationships and Identity: Two Sides of the Social Networking Coin

Collaborative Thinking

With several years experience across call centers in different companies (spanning health care, traditional insurance, as well as annuity and pensions), she has a very low call-to-escalation ratio and receives high marks from post-call surveys. However, in the product development community the reaction is very different. Part of the learnings published on Mary’s blog provide insight on the marketing characteristics of products people are commenting on during call center calls.

Emergent learning: the designer’s role, the learner’s experience

Jenny Connected

Discussions about our recently published paper, Footprints of Emergence , continue, particularly with respect to the relationship between curriculum design intentions and the learner experience. We have been discussing the paper with the CPsquare community , a group of academic colleagues from FH JOANNEUM, ZML-Innovative Learning Scenarios and others. In addition, online learners seem to need and take/create more space than f2f learners, i.e. contemplative learning space.

If space is a becoming what kind of spaces do we need for learning?

Jenny Connected

The second keynote at the Networked Learning Conference 2016 was presented by Sian Bayne. The title of her keynote was Campus Codespaces for Networked Learning , which she framed around the question ‘Do we need other ways to think about networked learning space?’. E-Learning.

2016 164

Capturing the learner experience in ModPo and open learning environments

Jenny Connected

Webinar 1 – Emergent Learning – Tuesday, 19 November 18:00 GMT. In particular, in the second webinar, we will encourage participants to reflect on their learning to draw a visualization of their learning experience – a Footprint.

2013 193

Tips for learning that sticks

Viv Mcwaters

What’s the difference? Clearly, the difference is personal experience. I believe this is true in learning too. It’s the difference between learning that sticks, and learning that ticks the boxes. I’m interested in learning that sticks, what I like to call visceral learninglearning that happens not only in your head, but in your body too. There’s a few of my ideas for visceral learning? Learnin

2012 133

Thuisonderwijzers leren samen: learning with adults


This week is National Education Week in the Netherlands and its focus is on learning socially. For me the social is at the core of learning, so it took a while to figure out what exactly to write about. Learning informal learning legitimate peripheral participation unschooling

2014 162

Still learning about facilitation

Viv Mcwaters

Leading/following is different to initiating/responding. It’s about tempo, duration, spatial relationships, kinesthetic response and repetition. Here’s what I learnt about facilitating thanks to Melbourne Playback Theatre Group ‘s weekend workshop. You have to keep doing something long enough to notice what’s going on for you. Taking an activity beyond what might be considered reasonable can have enormous payoffs.

Networked learning, CoPs and connectivism

Jenny Connected

The first Networked Learning Conference Hotseat with Peter Goodyear has attracted a lot of interesting discussion. Most of the discussion has centred on what is meant by networked learning and there seem to be as many definitions as there are people in the forum. Most agree that networked learning is about connecting people and ideas, but beyond that people’s ideas seem to be positioned somewhere along the following continuums.

CoP 106

A Social Theory of Learning, Schools and Landscapes of Practice

Jenny Connected

The title of the introductory chapter in Etienne Wenger’s 1998 book is ‘A social theory of learning’ – not ‘A social learning theory’. Does this slight change in order of the words make a difference? There was an interesting discussion at the Academic Betreat about the relationship between theory, practice and learning. A social theory of learning is based on a belief that learning is social and is driven by meaningful membership of a community of practice.

Elluminate v. Networked Learning Conference

Jenny Connected

After my Networked Learning Conference hiatus (as a friend has called it) I really had no expectations that anyone would attend the Elluminate session, especially since it was only advertised a day or so before (although George and Stephen do have huge networks and just a word from them can make all the difference) – I emailed Roy and John saying that I thought we would be speaking to ourselves! Is the teacher necessarily the expert in a given learning situation?

2010 129

How Social CRM “Friend Discovery” will Revolutionize the Way Organizations Collaborate

Alchemy of Change

In this post, you’ll learn about a new branch of “Social CRM&# called &# Friend Discovery&# that will make it radically easier to find your friends inside the organizations you care about. In the example above, it wasn’t just me and my friends with a relationship with Apple.

#betreat12 Communities of practice and learning

Jenny Connected

These notes are from the Academic BEtreat reading on communities of practice and learning, pages 72 -102 in Etienne’s book Communities of Practice: Learning, Meaning and Identity . How does social learning theory relate to complexity theory and connectivism? Chapter 3 on Learning gave me a surprising ‘Ah-ha’ moment in the following three lines. Learning is not reified as an extraneous goal or as a special category of activity or membership (p.95).

Getting Lessons Learned Right! Part 1: Customers.

Chris Collison

Having spent the last few weeks exploring what’s wrong with lessons learned, it’s time to turn our attention towards the elements that contribute to successful organisational learning. Just who is customer for the learning? The question “what have we learned?”

2013 63