OLDaily

Creating an Online Class or Conference - Quick Tech Guide
Stephen Downes, Google Docs, 2020/03/09

I've avoided the whole Coronavirus thing because I'm focused on learning technology and the future. And there's nbo shortage of adviuce ouyt there. There are guides being posted on how to get tyour class or conference online, but the advice tends to be process-oriented and managerial. That's fine, and people need to know that. But mostly, they need to know, "what tool can I use to do such-and-such?" So that's what this page is for. It's an open document and you can edit it (but there are rulkes and I'll remove your edit if yoiu break them).

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Moving past the ‘tyranny of innovation’
JISC, 2020/03/09

At first I was folling my eyes a bit as this article said things like "more concrete signs that your organisation isn’t nurturing a culture of innovation... include teams working in siloes, and decisions not being driven by data." But there's a nice turn about half way through where the author cites a Lawrie Phipps blog post (that I didn't see last fall when it came out) reflecting on eCampusOntario’s TESS2019 conference. "Phipps cites a successful ecosystem as 'creating an environment where people are able to perform, to do what they need to do, and where necessary reach into the community for support'. In simple terms: performance + creativity = innovation in practice." And this make a lot more sense to me than managerialism masquerading as innovation.

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An analysis of the value of the ways of learning at work
Jane Hart, Modern Workplace Learning 2020, 2020/03/09

It was the table (illustrated) that caught my eye, but the overall message of this survey is that the formal 'educational' resources (like classroom training, e-learning and conferences) are the least useful for workplace learning. But more, this survey also breaks down results geographically (showing Canada a bit more conservative than I would have thought), by company size (no difference in rankings), and age. Having said all that, I would say that the self-selected nature of the respondents biases the results significantly (you can take the survey yourself) in favour of online informal fors of learning.

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