With 70 to 80 percent of job offers coming as the direct result of networking, even the staunchest of introverts are realizing they need to shake some hands in order to advance their careers. Unfortunately, many of us seem to make networking much more difficult than it need be. We focus on quantity over quality, for instance; we seem to think that shaking more hands and collecting more business cards is more important than shaking the right hands and generating enough interest in us to be asked for our business cards.
Reposted from Beth’s Blog:
Earlier this month, I had an opportunity to facilitate a full-day innovation lab for an amazing group of network thinkers using human design methods to inform the design of a leadership network. It has been exactly a year since I have committed to practicing the methods from Luma Institute as part of improving my facilitation practice. It was a great learning experience from both a process and content perspective.
It is easy to focus on our area of practice, our comfort zone and continually deepen our expertise. However, when we map our networks, there may be adjacent practices and professionals who can stimulate our own learning, give us a new view with which to reflect upon our own work. Nancy White has called this process “triangulating professional development” or learning from adjacent practices. In elementary school, these are called “transdisciplinary” skills that can help us learn in all subjects (Communication, Research, Critical Thinking, Self-Management, and Social Skills).
When we visualize our networks, we can also ask if it is diverse enough? Diversity correlates with innovation! Are you getting new ideas from your network? If you find Twitter or LinkedIn boring, perhaps you are following wrong people. It is time to tune your network and add new connections by exploring the edges.
Tom Kane is the Walter H. Gale Professor of Education at the Harvard Graduate School of Education and the Faculty Director at the Center for Education Policy Research at Harvard’s John F. Kennedy School of Government. In this short talk, he shares his vision for educators conducting collaborative action research to build capacity for innovation in education. His humor and insight provide for a thoughtful, entertaining look at taking education to the next level.
Reposted from Innovate My School:
“By now the phrases ‘Bring Your Own Device’ (BYOD) and latterly ‘Bring Your Own App’ (BYOA) are familiar with the majority of us, and integral part of our technological knowledge. Using our own mobile devices and applications are commonplace on a daily basis. Being able to use wireless devices such as mobile phones and tablets to access social media sites and applications, beyond the reach of the main network and allowing access from remote locations, has opened the door to a wealth of information adding greater dimensions to support teaching and learning, in conjunction with and, alongside more traditional methods.
More recently, ‘Bring Your Own Network’ (BYON) has started to emerge. Initially more likely to have been around in the corporate world, but nevertheless something those of us in the education world need to be aware of, BYON is when staff or pupils use their mobile phone cellular connectivity to set up a personal hotspot. Simply put, this means that they can bypass the main network and access websites, apps and other services that are banned by IT filtering systems by creating personal area networks (PANs), as an alternative to the schools main network.
Acceptable use policies (AUP) are widely in place that are signed by both staff and pupils allowing a school to regulate, establish governance and acceptable usage standards (i.e., that specify conditions that must be followed for BYOD and BYOA). It may be time to rethink those conditions and amend your AUP: “Even a BYOD policy written as recently as 2012 may not make specific mention of personal hot spots and their use”, wrote Andrew Wright in Computer Weekly.”
Reposted from the Aspen Institute:
“America is at an inflection point with respect to reshaping learning, teaching, institutions and indeed how we deliver these to individuals of every age. In our country, the quality of education today will determine America’s strength in the future and help individuals secure their own prosperity.
New learning networks allow learners and teachers alike to connect directly to resources, people and activities. Teachers likewise will utilize networking for preparing classes, connecting to students and parents, and learning from and with other professionals. A new era is expanding the possibilities for inspiring, mentoring, assessing and credentialing learning for students of all ages.
We can create an education system where instead of time being the constant with learning the variable, the constant is mastery of content and the variable is time. If the opportunity for personalized learning were made available to all students – and we believe that it can be – we could realize the potential for improving academic performance for all students, substantially reducing the disparities that have long been a troubling aspect of the American educational system. This is the education every student can and should receive.”