Category: Learning & Teaching

Twitter in Business Week & in My Graduate Leadership Class

I have been saying for some time now that Twitter is one of those phenomena that come along from time to time that changes the very way we communicate. It does not allow us simply one more way of doing what we have been doing. Instead, it alters communication itself.

Those of us who Tweet often think and share and communicate and interact differently from before we started with the application.

I used the example in my graduate Leadership class on Tuesday night, “How many of you have cell phones?” Yes, all their hands raised. What surprised me was my follow-up, “How many of you do not have land-lines at home?” Half raised their hands. HALF! In only a few short years the importance and modality and paradigm of using a phone has changed, and in the process our connectivity and expectations and ways of communicating have changed as well.

Business Week seems to be leaning in this direction as well with their article in this week’s issue. Those of us who have been using Twitter find our ways of interacting different as well.

twitter jeffrey

Case in point. I Tweeted on Tuesday night, in my graduate Leadership class, while I was demonstrating Twitter. I sent a Tweet and asked anybody out there to say hello to my class. I received 5 replies from friends and colleagues around the world who were reading Twitter and sent their greetings and encouragement in return. FIVE people. Unscheduled. Unplanned. Real-time. Try communicating to a group in any other medium and getting a response back so quickly. The speed of information exchange, idea development, collaboration, and our very approach to communication itself is now put on its head.

Where is leadership in all this? I think the question is more along the lines of new possibilities for leadership in ways we never considered. With communication increasingly flat, the sky is the limit.

Do you agree with my assessment?

Leadership Class (Y52.3300.001)

nyuscps I am teaching a Leadership class at New York University’s School of Continuing and Professional Studies that begins tomorrow. The course is an elective course in the Strategy and Leadership Concentration toward an M.S. in Management and Systems through the Management and Information Technology Program within the Division of Programs in Business.

While the course description is already online for anybody to see here, I thought instead I will lead by setting an example of sharing text references. Academics (and even scholar-practitioners, which is a title I use for my own work) do not easily and publicly share what materials they are using for a certain course, so I thought I will share my required and recommended texts, specifically to assist others who may be building such a leadership course for the first time and are looking for appropriate texts.

Required:

  • Bass, B. M. & Riggio, R. E. (2006). Transformational Leadership (2nd ed.). Mahwah: Lawrence Erlbaum Associates, Inc. ISBN 0805847626
  • Collins, J. (2001). Good to Great. New York: Collins. ISBN 0066620996
  • Northouse, P. G. (2007). Leadership: Theory and Practice (4th ed.). Thousand Oaks: Sage Publications. ISBN 141294161X

Recommended:

  • Kouzes, J. M. & Posner, B. Z. (2007). The Leadership Challenge (4th ed.). San Francisco: Jossey-Bass. ISBN: 0787984914
  • Marquardt, M. J. (2005). Leading with Questions: How Leaders Find the Right Solutions By Knowing What To Ask. San Francisco: Jossey-Bass. ISBN 0787977462

I am expecting great things from my students in this course, and expect to share a bit about the experience between here and Twitter.

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CP2tech01 Connected Futures Workshop, Week One

cpsquare2 I have been Tweeting and posting on the various pages for the Connected Futures workshop much more than I have been blogging in the past few days. I suppose I have had more to say than I have had time to say it.

As one of our workshop expectations is to create a blog post reflecting on our first week, I think that what is strongest on my mind is how much I realize I want to learn more about the topics though, while somewhat disoriented from the amount of discussion and buzz and new tools and co-participants, I am not feeling overwhelmed. John and Bronwyn are both experts at facilitating and leading communities of practice, and they are doing a wonderful job juggling all the demands of this active adult professional audience, so much that they are setting a feeling of calm over the workshop. It feels safe to be disoriented, as that is where so much rich learning can occur, without making or allowing for feeling stupid or inferior. How they manage to remain composed while still answering lots of emails and posts (with one or two of them my own . . .) demonstrates, or rather role-models, what I think those of us who facilitate communities of practice should strive for. I mentioned this during our Monday afternoon teleconference check-in, and was happy that Etienne Wenger, one of our workshop colleagues, mentioned that he was happy this was the sense that has been actively conveyed. I hope my colleagues feel this as well.

Strange, as learning is often so content-focused (cf. learning objectives), that here I am learning how to just BE–and in the process to be open to learn more than any book or slide deck can teach. What possibilities when we can just allow our students to sit and process all the busyness involved in learning.

Further Musing on Brian’s NMC Mashup Session

Brian Lamb shared an amazing blog post about his recent NMC Mashup session. Not quite sure why I did not get a trackback for Brian’s work as he mentioned me (and my comments) by name, so thankfully I got a Google blog post alert about it.

I spent a lot of time thinking about Brian’s post–his reflection, authenticity, model instructional strategies to discussing educational experiences, and the like–so finally posted my own musings on his blog this morning. I copied and pasted it verbatim (save for one spelling correction) here as a record of my own thinking.  

I have been reading and rereading this post for a few days, Brian, and appreciate your reflection and then sharing this for open discussion. I suppose this is becoming a metareflective opportunity, and I think I need to finally process my own thoughts enough to share them as well.

I saw Philip Glass’ opera Satyagraha this past Monday evening, and your presentation came to mind when I started to process that work. I was expecting an opera about the early life of Gandhi, yet with it sung in Sanskrit, intentionally without subtitles, the focus is forced to change. The hypnotic chorus, repetitive music, and postmodern set together made this a work that was not only unexpected, but boundary-pushing for the Metropolitan Opera (and me as well).

I see my role as an education professional to push my students to expand their boundaries (learning) while facilitating the process and maintaining some sense of safety for those who need to hold on while confronting the learning ahead of them. I felt that at the Met (the safety of being at the premier US opera stage with its desire to promote and expand culture in this art form), and have been considering why I have such a hunch there is some connection between it and your work during the Mashup.

I have heard you present and read your work for some time now, and that is the stable (safe) part of your presentation. I trust you not to take us someplace meaningless, and that is why I attended the entire session rather than leaving it mid-way when I was completely disoriented (to be honest, I don’t dance in the first world, either). Had it been somebody I did not know or was not known by those people I read, I would not have even bothered to comment at all, chalking it up to an unusual experience, period.

The fact you lose sleep over comments demonstrates (to me) that you take your work seriously and are in many ways helping to move education in an electronic age along. Pushing boundaries is never an easy business to be in, and having a hard skin seems to me to be a great asset when people are used to the status quo. So much for non-educators thinking education is a safe and easy profession to be in . . .

I am convinced that education challenges the status quo, and as educators sometimes we need to shake things up to help people see there are other ways to look at issues. Where else can growth come from?

With this said, I am really glad that this session has sparked discussion–the educator’s dream! Without it, we never know what we have done has worked if at all. As we often do not see the results of our work, these online discussions are testament that reflective practice and learning is happening. I am now beginning to wonder where it is going . . .

I think there has been such great discussion on this event, and wish more educational initiatives sparked the same sort of interest and reflective practice.

What I Hope to Improve as a Learning Professional

The Big Question - Instructional DesignI really like the ASTD Learning Circuits  Big Question this month, which is “What would you like to do better as a Learning Professional?”

This hearkens me back to a blog post I wrote yesterday, Whose Objectives Are They, Anyway? I want have better conversations, discussions, buy-in, and agreement of learning objectives between learner and instructional designer / trainer / instructor within higher education. 

The current system of instructional designer designing objectives based on a needs analysis that often does not acknowledge direct input from the learners does not respect the experiences and freedom of an adult population. While I follow the ADDIE process in everything I do, as a higher education instructor I create the objectives based on university expectations and often give them to the students without their input and buy-in. Common for higher education, but unaccaptable for adult education that seeks to acknowledge the active role of the learner in the learning process.

So, what do I hope to improve? Collaborative agreement on learning objectives within higher education.