This document discusses communities, networks, and engagement from three perspectives: sponsors, facilitators/leaders, and members. It outlines basic vocabulary like purpose, activities, and roles. It also covers engagement strategies across different lifecycles like informal networks, formal organizations, and communities of practice. Key roles in online communities are discussed like facilitators, community leaders, and technology stewards. The importance of balancing the needs of sponsors, facilitators, and members is emphasized.
Digital Habitats Activity Orientation Spidergram Activity CgNancy Wright White
These slides are a resource for an activity I use in workshops to explore what activities a group focuses on and how our tools and methods might support those activities.
fOSSa2011: Five Things About Online Community and NetworksNancy Wright White
My talk at fOSSa2011 in Lyon France sharing some ideas about communities, networks and technology stewardship in the context of Open Source Software communities. Photos of the sketchnotes I did of other presentations can be found here: http://fossa.inria.fr/nancywhite-s-sketch-notes-scanned-part-one/
This document discusses strategic communities of practice and how to develop and sustain them. It covers basic concepts like domain, community, and practice. It emphasizes the importance of understanding stakeholder perspectives, including sponsors, facilitators/leaders, and members. It also discusses roles within communities like facilitators, network weavers, and curators. Frameworks are presented for assessing community maturity and measuring value creation through outcomes like immediate, potential, applied, and realized value. The document provides guidance on factors to consider for strategic communities of practice.
conVerge 11: Connecting for Learning: Left and right, up and down (annotated)Nancy Wright White
The document discusses principles for connecting groups and networks through technology. It provides 30 tips for maximizing connections at conferences, including taking notes, engaging with other attendees, providing feedback, and following up after the event. It also explores how technology has changed collaboration, the roles of facilitators, network weavers and technology stewards in connecting people, and principles of connective design for building communities and networks across platforms.
ETUG is an educational technology user group in BC that has existed since 1994. It provides professional development opportunities like workshops and an innovation award. Members include post-secondary educators and staff. ETUG aims to enhance teaching and learning through technology. In the past, ETUG communicated through various means like workshops, newsletters, and online discussions. Moving forward, ETUG is focusing on improving communication channels, better understanding member needs, tracking membership, and selecting projects that can be successfully executed.
ETUG is an educational technology users group that has existed since 1994. It hosts annual workshops and conferences to promote innovation and best practices in educational technology in British Columbia. It also facilitates online discussions, webinars, newsletters, and networking opportunities for its members. The group aims to provide a supportive online community for collaboration and sharing ideas.
Digital Habitats : stewarding technology for communities - South Africa, May ...Nancy Wright White
The general set of slides I'm using in my Technology Stewardship workshops in S. Africa, May 2010 (CSIR/Pretoria, University of Cape Town and IST in Durban)
Me, We and Everyone: navigating the spaces between individuals, groups and ne...Nancy Wright White
This document discusses how individuals, groups, and networks interact using technology. It explores the continuum between an individual's personal identity and interests and their participation in larger communities and networks. It suggests that technology allows people to be together in new ways, and encourages considering how to best support individuals, groups, and networks through practices like facilitating participation, cultivating relationships, and enabling content sharing.
Digital Habitats Activity Orientation Spidergram Activity CgNancy Wright White
These slides are a resource for an activity I use in workshops to explore what activities a group focuses on and how our tools and methods might support those activities.
fOSSa2011: Five Things About Online Community and NetworksNancy Wright White
My talk at fOSSa2011 in Lyon France sharing some ideas about communities, networks and technology stewardship in the context of Open Source Software communities. Photos of the sketchnotes I did of other presentations can be found here: http://fossa.inria.fr/nancywhite-s-sketch-notes-scanned-part-one/
This document discusses strategic communities of practice and how to develop and sustain them. It covers basic concepts like domain, community, and practice. It emphasizes the importance of understanding stakeholder perspectives, including sponsors, facilitators/leaders, and members. It also discusses roles within communities like facilitators, network weavers, and curators. Frameworks are presented for assessing community maturity and measuring value creation through outcomes like immediate, potential, applied, and realized value. The document provides guidance on factors to consider for strategic communities of practice.
conVerge 11: Connecting for Learning: Left and right, up and down (annotated)Nancy Wright White
The document discusses principles for connecting groups and networks through technology. It provides 30 tips for maximizing connections at conferences, including taking notes, engaging with other attendees, providing feedback, and following up after the event. It also explores how technology has changed collaboration, the roles of facilitators, network weavers and technology stewards in connecting people, and principles of connective design for building communities and networks across platforms.
ETUG is an educational technology user group in BC that has existed since 1994. It provides professional development opportunities like workshops and an innovation award. Members include post-secondary educators and staff. ETUG aims to enhance teaching and learning through technology. In the past, ETUG communicated through various means like workshops, newsletters, and online discussions. Moving forward, ETUG is focusing on improving communication channels, better understanding member needs, tracking membership, and selecting projects that can be successfully executed.
ETUG is an educational technology users group that has existed since 1994. It hosts annual workshops and conferences to promote innovation and best practices in educational technology in British Columbia. It also facilitates online discussions, webinars, newsletters, and networking opportunities for its members. The group aims to provide a supportive online community for collaboration and sharing ideas.
Digital Habitats : stewarding technology for communities - South Africa, May ...Nancy Wright White
The general set of slides I'm using in my Technology Stewardship workshops in S. Africa, May 2010 (CSIR/Pretoria, University of Cape Town and IST in Durban)
Me, We and Everyone: navigating the spaces between individuals, groups and ne...Nancy Wright White
This document discusses how individuals, groups, and networks interact using technology. It explores the continuum between an individual's personal identity and interests and their participation in larger communities and networks. It suggests that technology allows people to be together in new ways, and encourages considering how to best support individuals, groups, and networks through practices like facilitating participation, cultivating relationships, and enabling content sharing.
Slides for a remote presentation/session for http://conference2009.e-uni.ee/index.php?n=en
SCHOOL - FROM TEACHING INSTITUTION TO LEARNING SPACE which takes place April 02 - 03, 2009 at the Estonian University of Life Sciences conference centre (Kreutzwaldi 1A, Tartu), Estonia (but I'll be in Seattle and it will be 4:30 am my time!)
Digital Habitats Community Orientation Spidergram ActivityNancy Wright White
Some images you can use to do the Community Orientations spidergram activity from the book, "Digital Habitats: stewarding technology for communities" (forthcoming, 2009, Wenger, White and Smith).
Slides from the talk I presented March 17th at the IOC Online Conference http://www.internationalonlineconference.org/2010/program - I made a few post-talk adjustments to include some of the interactions and screen shots of the work of Dan Porter who provided live, electronic graphic recording of the talk.
The document discusses online facilitation and community building. It provides tips for facilitating online groups including starting simple, repeating key messages, providing induction and support for new users, and gently transitioning people from existing tools. The role of the facilitator is to build participation and buy-in among community members. A variety of online tools can be used to connect, communicate, and collaborate as a group.
The document discusses the role of technology stewards in online learning communities. It describes how technology stewards select and configure technologies to support community needs and practices. This involves addressing tensions between togetherness and separateness, interacting and publishing, and individual and group needs. Technology stewards also help enable learners to discover useful technologies, participate in communities and networks, develop their identity, find and create content, and participate meaningfully.
The document discusses how technology has changed how groups can interact and be together. It explores polarities around togetherness and separateness, interacting and publishing, and individual and group identities. It then examines how different orientations like meetings, projects, relationships, and individual participation can be supported through various technologies. Examples are provided of how the Birdwatchers community and KM4Dev network demonstrate different orientations. The document is intended to help people identify what technologies and tools might best support their specific community's needs and activities.
The document discusses the concept of "community" and how it relates to learning. It explores where individuals, small groups, and large networks fall on a continuum and how people's efforts can be aimed at different points on this continuum. The document also considers how facilitating roles, practices, and enabling participation across this continuum could support learning and connection.
Miscellaneous slides from my Introduction to Online Communities workshops in Australia, 2009. Note that these represent raw material rather than a sequence of ideas.
Miscellaneous slides from my Advanced Online Communities workshops in Australia, 2009. Note that these represent raw material rather than a sequence of ideas.
This document discusses trends in online communities and learning. It explores how technology has changed how people interact in networks and communities. Some key points discussed include the roles people play as community leaders, technology stewards, or network weavers. The document also examines tensions between individual and group interactions online and different tools that can address these tensions by facilitating interactions, publishing, and both synchronous and asynchronous communications. Overall, the document considers how online spaces can be oriented towards meetings, projects, conversations, publishing content, building expertise, and cultivating relationships and communities.
The document discusses the role of technology stewards in online communities. It defines technology stewards as people with experience in both a community and technology who can understand a community's technology needs and address them. A technology steward's roles include selecting and configuring technology as well as supporting its use to enable community practices. The document also discusses how technology stewards can help address tensions between individual and group needs through the tools they implement and how they are used in a community.
The document discusses technology stewardship and how communities can use technology. It provides examples of different types of community activities and orientations. It also suggests various digital tools that could support activities like meetings, projects, expertise sharing, relationships, and open-ended conversations. The goal is to help communities identify current and desired activities and select appropriate tools.
This document discusses the concept of online community. It begins by questioning whether the concept of community is still relevant given changes from technology. It then examines different types of groups like individuals, small groups, and networks. It provides examples of two communities - Birdwatchers of Central Park that meets in person and KM4Dev, a knowledge sharing network. It discusses tools that communities can use like meetings, projects, expertise sharing, and cultivation. It concludes by considering how connectivity, technology landscapes, engagement, and geography may be reconfigured for online communities in the future.
As health educators, the document discusses the importance of connecting people with information and resources both face-to-face and online. It explores how online tools can contribute to health initiatives and encourages nurturing practices that support networking and boundary spanning to access diverse sources of knowledge.
Using Social Media for Professional DevelopmentVanessa Dennen
This document outlines Dr. Vanessa Dennen's presentation on using social media for professional development. She discusses how educators can create personal learning networks (PLNs) online by connecting with colleagues, communicating through discussion and sharing resources, collaborating to solve problems, and contributing their own knowledge. Some recommended tools for online professional development include Diigo for bookmarking and annotating web pages, Evernote for collecting information, and SlideShare and Coursera for accessing presentations and online courses. The key is for educators to be active participants in their PLNs by both consuming and contributing knowledge.
This document discusses communities of practice and how to build and support communities in organizations. Some key points include:
- Communities of practice are groups of people who share a common interest or profession and work together informally to share knowledge.
- Successful communities require nurturing from leaders rather than control, as they are organic groups that form around shared interests.
- The purpose of communities is to enable sharing, learning, problem solving and innovation through collaboration.
- Technology may not always be necessary - the focus should be on facilitating interactions between people.
- Providing opportunities for member interaction like events, discussions, and celebrating outcomes can help build and engage a community.
Facilitating Online Interaction 4 Learning Resource SlidesNancy Wright White
This document summarizes a workshop on using community strategies for online learning. It discusses several topics:
1. The agenda for the workshop, which included forming goals, exercises, recaps and sharing resources.
2. An exercise where participants identified questions about using communities for online learning.
3. Different types of social learning communities and their purposes, structures, and how they evolve over time.
4. The importance of clearly defining a community's purpose and allowing its structure and activities to support that purpose.
5. Various activities that can be used in social learning communities to engage members, such as meetings, projects, expert support, and relationship building.
Slides for a remote presentation/session for http://conference2009.e-uni.ee/index.php?n=en
SCHOOL - FROM TEACHING INSTITUTION TO LEARNING SPACE which takes place April 02 - 03, 2009 at the Estonian University of Life Sciences conference centre (Kreutzwaldi 1A, Tartu), Estonia (but I'll be in Seattle and it will be 4:30 am my time!)
Digital Habitats Community Orientation Spidergram ActivityNancy Wright White
Some images you can use to do the Community Orientations spidergram activity from the book, "Digital Habitats: stewarding technology for communities" (forthcoming, 2009, Wenger, White and Smith).
Slides from the talk I presented March 17th at the IOC Online Conference http://www.internationalonlineconference.org/2010/program - I made a few post-talk adjustments to include some of the interactions and screen shots of the work of Dan Porter who provided live, electronic graphic recording of the talk.
The document discusses online facilitation and community building. It provides tips for facilitating online groups including starting simple, repeating key messages, providing induction and support for new users, and gently transitioning people from existing tools. The role of the facilitator is to build participation and buy-in among community members. A variety of online tools can be used to connect, communicate, and collaborate as a group.
The document discusses the role of technology stewards in online learning communities. It describes how technology stewards select and configure technologies to support community needs and practices. This involves addressing tensions between togetherness and separateness, interacting and publishing, and individual and group needs. Technology stewards also help enable learners to discover useful technologies, participate in communities and networks, develop their identity, find and create content, and participate meaningfully.
The document discusses how technology has changed how groups can interact and be together. It explores polarities around togetherness and separateness, interacting and publishing, and individual and group identities. It then examines how different orientations like meetings, projects, relationships, and individual participation can be supported through various technologies. Examples are provided of how the Birdwatchers community and KM4Dev network demonstrate different orientations. The document is intended to help people identify what technologies and tools might best support their specific community's needs and activities.
The document discusses the concept of "community" and how it relates to learning. It explores where individuals, small groups, and large networks fall on a continuum and how people's efforts can be aimed at different points on this continuum. The document also considers how facilitating roles, practices, and enabling participation across this continuum could support learning and connection.
Miscellaneous slides from my Introduction to Online Communities workshops in Australia, 2009. Note that these represent raw material rather than a sequence of ideas.
Miscellaneous slides from my Advanced Online Communities workshops in Australia, 2009. Note that these represent raw material rather than a sequence of ideas.
This document discusses trends in online communities and learning. It explores how technology has changed how people interact in networks and communities. Some key points discussed include the roles people play as community leaders, technology stewards, or network weavers. The document also examines tensions between individual and group interactions online and different tools that can address these tensions by facilitating interactions, publishing, and both synchronous and asynchronous communications. Overall, the document considers how online spaces can be oriented towards meetings, projects, conversations, publishing content, building expertise, and cultivating relationships and communities.
The document discusses the role of technology stewards in online communities. It defines technology stewards as people with experience in both a community and technology who can understand a community's technology needs and address them. A technology steward's roles include selecting and configuring technology as well as supporting its use to enable community practices. The document also discusses how technology stewards can help address tensions between individual and group needs through the tools they implement and how they are used in a community.
The document discusses technology stewardship and how communities can use technology. It provides examples of different types of community activities and orientations. It also suggests various digital tools that could support activities like meetings, projects, expertise sharing, relationships, and open-ended conversations. The goal is to help communities identify current and desired activities and select appropriate tools.
This document discusses the concept of online community. It begins by questioning whether the concept of community is still relevant given changes from technology. It then examines different types of groups like individuals, small groups, and networks. It provides examples of two communities - Birdwatchers of Central Park that meets in person and KM4Dev, a knowledge sharing network. It discusses tools that communities can use like meetings, projects, expertise sharing, and cultivation. It concludes by considering how connectivity, technology landscapes, engagement, and geography may be reconfigured for online communities in the future.
As health educators, the document discusses the importance of connecting people with information and resources both face-to-face and online. It explores how online tools can contribute to health initiatives and encourages nurturing practices that support networking and boundary spanning to access diverse sources of knowledge.
Using Social Media for Professional DevelopmentVanessa Dennen
This document outlines Dr. Vanessa Dennen's presentation on using social media for professional development. She discusses how educators can create personal learning networks (PLNs) online by connecting with colleagues, communicating through discussion and sharing resources, collaborating to solve problems, and contributing their own knowledge. Some recommended tools for online professional development include Diigo for bookmarking and annotating web pages, Evernote for collecting information, and SlideShare and Coursera for accessing presentations and online courses. The key is for educators to be active participants in their PLNs by both consuming and contributing knowledge.
This document discusses communities of practice and how to build and support communities in organizations. Some key points include:
- Communities of practice are groups of people who share a common interest or profession and work together informally to share knowledge.
- Successful communities require nurturing from leaders rather than control, as they are organic groups that form around shared interests.
- The purpose of communities is to enable sharing, learning, problem solving and innovation through collaboration.
- Technology may not always be necessary - the focus should be on facilitating interactions between people.
- Providing opportunities for member interaction like events, discussions, and celebrating outcomes can help build and engage a community.
Facilitating Online Interaction 4 Learning Resource SlidesNancy Wright White
This document summarizes a workshop on using community strategies for online learning. It discusses several topics:
1. The agenda for the workshop, which included forming goals, exercises, recaps and sharing resources.
2. An exercise where participants identified questions about using communities for online learning.
3. Different types of social learning communities and their purposes, structures, and how they evolve over time.
4. The importance of clearly defining a community's purpose and allowing its structure and activities to support that purpose.
5. Various activities that can be used in social learning communities to engage members, such as meetings, projects, expert support, and relationship building.
1. The document discusses using social tools like blogs and forums to support membership organizations and engage communities of practice.
2. It explores the theory behind online communities and facilitation techniques, and discusses piloting different social models and technologies within a membership organization.
3. Findings indicate that active facilitation is important for community flourishing, and that members had both concerns about transparency and pride in their organization for adopting new social technologies.
Facilitating Communities of Practice in the Network EraNancy Wright White
This is the set of slides used for the morning workshop on facilitating communities, along with two other sets of slides that might be useful later to participants, but which we did not conver/talk about. So be forewarned!
1. Communities of practice are groups of people who share a profession, interest or skill. They develop personally and professionally through sharing experiences and information.
2. Early research found that learning occurs through legitimate peripheral participation in communities. Members evolve from newcomers to experts through social participation.
3. Successful communities of practice have individual experts who share knowledge, strong social connections, motivation to share knowledge, and collaboration between members. They reduce learning curves and allow capturing tacit knowledge.
Social Media and International OrganizationsBeth Kanter
This document provides an overview of a course on networked international organizations taught by Beth Kanter at the Monterey Institute of International Studies. The course covers how international organizations can use networks, social media, and measurement to drive impact. It introduces concepts like networked mindsets for leadership, understanding social networks, and developing SMART social media strategies. Examples are provided of how organizations like the Red Cross use social listening and analytics to inform their work. The document outlines the agenda, assignments, and activities for the course to help participants apply the frameworks to their internships at international organizations.
This document summarizes a presentation about how nonprofits can use social media for social change by becoming a "networked nonprofit". It discusses three main themes: having a social culture where social media use is the norm, being transparent in sharing information both internally and externally, and keeping strategies and processes simple by leveraging existing networks. The presentation provides examples and advice on how to develop an effective social media strategy aligned with organizational goals that focuses on listening, engaging audiences, building relationships, integrating across channels, and using social media to bridge online and offline efforts. It emphasizes testing approaches and using metrics to learn what works best.
1. Communities of practice are groups of people who share a profession, interest or skill. They develop personally and professionally through sharing experiences and information.
2. Early research found that learning occurs through legitimate peripheral participation in a community. Members evolve from newcomers to experts through social participation.
3. Successful communities of practice have individuals who actively share information and experiences. They foster social interaction and collaboration to improve skills and productivity.
This document summarizes a presentation about using social media for nonprofits. The presentation covers three main themes: social culture, transparency, and simplicity. It discusses how nonprofits can build a culture where social media is the norm, be more transparent by sharing information both internally and externally, and leverage networks to do more with less. The presentation also provides tips for an effective social media strategy, including aligning social media with objectives, listening to audiences, engaging in conversations, building relationships, distributing content across channels, and testing strategies. The overall message is that nonprofits should approach social media like Thomas Edison invented the battery - through experimentation and iteration.
Technology has changed what it means for people to "Be Together." We'll explore a tool to help look at how your learning community chooses to be together. The tool can be used to map activities to possible technologies, to assess the current status of a community or used to imaging the community's trajectory going forward.
An online learning community allows for interaction between individuals with common interests to share and learn from each other. Members can take on different roles from passive participation to moderating discussions. Successful communities have a shared vision, core members to lead discussions, and opportunities for collaboration beyond just online discussions.
Communities of Practice: Conversations To CollaborationCollabor8now Ltd
What makes a successful Community of Practice?
This presentation looks at the key ingredients, with particular emphasis on the role of the community facilitator for building trust and cooperation, enabling conversations to become active collaboration and co-production.
This document discusses communities of practice and provides guidance on cultivating them. It defines communities of practice as groups of people who share a passion for something they know how to do and who regularly interact to improve at it. The document recommends conducting workshops to educate about communities of practice, establishing their place in an organization, and providing light support and infrastructure. It also provides a quick start-up guide that includes identifying potential communities, interviewing members, helping the community launch initial activities, and integrating it into the organization.
- The document discusses online communities and how to create successful online communities of practice for educators. It defines online communities and communities of practice.
- It provides guidelines for designing successful online communities, including establishing clear aims, focusing on member needs, fostering trust, and being willing to change and adapt the community over time.
- Examples are given of two online communities for Scottish educators called Deputes Together and Heads Together that aim to reduce isolation and provide resources and support.
Naava Frank: Learning Communities for Professionalcaje32
This document discusses learning communities and communities of practice (CoPs) as tools for professional development. It defines key aspects of CoPs, including that they are groups of professionals who systematically share expertise to improve their practice. The document then outlines three core processes that learning communities use: surfacing questions/needs, building connections, and eliciting tacit knowledge. Specific techniques are provided for each process.
This document summarizes a presentation about using social media for nonprofits. The presentation covers:
1) Defining a "networked nonprofit" as one that leverages relationships and partnerships through social media to address complex issues.
2) The importance of developing a social culture within the organization that is open to new ideas and not afraid of losing some control.
3) Developing an effective social media strategy by aligning efforts with objectives, listening to audiences, engaging in conversations, building relationships, integrating across channels, and learning through testing.
4) Examples of how specific nonprofits have successfully used social media for outreach, fundraising, and achieving their missions.
The document discusses using social media to enhance network effectiveness. It defines social media and outlines how it has grown significantly. It then discusses several key aspects to consider when using social media for a network, including understanding the network's objectives, audience, integrating social media with existing strategies, addressing potential cultural challenges, building capacity, choosing appropriate tools and tactics, measuring results, and experimenting with an iterative process.
University of Buffalo - School of Social Work - WorkshopBeth Kanter
The document summarizes a workshop on becoming a networked nonprofit. The workshop covered understanding where organizations are at in their digital maturity, developing a networked mindset, understanding and mapping networks, and identifying small action steps organizations can take to progress. Attendees participated in exercises like mapping their organizational networks and reflecting on their capacity to implement social media strategies incrementally. The goal was to provide ideas for organizations to take a step towards becoming more networked through open discussion and learning activities.
Similar a Communities, Networks and Engagement: Finding a Place for Action (20)
A few background slides on Liberating Structures (http://www.liberatingstructures.com) shared at the Melbourne Knowledge Management Leadership Forum on November 10, 2015
Slides and harvest from a webinar I facilitated for the Mid Atlantic Facilitators Network on February 7, 2104. This is a cleaned up version of the slides with the chat notes processed into the slides as a "harvest" of people's inputs and participation
Ignite Seattle May 2013 - My Mysterious Slides for a talk on LegaciesNancy Wright White
The document discusses plans for what someone is going to do on the 17th. It mentions @NancyWhite and includes a link to the website http://www.fullcirc.com, but provides no other context or details about the plans.
Slides for a virtual presentation I did on November 15th for the Benetec learning event. The audio for the last 10 minutes is here: https://www.youtube.com/watch?v=2eQJkYlmp_g (webinar software failure!)
This document discusses the art of graphic facilitation, which uses visuals like diagrams, drawings, and charts to organize thoughts and capture ideas. Graphic facilitation can help groups listen, share identities, and negotiate together. It supports methods like World Cafe, Open Space, and strategic planning. While traditionally used for in-person meetings, visual techniques can also enhance phone calls and online meetings by helping participants "see" each other. Images created during discussions can establish context and create memories to continue the experience.
Visual artifacts from our one day graphic facilitation workshop at KM Singapore, September 2012. Twelve great people, willing to let it all go and write on the walls!
This one-paragraph document provides information about sketchnotes created by Nancy White related to KM Singapore 2012. Nancy White created sketchnotes for KM Singapore 2012 and shared them online at her website http://www.fullcirc.com and on Twitter with her handle @NancyWhite.
This isn't what I thought it was: community in the network ageNancy Wright White
A narrated version can be found here: https://www.youtube.com/watch?v=YB82kbj-NXw This was a short remote presentation that was part of a panel at the CACUSS 12.0: Engaging Digital Citizens conference <http: /> in Vancouver BC, Canada.
Before and After slides from our live #change11 MOOC session -- whiteboard and chat intensive. I'm working on getting the chat transcript and will link it when it is available, as well as the recording
Quick sketchnotes I made during others' presentations. Hopefully I'll replace the crummy photos w/ scans for a few of the pictures. Lyon, France, October 26-28
Twittering or Frittering: assessing the value of a social media tool in your ...Nancy Wright White
This is the first draft - sharing for feedback. Slides are for a one hour webinar on social media tool evaluation and adoption practices, using Twitter as a case study.
Community of Practice Roles and Facilitation - Girl Scouts L&D Conference Res...Nancy Wright White
Resource slides from my workshop on Community Roles and Facilitation, Girl Scouts of America Leadership and Development Conference, July 2010, Edith Macy Center, NY
We, Me and the Network: Girl Scouts Leadership & Development Conf KeynoteNancy Wright White
The document discusses concepts around learning in networks, communities, and as individuals. It introduces the concepts of "me, we, and networks" to represent learning at the individual, community, and network levels. Key ideas that are explored include reciprocal apprenticeship, belonging, applying gifts, participation versus reification, togetherness versus separateness, and roles people take on like facilitators, community leaders, and network weavers. The document encourages reflection on how these concepts apply to contexts like Girl Scouting and how to foster learning across different levels.
The document discusses different types of online groups - communities, networks, and social teams. Communities are defined by common interests of large groups, while networks are based on pre-existing relationships between individuals. Social teams are collections of individuals working together online to achieve a shared goal, and can be massive in scale. The document also examines polarities in online groups around togetherness/separateness and individual/group, and different roles people take on like facilitators, leaders, and content creators.
IST Africa - Professional Development in a Network EraNancy Wright White
The document discusses the power of collaborative learning through online conferences and communities. It highlights how technology has changed the way people can collaborate by allowing participation from diverse backgrounds and locations. Online conferences offer new ways of connecting people that are more flexible and participatory compared to traditional face-to-face conferences. Participants can engage in discussions forums, live online meetings, and share knowledge through various participation levels like lurking or actively contributing. Connecting practitioners in online networks and communities allows for continued learning, support, and innovation at the boundaries of different knowledge domains.
Base slides for a workshop at the 17th Annual NW Dispute Resolution Conference” that will take place next Friday and Saturday, April 30 – May 1, 2010 at William H. Gates Hall, University of Washington School of Law. Note: these slides will probably make no sense on their own.
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HOW TO START UP A COMPANY A STEP-BY-STEP GUIDE.pdf46adnanshahzad
How to Start Up a Company: A Step-by-Step Guide Starting a company is an exciting adventure that combines creativity, strategy, and hard work. It can seem overwhelming at first, but with the right guidance, anyone can transform a great idea into a successful business. Let's dive into how to start up a company, from the initial spark of an idea to securing funding and launching your startup.
Introduction
Have you ever dreamed of turning your innovative idea into a thriving business? Starting a company involves numerous steps and decisions, but don't worry—we're here to help. Whether you're exploring how to start a startup company or wondering how to start up a small business, this guide will walk you through the process, step by step.
NIMA2024 | De toegevoegde waarde van DEI en ESG in campagnes | Nathalie Lam |...BBPMedia1
Nathalie zal delen hoe DEI en ESG een fundamentele rol kunnen spelen in je merkstrategie en je de juiste aansluiting kan creëren met je doelgroep. Door middel van voorbeelden en simpele handvatten toont ze hoe dit in jouw organisatie toegepast kan worden.
𝐔𝐧𝐯𝐞𝐢𝐥 𝐭𝐡𝐞 𝐅𝐮𝐭𝐮𝐫𝐞 𝐨𝐟 𝐄𝐧𝐞𝐫𝐠𝐲 𝐄𝐟𝐟𝐢𝐜𝐢𝐞𝐧𝐜𝐲 𝐰𝐢𝐭𝐡 𝐍𝐄𝐖𝐍𝐓𝐈𝐃𝐄’𝐬 𝐋𝐚𝐭𝐞𝐬𝐭 𝐎𝐟𝐟𝐞𝐫𝐢𝐧𝐠𝐬
Explore the details in our newly released product manual, which showcases NEWNTIDE's advanced heat pump technologies. Delve into our energy-efficient and eco-friendly solutions tailored for diverse global markets.
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The APCO Geopolitical Radar - Q3 2024 The Global Operating Environment for Bu...APCO
The Radar reflects input from APCO’s teams located around the world. It distils a host of interconnected events and trends into insights to inform operational and strategic decisions. Issues covered in this edition include:
How are Lilac French Bulldogs Beauty Charming the World and Capturing Hearts....Lacey Max
“After being the most listed dog breed in the United States for 31
years in a row, the Labrador Retriever has dropped to second place
in the American Kennel Club's annual survey of the country's most
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This PowerPoint compilation offers a comprehensive overview of 20 leading innovation management frameworks and methodologies, selected for their broad applicability across various industries and organizational contexts. These frameworks are valuable resources for a wide range of users, including business professionals, educators, and consultants.
Each framework is presented with visually engaging diagrams and templates, ensuring the content is both informative and appealing. While this compilation is thorough, please note that the slides are intended as supplementary resources and may not be sufficient for standalone instructional purposes.
This compilation is ideal for anyone looking to enhance their understanding of innovation management and drive meaningful change within their organization. Whether you aim to improve product development processes, enhance customer experiences, or drive digital transformation, these frameworks offer valuable insights and tools to help you achieve your goals.
INCLUDED FRAMEWORKS/MODELS:
1. Stanford’s Design Thinking
2. IDEO’s Human-Centered Design
3. Strategyzer’s Business Model Innovation
4. Lean Startup Methodology
5. Agile Innovation Framework
6. Doblin’s Ten Types of Innovation
7. McKinsey’s Three Horizons of Growth
8. Customer Journey Map
9. Christensen’s Disruptive Innovation Theory
10. Blue Ocean Strategy
11. Strategyn’s Jobs-To-Be-Done (JTBD) Framework with Job Map
12. Design Sprint Framework
13. The Double Diamond
14. Lean Six Sigma DMAIC
15. TRIZ Problem-Solving Framework
16. Edward de Bono’s Six Thinking Hats
17. Stage-Gate Model
18. Toyota’s Six Steps of Kaizen
19. Microsoft’s Digital Transformation Framework
20. Design for Six Sigma (DFSS)
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This presentation is a curated compilation of PowerPoint diagrams and templates designed to illustrate 20 different digital transformation frameworks and models. These frameworks are based on recent industry trends and best practices, ensuring that the content remains relevant and up-to-date.
Key highlights include Microsoft's Digital Transformation Framework, which focuses on driving innovation and efficiency, and McKinsey's Ten Guiding Principles, which provide strategic insights for successful digital transformation. Additionally, Forrester's framework emphasizes enhancing customer experiences and modernizing IT infrastructure, while IDC's MaturityScape helps assess and develop organizational digital maturity. MIT's framework explores cutting-edge strategies for achieving digital success.
These materials are perfect for enhancing your business or classroom presentations, offering visual aids to supplement your insights. Please note that while comprehensive, these slides are intended as supplementary resources and may not be complete for standalone instructional purposes.
Frameworks/Models included:
Microsoft’s Digital Transformation Framework
McKinsey’s Ten Guiding Principles of Digital Transformation
Forrester’s Digital Transformation Framework
IDC’s Digital Transformation MaturityScape
MIT’s Digital Transformation Framework
Gartner’s Digital Transformation Framework
Accenture’s Digital Strategy & Enterprise Frameworks
Deloitte’s Digital Industrial Transformation Framework
Capgemini’s Digital Transformation Framework
PwC’s Digital Transformation Framework
Cisco’s Digital Transformation Framework
Cognizant’s Digital Transformation Framework
DXC Technology’s Digital Transformation Framework
The BCG Strategy Palette
McKinsey’s Digital Transformation Framework
Digital Transformation Compass
Four Levels of Digital Maturity
Design Thinking Framework
Business Model Canvas
Customer Journey Map
Communities, Networks and Engagement: Finding a Place for Action
1. Communities, Networks and Engagement: Finding a Place for Action For the Leadership Learning Network, http://leadershiplearning.org/ October 2011 Nancy White – Full Circle Associates
25. Some Comparisons As long as interest remains Informal network Friends and acquaintances Collect & pass on information Mutual needs, friends hip As long as reason to connect exists Etienne Wenger 2003 Who belongs Purpose Cohesiveness Duration Formal Org. Hierarchical reporting To deliver a product or service Organizational goals Until next reorganization Project Team Management assigned To accomplish a specific task Project goals Until project is complete Community of Practice Voluntary, invited or self - selected Build & exchange knowledge Passion, identity, commitment
33. Most important? Iterative Improvements http://www.flickr.com/photos/exper/1477729345 /
34. Thanks! [email_address] More information: http://www.fullcirc.com and https://onlinefacilitation.wikispaces.com/
Notas del editor
We have so many online tools at our disposal to theoretically connect and activate engagement with others. But what happens when we say &quot;we're building an online community&quot; but few engage? When is it worth the work and effort? What are our options? And if we build it, what are some starting points to help us work towards successful engagement? Join us ( http://leadershiplearning.org/ ) as we explore our options and practices with Nancy White of Full Circle Associates ( http://www.fullcirc.com ). Nancy has been engaging in and facilitating online groups since 1996 - with her fair share of successes and failures. October 17 th 11-12 PDT (2-3 EDT)
It seems obvious that different stakeholders have different perspectives. Yet we often fail to take these into account as we design, manage and facilitate…
When designing, managing and facilitating online communities and networks, we have to be able to work from at least three perspectives: the sponsors and their strategic goals and objectives, community leaders and facilitators with their attention to process and relationships, and finally, the members with attention to what creates enough value to make participation worth their time and attention.
By sponsors, we most often mean someone in a leadership position in an organization, a department or division or an organization itself. Sometimes sponsors are simply people who want to see something happen. Sponsors need to know they are investing in the right things and that those things are being done well. Those responsible for communities and networks should have a clear agreement with sponsors on goals, resources that can be provided, clarity on what will be measured, evaluated and how, and clarity on what the sponsor wants to be informed on in an ongoing manner. These can, and often should be, modified over time. Creating them at the start provides clarity that helps all involved. The only time the sponsor perspective is not strongly represented is when a community is formed informally or intentionally “under the radar” to protect an emergent idea that may not be ready for full organizational exposure. Of course, there are risks to this approach, but many successful communities emerged, rather than being mandated from above.
Facilitators and community leaders are both key in making things happen in a community or network. Typically the facilitators have a clearly defined role, often supported in some way by their organization. Community leaders, on the other hand, are most often volunteers. Both play vital roles in a community and often they share a similar perspective. (However, when you go to a more detailed level of analysis, I’d split these apart!) Facilitators and leaders are task focused and thus value role and task definition. What should I be doing? How? By when. Sometimes this means training and support from more experienced facilitators. It means allocating time. One thing that is often missing for them is feedback on how they are doing and what value they are adding. This is critical for sustainability.
Finally, but most importantly, we have the member perspective. There is no community without the members. No network. Today people can participate in so many communities that their level of engagement is spread thin. So the most important question we have to ask – and keep asking – is the purpose of our community valuable and relevant to members? Are the activities worth the time and attention it takes members to participate? Once we have achieved relevance for them, what kind of engagement is needed to help the community fulfill its potential?
Each of these perspectives are critical. Sometimes they may be shared and sometimes contradictory. Sponsors may want members to do something they have no interest in doing. Facilitators may feel unappreciated by both sponsors and members. By being able to step back and consider each perspective, we are more likely to bring the shared desires to the forefront and minimize the disconnects.
I find it helpful to have an organizing framework…
It helps to have a framework and a language as we design, execute and evaluate our communities. This model comes from the communities of practice literature (Wenger, et al) and gives a nice three way view. We have “What we care about,” “WHO cares about it” and “What we do together around this thing we care about together!” Said more succinctly: who, what, how. Just a practical hint: all three of these “legs” change over time. The trick is not to have all three changing at the same time. That can be very destabilizing for a community!
It is critical we have a reason for convening a community. People are too busy and have too many communities they could potentially engaged in. So we are really competing for their time and attention. One early practical tip is to find out if there is an existing community that cares about what you care about and DON’T build your own. Communities take a lot of time, work and often resources. And “yet another” community may not be your best course of action. If there is no other appropriate community, then you can think more about your own. Some things to consider when thinking about the WHAT including ensuring it meets the needs of the three perspectives we discussed earlier. It has to be broad enough to attract a critical mass of people, but specific enough to really matter in their daily life or work. There is always that problem of the “mom and apple pie” (to borrow an American expression) purpose. “End world hunger.” No one can disagree, yet it is so broad, you don’t know where to start. TOO focused and you will exclude potentially interested people.
&quot;The great and glorious masterpiece of man is to know how to live to purpose.&quot; Montaigne What we care about, or what we often call “purpose” drives how people identify themselves with the community. This can be at the individual level, at one’s professional or organizational level. The significance here is the “WE” – this is not just about one person satisfying their interest with content, but a group of people caring about the “what” together enough to learn about it, to do something about it. Does your community purpose meet that “acid test.” Because this is important, lets look at a few more “What” or “Purpose” tips.
Can you easily communicate the purpose to a potential member in a line or two of text or conversation? Do they relate to it? Is it inviting, irresistible, compelling? This is part marketing, but also the way you filter IN the people you want. And sometimes keep OUT the people who you really don’t want to attract. So HOW you express the “What” or the purpose matters. What/Purpose also involves ownership. How much do you have to control this? How much can the members own and shape it over time? This is key to sustainability.
So you have the what. This drives the “who” – the people who care about the “what we care about.” There are two parts to this “who” – finding and encouraging people to participate and valuing and supporting the relationship BETWEEN the members. Online communities offer something more than content – we can find that in abundance across the internet. They offer us access to each other. So when we think about the who, it’s not just about “getting them in the door” but helping them get to know and relate to each other. This can be done through tools such as profiles and directories, but it also happens when we introduce ourselves in discussions and web meetings. When facilitators introduce people to each other … “hey, you are both working on XYZ…” The other really interesting part of this is as people join a community, it becomes a little part of their expression of their own identity. Shawn Callahan of Anecdote.au talks about the test of “I am a….” When people say “I’m a chocoholic.” “I’m a member of the Chocolate Lovers Community” it means they value their membership. It says something about what they are interested in and what is important to them. This ties very closely to the “what” we just talked about. See, the legs are tied together pretty strongly! When we get this intersection of who and what, people are much more likely to spend the time to engage. To relate. Like a great party, you want the right people “in the room,” and engaging with each other.
Finally, there is the action – what we do together around the thing we care about with each other. A nice shorthand is to think of this as the set of activities that support our purpose. This can be a broad range of things like web meetings, web based discussions, blogging together, writing something together on a wiki, teaching each other things, sharing case studies and stories, mentoring each other, inviting in new members, taking on specific roles, sharing great content. It is the stuff we do together. When designing, managing and facilitating, these activities are the building blocks of our work. We can see them across time as a calendar of activities. New communities really need to focus on specific, structured activities to get people engaged and invested. Informal or well established communities may generate much of this on their own. In fact, that is a great sign of success when the community becomes a hive of self-organized activity. There is an old saying, “if you build it they will come.” Well, they may drop by for a visit, but if there is nothing happening, they won’t stay and you will have an empty shell. There is a second layer of “what we do together” that is also important – how people apply what they learn out in the world, out in their work. In the end, WB communities are not there just to be there. They exist to support change in the world. So activities that help members share and reflect on how they apply what they learn can be crucial. Let’s look at a few examples.
In Wenger, White and Smith’s research of CoPs they noticed 9 general patterns of activities in a variety of communities. Most had a mix, but some were more prominent in every case. By looking at our communities from the perspective of its activities, we have a new way to observe, plan and evaluate. It also helps us realize there are more options available than most communities have time and attention to engage in. This helps us prioritize. Trying to do everything is rarely a strategic decision, especially in the early part of a community’s. life. If you dilute attention, people can fall away more easily. Image: Wenger, White and Smith, 2009 Meetings – in person or online gatherings with an agenda (i.e. monthly topic calls) Projects – interrelated tasks with specific outcomes or products (i.e. Identifying a new practice and refining it.) Access to expertise – learning from experienced practitioners (i.e. access to subject matter experts) Relationship – getting to know each other (i.e. the annual potluck dinner!) Context – private, internally-focused or serving an organization, or the wider world (i.e. what is kept within the community, what is shared with the wider world) Community cultivation – Recruiting, orienting and supporting members, growing the community (i.e. who made sure you’re the new person was invited in and met others?) Individual participation – enabling members to craft their own experience of the community (i.e. access material when and how you want it.) Content – a focus on capturing and publishing what the community learns and knows (i.e. a newsletter, publishing an article, etc.) Open ended conversation – conversations that continue to rise and fall over time without a specific goal (i.e. listserv or web forum, Twitter, etc.)
Here is an example drawn from the book “Red-Tails in Love: Pale Male’s Story -- A True Wildlife Drama in Central Park” by Marie Winn. Vintage Books, 2005 The book tells of a community of bird watchers in Central Park and exquisitely describes their practices. This is a predominantly face to face group that might use some social media, but not as their central way of interacting. They are a large, diverse group, but tightly geographically bound to Central Park in New York City. They might fill this spidergram differently than shown here, but this is just an example! But even an example can reveal hinking about activity orientations and how they can be a useful way to assess current state, plan and evaluate. You can find blank spidergrams here http://bit.ly/g7pIsm and http://bit.ly/ek5W50 Image: Wenger, White and Smith, 2007
When we look at the trajectories of some existing communities, we see a couple of useful patterns around STRATEGY.
Here are a few examples for comparison. There are MANY more! (In fact it would be fun to do some pattern work around this!) There is a major event or initiative and a community is set up around that event. There is a strong beginning, middle and end, clear target audience and a defined set of activities. These time-delimited communities can be very successful because people are more easily willing to commit for set action items within defined time ranges. They have a sense of their ability to say yes. These can be seeds for longer term communities if there is sufficient attention to relationship and evolving with and to member needs over time, or they may simply be ended and archived. Both are realistic strategies. Some communities started with a broad topic and a wide invitation to participants. This strategy often builds on the aggregation of content that might be useful in this topic area and people come, browse content and some interact. It is a way to build general interest and begin to affiliate with others interested in the topic. This strategy can be thought of as building or tapping into a network of people interested in something. Once established, there is a critical strategic choice to be made: continue to use resources to keep the information hub going (as a service) or begin to cultivate and weave relationships to move people from information browsing to some other kind of interaction. This might be identification of sub-communities of interest, attracting experts who might be willing to share their knowledge etc. The key thing about this approach is within about a year, there needs to be an assessment and decision about the next phase or you end up simply providing content. A third less common but very useful pattern is launching with small experiments and smaller numbers of members. This strategy is good for complex or emerging situations where you are not entirely sure of any of the three legs of the stool, but sense an opportunity for engaging people. You facilitate people designing and doing small community experiments with each other – generally time delimited with a clear beginning, middle and end. A useful practice is to do a mid point review and support changes and interations. At the end of the experiment, evaluate and then amplify what works and stop what isn’t working. This is a useful form for places of both uncertainty and where you want to foster both innovation and member ownership. Sponsor goals are looser and more flexible.
We can also think about strategy along a timeline. In the last slide we thought about three different design patterns. By looking at a community across time, we can see how we can utilize different design strategies depending on a community’s life cycle.
There are a variety of ways to look at design and structure. The bottom line is, when we have a way to look at and talk about our communities, we can do our work with more intentionality. So regardless of the framework , you adopt, it is useful to HAVE a framework. It helps us remember to think about strategy, implementation and reflection/evaluation. (This presentation does not go deeply into the latter – and probably should!)
We talked about the myth of “build it and they will come.” What the study of online community management has shown, what experienced practioners tell us time and time again is that facilitation is essential. Today, with the range of social media available, facilitation is a much more diverse practice. It used to be about facilitating discussion boards. It is no longer that simple. In financially tight times, it is tempting to think we don’t need people taking care of our communities. We need them. We can, however, prioritize what we do to make the most of that time. Reflecting back to some of the design options we just talked about, we can ask what types of facilitation they need – it can be diverse – and use that to help inform our decisions. Let’s look at a few aspects of community facilitation.
Facilitation means “to make easy.” Today as we interact THROUGH technology, with volumes of content, we are no longer talking just about the social aspects of human interaction. The role is really “roles!” For example, we can consider community leaders, network weavers and technology stewards. Community leaders are a more familiar role, helping defined groups achieve specific goals over a period of time. “Helping” may mean creating conditions, supporting the emergence of relationships or individual and/or group identity, managing, etc. Network weavers are a new role (See the work of June Holley et al at http://www.networkweaving.com/blog/) – “people who facilitate new connections and increase the quality of those connections.” In between community leaders and network weavers are technology stewards – they show up both in groups/communities AND networks. They help people participate using the technology, helping pick, configure and tweak that technology. In world with immense diversity and strong polarity, we need to engage independent and critical thinkers. With volume, we need people to curate content. And finally, we need simply “keeping things tidy enough to be coherent” – the moderators
Classical group facilitation has a clear role in facilitating online communities. We can and should use our offline knowledge of group facilitation in many contexts online. Working, learning and interacting online all reflect a continuum of processes, tools and experiences. In order to make it a bit easier to talk about, Michelle Moussou and I developed a model to talk about four main frameworks and 9 processes. Somewhat of an artificial construct – but it gives you something to “hang on to” to initiate discussions of how to facilitate online interaction. The inside is reflective of the content we are offering – how to facilitate online. But the frameworks on the outer ring may have broader applicability to learning environments and the inner processes can reflect the online learning experience. This is particularly true if you adopt a more facilitative vs. “teaching” approach. For example, if you want to use group projects as a learning tool, the issues of sociability, relationship and trust are worth exploring as groundwork to enable group work. Make sense? Here is a key idea to keep in mind: There is always a tension between control and emergence. Between what we intend as facilitators/teachers and what the participant brings to the table. Between individual and group. Between what works for one and what works OK for the larger group (learning styles, etc.). Between what we know and what we don’t know. Between the comfort of what we know, and the opportunity of what we don’t!
Classical facilitation also has a key assumption: there is a defined group of people. But with online opportunities, we are often working with much less defined and affiliated groups of people, asking us to consider facilitation from a network perspective. In open networks, people are less apt to build shared agreements, and conform to them. Power is distributed so people can skip around anything they don’t like, making it difficult to create a fully shared experience. If this is the reality, then we need to use the strengths of the open context, rather than let it be a barrier. ODI and many other organizations have been looking at how to effectively use networks. Value of networks: Enrique Mendazibal ODI working paper http://www.odi.org.uk/Rapid/Projects/PPA0103/Functions.html
So where does this lead us? How do we hold in our heads, let alone practice this thing we call “online community.” Let’s recap.
This is a complex, emergent environment. No single formula will serve a community ad infinitum, nor will every community conform to a single path. Plan, do, reflect, improve and go forward. And keep doing it.