Personal Blogs

Though some 16 days behind with the next block (or book) I feel on familiar ground having done H807: Innovations in e-learning; indeed the more I read, the more that B822 (Book 3) and H807 (Innovations in e-learning) appear extraordinarily complementary.

As so many are currently blogging about H807 (as required) I look forward to tracking the course from their notes, as well as mine from 2010.

I often said I would have liked to have done H807 again, in this way I can.

Repeating a theme I developed in H800 too of personal development planning (PDP) I see this NOT as repetition but rather as akin to a glider rising on a thermal, so although I am going over old ground, I am doing so at a greater height.

(Maybe I am now seeing too how a Masters Degree advances on the undergraduate degree and the PhD on the Masters).

According to Michael Kirton's Adaptor-Innovator

Theory 'Innovators do things differently' while 'Adaptors do things better'. Kirton (2003)

• Boeing 737 as an example of adaptation (continuous change)  over innnovation (discontinuous chsnge) which understandably risk averse managers would avert.

B822 Book 2 Activity 1.1

Can you think of examples from your experience to illustrate each of the following cells?

Radical innovation :

Product (including services): iPod, Dyson (as presented to the public), QWERTY keyboard, Sony Walkman, Xylaphone, distance learning utilising TV and Radio (the OU), lynk digital phoning through the computer vs analogue phones.

Process: women doing men's work during the First World War, a country switching from driving on the left to the right (Sweden?),

Incremental improvement

Product (including services): Dyson (as developed), tyres, road surfaces, car phones to mobile phones, less sugar and salt in processed foods, the M25, eBooks,  Virtual Learning Environments.

Process: Kaizan, Women in the Army, Navy and Airforce, Going Green, the rise of facism (retrospectively incremental demise), sorting recyclables and landfill, 
31 entries here containing QWERTY fail to find this, which is my blogged late grandfather's memoir:

'One day J.G. had my father carry this ‘Blick’ up from the car; it was a German typewriter. J.G. tried to show me how to use this Blickenfurentstater. It was a portable affair with a wooden case. The top row of letters began ZXKGB so it came in before QWEERTY when they had to slow the action down on account of the metal keys getting jammed if you typed too fast. I did all the typing after that, up until the First War. We started out by doing the letters with carbon copies. During the war they got girls in for the first time doing that job'.

Wherein I'd say lie two innovations as responses to the problem of keys jamming and of, ironically, lack of manpower.

It's invaluable to be doing some e-training as compared to e-learning.

The Olympics lend themselves to actions and activities; learning goes on in your head whilst training involves your body as well as your mind.

It worked.

I know stuff about the Olympics and Paralympics that I did not know before. I have got my head around the role of Gamesmakers and have bought into the positive, inclusive, inspirational approach.

A workbook, a CD and links to a website is standard training fair. Tell them what you are going to tell them; tell them, then tell them what you told them would sum it up.

But why change a format that works?

Seb Coe introduces then a series of vignettes and activities take you through loads of stuff, from background to specifics, using video here, click and view there as well as deeper engagement with a few Q&As too or typing up some ideas. It took me 90 minutes.

Already I have some of this knowledge effortlessly embedded.

Could you teach a degree or postgraduate degree in this way? Why do I imagine that learning design should be any more complicated?

Good execution, simple design, not too flash, or cheesy.

Done for the right price with a practical feel to it. In the past my involvement in such things was to go out and shoot the video, often with green screens and actors, helicopters and composed music, 3d graphics and interenational travel.

Noam Chomsky on the Purpose of Education

 

Average page views by month. Why not by week? Why not the daily figure. And how does viewing change during the day? (It's fairly obvious to get a fraction overnight compared to late afternoon and evenings when OU folk are online). As my tutor says repeatedly when it comes to marking a TMA he does not wanting to be asking himself 'so what?'

In WordPress you have a myriad of ways of understanding what is being read, how often and by whom. You know where people have come from, the search terms used and even what takes them away from your pages. And people leave comments, or subscribe or like.

Here you get a current no. of page views. Nothing else. No indication of which pages are being read.

 

This makes fascinating viewing.

The rhythm in a Tutor Group session on the MAODE. I doubt other courses get a fraction of this kind of activity. I also know tutor groups in H800 that are moribund by comparison, while others still get double the activity. It's down to the tutor, as well as the mix and ambition of the participants. It helps that many are 'digital residents' too, folk like me who are online for several hours a day in any case.

The most massive blended learning experience ever.

A gamesmaker pack, the website and however many thousands (6,000) are in Wembley Arena this afternoon for the next three hours. Training as a rock concert? Sounds cheesy but as I got on the train this morning I thought to myself 'doing my bit for the Nation'. Not just e-learning, but mega-learning, enormous and extraordinary learning.

Isn't it ironic that so many decades later the OU can be so successful with radio and iTunes, for example 'The Bottom Line' on Radio 4 is a BBC and OU Business Scool co-production with additional content after the transmission online and available to include in learning modules while the global success of The History of English in Ten Minutes' is a resource for all manner of 'e-tivities' (a Gilly Salmon term you will come to love, loathe or use). I've brought my late grandfather back to life in a podcast based on a recording madein 1992 wheen he was 96. I've been inteerviewing my father-in-law too for the same reasons.

In a moment of possible abject folly a conversation that spiralled into something else earlier this week prompted me to set up a discussion group 'Dead Persons Talking' (on Linkedin) and a website www.deadpersontalking.com.

A year ago I set up a Book of Condolences website which drew over 100 responses.

What struck me, on a personal level, is my love for a long gone grandfather and the desire to continue conversations with my late father too.

What if they were still around and could join discussions?

I feel I knew both well, indeed I interviewed my late grandfather at length, transcribed this and put it in the blog www.getjackback.wordpress.com

Let's see.

The idea is to open the blog www.deadpersontalking.com to many authors who may wish to come in.

On verra.

http://www.roberttwigger.com/how-to-write-and-get-published/

I know when my mood has swung toward the positive because I do this kind of thing. Having got a piece of writing done last night I ran off to Tesco to get the ingredients for a chocolate cake. Search 'chocolate cake' in this blog for the recipe from Nina Dunne.

Tomorrow I run a creative problem solving exercise with 7 colleagues : perhaps i should make that 8. I have 90 minutes. Not an afternoon or a weekend. How much can i fit in? Or should that be how simple should I keep it? Using techniques I have taken part in or even done? Or do try something else? I have to facilitate but am also the most informed when it comes to the problem and its context so how do I remain detached and in charge?

Interested in swimming? Interested in being a swimming teacher or coach? What about water-polo? Once again I am blogging about my poolside/teaching experiences in my swim teach / swim coach blog.

The Welly Man

(Named thus because I also used to instruct sailing and took to wearing sailing wellies poolside. They keep you feet dry, unlike trainers and are more comfortable than flip-flops. I was nicknamed 'the welly-boot man' by the young swimmers).

 

Fig 1. Creativity Problem Solving Precepts

Mindmap 7 From the OU MBA Module 'Creativity, Innovation & Change' (B822)

Discussed in Jonathan Vernon's Blog 'My Mind Bursts'

The term was coined in the late 1960s by someone born in 1919, (Ackoff) it isn't contemporary street speak, or even in Norman Mailer's words 'Beatnik'; rather, in this manifestation of the word it is the opposite of 'tame'.

(Ackoff might be 'messy problems' while I mean Rittell here)

Put it this way, a tame problem can be contained and tamed, like a lion in a cage.

• Chess is a tame problem. Science problems are tame too.
• But in the social sciences most issues are complex, hard to fix, shifting, and a lot of bother as they appear impossible to resolve and whatever you try impacts on the problem.

Like trying to catch water in a sieve?

• It is vital for me to understand that a problem is 'wicked' before I try to tackle the thing with a creative problem solving technique. Not meaning to be flippant, but I don't figure out a chess move by finger painting - though a mind-map or brainstorming might help?
• Or not?
• I am hopeless at chess because it doesn't respond to my intuitive approach to everything.

Is the problem 'messy'?

• Probably, if it requires finger painting, even Flipcharts and PostIt Notes.

Horst Rittel and Melvin Webber

Rittel and Webber's (1973) formulation of wicked problems specifies ten characteristics, perhaps best considered in the context of social policy planning.

According to Ritchey (2007) the ten characteristics are:

• There is no definitive formulation of a wicked problem (defining wicked problems is itself a wicked problem).
• Wicked problems have no stopping rule.
• Solutions to wicked problems are not true-or-false, but better or worse.
• There is no immediate and no ultimate test of a solution to a wicked problem.
• Every solution to a wicked problem is a "one-shot operation"; because there is no opportunity to learn by trial and error, every attempt counts significantly.
• Wicked problems do not have an enumerable (or an exhaustively describable) set of potential solutions, nor is there a well-described set of permissible operations that may be incorporated into the plan.
• Every wicked problem is essentially unique.
• Every wicked problem can be considered to be a symptom of another problem.
• The existence of a discrepancy representing a wicked problem can be explained in numerous ways. The choice of explanation determines the nature of the problem's resolution.
• The planner has no right to be wrong (planners are liable for the consequences of the actions they generate).

1. The solution depends on how the problem is framed and vice-versa (i.e. the problem definition depends on the solution)
2. Stakeholders have radically different world views and different frames for understanding the problem.
3. The constraints that the problem is subject to and the resources needed to solve it change over time.
4. The problem is never solved definitively

ABOVE FROM WIKIPEDIA 9FEB12 http://en.wikipedia.org/wiki/Wicked_problem

Messes and social messes

Russell L. Ackoff wrote about complex problems as messes: "Every problem interacts with other problems and is therefore part of a set of interrelated problems, a system of problems…. I choose to call such a system a mess." [19]

Extending Ackoff, Robert Horn says that "a Social Mess is a set of interrelated problems and other messes. Complexity—systems of systems—is among the factors that makes Social Messes so resistant to analysis and, more importantly, to resolution."

According to Horn, the defining characteristics of a social mess are:

Ackoff, Russell, "Systems, Messes, and Interactive Planning" Portions of Chapters I and 2 of Redesigning the Future. New York/London: Wiley, 1974.

1. No unique “correct” view of the problem;
2. Different views of the problem and contradictory solutions;
3. Most problems are connected to other problems;
4. Data are often uncertain or missing;
5. Multiple value conflicts;
6. Ideological and cultural constraints;
7. Political constraints;
8. Economic constraints;
9. Often a-logical or illogical or multi-valued thinking;
10. Numerous possible intervention points;
11. Consequences difficult to imagine;
12. Considerable uncertainty, ambiguity;
13. Great resistance to change; and,
14. Problem solver(s) out of contact with the problems and potential solutions.