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B822 Residential School

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Edited by Jonathan Vernon, Wednesday, 7 Mar 2012, 16:01

Group Fair Presentation

Elective 1

Getting to know each other
Offering something / wanting something
Group hum
Activities rushed

(people use their old picture of themselves before they look old)

"to socialise what's happening, exercise emotional intelligence, organise."


22 in a space for 100 

Divide by Facebook, active or very active.
Divide by part of the country (mostly midlands)
Divide by small or large,private or public companies.
Advice for TMA
Stick to your plan
Stick to the question
What gets you credit

MOSTLY small 1-25 people.  MUST do this and bring LinkedIn groups to the real world. TMA may use networking online to group solve a problem.

Elective 2

Vet and perceptions
Did I see the monkey or am I making the stuff up?
Zimmerman M 1989 The nervous system and the context e.g. David McAndless. individuals are different.
13 or B
Emotional biases
Hot states
Cold states "eddies and currents that steer us.”. Ben

How do you destroy the illusion?


The implication for creativity?

If you have different motivations you will see different tings.

Tagged with significance.
2002. A picture is worth a thousand lies.

"Humans are very good at knitting patterns from very little information." Ben 2011

Assumptions - light from the sun
Anchoring - last four digits of phone number and how many doctors are there in London.

Ley lines and Stonehenge and the same between Woolworths stores in the North East.

Same same but different. Thialand.
If everything's the same creativity is stifled. BEN
Ability to reflect.
Acquire - Analyse - Act

Pulled apart by:

Fundamental attribution
Confirmation bias
Focused on those in white at shirts bouncing a ball. Made it into a competition.
Definition Chaos
Physical state and nature or arousal Affects decision making e.g. Skiing.
MBA for grown ups.
We all have mini-models of how the world works.

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B822 Residential School : Facilitating Creative Thinking

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Edited by Jonathan Vernon, Wednesday, 7 Mar 2012, 16:05

Facilitating creative thinking

Imagery and metaphor
Group Fair
7 workshops
5 electives
General precepts
Specific techniques
Overall methodologies

To tackle concerns that really matter to you.
Reflecting on practice and networking
Understand what can inhibit creativity in a group
Self aware of how your own thinking may help or hinder
Creative problem solving (CPS) solves problems but splitting the process into a series of stages.


Exploration of and definition of the problem.
Open up: explore different angles. Clarification. Ask why? Repeatedly. Or the nub of the problem expressed as. 'how can we ...'
QQ for clarification only. 
Individuals write up an expression of the problem (as provocatively as they like). The client chooses one.
QQ redefined the problems using  what if ...  or a strange way of looking at this ... or it could be likened to ... or I wish that ... Close down: select key problem
N.B. use your skill in judging which technique is most appropriate for the problem as presented.


Alternative ways of dealing with the problem.
Generate ideas and plans
Open up: consider alternative ideas
Close down: select preferred option


Work out the implementation of the way forward
Open up: plan supporting action
Close down: undertake action


Open up: monitor progress
Close down: adapt action
Seems rigid, in practice it is more relaxed and iterative (like a squad session plan, then more intuitive and tailored. The mind is not like the body, and the outcomes are far less easy to define compared to the need to 'go faster for longer'.
Getting off the 'mental tramlines'.
VS premature evaluation
To see something from various perspectives
To force the mind to go beyond its usual assumptions

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NHS and Sitecore

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Edited by Jonathan Vernon, Tuesday, 13 Mar 2012, 13:15


NHS Direct use Sitecore to manage their content in order to help ensure that the right content is found by the person who needs it.

Content is at the centre of everything.

This means getting content produced by NHS Direct to the right audience hubs, though reversioned so that Google doesn't ignore it.
The Problem for NHS Direct is that people are unsure of the obline choices.

The solution was seen from a persona perspective the answer a combination of the 'Online health and symptom checker' that in a series of steps would get you either to:

  • Deal with it yourself
  • Visit a Pharmacy
  • Have a Webchat with a nurse
  • Or have a telphone Callback
  • Or Referred to GP

Various costs and the potential saving to the NHS were given from:

£219 to call out an ambulance £95 For a visit to A & E Or £32 to see your GP.

Whereas online you can be dealt with for £8-12

While with self analysis it is as little as .O5p

Sitecore Leverages content

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Are you in KAI terms an 'adapter' or an 'innovator?'

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Edited by Jonathan Vernon, Saturday, 3 Nov 2012, 12:50


There are two styles of decision making. (Kirton, 1976, 1977, 1980)

Adaptors ’stretch’ existing agreed definitions. They proceed within the established mores. Dominates management.

Innovators ’reconstruct’ the problem, they separate it, emerging with much less expected and probably less acceptable solutions.

'They are less concerned with 'doing things better' than with 'doing things differently'.

Across a population, Kirton and others have tens of thousands of people to go on from completed inventories to go on, there is a Normal curve of distribution (Kirton, 1977)

I am an innovator and somewhat out on the far edge of the scale. Does this render me and people I have met who are ’innovators’ unemployable? With certain teams, in certain orgsnisations we are incompatible unless you want us there to act as a catalyst, consultant or communicator.

Any problem goes through a series of stages:


  • Perception of the problem
  • Analysis of the problem
  • Analysis of the solution
  • Agreement to change
  • Delegation
  • Implementation for most was two/three years after the problem became apparent, whilst a few were tackled with the bare minimum of analysis. Objections were often only overcome (then collectively forgotten) as a result of some crisis. Rejection was often based on WHO was putting the idea forward.

Cf. P111

Disregard of convention when in pursuit of their own ideas has the effect of isolating innovators in a similar way to Roger's (1957) creative loners.

32-item inventory, theoretical range of 32-160 and a mean of 96.
Cultural innovativeness see Indian Women p114
Solutions sought within the structure by adaptors so nothing changes.

'Tolerance of the innovator is thinnest when adaptors feel under pressure from the need for imminent radical change.' Kirton (2011:115)

It is unlikely (as well as undesirable), that any organization is so monolithic in its structure and in the ’demands’ on its personnel that it produces a total conformity of personality types. P115

How an innovator or adaptor can be an agent of change where all around have a cognitive style alien to his own. Kirton (2011:117)


Kirton. M.J. (1984) Long Range Planning 17, 2, 137-43 in Henry.J. Creative Management & Development 3rd ed. pp109 (2011) Ch8 Adaptors and Innovators: why new initiatives get blocked. M.J.Kirton
Kirton.M.J.(1977) Manual of the Kirton Adaption-Innovation Inventory.
Rogers.C.R. (1957) Towards a theory of creativity. In H.H, Andersen. Creativity and its cuktivation. Harper.

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B822 Applied creative think for a creative industry

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Edited by Jonathan Vernon, Wednesday, 7 Mar 2012, 07:44
5.00am reading Book 3 Creativity, Innovation & the Organisation.

8.30am Doctor, My colestrol is too high. I have to take simvastatin and chane my diet.

9.00am Opticians

9.15am Barber

9.48 am Train to London

11.30am Picasso Exhibtion, Tate

1.00pm School of Communication Arts

5.20pm Leave having spent between 30-50 minutes with each six creative teams (art director and copywriter).

7.17pm Train Home.

10.00pm writing it up.
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It's the button I want here. One for my blog, another for everyone else. I believe in serendipity over Google.
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What does it take for an organisation to foster innovation?

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Edited by Jonathan Vernon, Wednesday, 7 Mar 2012, 19:18

I've got it down to five words, reduced from several week's reading:

  • Recognition
  • Realised
  • Rewarded
  • Routine
  • Retention

Those who come up with ideas are recognised for their input and achievement.

Their ideas are realised; they go into production or become reality.

Resistance to the idea and to change is overcome.

They receive reward which might be a bonus, or shares or promotion beyond a handshake and some time at the top table.

It is everyday, routine, part of the culture of the place not a bolt on fad like TQM and Quality Circles of the 1990s.

People stay in, they are retained because of the above and so go on to innovate again rather than for themselves or the competition.

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Dee Panger

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Driving 63 miles to a Tutorial yesterday morning I caught something about Dee Panger on Saturday Live BBC Radio 4.

I'd just be listening to a poem by Selina Godden on Spring, which was composed like a blog post from London to Winter.

There were inheritance tracks from the Speaker of the House of Commmons, John Bercow:

Ziggy Stardust : David Bowie

Peter Gabriel & Kate Bush




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B822 Book 3 Activity 5.3 Total Quality Management

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Edited by Jonathan Vernon, Wednesday, 7 Mar 2012, 17:38

Is Total Quality Management a liberating force for the people who work with it or is it intrinsically exploitative and if so why?

I've experienced huge successes and outright failure using TQM.

The success was in an organisation where the CEO was the champion, and though a UK company they embraced all the collegiate and collective brotherhood ethos that was a blend of US and Japan. It was a way of life, a permanent culture shift in which people were recognised for relevant achievements, rewarded, retained and given further responsibility.

In contrast, the other organisation were ticking boxes, the CEO was a distant, Eton educated Grenadier Guard who I never saw 'at the workface' it was an effort to find examples worth turning into short films (my job) and it was apparent that some were a fudge. It was being used by middle managers to secure their place at the expense of others.

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B822 : Book 3 : Creative Swiping pp74-75

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Edited by Jonathan Vernon, Thursday, 8 Mar 2012, 15:23

Over the course of a single working day, keep an eye out for examples of good practice wherever you may find them.

During a commute, reading a newspaper, magazine or journal, observing 'things' (tangible products) in action or experiencing some service delivery. 

How could any of these be adapted to suit your organisation?

Try and discover a good idea that could be adapted to suit your organisation from the experiences of as many of the following as you can:

A member of your family (at work or school or wherever)
A friend
A colleague
A supplier
A competitor
A customer

  • Tesco customer suggestions and response board
  • Free content on Facebook; pay for the piece of paper.
  • OMU plasticated wall for planning
  • Electronic sign in at Doctor's Surgery
  • Barcode entry to Gamesmaker Training
  • Rotating three lanes at swimming club so each in turn gets the attention of the coach.
  • Self-service check-out at WHSmith, Victoria Yo Sushi conveyor-belt food servings
  • Social Media Marketing eLearning from MMC learning

What has anyone else come across?

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Online vs face to face

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Edited by Jonathan Vernon, Wednesday, 7 Mar 2012, 17:41

I try to concentrate during a face to face tutorial but as a MAODE student who isn't supposed to ever meet anyone I constantly feel that doing this elective offers some vital insights and contrasts.

Face to face is very like the online equivalent ( or should that be the other way around? ) the 2 hours 30 I have spent today could have been an Elluminate Session, with breakout rooms combined with lots said in the Tutor Group Forum.

The advantage online, certainly with the forums, is to have everyone's thoughts and ideas as notes.

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Candle Power

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A power cut. I use the iPad as a torch to locate matches, have candles on the dining room table and the gas stove heating up water. I don't need to rummage around for a book as it is loaded into iBooks. I'll see where 3 hours reading and note taking gets me (Part 4 of Book 3 I hope) then off to Surrey and a tutorial. Although a came to an MBA module as an elective of the MAODE I may well do the entire MBA as for the fourth time I may be going down the route of setting up my own business.
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B822 : Book 3 : Notes

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Edited by Jonathan Vernon, Wednesday, 7 Mar 2012, 17:08

B822 Book 3

The best possible way to take on board all the design considerations is to involve all the affected parties right from the outset vs. institutionalised redesign.


Keep teams small  
Tolerate Failure  
Motivate the champions  
Stay close to the customer  
Share the wealth  
Don't kill the project

Mitchell (1989)

In Book 3 P45 Innovation in Practice

"Find the inventors and don't get in their way'. Theodore Rosevelt. Mitchell (1989.181)

"The public does not know what we can do .. Any amount of market research would not have told Sony what to do." Akio Morita (1988:188)


Mitchell, R. "Masters of innovation: how 3m keeps its products coming". 10th April 1989, Business Week. Also in Henry,J and Walker,D (eds) 1991b

Morita, A (1988) Made in Japan. Glasgow. Fontana  Nurturing and involving people.  Pfeffer (1994) p57 BK 3, Competitive Advantage through people. California Management Review. 36, 2 Winter. Also in Henry, J and Mayle, D (eds) 2002


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36 hour catch-up

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Edited by Jonathan Vernon, Wednesday, 7 Mar 2012, 17:42

Never one in the last two years to get behind I am now playing 36 hour catch-up.

I got through six hours of reading overnight, there's a tutorial tomorrow that must count for something, then another 6 on Sunday. Maybe a few hours on the train on Monday and perhaps another 6 on Tuesday, even Wednesday.

Next weekend I'm coaching Saturday then in London for a day of Gamesmaker Training ahead of the Olympics.

Can an EMA be written in transit?

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B822 : Book 3 : Contextual Uncertainty

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Edited by Jonathan Vernon, Thursday, 19 Apr 2012, 13:42

Do you share the view of a chaotic and uncertain future?

If both the content (course materials) and the means for interaction (social media) are available online for free where does that leave universities?

Why not get a job and study at the same time?

If the university 'infrastructure' is a software package too, what do you pay for?

Assessment and the qualification?

And whilst there are standards to meet to give out accredited qualifications who sets the price?

An accountancy course delivered entirely on Facebook for example, for free.

You pay for a qualificaton and only if you pass.

But what matters more, the piece of paper at the end or being able to apply the learning?

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B822 : Book 3 Activity 2.5 Radical Innovation

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Edited by Jonathan Vernon, Thursday, 19 Apr 2012, 14:01

Is there a large element of luck in radical innovation or is it directed by highly tuned intuition!

Is it the nature of radical innovations to be so far ahead of the market that market research can contribute nothing?

Can you think of an example from your experience that succeeded?

Can you think of another that failed?

With the benefit of hindsight could the success / failure be discerned at the time?

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B822 : Book 3 : Activity 2.4 Types of Innovation

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Edited by Jonathan Vernon, Thursday, 19 Apr 2012, 13:50

Think of examples of innovative practice in your workplace and decide where they might fit on Pearson's matrix.


Which type of innovation seems most vital to your organisation?

NOT exploratory like a pharmaceutical company doing R&S, whether big or baby bio.

PROBABLY development engineering in which, like Microsoft bringing out a new operating system, a new module takes years to realise.

NOT finding new ways to use old stuff, like for the most part 3m. Then again, reversioning content for the web, especially for social media is exactly what is going on. Like at the free accountancy course on Facebook.


Pearson. P48 Book 3 reference pearson a w 1991:22 managing innovation: an uncertainty reduction process.inHenry,J and Wakker, D. (eds) 1991b

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B822 Activity 1.5 Origins of Change

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Edited by Jonathan Vernon, Thursday, 23 Feb 2012, 13:00

Think back to new products or services you have experienced.

What was the stimulus for their creation.

Intermitten wipers. A better and safer driving experience in light rain.

Stoppers on skis. I can remind having a strap around the ankle, which would snap or come lose. You'd fall over and the ski would vanish. Safer for people who used to be hit by skis ... though you still lose a ski a deep snow.

Contact lenses. Vanity. No more glasses to fog up. Sport (especially swimming). A market.

Amazon. Thought I was saving money by not shopping on the High Street at Christmas only to spend far too much online. The new way of doing things.

PayPal. Convenience of online payments. A need.

iPad. Online 24/7 sad Tried tablets before and failed, this works.

Kindle. Using 'The Swim Drills Book' and showing young swimmers images on the Kindle by the side of the pool. Reading The Isles by Norman Davies and able to carry it about. I'd like an A4 size version.

Sony Alpha digital camera body. It takes Minolta lenses I bought 25 years ago. Brilliant.

Brushes: iPad App used by David Hockney for 'painting'. It works. Brings painting and drawing up to date alongside wordprocessing.










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B822 : Activity 1.2

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Edited by Jonathan Vernon, Thursday, 23 Feb 2012, 12:45

Can you think of examples of suboptimization as a result of cost? Where concentrating on one local cost saving has ultimately resulted in a considerable cost saving elsewhere ?

I can't think of any, can you?



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B822 : Book 3 : Activity 1.1

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Edited by Jonathan Vernon, Friday, 21 Feb 2014, 16:41

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.

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Creative Problem Solving Database

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Problem Solving Techniques Database
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Gamesmaker Training

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Edited by Jonathan Vernon, Wednesday, 22 Feb 2012, 11:12

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.

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(some of ...) My favourite blog posts (out of 15,000+)

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Edited by Jonathan Vernon, Thursday, 27 Feb 2014, 07:41

I've done an inadequate sweep of the 600+ entries here in order to select 7 entries and have it roughly down to these 27: If I do another sweep I'd find another 27 and be none the wiser. I have another blog with 16000+ entries and some 16 blogs. What interests me is what iWriter next.

I work in an Orchard Emotional intelligence means more ...

Email is a snowball

Is education a problem or a business opportunity?

Grayson Perry and Rose Tremain on creativity

Fingerspitzengefuegel How where and when do you learn?

152 blogs I try to keep an eye on

 E-learning is just like Chicken Masala

Life according to Anais Nin, Henry Miller and Samuel Pepys

100 novels personally recommended

12 Metaphors visualised to aid with the brilliance of blogging

Prensky and the concept of the Digital Native deserves to be lampooned

Love your memories in a blog

The Contents of my brain : a screenplay

We can't help to think in metaphors it's what makes us human

Maketh up a quote at ye beginning of thy book

Personal development planning as a thermal

What makes an e-learning forum tick?

Why Flickr on the Great War?

Social Media is knowledge sharing

Making sense of the complexities of e-learning

Social Learn (Like Open Learn but networked)

Twelve books that changed the world

Some thoughts on writing by Norman Mailer

Visualisation of the nurturing nature of education according to Vygotsky

Woe betide the Geordie linguist

Does mobile learning change everything?

The Digital Scholar. Martin Weller

The pain of writing and how the pain feeds the writing too

Digital Housekeeping and the Digital Brain

My heads like a hedgehog with its paws on a Van den Graff generator

Where's education in technical terms compared to the car?

My preference, having created an @random button for my original blog started in 1999 (and the first to do so) is to do exactly that: hit the 'enter@random' button 7 times and see where it takes me.

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Noam Chomsky on the Purpose of Education

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Noam Chomsky on the Purpose of Education


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In tutor mode as a mentor at the SCA

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Edited by Jonathan Vernon, Wednesday, 22 Feb 2012, 01:24
4 hours with students at my alma mater The School of Communications Arts whete I listen to six teams out of eight share their thinking on current and passed briefs on everything from Vogel's Bread and Nespresso by way of sodastream and tap water. Great that B822 had something to contribute when I was asked what to do if you get 'blocked'. Then a walk from Jonathan Street, Vauxhall to Tower Road, Covent Garden via Westminster and Trafalgar Square to network at a Skillset sponsored event where met Raj, Natasha and Lesley (as well as a producer freshly returned from Ravensbourne course on 3d).
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