<?xml version="1.0" encoding="UTF-16LE"?> <?xml-stylesheet type="text/xsl" media="screen" href="/~d/styles/rss2full.xsl"?><?xml-stylesheet type="text/css" media="screen" href="http://feeds.feedburner.com/~d/styles/itemcontent.css"?><rss xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:xsd="http://www.w3.org/2001/XMLSchema" xmlns:feedburner="http://rssnamespace.org/feedburner/ext/1.0" version="2.0"> <channel> <title>Open Leadership and Sociability</title> <link>http://www.futureofed.org/trend/Open-Leadership-and-Sociability.aspx</link> <description>Open collaborative platforms enable networked teams to self-organize and support ad hoc leaders. New connectivity tools support flexible, self-organizing networks. This new mode of collaboration sociability is best facilitated by building open platforms for leadership, which allow different team members to contribute when they deem most appropriate and effective. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Involve students in your professional learning community &lt;/li&gt; &lt;li&gt;Join or form a professional learning community, such as &lt;a href="http://www.classroom20.com/" class="jive-link-external-small" target="_blank"&gt;Classroom 2.0&lt;/a&gt;, to pursue ongoing professional development, support other educators, and organize with colleagues &lt;/li&gt; &lt;li&gt;Follow colleagues' activites and locations at &lt;a href="http://plazes.com/" class="jive-link-external-small" target="_blank"&gt;Plazes&lt;/a&gt; and &lt;a href="http://www.jaiku.com/" class="jive-link-external-small" target="_blank"&gt;Jaiku&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Contribute to or create a "citizen reporter" newspaper such as &lt;a href="http://english.ohmynews.com/" class="jive-link-external-small" target="_blank"&gt;OhMyNews&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Host an &lt;a href="https://www.collaborationjam.com/" class="jive-link-external-small" target="_blank"&gt;Innovation Jam&lt;/a&gt; to engage students and teachers in developing new ideas for learning &lt;/li&gt; &lt;/ol&gt; &lt;p style="margin-bottom: 0in"&gt;&lt;strong&gt;Chuck House, executive director of Media X, Stanford University's membership research program on media and technology, talks about the new skills needed for 21st century jobs.&lt;br /&gt; &lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;embed src="http://www.youtube.com/v/qSFuZDc-7yw&amp;amp;hl=en&amp;amp;fs=1&amp;amp&amp;showinfo=0;rel=0&amp;amp;border=1" width="445" height="364" type="application/x-shockwave-flash" allowfullscreen="true" wmode="transparent" allowscriptaccess="always" /&gt; </description> <name>Open Leadership and Sociability</name> <atom10:link xmlns:atom10="http://www.w3.org/2005/Atom" rel="self" type="application/rss+xml" href="http://feeds.feedburner.com/Open-Leadership-and-Sociability" /><feedburner:info uri="open-leadership-and-sociability" /><atom10:link xmlns:atom10="http://www.w3.org/2005/Atom" rel="hub" href="http://pubsubhubbub.appspot.com/" /><item> <title>Amplified Organization (Driver of Change)</title> <description>&lt;p&gt;&lt;strong&gt;Extended human capacity remakes the organization&lt;/strong&gt; &lt;br /&gt; &lt;br /&gt; Digital natives and technologies of cooperation are combining to create a generation of amplified individuals. These organizational  superheroes will remake organizational models through their highly social, collective, improvisational practices and their augmented human capacities. These new models will thrive in a world of social networks; information proliferation, transparency, and saturation; and rapid change. As digital natives enter learning professions, and as existing educators and students become amplified, their extended human capacities will challenge traditional ways of organizing learning and will amplify schools, districts, and other learning organizations. &lt;/p&gt; &lt;ul&gt; &lt;li&gt;How will amplified educators and organizations change the role of school in the broader community?  &lt;/li&gt; &lt;li&gt;What will the relationships between schools that are amplified and those that are not be like? &lt;/li&gt; &lt;/ul&gt; &lt;p&gt;&lt;strong&gt;More on This Topic&lt;/strong&gt;&lt;br /&gt; &lt;br /&gt; Amplified individuals - those who embrace social media applications, human performance augmentations, and collaborative practices - will remake the organization of the future. These individuals are &lt;strong&gt;highly social, collective, improvisational and augmented&lt;/strong&gt;.  &lt;br /&gt; &lt;br /&gt; They use &lt;strong&gt;social media tools&lt;/strong&gt; to reach out and expand their social networks. Applications such as Twitter and Plazes (microblogging applications that coordinate people, place and time), Facebook and other social networking sites make social connections visible.   De.li.cious and Flickr (social bookmarking and tagging) help amplified individuals filter information and share resources.  These individuals engage in &lt;strong&gt;collective practices to create shared resources&lt;/strong&gt; using wikis, and make sense of information with tools such as Digg or Reddit (platforms for prioritizing news and other articles on the basis of collective ratings). &lt;br /&gt; &lt;br /&gt; Amplified individuals also &lt;strong&gt;experiment and improvise solutions&lt;/strong&gt; using social media and online collaboration.  Virtual environments such as Second Life can serve as shared spaces for experimenting with roles or providing an ad hoc shared space for distributed teams.  They also &lt;strong&gt;use systems, tools, and hacks to enhance the human capacity - &lt;/strong&gt;their memory, attention, and ability to stay alert and focused.  Whether it is nutritional supplements and pharmaceuticals such as Modafinil (which increases alertness and focus) or peripheral devices such as the Chumby (which offloads data streams such as RSS news and blog feeds and instant messaging that can be potential distractions), amplified individuals look for aids to increase their human performance.&lt;/p&gt; &lt;p&gt;Together, these attributes &lt;strong&gt;enable several amplified organizational practices - &lt;/strong&gt;open leadership and sociability, beta building, collective sensemaking, and transliteracy - that support more flexible responses to change and stimulate innovation.  &lt;/p&gt; &lt;ul&gt; &lt;li&gt;&lt;strong&gt;Open collaborative platforms&lt;/strong&gt; enable distributed teams and loosely connected networks to self organize and form ad hoc structures to solve problems and implement strategies.  &lt;/li&gt; &lt;li&gt;By circulating resources openly and broadly through social networks, information tends to find the right people at the right place at the right time that allows &lt;strong&gt;ad hoc leaders&lt;/strong&gt; to emerge and apply relevant expertise more quickly.  &lt;/li&gt; &lt;li&gt;Such an open, flexible structure facilitates &lt;strong&gt;collective sensemaking - &lt;/strong&gt;a practice by which knowledge and expertise that may not have been visible can rise in response to critical issues. &lt;/li&gt; &lt;li&gt;Tools ranging from Plazes (a system that lets your social contacts know where you are, what you re doing and when) to Moodle (an open source courseware management system) allow knowledge workers, educators, learners to form their own &lt;strong&gt;smart mobs and self-led teams.  &lt;/strong&gt;&lt;/li&gt; &lt;li&gt;The transparency of these systems also helps support &lt;strong&gt;a culture of beta building - &lt;/strong&gt;rapid innovation, in which participants of a social network, distributed team, or smart mob can see information, offer critique, and help iterate solutions and strategies.  &lt;/li&gt; &lt;li&gt;Amplified organizations will be&lt;strong&gt; transliterate -&lt;/strong&gt; capable of communicating across multiple media in ways that use specific media platforms and non mediated, face-to-face interactions to develop effective and creative messages. &lt;/li&gt; &lt;/ul&gt; &lt;p&gt;&lt;em&gt;&lt;strong&gt;Implications for Learning&lt;br /&gt; &lt;/strong&gt;&lt;/em&gt;Educators adept at working with these tools and practices will self-organize around learning opportunities, share and remix learning resources, and adapt quickly to meet diverse learning needs.  &lt;/p&gt; &lt;ul&gt; &lt;li&gt;They will be able to adapt to &lt;strong&gt;change resource environments&lt;/strong&gt; and the uncertainties of learning deserts (geographies lacking immediate learning assets). &lt;/li&gt; &lt;li&gt;As educators collaborate with students using these practices, &lt;strong&gt;pedagogy becomes participatory - &lt;/strong&gt;students become necessary agents in crafting the learning process.  In many ways, amplified individuals, organizations and their practices are enabling pedagogies born in the early 20&lt;sup&gt;th&lt;/sup&gt; century that have not been able to find expression in the current educational system.  &lt;/li&gt; &lt;li&gt;Many educators venturing into the amplified world find that &lt;strong&gt;modes of learning using social and collaborative platforms are downright inspiring - &lt;/strong&gt;encouraging the reasons that they chose to teach.  Also, many educators are already engaging in these practices - developing innovative practices using Moodle, wikis, edu-blogging, Ning, and other open educational resources like OER Commons, Curriki, Teacher Tube, iPod University and a host of others.  They simply haven t found the structure or support in the current educational system to function fully.  &lt;/li&gt; &lt;li&gt;&lt;strong&gt;Educator literacy in social media&lt;/strong&gt; is a must in the next decade.  Social media provide ways to connect with today s students and release the collective creativity and intelligence of various learning agents globally.  However, education decision-makers must work to close not just the digital divide - access and familiarity with digital technologies - but also the participation gap - comfort engaging in a culture of contribution, connectivity, sharing, and massive collaboration. &lt;/li&gt; &lt;/ul&gt; &lt;p&gt;&lt;strong&gt;5 Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;ol&gt; &lt;li&gt;Join or form a professional learning community, such as &lt;a href="http://www.classroom20.com/" target="_blank"&gt;Classroom 2.0&lt;/a&gt;, to pursue ongoing professional development, support other educators, and organize with colleagues &lt;/li&gt; &lt;li&gt;Host an &lt;a href="https://www.collaborationjam.com/" target="_blank"&gt;Collaboration Jam &lt;/a&gt; to engage students and teachers to develop in developing new ideas for learning &lt;/li&gt; &lt;li&gt;Download courses from &lt;a href="http://itunes.stanford.edu/" target="_blank"&gt;Stanford University on iTunes&lt;/a&gt;, or &lt;a href="http://ocw.mit.edu/OcwWeb/web/home/home/index.htm" target="_blank"&gt;MIT OpenCourseWare&lt;/a&gt;, or other open access sites for use in your classrorom &lt;/li&gt; &lt;li&gt;Use data-driven decision-making to assess student learning as well as the effectiveness of learning agents in supporting them &lt;/li&gt; &lt;li&gt;When considering instructional technology, focus on how it can support connected, continuous, relevant, and adaptive learning &lt;/li&gt; &lt;/ol&gt;&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/DZEUBSUGdp8" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/DZEUBSUGdp8/Amplified-Organization.aspx</link> <feedburner:origLink>http://www.futureofed.org/driver/Amplified-Organization.aspx</feedburner:origLink></item> <item> <title>Transliteracy (Trend)</title> <description>&lt;p&gt;Effective communication depends on the ability to read, write, and interact across multiple media and social platforms. (provided by &lt;a href="http://www.transliteracy.com" target="_blank"&gt;www.transliteracy.com&lt;/a&gt;)&lt;/p&gt; &lt;ul&gt; &lt;li&gt;Podcasts &lt;/li&gt; &lt;li&gt;Digital video &lt;/li&gt; &lt;li&gt;Virtual Worlds &lt;/li&gt; &lt;li&gt;Microblogs &lt;/li&gt; &lt;li&gt;Wikis &lt;/li&gt; &lt;li&gt;Social Networking &lt;/li&gt; &lt;li&gt;Tagging &lt;/li&gt; &lt;/ul&gt; &lt;p&gt;In the emerging decade, ideas will migrate across multiple social media platforms: podcasts, digital video, virtual worlds, microblogs, wikis, social networking, tagging, etc. The amplified, transliterate organization will have the capacity to communicate across these platforms.&lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;ol&gt; &lt;li&gt;View or post a video around your lesson plan or around an educational component on &lt;a href="http://www.teachertube.com/" class="jive-link-external-small" target="_blank"&gt;TeacherTube&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Try e-learning for your own professional development &lt;/li&gt; &lt;li&gt;Learn how &lt;a href="http://transliteracies.english.ucsb.edu/category/research-project/definition-of-online-reading" class="jive-link-external-small" target="_blank"&gt;The Transliteracies Project&lt;/a&gt; is designing technology to improve the experience of reading for people of all backgrounds &lt;/li&gt; &lt;li&gt;Explore how archaeology and media can be used in your next class at &lt;a href="http://metamedia.stanford.edu/" class="jive-link-external-small"&gt;MetaMedia&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Download courses from &lt;a href="http://itunes.stanford.edu/" class="jive-link-external-small" target="_blank"&gt;Stanford University on iTunes&lt;/a&gt;, &lt;a href="http://ocw.mit.edu/OcwWeb/web/home/home/index.htm" class="jive-link-external-small" target="_blank"&gt;MIT OpenCourseWare&lt;/a&gt;, or another open access sites for use in your classrorom &lt;/li&gt; &lt;/ol&gt; &lt;p&gt;&lt;strong&gt;Chuck House, executive director of Media X, Stanford University's membership research program on media and technology, talks about the new skills needed for 21st century jobs. &lt;br /&gt; &lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;a href="&lt;object width=" height="364"&gt;&lt;/a&gt; &lt;p&gt;&lt;strong&gt;&lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;embed src="http://www.youtube.com/v/qSFuZDc-7yw&amp;amp;hl=en&amp;amp;fs=1&amp;amp;&amp;amp;showinfo=0;rel=0&amp;amp;border=1" width="445" height="364" type="application/x-shockwave-flash" allowfullscreen="true" wmode="transparent" allowscriptaccess="always" /&gt;&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/2vJl88KMLsU" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/2vJl88KMLsU/Transliteracy.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Transliteracy.aspx</feedburner:origLink></item> <item> <title>Beta Building (Trend)</title> <description>Transparency, collaboration, and rapid iteration create a beta culture displaying open critique and reflective practice. In a world of transparency and open contribution, collective creation and critique, and rapid iteration, &lt;i&gt;beta&lt;/i&gt; status (a stage of testing and refinement) is a norm. But in this world, &lt;i&gt;beta&lt;/i&gt; is fully functional, just open to improvement. &lt;i&gt;Beta&lt;/i&gt; building reflects both a mindset that any product or process can be improved, and the platforms that encourage input and enable revision. Organizations engaging in &lt;i&gt;beta&lt;/i&gt; building must be comfortable with open authorship making things transparent even when  incomplete  and participating in a community of contribution. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Focus on fostering imagination, creativity, thoughtfulness, and collaboration over providing training on specific technologies that will soon be outmoded &lt;/li&gt; &lt;li&gt;Be a citizen journalist by contributing to &lt;a href="http://www.nowpublic.com/" class="jive-link-external-small" target="_blank"&gt;NowPublic&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Create an internal wiki to collaborate within your organization with one of the tools listed at &lt;a href="http://www.wikimatrix.org/" class="jive-link-external-small" target="_blank"&gt;WikiMatrix&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Announce real-time organizational updates to the public using &lt;a href="http://www.twitter.com/" class="jive-link-external-small" target="_blank"&gt;Twitter&lt;/a&gt; or within your organization using &lt;a href="http://www.yammer.com/" class="jive-link-external-small" target="_blank"&gt;Yammer&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Adopt &lt;a href="http://en.wikipedia.org/wiki/Iterative_design" class="jive-link-external-small" target="_blank"&gt;iterative design&lt;/a&gt; principles throughout your organization &lt;/li&gt; &lt;/ol&gt; &lt;p style="margin-bottom: 0in"&gt; &lt;/p&gt; &lt;div class="watch-video-desc description"&gt;&lt;strong&gt;Henry Lowood, Curator for History of Science &amp;amp; Technology Collections at Stanford, and Henrik Bennetsen from the Stanford Humanities Lab speak on how virtual worlds and sharing of information can have a dramatic impact on education.&lt;/strong&gt; &lt;br /&gt; &lt;/div&gt; &lt;p style="margin-bottom: 0in"&gt;&lt;a href="&lt;object width=" height="364"&gt;&lt;/a&gt;&lt;/p&gt; &lt;embed src="http://www.youtube.com/v/2OHKi7_E7ok&amp;amp;hl=en&amp;amp;fs=1&amp;amp&amp;showinfo=0;rel=0&amp;amp;border=1" width="445" height="364" type="application/x-shockwave-flash" allowscriptaccess="always" wmode="transparent" allowfullscreen="true" /&gt;&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/a2j5k96_jm4" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/a2j5k96_jm4/Beta-Building.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Beta-Building.aspx</feedburner:origLink></item> <item> <title>Collective Sensemaking (Trend)</title> <description>Diverse and abundant data streams increase the need for organizations to tap collective intelligence. New tools and platforms can mobilize collective intelligence for gathering information, sorting through data streams, and aggregating input and interpretation. Knowledge and insights grow from collective contributions. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Use data-driven decision-making to assess student learning as well as the effectiveness of learning agents in supporting them &lt;/li&gt; &lt;li&gt;Contribute to the ranking of stories on &lt;a href="http://www.digg.com/" class="jive-link-external-small" target="_blank"&gt;Digg&lt;/a&gt; or &lt;a href="http://www.reddit.com/" class="jive-link-external-small" target="_blank"&gt;Reddit&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Install the &lt;a href="http://del.icio.us/" class="jive-link-external-small" target="_blank"&gt;Del.ico.us&lt;/a&gt; toolbar and start tagging articles and other work for your students or organization &lt;/li&gt; &lt;li&gt;Improve collaboration and innovation through multiplayer online games with &lt;a href="http://www.seriosity.com/" target="_blank"&gt;Seriosity&lt;/a&gt; &lt;/li&gt; &lt;/ol&gt;&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/VflYjsLd69Y" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/VflYjsLd69Y/Collective-Sensemaking.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Collective-Sensemaking.aspx</feedburner:origLink></item> <item> <title>Autoimmune Responses (Trend)</title> <description>Brittle hierarchies will continue to act in ways that seem institutionally rational but which further destabilize weak, inflexible systems. Faced with a score of bottom-up innovations, many traditional hierarchical education systems will adopt such autoimmune responses. These responses, usually acts of self-protection and risk-reduction, require immense resources and end up making the entire system less flexible. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;/strong&gt; &lt;ol&gt; &lt;li&gt;&lt;a href="http://www.openthefuture.com/2007/09/turning_the_body_against_itsel_1.html" target="_blank"&gt;Read Jamais Cascio's blog post &lt;/a&gt;and how "open source warfare" is affecting societies &lt;/li&gt; &lt;li&gt;Analyze how No Child Left Behind might be an auto-immune response &lt;/li&gt; &lt;li&gt;Start a discussion in your community about whether the banning of services such as &lt;a href="http://www.myspace.com/" target="_blank"&gt;MySpace&lt;/a&gt;, &lt;a href="http://www.facebook.com/" target="_blank"&gt;Facebook&lt;/a&gt;, &lt;a href="http://www.youtube.com/" target="_blank"&gt;YouTube&lt;/a&gt;, and &lt;a href="http://en.wikipedia.org/wiki/Short_message_service" target="_blank"&gt;SMS Text Messaging &lt;/a&gt;from schools is helpful or harmful to students &lt;/li&gt; &lt;/ol&gt; &lt;p&gt;&lt;strong&gt;Jamais Cascio, research affiliate at Institute for the Future and a blogger, talks about the responses we make to issues can often be more threatening than intended. &lt;br /&gt; &lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;p&gt; &lt;/p&gt; &lt;embed src="http://www.youtube.com/v/kIBMaoiboZ4&amp;amp;hl=en&amp;amp;fs=1&amp;amp&amp;showinfo=0;rel=0&amp;amp;border=1" width="445" height="364" type="application/x-shockwave-flash" allowscriptaccess="always" wmode="transparent" allowfullscreen="true" /&gt;&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/Bb_pjdVKOnU" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/Bb_pjdVKOnU/Autoimmune-Responses.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Autoimmune-Responses.aspx</feedburner:origLink></item> <item> <title>Learning Grids (Trend)</title> <description>Smart-networked resource providers and learning agents create lightweight, modular learning infrastructures. These distributed, decentralized education systems can expand easily, adapt to emerging education needs, and foster communication and coordination. What results are smart education grids, in which learning flows efficiently and synergistically.&lt;br /&gt;  &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Advocate reward structures that give teachers incentives for sharing and creating collective educational resources &lt;/li&gt; &lt;li&gt;Advocate for agile and smart school technical infrastructure that enables connections among all devices and has capacity to link to other schools &lt;/li&gt; &lt;li&gt;Establish educator-business partnerships to develop learning content &lt;/li&gt; &lt;li&gt;Find opportunities to make use of the range of material or the instructional model offered by the UK's &lt;a href="http://www.open.ac.uk/" class="jive-link-external-small" target="_blank"&gt;Open University&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Take a course from &lt;a href="http://ocw.mit.edu/OcwWeb/web/home/home/index.htm" class="jive-link-external-small" target="_blank"&gt;MIT OpenCourseWare&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Track South Africa's progress in its quest to create a nationwide &lt;a href="http://en.wikibooks.org/wiki/South_African_Curriculum" class="jive-link-external-small" target="_blank"&gt;open curriculum&lt;/a&gt; &lt;/li&gt; &lt;/ol&gt;&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/06nLYC9OEWs" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/06nLYC9OEWs/Learning-Grids.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Learning-Grids.aspx</feedburner:origLink></item> <item> <title>Shadow "Schools" (Trend)</title> <description>&lt;p&gt;Super-empowered, networked learning agents leverage the growing learning economy to enable provisional learning systems. These informal education systems operate alongside the public institution. These  shadow schools offer learning environments that are highly responsive to local education needs but are independent of the formal system. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;ol&gt; &lt;li&gt;Advocate reward structures that give teachers incentives for sharing and creating collective educational resources&lt;/li&gt; &lt;li&gt;Encourage teacher preparation institutions to move away from courses and toward issue- or project-based learning experiences that will help candidates prepare for future learning environments&lt;/li&gt; &lt;li&gt;Find some budget figures and success for &lt;a href="http://www.afterschoolnetwork.org/" class="jive-link-external-small" target="_blank"&gt;Afterschool Funding&lt;/a&gt; in California, and apply them to your city or region&lt;/li&gt; &lt;li&gt;Read about the origins of the &lt;a href="http://www.hole-in-the-wall.com/Beginnings.html" class="jive-link-external-small" target="_blank"&gt;Hole-in-the-Wall&lt;/a&gt; project and how children learned to use a computer on their own&lt;/li&gt; &lt;li&gt;Learn about &lt;a href="http://www.ted.com/index.php/talks/dave_eggers_makes_his_ted_prize_wish_once_upon_a_school.html" target="_blank"&gt;826 Valencia&lt;/a&gt;, a tutoring center that started with 12 tutors and grew to 1400 in one community &lt;/li&gt; &lt;/ol&gt;&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/jLlKwHkYvx8" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/jLlKwHkYvx8/Shadow-Schools.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Shadow-Schools.aspx</feedburner:origLink></item> <item> <title>Bio-Distress (Trend)</title> <description>&lt;p&gt;Threats to our biological, ecological, and built environments drain resources and demand coordinated responses.&lt;/p&gt; &lt;ul&gt; &lt;li&gt;Climate Change &lt;/li&gt; &lt;li&gt;Chronic Illness &lt;/li&gt; &lt;li&gt;Food Insecurity &lt;/li&gt; &lt;li&gt;Toxic Materials &lt;/li&gt; &lt;li&gt;Urbanization &lt;/li&gt; &lt;li&gt;Pandemics &lt;/li&gt; &lt;li&gt;Pollution &lt;/li&gt; &lt;/ul&gt; &lt;p&gt;Such threats pose complex challenges for schools and communities. The primary and secondary effects of climate change are disrupting the basic systems we rely upon. Unsustainable development and industrial processing are harming our bodies. Rising chronic illness requires new management strategies. Altogether, these forces are creating a feral environment.&lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;/strong&gt;&lt;/p&gt; &lt;ol&gt; &lt;li&gt;Join a group for advocating children's health or environmental safety in schools, such as the &lt;a href="http://www.healthyschools.org/" target="_blank"&gt;Healthy Schools Network&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Learn about how &lt;a href="http://www.worldtribune.com/worldtribune/WTARC/2008/me_iran0128_05_13.asp" target="_blank"&gt;Ug99&lt;/a&gt; is killing wheat plants across the world &lt;/li&gt; &lt;li&gt;Explore ten &lt;a href="http://www.ecoliteracy.org/education/exemplars.html" target="_blank"&gt;key strategies &lt;/a&gt;to prevent obesity at schools &lt;/li&gt; &lt;/ol&gt; &lt;p style="margin-bottom: 0in"&gt; &lt;/p&gt;&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/Qg_zr84FYWA" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/Qg_zr84FYWA/Bio-Distress.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Bio-Distress.aspx</feedburner:origLink></item> <item> <title>Educitizens (Trend)</title> <description>Students and families affiliate around educational needs and claim rights as learners. As families assume more responsibility for education, people identify around specific educational needs, values, and strategies. This array of affiliations is fostering different senses of rights and responsibilities as learners, and many are acting in the civic sphere not just the political to create quality learning experiences. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Read and subscribe to the &lt;a href="http://students2oh.org/" class="jive-link-external-small" target="_blank"&gt;Students 2.0&lt;/a&gt; blog&lt;/li&gt; &lt;li&gt;Run for public office or communicate with public officials about the purpose and meaning of public education&lt;/li&gt; &lt;li&gt;Network with people in other professional learning communities to share ideas about encouraging collaboration and system change&lt;/li&gt; &lt;li&gt;Read Chapter 8 of &lt;a href="http://www.herecomeseverybody.org/" class="jive-link-external-small" target="_blank"&gt;Here Comes Everybody&lt;/a&gt; by Clay Shirky&lt;/li&gt; &lt;li&gt;Host a &lt;a href="http://nyra.meetup.com/" class="jive-link-external-small" target="_blank"&gt;Meetup for Youth Rights&lt;/a&gt;&lt;/li&gt; &lt;/ol&gt;&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/iYVsMJEQV2I" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/iYVsMJEQV2I/Educitizens.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Educitizens.aspx</feedburner:origLink></item> <item> <title>New Civic Literacies (Trend)</title> <description>Participatory media and digital natives bring transparency and collective action to the civic sphere. People who are accustomed to the world of participatory media, user-generated content, and smart networking bring a powerful voice to the civic sphere. Using new tools, people will act collectively, whether joining in  netroot (i.e. Internet enabled grassroots) political campaigns, working together to solve social issues, or forcing transparency into civic processes. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Learn from &lt;a href="http://www.futuremelbourne.com.au/wiki/view/FMPlan" class="jive-link-external-small" target="_blank"&gt;FutureMelbourne&lt;/a&gt; and how citizens there are preparing their city for the future &lt;/li&gt; &lt;li&gt;Check up on politicians or legislation with one of the projects run by the &lt;a href="http://www.sunlightfoundation.com/" class="jive-link-external-small" target="_blank"&gt;Sunlight Foundation&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Explore how &lt;a href="http://www.microsociety.org/" class="jive-link-external-small" target="_blank"&gt;MicroSociety&lt;/a&gt; brings real life to learning &lt;/li&gt; &lt;li&gt;Search the &lt;a href="http://search.twitter.com/" class="jive-link-external-small" target="_blank"&gt;twitterstream&lt;/a&gt; for conversations about a current events &lt;/li&gt; &lt;/ol&gt; &lt;strong&gt; &lt;p style="margin-bottom: 0in"&gt;David Nordfors, who runs the innovation journalism program at Stanford, stays studens are moving towards a journalisatic method of learning - finding knowledge, assesing it, and then connecting the dots to build a story.&lt;/p&gt; &lt;/strong&gt; &lt;p style="margin-bottom: 0in"&gt; &lt;/p&gt; &lt;embed src="http://www.youtube.com/v/uoE-tCurDNY&amp;amp;hl=en&amp;amp;fs=1&amp;amp&amp;showinfo=0;rel=0&amp;amp;border=1" width="445" height="364" type="application/x-shockwave-flash" allowscriptaccess="always" wmode="transparent" allowfullscreen="true" /&gt;&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/6n6zuZUfW9c" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/6n6zuZUfW9c/New-Civic-Literacies.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/New-Civic-Literacies.aspx</feedburner:origLink></item> <item> <title>Personal Learning Ecologies (Trend)</title> <description>Families look outside the traditional  system to create ecologies of learning experiences. Families will leverage the emerging learning economy to cultivate their own ecologies of learning resources. School will be part of this ecology, but it will play different roles for different families, and it won t be the only player in the wider learning ecosystem. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Provide coaches to help students select appropriate learning experiences &lt;/li&gt; &lt;li&gt;Create a network in your community like the &lt;a href="http://parents.berkeley.edu/" class="jive-link-external-small" target="_blank"&gt;Berkeley Parents Network&lt;/a&gt; and read this &lt;a href="http://www.sfgate.com/cgi-bin/article.cgi?file=/c/a/2005/07/24/CMGGJDDL2D1.DTL&amp;amp;type=printable" class="jive-link-external-small" target="_blank"&gt;article&lt;/a&gt; about it &lt;/li&gt; &lt;li&gt;Learn more about homeschooling options: &lt;ul&gt; &lt;li&gt;Jon s Homeschool Resources - &lt;a href="http://www.midnightbeach.com/hs/" class="jive-link-external-small" target="_blank"&gt;www.midnightbeach.com/hs/&lt;/a&gt; &lt;/li&gt; &lt;li&gt;The Homeschool Mom - &lt;a href="http://www.thehomeschoolmom.com/" class="jive-link-external-small" target="_blank"&gt;www.thehomeschoolmom.com/&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Homeschool Central - &lt;a href="http://www.homeschoolcentral.com/" class="jive-link-external-small" target="_blank"&gt;www.homeschoolcentral.com/&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Homeschool Resource Center - &lt;a href="http://www.hsrc.com/" class="jive-link-external-small" target="_blank"&gt;www.hsrc.com/&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Muslim Homeschool Network - &lt;a href="http://www.muslimhomeschool.com/" class="jive-link-external-small" target="_blank"&gt;www.muslimhomeschool.com/&lt;/a&gt; &lt;/li&gt; &lt;/ul&gt; &lt;/li&gt; &lt;li&gt;Let parents and students know about the summer camp directory at &lt;a href="http://mysummercamps.com/" class="jive-link-external-small" target="_blank"&gt;mysummercamps.com&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Explore how &lt;a href="http://www.educationalconsulting.org/" class="jive-link-external-small" target="_blank"&gt;Independent Educational Consultants&lt;/a&gt; can help families find the right opportunity for children in college, grad school, or special programs &lt;/li&gt; &lt;/ol&gt; &lt;p style="margin-bottom: 0in"&gt;&lt;strong&gt;Tom Munneke, who turned a shed in his backyard into a science laboratory for kids, says that one way to add excitement and enthusiasm to education is to have adults and peers do more teaching. &lt;br /&gt; &lt;br /&gt; &lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;a href="&lt;object width=" height="364"&gt;&lt;/a&gt;&lt;a href="&lt;object width=" height="364"&gt;&lt;/a&gt;&lt;embed src="http://www.youtube.com/v/cfXCsl2NbFE&amp;amp;hl=en&amp;amp;fs=1&amp;amp&amp;showinfo=0;rel=0&amp;amp;border=1" width="445" height="364" type="application/x-shockwave-flash" allowfullscreen="true" wmode="transparent" allowscriptaccess="always" /&gt;&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/4Ur6ubFTxlo" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/4Ur6ubFTxlo/Personal-Learning-Ecologies.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Personal-Learning-Ecologies.aspx</feedburner:origLink></item> <item> <title>Networked Artisans (Trend)</title> <description>Solo inventors, tinkerers, and craftsmen form networks to collaborate and celebrate their creations. Connected, they can iterate and innovate rapidly, and they re often driven much more by shared excitement than by financial rewards. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Have your next learning project featured at &lt;a href="http://makerfaire.com/" class="jive-link-external-small" target="_blank"&gt;Maker Faire&lt;/a&gt;&lt;/li&gt; &lt;li&gt;Find ideas for your next project at &lt;a href="http://www.evilmadscientist.com/" class="jive-link-external-small" target="_blank"&gt;Evil Mad Scientist Laboratories&lt;/a&gt; or on &lt;a href="http://www.instructables.com/" class="jive-link-external-small" target="_blank"&gt;Instructables&lt;/a&gt;; build it and then teach someone else how&lt;/li&gt; &lt;li&gt;Join your local &lt;a href="http://www.freecycle.org/" class="jive-link-external-small" target="_blank"&gt;Freecycle Network&lt;/a&gt; to exchange things for free in your area&lt;/li&gt; &lt;li&gt;Trade something you don't need any more for something you want on &lt;a href="http://www.swapthing.com/" class="jive-link-external-small" target="_blank"&gt;Swapthing&lt;/a&gt;&lt;/li&gt; &lt;/ol&gt; &lt;p style="margin-bottom: 0in"&gt;&lt;strong&gt;Diane Demee-Benoit, previously with the George Lucas Foundation, notes how open-source programs and products are changing the economy, and by engaging the collective wisdom of others we have the opportunity to create new services for others.&lt;/strong&gt;&lt;/p&gt; &lt;embed src="http://www.youtube.com/v/CCclMnFNCLo&amp;amp;hl=en&amp;amp;fs=1&amp;amp;rel=0&amp;amp;border=1" width="445" height="364" type="application/x-shockwave-flash" wmode="transparent" allowfullscreen="true" allowscriptaccess="always" /&gt;&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/nVhgq48hNLQ" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/nVhgq48hNLQ/Networked-Artisans.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Networked-Artisans.aspx</feedburner:origLink></item> <item> <title>DOsomething.org (Signal)</title> <description>DOsomething.org is an internet site that allows teens to investigate how to get involved with, and do something about, a variety of causes in a variety of ways.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/jM_W5KEB38s" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/jM_W5KEB38s/DOsomethingorg.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/DOsomethingorg.aspx</feedburner:origLink></item> <item> <title>Elgg (Signal)</title> <description>Elgg is also a social networking platform.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/bl3me6bVRck" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/bl3me6bVRck/Elgg.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Elgg.aspx</feedburner:origLink></item> <item> <title>Ning (Signal)</title> <description>Ning is a platform for anyone to create a social network on any topic.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/HS5FlwG9yy4" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/HS5FlwG9yy4/Ning.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Ning.aspx</feedburner:origLink></item> <item> <title>Jaiku (Signal)</title> <description>Microblogging from a cell phone lets friends connect, locate, and meet. This enables dynamic, ad hoc collaboration and gathering.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/6tB8EqaDPdw" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/6tB8EqaDPdw/Jaiku.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Jaiku.aspx</feedburner:origLink></item> <item> <title>Plazes (Signal)</title> <description>Plazes, recently sold to Nokia, is a location-based social networking tool. It allows users to broadcast their location to trusted friends, find friends nearby, and see what is going on wherever they are. It works with other platforms such as FaceBook.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/YqJmfeTkByQ" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/YqJmfeTkByQ/Plazes.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Plazes.aspx</feedburner:origLink></item> <item> <title>Education Sousveyor (Learning Agent)</title> <description>Education sousveyors will keep the learning process transparent and will stimulate public discussion around it. Through mechanisms such as blog posts, pictures, podcasts, and videos, they will keep learning on the forefront of stakeholders minds.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/bzFYjEUDE-k" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/bzFYjEUDE-k/Education-Sousveyor.aspx</link> <feedburner:origLink>http://www.futureofed.org/learningagent/Education-Sousveyor.aspx</feedburner:origLink></item> <item> <title>Learning Partner (Learning Agent)</title> <description>Students who test for compatible personalities but who have different cognitive strengths will be matched to support each other throughout the year, maintaining a constant thread amid shifting peer relationships.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/WNSWts5tM8M" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/WNSWts5tM8M/Learning-Partner.aspx</link> <feedburner:origLink>http://www.futureofed.org/learningagent/Learning-Partner.aspx</feedburner:origLink></item> <item> <title>Social Capital Platform Developer (Learning Agent)</title> <description>Social capital platform developers will link the social capital infrastructure to teaching and learning practices and outcomes. They will use tracking programs to provide an accounting of people s contributions to open education resources and collaborative processes.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/CzbA90bj7PQ" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/CzbA90bj7PQ/Social-Capital-Platform-Developer.aspx</link> <feedburner:origLink>http://www.futureofed.org/learningagent/Social-Capital-Platform-Developer.aspx</feedburner:origLink></item> <item> <title>NCTAF Policy Brief About Cross-Generational Learning Teams (Resource)</title> <description>This policy brief from the National Commission on Teaching and America's Future describes the collaborative potential of cross-generational learning teams, with examples of how some states are beginning to explore new structures for involving teams of adults with different backgrounds in learning.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/nl6DGutz7To" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/nl6DGutz7To/NCTAF-Policy-Brief-About-Cross-Generational-Learning-Teams.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/NCTAF-Policy-Brief-About-Cross-Generational-Learning-Teams.aspx</feedburner:origLink></item> <item> <title>Learning to Change, Changing to Learn: Global Lessons (Resource)</title> <description>As part of the Future of Education Interview Series, Keith Krueger, CEO of the Consortium for School Networking, spoke about global research on the effectiveness of technology in education, and the strong collaborative leadership and clear vision and commitment to quality professional development.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/57g22yA8Hm8" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/57g22yA8Hm8/Learning-to-Change2c-Changing-to-Learn-Global-Lessons.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Learning-to-Change2c-Changing-to-Learn-Global-Lessons.aspx</feedburner:origLink></item> <item> <title>Modernizing Teaching Tools and Processes (Resource)</title> <description>This paper explores participants' perspectives from a convening hosted by KnowledgeWorks Foundation on the topic of "Modernizing Teaching Tools and Processes." In hosting this convening, KnowledgeWorks Foundation hoped to: 1) Examine how a variety of technologies are being used to meet the needs of today's learners, 2)Examine how technology can transform teaching and learning, 3) Identify the types of learning experiences our students need today and into the future, and 4) Identify programs, projects, and policies that can support learning experiences of the future.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/rZa7mI8Rpog" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/rZa7mI8Rpog/Modernizing-Teaching-Tools-and-Processes.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Modernizing-Teaching-Tools-and-Processes.aspx</feedburner:origLink></item> <item> <title>Developing Transformative Professional Learning Communities (Resource)</title> <description>This paper explores participants perspectives from a convening hosted by KnowledgeWorks Foundation on the topic of  Creating Transformative Professional Learning Communities. In hosting this convening, KnowledgeWorks Foundation hoped to: 1) Learn more about strategies for developing professional learning communities, 2) Begin developing a vision for professional learning communities of the future and how they can help expand current thinking around school reform, and 3) Examine what stakeholders, including philanthropy, can do to move toward such a future.&lt;br /&gt;&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/Wc3Fbrkhtpk" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/Wc3Fbrkhtpk/Developing-Transformative-Professional-Learning-Communities.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Developing-Transformative-Professional-Learning-Communities.aspx</feedburner:origLink></item> <item> <title>Chuck House speaks on workforce skills needed for 21st century jobs (Resource)</title> <description>Chuck House, executive director of Media X, Stanford University's membership research program on media and technology, talks about the new skills needed for 21st century jobs.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/Ib-bNpTLdAc" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/Ib-bNpTLdAc/Chuck-House-speaks-on-workforce-skills-needed-for-21st-century-jobs.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Chuck-House-speaks-on-workforce-skills-needed-for-21st-century-jobs.aspx</feedburner:origLink></item> <item> <title>Henry Lowood and Henrik Bennetsen speak on how technology can improve the human condition (Resource)</title> <description>Henry Lowood, Curator for History of Science &amp;amp; Technology Collections at Stanford, and Henrik Bennetsen from the Stanford Humanities Lab speak on how virtual worlds and sharing of information can have a dramatic impact on education.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/CyMxsjLKWd8" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/CyMxsjLKWd8/Henry-Lowood-and-Henrik-Bennetsen-speak-on-how-technology-can-improve-the-human-condition.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Henry-Lowood-and-Henrik-Bennetsen-speak-on-how-technology-can-improve-the-human-condition.aspx</feedburner:origLink></item> <item> <title>Future of Education Community (Resource)</title> <description>This community is devoted to providing an opportunity for those who care about education to share their voices and ideas with others. It's a place for thoughtful discussion on an incredibly important topic.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/WTx4ZblAkvw" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/WTx4ZblAkvw/Future-of-Education-Community.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Future-of-Education-Community.aspx</feedburner:origLink></item> <item> <title>The Strength Of Weak Ties: A Network Theory Revisited (Resource)</title> <description>An excerpt from an article written by Mark Grannovetter in 1983 entitled From Mark Granovetter s  The Strength Of Weak Ties: A Network Theory Revisited [Sociological Theory, Volume 1 (1983), 201-233.] posted on Scott Granneman s blog.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/gafTtDaWRQ8" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/gafTtDaWRQ8/The-Strength-Of-Weak-Ties-A-Network-Theory-Revisited.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/The-Strength-Of-Weak-Ties-A-Network-Theory-Revisited.aspx</feedburner:origLink></item> <item> <title>New Civic Literacies (Resource)</title> <description>Howard Rheingold blogs about the on-line community s objections to the filing for a patent by Blackboard.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/iEx7-ayPHTM" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/iEx7-ayPHTM/New-Civic-Literacies.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/New-Civic-Literacies.aspx</feedburner:origLink></item> <item> <title>Benefits of Group Problem Solving and Decision-Making (Resource)</title> <description>A compilation of resources on group problem-solving and decision making by Carter McNamara for managementhelp.org.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/kcfGa_2tHP0" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/kcfGa_2tHP0/Benefits-of-Group-Problem-Solving-and-Decision-Making.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Benefits-of-Group-Problem-Solving-and-Decision-Making.aspx</feedburner:origLink></item> <item> <title>Start a Viral Political Campaign on YouTube (Resource)</title> <description>Want to create a social movement yourself? Here are some helpful how-to's starting with only you and youtube...&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/VibW6yzhpHQ" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/VibW6yzhpHQ/Start-a-Viral-Political-Campaign-on-YouTube.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Start-a-Viral-Political-Campaign-on-YouTube.aspx</feedburner:origLink></item> <item> <title>Web Has Unexpected Effects on Journalism (Resource)</title> <description>Journalism is transforming in reactionary ways, but mainstream media is alive, well, and growing healthier...&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/woYdkoSpQY8" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/woYdkoSpQY8/Web-Has-Unexpected-Effects-on-Journalism.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Web-Has-Unexpected-Effects-on-Journalism.aspx</feedburner:origLink></item> <item> <title>Participatory Budgeting (Resource)</title> <description>This site defines the term,  participatory budgeting and proceeds to offer a detailed example of its implementation as developed in the city of Porto Alegre, Brazil, where, since 1989, there has been an annual process of deliberation and decision-making, in which thousands of city residents decide how to allocate part of the municipal budget.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/2lLsSqU3JKg" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/2lLsSqU3JKg/Participatory-Budgeting.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Participatory-Budgeting.aspx</feedburner:origLink></item> <item> <title>Teens Rule the Web (Resource)</title> <description>Fueled by new technologies and social networking sites, teenagers continue to lead the pack in creating content on the Web. According to the Pew Internet &amp; American Life Project, 64 percent of online teenagers ages 12 to 17 engage in at least one type of content creation, up from 57% of online teens in 2004. 28% of online teens have blogs. And girls are almost entirely driving the growth of blogging. Also 54% of girls post photos online compared with 40% of online boys. But boys do dominate in one area: posting videos. Wired boys are nearly twice as likely as online girls to have shared a video online. While they're busy creating content, many teens limit access to content that they share. Some 66% of teens with social network profiles restrict access to their profiles in some way and 77% of teens who upload photos restrict access to them at least "some of the time."&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/lGxEZCpR9_k" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/lGxEZCpR9_k/Teens-Rule-the-Web.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Teens-Rule-the-Web.aspx</feedburner:origLink></item> <item> <title>Teen Cell Phone Usage Soars in Summer (Resource)</title> <description>Hey parents, be sure to keep a close eye on your cell phone bills this summer.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/zj3glbLGOmA" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/zj3glbLGOmA/Teen-Cell-Phone-Usage-Soars-in-Summer.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Teen-Cell-Phone-Usage-Soars-in-Summer.aspx</feedburner:origLink></item> <item> <title>Maryland Joins Mega-computer "Cloud" Project (Resource)</title> <description>Google and IBM recently announced their partnership with Maryland, Stanford, the Massachusetts Institute of Technology, Carnegie Mellon University, the University of California at Berkeley and the University of Washington to bring the power of huge clusters of computers -- or  clouds -- to students and academic researchers. "This is going to be the paradigm of the future," said Jimmy Lin, an assistant professor leading the initiative at Maryland. Computer scientists say students must learn how to write software that can take advantage of clouds. The clusters -- dozens, hundreds or even thousands of computers processing information simultaneously -- have far-reaching applications in search, social networks and e-commerce. They enable users to sort through large quantities of data at light speed.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/h3ZkY640Mk4" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/h3ZkY640Mk4/Maryland-Joins-Mega-computer-Cloud-Project.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Maryland-Joins-Mega-computer-Cloud-Project.aspx</feedburner:origLink></item> <item> <title>Data Breach Reports Up 69% in 2008 (Resource)</title> <description>Businesses, governments and universities reported a record number of data breaches in the first half of this year, a 69% increase over the same period in 2007 driven by a spike in data thefts attributed to employees and contractors, according to an analysis by identity theft experts. The San Diego-based Identity Theft Resource Center tracked 342 data breach reports from Jan. 1 to June 27. Nearly 37% of reports came from businesses -- an increase from almost 29% last year. Data breach reports from health care providers (14.9% of the total) and banks (10%) continued to rise, while breaches from educational institutions (21.3% of the total), government entities and the military (17%) declined for the 3rd year in a row, the ITRC found. Hacking was the least-cited cause of data breaches in the first 6 months of 2008 (11.7% of the total). Instead, lost or stolen laptops and other digital storage media remain the most often cited cause of data breaches, more than 20% of all reported cases, the ITRC found. Posting of personal and financial data online prompted roughly 15% of the data breach disclosures. Data breaches due to information stolen by someone inside the company increased from just 6% of the total in 2007 to nearly 16% this year. Another 13.5% of breaches came from subcontractors who lost or stole their clients' customer data.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/qysqo2Ot6rc" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/qysqo2Ot6rc/Data-Breach-Reports-Up-69-in-2008.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Data-Breach-Reports-Up-69-in-2008.aspx</feedburner:origLink></item> <item> <title>Some Charity Sites Let Donors Call the Shots (Resource)</title> <description>Organizations like Charity Navigator and the American Institute of Philanthropy, both of which scour the tax forms of nonprofit organizations, can help donors find out just how efficient and accountable a charity is with its money. However, a new breed of charities will allow donors to browse descriptions of specific projects online and fund them, in whole or in part. Among the most well-established in this group are Kiva.org, DonorsChoose.org and GlobalGiving. GlobalGiving sponsors donors to finance microloans to entrepreneurs in poor countries. Since its founding, DonorsChoose.org has given out over $23 million to public school classrooms hosting a combined 1.3 million students.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/YzhrYrT1MpM" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/YzhrYrT1MpM/Some-Charity-Sites-Let-Donors-Call-the-Shots.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Some-Charity-Sites-Let-Donors-Call-the-Shots.aspx</feedburner:origLink></item> <item> <title>The New Face of Giving (Resource)</title> <description>A charity that provides water to African villages is posting locations of new wells using Google Earth, and a 13-year-old contributor in Manhattan tracks the progress. So far, Charitywater's website has funded 624 projects providing fresh water to 250,000 people in 12 countries. An orchestra in Michigan begins posting videos of its performances on YouTube to try to draw patrons. One of the newest methods for raising small donations is text messaging. Already popular in Europe, the mobile moneymaker made its U.S. debut in February when viewers of the Super Bowl were asked in a 10-second commercial to text a $5 donation, which would later appear on their phone bill, to United Way. The promotion raised about $10,000. In July, fans at Major League Baseball's All-Star Game in Yankee Stadium were asked in a scoreboard appeal to text message a code to donate $5 to  Stand up to Cancer , a research initiative. Other Major League ballparks had similar appeals through the season. The United States long has been a nation of givers, but a new generation is transforming the way we do good. Millennials and Generation Xers just starting their careers, may not have much cash to be major donors, but they find ways to help others and bring big changes in how charities raise money. Today's young people contribute to favorite causes earlier, more consistently and in more imaginative ways than their grandparents did.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/fb2gxf1fz_U" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/fb2gxf1fz_U/The-New-Face-of-Giving.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/The-New-Face-of-Giving.aspx</feedburner:origLink></item> <item> <title>Encyclopedia of Community (Resource)</title> <description>2003. Karen Cristenson and Kevin Levinson, Eds. Thousand Oaks, Ca. Sage. Entry by Douglas R. White.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/xT7g9d2ilc0" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/xT7g9d2ilc0/Encyclopedia-of-Community.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Encyclopedia-of-Community.aspx</feedburner:origLink></item> <item> <title>Social Network Theory Put to the Test (Resource)</title> <description>University of Pennsylvania Computer Scientists from Technology News. In 1969, when psychologists Jeffery Travers and Stanley Milgram first explained that everyone was separated by only six connections from anyone else. Now, computer scientists at the University of Pennsylvania School of Engineering and Applied Science have devised an ingenious experiment to put such theories to the test.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/SxE1MB7rDqE" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/SxE1MB7rDqE/Social-Network-Theory-Put-to-the-Test.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Social-Network-Theory-Put-to-the-Test.aspx</feedburner:origLink></item> <item> <title> 101+ Web Resources for Students (Resource)</title> <description>Over 100 useful resources on the web for students&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/-77BfJfW1tY" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/-77BfJfW1tY/-1012b-Web-Resources-for-Students.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/-1012b-Web-Resources-for-Students.aspx</feedburner:origLink></item> <item> <title>Stanford Learning Lab E-Folio Project (Resource)</title> <description>This site demonstrates the results of participatory pedagogy. The Stanford Center for Innovations in Learning (SCIL) inherited the Stanford Learning Lab's core capabilities in technology development, educational program evaluation, and learning design and will continue to perform research in these areas.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/RW5P7jL8MN0" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/RW5P7jL8MN0/Stanford-Learning-Lab-E-Folio-Project.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Stanford-Learning-Lab-E-Folio-Project.aspx</feedburner:origLink></item> <item> <title>Stanford Center for Innovation in Learning (Resource)</title> <description>This site explains how, as a model of participatory pedagogy, the Stanford Center for Innovations in Learning brings together teachers, scholars and students from around the world to study how to improve formal and informal learning across cultural boundaries.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/DmrbZo_Ltsc" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/DmrbZo_Ltsc/Stanford-Center-for-Innovation-in-Learning.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Stanford-Center-for-Innovation-in-Learning.aspx</feedburner:origLink></item> <item> <title>Smart Mobs Website (Resource)</title> <description>This website offers chapter summaries of Rheingold s book, Smart Mobs: The Next Social Revolution. The site also provides reviews and related articles, his appearance schedule during his book tour, and a bibliography of related resources.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/25TItbjpIqA" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/25TItbjpIqA/Smart-Mobs-Website.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Smart-Mobs-Website.aspx</feedburner:origLink></item> <item> <title>Lifelong Learning, Knowledge Exchange And Collaboration In The E-Learning City (Resource)</title> <description>By Katriina Schrey-Niemenmaa and Michael Duhaime. The city of Espoo, Finland, won the European Union prize for e-learning in 2006&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/fJxw9YFoKZk" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/fJxw9YFoKZk/Lifelong-Learning2c-Knowledge-Exchange-And-Collaboration-In-The-E-Learning-City.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Lifelong-Learning2c-Knowledge-Exchange-And-Collaboration-In-The-E-Learning-City.aspx</feedburner:origLink></item> <item> <title>How the Internet is Changing Consumer Behavior and Expectations (Resource)</title> <description>&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/ETvmEsiVXiA" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/ETvmEsiVXiA/How-the-Internet-is-Changing-Consumer-Behavior-and-Expectations.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/How-the-Internet-is-Changing-Consumer-Behavior-and-Expectations.aspx</feedburner:origLink></item> <item> <title>Who Owns the Concept if No One Signs the Papers? (Resource)</title> <description>As of July, 2007, more than 30 million people, mostly young and college-educated, had registered on Facebook. Its users share personal information with friends, send private messages to one another and communicate in groups formed around interests and hobbies; they also swap Web links, photos, and videos. Founders of Connect U have sued the founder of Facebook over a dispute about ownership of the original rights for the concept.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/-6zAq9WsOQQ" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/-6zAq9WsOQQ/Who-Owns-the-Concept-if-No-One-Signs-the-Papers.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Who-Owns-the-Concept-if-No-One-Signs-the-Papers.aspx</feedburner:origLink></item> <item> <title>Off to Resorts, and Carrying Their Careers (Resource)</title> <description>As technology frees them to work wherever they please, more people are moving to resort playgrounds with natural amenities and good weather (e.g., Nantucket, Upper Peninsula Michigan, and Teton County, Idaho). The new migrants are creating hybrid communities, implanting urban incomes, tastes, careers, ambitions, restaurants, cultural activities and networking opportunities into small towns that only recently could support these, and for which there has been little planning. Jonathan Schechter, exec. dir. of Charture Institute in Jackson, Wyo., studies small recreational towns, and says,  You are seeing a transformation of rural communities. The same processes that led to the suburbanization of U.S. after World War II are producing a virtual suburbanization in places like Steamboat Springs, Colorado. &lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/VIn0I3bTbew" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/VIn0I3bTbew/Off-to-Resorts2c-and-Carrying-Their-Careers.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Off-to-Resorts2c-and-Carrying-Their-Careers.aspx</feedburner:origLink></item> <item> <title>A Facebook for the Few (Resource)</title> <description>The social networks site, a SmallWorld.net, has attempted to create an Internet niche by cultivating an air of exclusivity. Founded 4 years ago and, promoted as a Facebook for the social elite, the site has grown from about 500 members to about 150,000 registered users. Users are mostly young  32 on average. Many have graduate degrees and a taste for living extravagantly on more than one continent. 65% are from Europe, 20% from the United States, and the rest scattered around the globe.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/a2JwyOPKVTU" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/a2JwyOPKVTU/A-Facebook-for-the-Few.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/A-Facebook-for-the-Few.aspx</feedburner:origLink></item> <item> <title>I.B.M. Plan Ties Training and Accounts (Resource)</title> <description>Corporations search for efficient, low-cost sources of labor, and American workers seek to improve their skills with training and education. Training costs often go to employees and increase their sense of economic insecurity. I.B.M. is taking a step to address help workers, and it hopes other companies will follow to help encourage a change in tax policy. At a recent conference in Washington, I.B. M. announced that it will offer its U. S. employees specialized savings accounts for training and education. The  learning accounts will be modeled on 401(k) retirement accounts. Workers will put up to $1,000 a year into the accounts, and I.B.M. will contribute 50 cents for every dollar put in by the employee. The employee decides how and when to spend the money, held in an interest-bearing account. When employees leave I.B.M., they take their accounts with them. I.B.M. spends over $600 million a year on education programs, to upgrade workers skills for their next job in the company. Rosabeth Moss Kanter, a professor at the Harvard Business School said,  The significance is that it s controlled by the individual, as opposed to programs that are part of a career scheme that the company has in mind. &lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/n5ptVrw6feI" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/n5ptVrw6feI/IBM-Plan-Ties-Training-and-Accounts.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/IBM-Plan-Ties-Training-and-Accounts.aspx</feedburner:origLink></item> <item> <title>The Six Degrees of Lois Weisberg (Resource)</title> <description>By Malcolm Gladwell. An illustration of the  strength of weak ties, a key concept in social networking theory.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/9ugz7nLhsTw" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/9ugz7nLhsTw/The-Six-Degrees-of-Lois-Weisberg.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/The-Six-Degrees-of-Lois-Weisberg.aspx</feedburner:origLink></item> <item> <title>I-Open Education Leadership Development: Skills Training in Collaborative Leadership (Resource)</title> <description>Enhance leadership skills to strengthen a community and region by building collaboration for economic and workforce development. Gain insights, roadmaps and tools to develop ideas and put them into action. Strategic  doing is a new approach to building the civic networks a community and region need to prosper. Focus on emergence of networks as an organizing principle for economic development. Topics: strategic systems define prosperity for communities &amp; regions, social network analysis, 4 step strategic  doing process, strategy maps for economic development, civic process mapping, and civic forums to build civic networks and accelerate "open innovation."&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/nuJnJez6qkY" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/nuJnJez6qkY/I-Open-Education-Leadership-Development-Skills-Training-in-Collaborative-Leadership.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/I-Open-Education-Leadership-Development-Skills-Training-in-Collaborative-Leadership.aspx</feedburner:origLink></item> <item> <title>Second Life, IBM in Open Borders for Virtual World (Resource)</title> <description>IBM and Linden announced a partnership work on ways to let people use a single online persona in different online services. Interoperability is emerging as a key goal of the virtual world industry, attracting millions of dollars in the hopes that video-game graphics and rich 3-D environments will supplant flat Web pages. The partnership was announced before a virtual worlds conference in San Jose, Calif. where presenters discussed the formation of industry standards. Participants were start-ups but also included heavyweights like Cisco, as well as software and entertainment giants Microsoft, and Sony. The event is seen as something of a coming-of-age milestone for an industry that is starting to be taken seriously as a provider of useful business tools and not just a quirky offshoot of the video game sector.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/xPthc6vQbdc" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/xPthc6vQbdc/Second-Life2c-IBM-in-Open-Borders-for-Virtual-World.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Second-Life2c-IBM-in-Open-Borders-for-Virtual-World.aspx</feedburner:origLink></item> <item> <title>Learning at Home (Resource)</title> <description>Home schooling has steadily gained momentum in the black community and is expected to grow. General dissatisfaction with public schools and increased awareness about home schooling are two reasons. Some African-American parents want what they consider a safer learning environment or they want to teach their own values and beliefs. They also seek different teaching approaches and stronger family relationships. Yet, concerns about children missing associating with other students, along with the sacrifice of a spouse's income to conduct the home schooling, may keep many blacks interested in home schooling from using it. An estimated 220,000 black students were home schooled in 2007 compared to 84,000 in 1999. Studies show that home-schooled students do just as well or better than their public school peers. For example, they typically score 15 to 30 percentile points above public-school students on standardized academic achievement tests.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/plgd6qm9a2s" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/plgd6qm9a2s/Learning-at-Home.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Learning-at-Home.aspx</feedburner:origLink></item> <item> <title>Markey Opens Second Round of Net Neutrality (Resource)</title> <description>Rep. Edward Markey is sponsoring another bill to try and write Net Neutrality into law...&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/8kReIyYiUZM" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/8kReIyYiUZM/Markey-Opens-Second-Round-of-Net-Neutrality.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Markey-Opens-Second-Round-of-Net-Neutrality.aspx</feedburner:origLink></item> <item> <title>Teachers as Growing Target of Cyberbullying (Resource)</title> <description>Students are finding new ways to leverage technology to talk about their teachers - but sometimes it turns malicious.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/EZZaMWyTbgA" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/EZZaMWyTbgA/Teachers-as-Growing-Target-of-Cyberbullying.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Teachers-as-Growing-Target-of-Cyberbullying.aspx</feedburner:origLink></item> <item> <title>John Moravec's Chart of Education 3.0 Features (Resource)</title> <description>This chart depicts a networked education system in an open learning economy...&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/q5BzZn3qbik" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/q5BzZn3qbik/John-Moravecs-Chart-of-Education-30-Features.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/John-Moravecs-Chart-of-Education-30-Features.aspx</feedburner:origLink></item> <item> <title>Tech Giants Invest in Global Education Reform (Resource)</title> <description>Hoping to produce their next generation of employees (and customers), technology giants such as Cisco Systems, Intel, and Microsoft are setting their sights beyond just the U.S. and are investing heavily in global education reform initiatives focused on communication, collaboration, and technology integration. Developing nations such as India, Jordan, and Kenya are among the beneficiaries of these efforts, which underscore the need for U.S. schools to prepare their students for an increasingly global, information-based workforce. Intel Corp., a company with 4 decades of educational reform initiatives including the Intel International Science and Engineering Fair, the Intel Computer Clubhouse Network, the Learn Program, and the Model School program has incorporated its Teach program throughout much of India. By 2011 the Teach program will have helped 13 million teachers in more than 40 countries develop new skills to incorporate technology into their curriculum. The company works with an initial group of teachers to help them learn 21st-century teaching methods, and these teachers then train other educators in those methods. Another organization with ties in India is Curriki, a free online community for creating and sharing open K-12 curriculum resources. Through a recent partnership with Education Development Center Inc. (EDC), Curriki now offers EDC s standards-based algebra course for the middle grades, allowing teachers not only to access the curriculum free of charge, but also adapt it for use in their own classrooms.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/xJ86xe21jaQ" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/xJ86xe21jaQ/Tech-Giants-Invest-in-Global-Education-Reform.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Tech-Giants-Invest-in-Global-Education-Reform.aspx</feedburner:origLink></item> <item> <title>Purdue Puts Emergency Texting to the Test (Resource)</title> <description>Concern about rapid notification of school staffs and students in the event of a crisis has increased since Virginia Tech student Seung-Hui Cho killed 32 people. Officials say the successful results of a recent experiment conducted at Purdue University, to test cell-phone text messages as a form of emergency communication, may be a promising step to equip college campuses with reliable and adequate emergency response plans. Nearly 3,000 of the 9,979 volunteers who signed up for the experiment replied to the test text message on their cell-phones within 10 minutes. To see how well text messaging works in comparison with eMail as a form of emergency communication, Purdue also sent out an experimental eMail message to the 56,882 people with campus eMail addresses. The results suggested that, while eMail was faster for initially sending out messages, students generally didn't notice the eMail messages or respond as quickly.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/8uPg4zzhTNU" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/8uPg4zzhTNU/Purdue-Puts-Emergency-Texting-to-the-Test.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Purdue-Puts-Emergency-Texting-to-the-Test.aspx</feedburner:origLink></item> <item> <title>Power Users Drive Pedagogy (Resource)</title> <description>This article from Eschool News explains that, according to a new survey of educators, students who excel in the use of technology are driving change in classroom instruction,. Dubbed "Power Users," these ultra tech-savvy students have a growing influence over what--and how--teachers now teach, the survey said.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/-N8qauZeOfg" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/-N8qauZeOfg/Power-Users-Drive-Pedagogy.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Power-Users-Drive-Pedagogy.aspx</feedburner:origLink></item> <item> <title>New Twist to Student Loans: Peer-to-Peer Lending (Resource)</title> <description>A new trend in the student loan business capitalizes on the online social-networking phenomenon to connect students with those willing to lend them money for college. The credit crunch has driven dozens of lenders out of the student loan market. But a number of new web sites are facilitating loans between students and anonymous investors or even friends and family members. The latest startup player in this so-called "peer-to-peer" student lending market, GreenNote, was launched in early June. The field is still small but expecting sharp seasonal increases. Fynanz, a competitor that matches up students anonymously with investors, said it has seen a big uptick as students start piecing together financial aid over the summer, with applications for about $180,000 in loans arriving in just the last few days. Fynanz evaluates students for credit risk and matches them with an individual investor or investors, who bid to finance the loans. The sites are increasing as many traditional lenders have stopped issuing federally subsidized loans. Such loans are still available, but they require students to hunt for banks or turn to the federal government itself. More and more students need private loans once they hit the ceiling on cheaper federal aid. The underlying concept is that students can secure better terms by turning to individual investors willing to back them. Investors might get satisfaction from helping out a child, relative, or friend. Also, if the lender knows the borrower personally, it lessens the likelihood of late payments or default. Alumni might choose to use one of these sites as a way to provide loans for current students. For example, three supporters of New York Univ. have put up $500,000 through Fynanz to be available to students there. Even nonprofit lending agencies have concluded that Fynanz is an effective way to get their money to students and are putting up funds.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/amzHygcHlMs" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/amzHygcHlMs/New-Twist-to-Student-Loans-Peer-to-Peer-Lending.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/New-Twist-to-Student-Loans-Peer-to-Peer-Lending.aspx</feedburner:origLink></item> <item> <title>Google s New Online Reference Tool (Resource)</title> <description>Google is unveiling a free internet encyclopedia so people can profit from their expertise on any topic. Anyone with a Google login can submit an article and have ads displayed through Google s marketing system. The contributing author and Google will share revenue generated from the topic-related ads for the knol (unit of knowledge). The project is Google s answer to Wikipedia, (the web's leading reference tool drawn from the collective wisdom of unpaid, anonymous contributors, with nearly 2.5 million English-language articles and millions more in other languages). Contributors may use expertise shared on Google s knol to improve Wikipedia's entries. Google won t screen submissions for accuracy but will rely on its search formulas to highlight articles that readers find credible. Readers will rate articles on a scale of 1 to 5 stars, as on Google's YouTube.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/QfqjQ2FaElk" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/QfqjQ2FaElk/Googlee28099s-New-Online-Reference-Tool.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Googlee28099s-New-Online-Reference-Tool.aspx</feedburner:origLink></item> <item> <title>21st Century Decision Making (Resource)</title> <description>James Surowiecki, author of The Wisdom of Crowds, explains how the decision-making ability of a diverse group of people is more effective than that of individuals.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/zkg-oQFH6w8" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/zkg-oQFH6w8/21st-Century-Decision-Making.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/21st-Century-Decision-Making.aspx</feedburner:origLink></item> <item> <title>Evolution of Corporate Social Responsibility (Resource)</title> <description> Edward Granger-Happ, the CIO at Save the Children and chairman of NetHope, writes at the Journal of New England Technology that the face of corporate social responsibility is changing  it is no longer an adjunct activity for good community relations; it s about core business strategy. Corporate philanthropy used to be about supporting the arts and local community. But now employees are demanding companies to have CSR programs that apply the company s specific resources to help with world issues. Granger-Happ says the next generation of CSR is about skill-based philanthropy. Instead of leveraging the time and general management skills of employees, the focus now shifts to working on projects that leverage the specific skills of the employee and the organization. So if the company s skill is software development, then the CSR program may be helping nonprofit organizations develop emergency response supply chain management applications. For Granger-Happ, CSR is now also strategic: It s about employee response and engagement, and also about developing the next generation of corporate leaders. According to the 2006 Cone Inc. Millennial Cause Study, 79% of 13-to25 year-olds want to work for a company that cares about how it impacts and contribute to society, while 56 percent said they would refuse to work for an irresponsible corporation.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/bkn6qcmoc58" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/bkn6qcmoc58/Evolution-of-Corporate-Social-Responsibility.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Evolution-of-Corporate-Social-Responsibility.aspx</feedburner:origLink></item> <item> <title>Stanford Opens Access to All Its Education Studies (Resource)</title> <description>Stanford University s school of education will make scholarly articles available to the public for free and become the first such school in the nation to join the growing  open access movement in academia. The huge gain for public, professional, lawmaker and policymaker access is a body of work that wasn t available before. Publishers of academic journals worry that the movement may undermine their operations as it fails to consider costs involved in copy-editing, designing, producing, and distributing the journals, even for journals that publish primarily online. Declining sales could force universities out of the publishing business.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/gPdZ-IgM7PI" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/gPdZ-IgM7PI/Stanford-Opens-Access-to-All-Its-Education-Studies.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Stanford-Opens-Access-to-All-Its-Education-Studies.aspx</feedburner:origLink></item> <item> <title>Online Options for 'Credit Recovery' Widen (Resource)</title> <description>Many school districts use commercial providers and virtual schools to help students graduate. As alternatives to remedial lessons, summer school, and other traditional ways to get struggling high school students on track, technology-based options for credit recovery, the North American Council for Online Learning, an association for online schools, will publish a white paper on  promising practices in credit recovery. Most credit-recovery options are online programs offered by virtual schools and commercial curriculum providers offering individualized instruction.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/0ztDIr0jbjw" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/0ztDIr0jbjw/Online-Options-for-Credit-Recovery-Widen.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Online-Options-for-Credit-Recovery-Widen.aspx</feedburner:origLink></item> <item> <title>Planning for Neomillenial Learning Style, Educause Quarterly (Resource)</title> <description>This article explains how shifts in students learning styles will prompt a shift to active construction of knowledge through mediated immersion.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/YqsNMgrv_Ts" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/YqsNMgrv_Ts/Planning-for-Neomillenial-Learning-Style2c-Educause-Quarterly.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Planning-for-Neomillenial-Learning-Style2c-Educause-Quarterly.aspx</feedburner:origLink></item> <item> <title>Global Commercial Microfinance Consortium (Resource)</title> <description>The Global Commercial Microfinance Consortium is an investment fund that aims to build stronger ties between local banks and microfinance institutions (MFIs), facilitating access to local currency loans and helping to remove foreign exchange burdens for MFIs, thus lowering end-borrower costs.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/cJ5CMIXYzXw" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/cJ5CMIXYzXw/Global-Commercial-Microfinance-Consortium.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Global-Commercial-Microfinance-Consortium.aspx</feedburner:origLink></item> <item> <title>Current TV (Resource)</title> <description>Current is a global television network that gives audiences the opportunity to create and influence what airs on TV. Users create the news, and vote to see what will air on TV.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/JQovwPSj9IM" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/JQovwPSj9IM/Current-TV.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Current-TV.aspx</feedburner:origLink></item> <item> <title>Cooperation Commons Resources (Resource)</title> <description>This paper describes how emerging digital technologies present new opportunities for developing complex, cooperative strategies that change how people work together to solve problems and generate wealth. It also discusses how these technologies impact the key dimensions of cooperative systems: structure, rules, resources, thresholds, feedback, memory, and identity.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/T9qofJgKB6U" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/T9qofJgKB6U/Cooperation-Commons-Resources.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Cooperation-Commons-Resources.aspx</feedburner:origLink></item> <item> <title>Circle Lending (Resource)</title> <description>Circle Lending manages  person to person loans and mortgages between relatives, friends and other private parties. The company is widely regarded as a pioneer in the U.S. financial services industry for designing products and services for the private loan market.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/3HWtn9-bS7I" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/3HWtn9-bS7I/Circle-Lending.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Circle-Lending.aspx</feedburner:origLink></item> <item> <title>Technology: Enabling Or Disabling Youth? (Resource)</title> <description>The article explores the benefits to technology on their education, and also looks at how it is negatively affecting their basic skills.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/DY50PhUcC88" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/DY50PhUcC88/Technology-Enabling-Or-Disabling-Youth.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Technology-Enabling-Or-Disabling-Youth.aspx</feedburner:origLink></item> <item> <title>Experience the World with Brown Faculty and Alumni (Resource)</title> <description>Brown offers alumni the unique opportunity to explore the world with the expertise and perspective of Brown faculty.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/S8U4--IipPc" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/S8U4--IipPc/Experience-the-World-with-Brown-Faculty-and-Alumni.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Experience-the-World-with-Brown-Faculty-and-Alumni.aspx</feedburner:origLink></item> <item> <title>New Book: Born Digital (Resource)</title> <description>The first generation of  Digital Natives  children born into and raised in the digital world  are coming of age, and soon our world will be reshaped in their image. The book is a product of the Digital Natives project, a collaboration of the Berkman Center for Internet &amp; Society at Harvard University and the Research Center for Information Law at the University of St. Gallen. In Born Digital, leading Internet and technology experts John Palfrey and Urs Gasser offer a sociological portrait of these young people. What does identity mean for those who have dozens of online profiles and avatars? Is privacy even a relevant concern for them? How does the concept of safety translate into an increasingly virtual world? Are online games addictive? What is the Internet's impact on creativity and learning? What lies ahead  socially, professionally, and psychologically  for this generation?&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/0wM0yX___1o" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/0wM0yX___1o/New-Book-Born-Digital.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/New-Book-Born-Digital.aspx</feedburner:origLink></item> <item> <title>Plan Turns Habitat for Humanity into an Investment (Resource)</title> <description>Habitat for Humanity is looking to grow funds by borrowing a developing-world concept: microloans. The Atlanta-based nonprofit, which builds homes for people in need, recently announced the launch of a microloan program in partnership with the Maryland-based Calvert Foundation. It will allow individuals to invest in  not just donate to  Habitat's philanthropic mission. If the program succeeds, investors will receive interest payments on their money. Microloans are typically used to provide small amounts of credit to people or businesses that do not qualify for traditional loans. The concept is popular in the developing world, but it is a first for Habitat, which has subsisted on donations, grants, and proceeds from home sales. Habitat s Chief Executive Jonathan Reckford said the Calvert partnership, intended to last 5 years, is a new way to fuel the growth of Habitat, that nearly doubled the number its completed projects from 2005 - 2007. Last year, it finished 49,000 home projects worldwide.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/YGizeAzqG4A" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/YGizeAzqG4A/Plan-Turns-Habitat-for-Humanity-into-an-Investment.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Plan-Turns-Habitat-for-Humanity-into-an-Investment.aspx</feedburner:origLink></item> <item> <title>Retired Justice's New Focus on Civic Education (Resource)</title> <description>Retired U.S. Supreme Court Justice Sandra Day O'Connor says that No Child Left Behind mandates are squeezing some subjects out of the curriculum, and she is working on a project that has a goal of restoring one of them: civics education. The  Our Courts project will develop online with problem-based civics learning tools for the digital generation.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/OBdbM_gh_8U" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/OBdbM_gh_8U/Retired-Justices-New-Focus-on-Civic-Education.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Retired-Justices-New-Focus-on-Civic-Education.aspx</feedburner:origLink></item> <item> <title>11 Tips for Managing Millenials (Resource)</title> <description>11 Tips for hiring, managing, and working with Generation Y&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/tvjVQAz_R9I" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/tvjVQAz_R9I/11-Tips-for-Managing-Millenials.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/11-Tips-for-Managing-Millenials.aspx</feedburner:origLink></item> <item> <title>Making Thinking Visible (Resource)</title> <description>Cognitive apprenticeship is a model of instruction that works to make thinking visible. This article presents some of the features of traditional apprenticeship and discusses how it can be adapted to the teaching and learning of cognitive skills. The article presents three successful examples -- cases in which teachers and researchers have used apprenticeship methods to teach reading, writing, and mathematics.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/neBkcyLU2zs" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/neBkcyLU2zs/Making-Thinking-Visible.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Making-Thinking-Visible.aspx</feedburner:origLink></item> <item> <title>MichaelLeventhal said...</title> <description>Chuck's is the first clip I have viewed. Glad that I watched. Astonished by the elegant simplicity of enabling multiple mouses (mice?).&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/DqKiQ_2NMBs" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/DqKiQ_2NMBs/Open-Leadership-and-Sociability.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Open-Leadership-and-Sociability.aspx</feedburner:origLink></item> <item> <title>Amy Foris said...</title> <description>One of the best open platforms for leadership training is through iLearningGlobal. Brian Tracy is a co-founder and there are over 100 of the top business coaches and experts in the world that have come together for this global on line training portal. If you are interested, I would love to chat. You can email me at ilgsuccessgroup@radiusconnection.com&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/DqKiQ_2NMBs" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/DqKiQ_2NMBs/Open-Leadership-and-Sociability.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Open-Leadership-and-Sociability.aspx</feedburner:origLink></item> <item> <title>RNatural wedding photographers said...</title> <description>This was very informative, many thanks for sharing.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/DqKiQ_2NMBs" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/DqKiQ_2NMBs/Open-Leadership-and-Sociability.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Open-Leadership-and-Sociability.aspx</feedburner:origLink></item> <item> <title>Natural wedding photographers said...</title> <description>Very informative, many thanks for sharing&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/DqKiQ_2NMBs" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/DqKiQ_2NMBs/Open-Leadership-and-Sociability.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Open-Leadership-and-Sociability.aspx</feedburner:origLink></item> <item> <title>ed hardy bekleidung said...</title> <description>r 100 of the top business coaches and experts in the world that have come together for this global on line training portal.&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/DqKiQ_2NMBs" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/DqKiQ_2NMBs/Open-Leadership-and-Sociability.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Open-Leadership-and-Sociability.aspx</feedburner:origLink></item> <item> <title>Tim Driver - Suffolk UK said...</title> <description>Thanks for posting the clip - really enjoyed it Tim&lt;img src="http://feeds.feedburner.com/~r/Open-Leadership-and-Sociability/~4/DqKiQ_2NMBs" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Leadership-and-Sociability/~3/DqKiQ_2NMBs/Open-Leadership-and-Sociability.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Open-Leadership-and-Sociability.aspx</feedburner:origLink></item> </channel> </rss>