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This book is the story of how four busy executives, from different
backgrounds and different perspectives, were surprised to find
themselves converging on the idea of narrative as an
extraordinarily valuable lens for understanding and managing
organizations in the twenty-first century. The idea that narrative
and storytelling could be so powerful a tool in the world of
organizations was initially counter-intuitive. But in their own
words, John Seely Brown, Steve Denning, Katalina Groh, and Larry
Prusak describe how they came to see the power of narrative and
storytelling in their own experience working on knowledge
management, change management, and innovation strategies in
organizations such as Xerox, the World Bank, and IBM. Storytelling
in Organizations lays out for the first time why narrative and
storytelling should be part of the mainstream of organizational and
management thinking. This case has not been made before. The tone
of the book is also unique. The engagingly personal and
idiosyncratic tone comes from a set of presentations made at a
Smithsonian symposium on storytelling in April 2001. Reading it is
as stimulating as spending an evening with Larry Prusak or John
Seely Brown. The prose is probing, playful, provocative, insightful
and sometime profound. It combines the liveliness and freshness of
spoken English with the legibility of a ready-friendly text.
Interviews will all the authors done in 2004 add a new dimension to
the material, allowing the authors to reflect on their ideas and
clarify points or highlight ideas that may have changed or deepened
over time.
109 IDEAS For Virtual Learning reveals the online knowledge venue
that today's generation uses to learn while playing along at school
to receive promotions, diplomas, and degrees. Calling that venue
"the virtual knowledge ecology," Judy Breck describes the
networking of open content for learning online where knowledge is
fresher, authoritative, and more compelling than at school. In this
book, she provides her eyewitness account of the decade-long,
ongoing cascade of what is known by humankind from traditional
resources into the Internet and explains the network mechanisms
that interconnect the knowledge once it gets online. Breck says the
resulting virtual knowledge ecology is causing students worldwide
literally to study from the same virtual page. The author forewarns
readers to expect emerging good news as the virtual knowledge
ecology opens the way for a global golden age of education in which
students learn more and teachers are respected professionals. Breck
contends that literacy and learning follow naturally from the
Internet interfacing what humankind knows. A boy or girl's hands
can now hold a wireless device mirroring enlightenment from a new
virtual venue into his or her mind.
109 IDEAS For Virtual Learning reveals the online knowledge venue
that today's generation uses to learn while playing along at school
to receive promotions, diplomas, and degrees. Calling that venue
'the virtual knowledge ecology', Judy Breck describes the
networking of open content for learning online where knowledge is
fresher, authoritative, and more compelling than at school. In this
book, she provides her eyewitness account of the decade-long,
ongoing cascade of what is known by humankind from traditional
resources into the Internet and explains the network mechanisms
that interconnect the knowledge once it gets online. Breck says the
resulting virtual knowledge ecology is causing students worldwide
literally to study from the same virtual page. The author forewarns
readers to expect emerging good news as the virtual knowledge
ecology opens the way for a global golden age of education in which
students learn more and teachers are respected professionals. Breck
contends that literacy and learning follow naturally from the
Internet interfacing what humankind knows. A boy or girl's hands
can now hold a wireless device mirroring enlightenment from a new
virtual venue into his or her mind.
This book is the story of how four busy executives, from different
backgrounds and different perspectives, were surprised to find
themselves converging on the idea of narrative as an
extraordinarily valuable lens for understanding and managing
organizations in the twenty-first century. The idea that narrative
and storytelling could be so powerful a tool in the world of
organizations was initially counter-intuitive. But in their own
words, John Seely Brown, Steve Denning, Katalina Groh, and Larry
Prusak describe how they came to see the power of narrative and
storytelling in their own experience working on knowledge
management, change management, and innovation strategies in
organizations such as Xerox, the World Bank, and IBM. Storytelling
in Organizations lays out for the first time why narrative and
storytelling should be part of the mainstream of organizational and
management thinking. This case has not been made before. The tone
of the book is also unique. The engagingly personal and
idiosyncratic tone comes from a set of presentations made at a
Smithsonian symposium on storytelling in April 2001. Seely Brown.
The prose is probing, playful, provocative, insightful and sometime
profound. It combines the liveliness and freshness of spoken
English with the legibility of a ready-friendly text. Interviews
will all the authors done in 2004 add a new dimension to the
material, allowing the authors to reflect on their ideas and
clarify points or highlight ideas that may have changed or deepened
over time.
The twenty-first century is a world in constant change. In A New
Culture of Learning, Doug Thomas and John Seely Brown pursue an
understanding of how the forces of change, and emerging waves of
interest associated with these forces, inspire and invite us to
imagine a future of learning that is as powerful as it is
optimistic. Typically, when we think of culture, we think of an
existing, stable entity that changes and evolves over long periods
of time. In A New Culture, Thomas and Brown explore a second sense
of culture, one that responds to its surroundings organically. It
not only adapts, it integrates change into its process as one of
its environmental variables. By exploring play, innovation, and the
cultivation of the imagination as cornerstones of learning, the
authors create a vision of learning for the future that is
achievable, scalable and one that grows along with the technology
that fosters it and the people who engage with it. The result is a
new form of culture in which knowledge is seen as fluid and
evolving, the personal is both enhanced and refined in relation to
the collective, and the ability to manage, negotiate and
participate in the world is governed by the play of the
imagination. Replete with stories, this is a book that looks at the
challenges that our education and learning environments face in a
fresh way. PRAISE FOR A NEW CULTURE OF LEARNING "A provocative and
extremely important new paradigm of a 'culture of learning',
appropriate for a world characterized by continual change. This is
a must read for anyone interested in the future of education."
James J. Duderstadt, President Emeritus, University of Michigan
"Thomas and Brown are the John Dewey of the digital age." Cathy
Davidson, Professor of Interdisciplinary Studies, Duke University
"A New Culture of Learning may provide for the digital media and
learning movement what Thomas Paine's Common Sense did for the
colonists during the American Revolution- a straightforward, direct
explanation of what we are fighting for and what we are fighting
against." Henry Jenkins, Provost's Professor, USC "A New Culture of
Learning is at once persuasive and optimistic - a combination that
is all too rare, but that flows directly from its authors' insights
about learning in the digital age. Pearls of wisdom leap from
almost every page." Paul Courant, Dean of Libraries, University of
Michigan "Brilliant. Insightful. Revolutionary." Marcia Conner,
author of The New Social Learning "Douglas Thomas and John Seely
Brown portray the new world of learning gracefully, vividly, and
convincingly." Howard Gardner, Professor, Harvard Graduate School
of Education "Thomas and Brown make it clear that education is too
often a mechanistic, solo activity delivered to the young. It
doesn't have to be that way-learning can be a messy, social,
playful, embedded, constant activity. We would do well to listen to
their message." Clay Shirky, author of Cognitive Surplus "Anyone
who fears, as I do, that today's public schools are dangerously
close to being irrelevant must read this book. The authors provide
a road map-and a lifeline-showing how schools can prosper under the
most difficult conditions. It is a welcome departure from all the
school bashing." John Merrow, Education Correspondent, PBS NewsHour
"American education is at a crossroads. By illuminating how play
helps to transform both information networks and experimentation,
and how collective inquiry unleashes the power of imagination, A
New Culture of Learning provides an irresistible path to the
future." Joel Myerson, Director, Forum for the Future of Higher
Education.
Tools for navigating today's hyper-connected, rapidly changing, and
radically contingent white water world. Design Unbound presents a
new tool set for having agency in the twenty-first century, in what
the authors characterize as a white water world-rapidly changing,
hyperconnected, and radically contingent. These are the tools of a
new kind of practice that is the offspring of complexity science,
which gives us a new lens through which to view the world as
entangled and emerging, and architecture, which is about designing
contexts. In such a practice, design, unbound from its material
thingness, is set free to design contexts as complex systems. In a
world where causality is systemic, entangled, in flux, and often
elusive, we cannot design for absolute outcomes. Instead, we need
to design for emergence. Design Unbound not only makes this case
through theory but also presents a set of tools to do so. With case
studies that range from a new kind of university to organizational,
and even societal, transformation, Design Unbound draws from a vast
array of domains: architecture, science and technology, philosophy,
cinema, music, literature and poetry, even the military. It is
presented in five books, bound as two volumes. Different books
within the larger system of books will resonate with different
reading audiences, from architects to people reconceiving higher
education to the public policy or defense and intelligence
communities. The authors provide different entry points allowing
readers to navigate their own pathways through the system of books.
Tools for navigating today's hyper-connected, rapidly changing, and
radically contingent white water world. Design Unbound presents a
new tool set for having agency in the twenty-first century, in what
the authors characterize as a white water world-rapidly changing,
hyperconnected, and radically contingent. These are the tools of a
new kind of practice that is the offspring of complexity science,
which gives us a new lens through which to view the world as
entangled and emerging, and architecture, which is about designing
contexts. In such a practice, design, unbound from its material
thingness, is set free to design contexts as complex systems. In a
world where causality is systemic, entangled, in flux, and often
elusive, we cannot design for absolute outcomes. Instead, we need
to design for emergence. Design Unbound not only makes this case
through theory but also presents a set of tools to do so. With case
studies that range from a new kind of university to organizational,
and even societal, transformation, Design Unbound draws from a vast
array of domains: architecture, science and technology, philosophy,
cinema, music, literature and poetry, even the military. It is
presented in five books, bound as two volumes. Different books
within the larger system of books will resonate with different
reading audiences, from architects to people reconceiving higher
education to the public policy or defense and intelligence
communities. The authors provide different entry points allowing
readers to navigate their own pathways through the system of books.
In a radical break with the past, information now flows like water,
and we must learn how to tap into its stream. Individuals and
companies can no longer rely on the stocks of knowledge that
they've carefully built up and stored away. Information now flows
like water, and we must learn how to tap into the stream. But many
of us remain stuck in old practices--practices that could undermine
us as we search for success and meaning.
In this revolutionary book, three doyens of the Internet age,
whose path-breaking work has made headlines around the world,
reveal the adjustments we must make if we take these changes
seriously. In a world of increasing risk and opportunity, we must
understand the importance of "pull." Understood and used properly,
the power of pull can draw out the best in people and institutions
by connecting them in ways that increase understanding and
effectiveness. Pull can turn uncertainty into opportunity, and
enable small moves to achieve outsized impact.
Drawing on pioneering research, "The Power of Pull" shows how to
apply its principles to unlock the hidden potential of individuals
and organizations, and how to use it as a force for social change
and the development of creative talent.
The authors explore how to use the power of pull to: Access new
sources of informationAttract likeminded individuals from around
the worldShape serendipity to increase the likelihood of positive
chance encountersForm creation spaces to drive you and your
colleagues to new heightsTransform your organization to adapt to
the flow of knowledge
"The Power of Pull" is essential reading for entrepreneurs,
managers, and anybody interested in understanding and harnessing
the shifting forces of our networked world.
Given the abundance of open education initiatives that aim to
make educational assets freely available online, the time seems
ripe to explore the potential of open education to transform the
economics and ecology of education. Despite the diversity of tools
and resources already available--from well-packaged course
materials to simple games, for students, self-learners, faculty,
and educational institutions--we have yet to take full advantage of
shared knowledge about how these are being used, what local
innovations are emerging, and how to learn from and build on the
experiences of others. Opening Up Education argues that we must
develop not only the technical capability but also the intellectual
capacity for transforming tacit pedagogical knowledge into commonly
usable and visible knowledge: by providing incentives for faculty
to use (and contribute to) open education goods, and by looking
beyond institutional boundaries to connect a variety of settings
and open source entrepreneurs. These essays by leaders in open
education describe successes, challenges, and opportunies they have
found in a range of open education initiatives. They approach--from
both macro and micro perspectives--the central question of how open
education tools, resources, and knowledge can improve the quality
of education. The contributors (from leading foundations, academic
institutions, associations, and projects) discuss the strategic
underpinnings of their efforts first in terms of technology, then
content, and finally knowledge. They also address the impact of
their projects, and how close they come to achieving a vision of
sustainable, transformative educational opportunities that amounts
to much more than pervasive technology. Through the support of the
Carnegie Foundation for the Advancement of Teaching, an electronic
version of this book is openly available under a Creative Commons
license at The MIT Press Web site, http: //mitpress.mit.edu. Toru
Iiyoshi is Senior Scholar and Director of the Knowledge Media Lab
at the Carnegie Foundation. M. S. Vijay Kumar is Senior Associate
Dean and Director of the Office of Educational Innovation and
Technology at MIT.Contributors Richard Baraniuk, Randy Bass, Trent
Batson, Dan Bernstein, John Seely Brown, Barbara Cambridge, Tom
Carey, Catherine Casserly, Bernadine Chuck Fong, Ira Fuchs, Richard
Gale, Mia Garlick, Gerard Hanley, Diane Harley, Mary Huber, Pat
Hutchings, Toru Iiyoshi, David Kahle, M. S. Vijay Kumar, Andy Lane,
Diana Laurillard, Stuart Lee, Steve Lerman, Marilyn Lombardi, Phil
Long, Clifford Lynch, Christopher Mackie, Anne Margulies, Owen
McGrath, Flora McMartin, Shigeru Miyagawa, Diana Oblinger, Neeru
Paharia, Cheryl Richardson, Marshall Smith, Candace Thille, Edward
Walker, David Wiley
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