The Railroad Museum is captivating for the same reason as the Monterey Bay Aquarium: it’s the real stuff and it comes from right here. Most of the fish, otters, and sea creatures in the Aquarium are native to Monterey Bay. Most of the trains in the Railroad Museum are tied to California history.

This is the first locomotive in California, shipped in pieces around the tip of South America and named for railroad mogul and governor of California Leland Stanford. Here, it’s heading into a snow shed in the high Sierra.

The Golden Spike that tied together the transcontinental railway was a big, big deal for California, providing an overland alternative to long-range shipping. Giant locomotives hauled goods through long tunnels in the Sierra. The cab is at the head of the train to keep engineers from suffocating. You’re allowed to tour the cab.

The wonderful mining locomotives of the Virginia and Truckee Railroad are on display.

You can wander through an RPO (railway post office), dining car (place settings from many rail lines), sleeping car (which jostles as if it were real), and kitchen (only to look; it’s too small to walk through). Hundreds of school children were having a ball on the cars.

The railroads lured millions of people to California. How else do you promote a railroad? Some of the come-ons are lovely.

I’ve taken up model railroading again. The museum has acquired a great collection of “toy trains.”

Mannequins and people dressed in conductor’s uniforms bring the scenes to life.

Visiting the Railroad Museum is a whole lot more fun than reading history books. I’m confident the lessons are more lasting.

I’ve proposed that every corporation needs a history museum even if it’s just a single room or online. Artifacts reinforce values. Tales of past mistakes remind us of what not to repeat. Success stories make us proud of accomplishments. Surely, our organizations have important things to show than bowling trophies and little lucite blocks from investment bankers.

danah spells her name in lower case, but everything else about her is upper case: Master’s in Sociable Media with Judith Donath at the MIT Media Lab, PhD at UC Berkeley School of Information advised by Peter Lyman and Mimi Ito, fellow at the Annenberg Center for Communication, fellow at the Berkman Center at Harvard, work at Yahoo, Intel, Google, and now Microsoft.

danah has been studying teenagers for a decade. She reminds me of Temple Grandin, the autistic horse whisperer who looks at the world from the animals’ perspective. boyd is an anthropologist who knows teenagers better than they know themselves.

Organizations

Transformation happens at the boundaries of organizations, not the center. Organizations are like LP records: the outer edge is moving fast but the center hardly moves at all. Young people don’t understand why traditional employees gravitate toward the center. Why not go to the edge, where things are happening? Why stay inside the corporate walls when you can talk with everyone?

Information flows faster when it’s available to everyone. It’s stupid to keep secrets from customers and partners who can help you. Overall, young people are challenging the way boundaries work.

Changes in the technology sector are forcing us to consider changes in the organizational culture. Fifteen years ago, coding was a slow, laborious process. Programmers coded every function from scratch. Computers were slow. A programmer would submit a program on punch cards and wait hours for it to compile.

Computers got faster; compiling became instantaneous, and extensibility became the rule. How much of my code can be recycled? Instead of coding, programmers built apps by mashing up shared packages of code. Prototyping became fast and cheap. If a mashup produced a Frankenmonster, you threw it away and tried something else. Programming became communal, sharing replaced building from scratch, and programmers migrated to co-working spaces. They share information with competitors because sharing is to everyone’s advantage. It takes place after hours in bars. Social networks have become the fabric of the high tech industry.

Workers in high-tech know what their executives overlook. Learning is experiential. You learn from your peers and from doing things. Techies tend to move on every three years in search of fresh opportunities to learn.

Teenagers

Teenagers have a different perspective on what’s public and what’s private. They can talk with the world over the net, even when they are forbidden to leave home. They gain privacy by controlling the social situation.

A girl is horrified when her mom joins Facebook. Mom’s comments embarrass her. To tell her friends about breaking up with her boyfriend, she references a song from Life of Brian, Always look on the bright side of life. Her friends understand and begin texting her; her mother doesn’t get it. Privacy is attained by hiding in plain sight.

Sorry, but I can’t resist telling an old joke. A teenage boy writes, “Oh, no. My father has joined Facebook. WTF?” His dad writes, “What does WTF mean?” The son replies “Welcome to Facebook.”

Teens are hacking the Attention Economy. They play with boundaries, not within. Consider Remix culture. Mix Monty Python and the Holy Grail with Star Wars. It skips over the copyright boundary but creates something new and engaging. Teenagers on Twitter and Instagram have millions of followers. Their ecosystem exceeds that of adults. They see the Internet as their own.

The 21^st century

Networks rule. People are organizing by networks instead of groups. This is a radical shift.

Success in today’s workforce is about being networked in a way that makes sense. How do you build relationships that help you sustain the right kinds of connections?

In traditional higher ed, colleges are not a place to learn skills. Professors give horrible lectures on esoteric subjects. They teach so they can do their research. People go to those institutions for social networking. Negotiating the dynamics of the Ivy League dorm room builds relationships that sustain the elite connections of our country.

This has gotten messier now with social media. Young people find people like them even before they get on campus. At work, people recommend people who are like them. This reinforces homogeneity. We need to train people about thinking how DIVERSE their networks are.

As you build skills, how to you build social networks and relationships?

When we see young people experimenting with networks, we encourage them. Yet young people are told not to meet strangers. We need to meet people who are NOT LIKE US in order to build and learn.

Building out relationships through social networking is not just an HR issue – it’s connected to the ability to become a lifelong learner. Exposing people to other people who know what they don’t know.

We need disruption to help grow things (e.g., outsiders coming into your organization).

How do we prepare learners for the skills of the future, and also how do we prepare them to engage with the ecosystem?

Future organizations

danah suggests that the high tech development approach is a great model for business organizations in general. I agree. The Stoos Movement is working to bring it about. For example, Steve Denning’s Radical Management concept mashes up the zeitgeist of Scrum, Agile, and Kanban with business management:

• Delight customers
• Dynamic linking
• From value to values
• Communications: conversations
• Managers enable self-organizing teams

danah’s talk put another item on my to-do list: I’ve got to get to know some teenagers!

Acknowledgement

Cammy Bean’s live-blogged post on danah’s session was invaluable in writing this summary.

We had a good discussion of the Stoos Movement and combining agile with management. Or replacing management with agile.

YouTube:

Slides from Hangout:

Transcript from Hangout:

You invited people into the hangout.

Peter Isackson

9:49 AM

Hi Jay

You invited people into the hangout.

Loretta Donovan

10:37 AM

Given my audio issues, I’ll text. In the healthcare industry, there is agile behavior without agile management.

Individual performers (nurses, MDs, technicians) need to be aware of the results of their actions. But leadership does not.

Bjorn Billhardt

10:40 AM

Great listening to everyone – my plane is leaving so I have to log off. Thanks for organizing Jay!

Loretta Donovan

10:42 AM

Tenure, academic publishing, the “old boys club” are holding back the business schools.

Jim McGee

10:43 AM

@Loretta – excellent point about existing organizational reward systems

Loretta Donovan

10:45 AM

I’m seeing the Boards of some organizations playing a greater role in shifting management models.

Most of that is caused by the economics of doing business.

me

10:46 AM

Jeff— The guy in Seattle who has used agile throughout his organization is Bill Justice. I’ll try to track down his coordinates.

Jim McGee

10:46 AM

Boards have the advantage of being more aware of the external environment than management

Loretta Donovan

10:46 AM

Jim, I agree.

Jim McGee

10:47 AM

time for us all to reread Alinky’s “Rules for Radicals”

Loretta Donovan

10:49 AM

wooo

Jeff Tillett

10:58 AM

This was great Jay thanks for sharing the conversation as always!

Peter Isackson

11:01 AM

I have to leave. Thanks. Bye.

Loretta Donovan

11:02 AM

Excellent point, Dave.

Dave Ferguson

11:03 AM

Thank you all. Jay, I appreciate the invitation.

Anne Adrian

11:04 AM

thank you; interesting perspectives..always learning

Loretta Donovan

11:04 AM

Great discussion, everyone. Thanks, Jay.

Jeff Tillett

11:04 AM

Great hangout everyone!

bye

Janet Laane Effron

11:04 AM

Thanks! Nice to have had the chance to stop in

Jim McGee

11:04 AM

thanks Jay as always for your enterpreneurial energy

 

Last month, I asked “What books would you recommend to someone who’s new to organizational learning and wants a feel for what’s going on?” Here are the answers so far.

The Support Economy | Shoshana Zuboff

Join Google+. (If this is your first time, allow 15 minutes to get set up.)

Join our Learning Community.

At the appointed hour, I’ll open the Hangout.

A Hangout accommodates ten people in a video conference. First come, first served.

Have your video cam and audio ready to go.

Bring a question. This is an Un-Hangout.

Fourth post in a series. In case you missed them, here are the first, second, and third posts.

Is your organization ready?

How ready are you to tackle Big L Learning? Where does your organization fit on the progression from Hierarchical Organization to Collaborative Organization?

You can take this survey online. We’ll report the aggregate results in a couple of weeks.

Our employees can access the entire Internet from their desktops. ☐ yes ☐ no

Our people are learning and growing fast enough to keep up with the future. ☐ yes ☐ no

Anyone can set up an online meeting at our company. ☐ yes ☐ no

We take time to reflect on our experience. ☐ yes ☐ no

We distribute information through podcasts, blogs, or videos. ☐ yes ☐ no

It’s easy to contribute to a blog or wiki. ☐ yes ☐ no

My team talks about the trends that drive our business. ☐ yes ☐ no

Relationships between departments are collaborative and effective. ☐ yes ☐ no

We learn something from every interaction with a customer. ☐ yes ☐ no

If you checked fewer than five ”yes” boxes, your organization is trailing the mainstream.

Benefits

Assessing the cost/benefit of experiential learning is like asking for a cost/benefit of your telephone connections. You can’t live without it. As one pundit put it, “The ROI of social networking is being in business a few years from now.”

Among the potential benefits of providing a world-class learning function to workers and throughout the extended enterprise are:

• Better, more knowledgable customer service
• Faster response time
• Higher morale
• Reduced turnover
• More flexibility
• More effective supply chain
• Bottom-up innovation
• Collective intelligence
• Build upon one another’s expertise
• Recruit superior candidates

Your CFO will point out that these are intangibles. She’s right. But most of the value of companies is intangible. In the two decades of the 20th century, the value of the S&P 500 companies flipped from 80% tangibles to 80% intangibles.

Stock price reflects the value investors put on know-how, brand, track record, and the likelihood that the company will continue to create value in the future. All of these depend on the quality of the workforce and its relationships, and those in turn depend on people’s ability to learn and grow.

SUMMARY

To keep things simple, we began by dividing the world into two types of businesses. We call industrial-age (old school) companies
Hierarchical and network-era (2012) companies Collaborative.

1. Control in Hierarchical companies resides at the top. Orders and instructions are pushed down through the organization.
Hierarchical organizations train employees. Hierarchical organizations micromanage: they tell people what to learn.
2. Control in Collaborative companies is distributed throughout the organization. Workers and supervisors have a large say
in what they do. Collaborative organizations help everyone in the extended enterprise learn: contractors, temps, partners, consultants — and customers.

Collaborative organizations give managers and workers the freedom to choose how they learn to do the work. This experiential learning is deeper and more long-lasting than classes.

What if our company has shifted from Hierarchical to Collaborative? Learning would become everyone’s business. We looked at likely changes. We asked what would give us the biggest bang in a Collaborative Organization if we didn’t even have a training department.

A good way to assess the adequacy of the technology you’re going to rely on is to look at capabilities on the consumer web. Facebook
has taught hundreds of millions of people about social networking. Ask net-savvy younger workers how they would like to learn new
skills, and they bring will up the features they enjoy outside of work.

It’s not just about the technology, so we examined also some of the human aspects of implementation, including the rationale for different sorts of social networks.

That concludes this series of posts. Here are the four posts:

White paper | Slideshare

Hats off to Citrix for sponsoring this research.

#itashare

Third post in a series. In case you missed it, here are the first and second.

INFRASTRUCTURE
Technological infrastructure for social learning

Work and learning are converging, and as this change happens, the infrastructure of the old corporate learning must go – things like traditional one-size-fit-all in-person training seminars. In its place enters social and informal learning hubs like on-demand content, live online discussions, wikis and forums, and searchable content archives. The great news is that social and informal learning don’t require new systems because learning can take place on the same “platform” as the existing social network, if a company already has one.

The primary thing to bear in mind, says MIT’s Andy McAfee (McAfee), is INATT. That’s short for a phrase that kept coming up in conversation when he was writing Enterprise 2.0. It’s short for “It’s Not About The Technology.” People come first.

But you can’t do without the technology either. Social networks are the ideal platform for the new corporate learning, so let’s briefly examine how they support corporate learning.

Social computing

Early personal computing was based on corporate computing. Conventions like ASCII, programming languages, Internet protocol, and encryption were developed for corporate mainframe computers and only later adopted for personal computers. That situation has flip-flopped. Innovations in applications and user-interface design are born on the consumer side and migrate to the enterprise.

Forbes named Salesforce.com the world’s most innovative company. Where did that innovation come from? Salesforce.com says cloud-based Customer Relationship Management application borrowed heavily from Amazon. Salesforce.com’s social network application was inspired by Facebook. Salesforce.com’s Chatter began its life as in-house Twitter. As the web turns social, Salesforce.com has changed its mission to “leading the shift to the Social Enterprise,” and that’s where it’s proving its forward-thinking nature.

So how do you find the right social platform to enhance your corporate training program? When an organization is improving its workscape, looking at consumer applications is a good way to think about what’s required in the corporate space. Ask net-savvy younger workers how they would like to learn new skills, and they bring up the features they enjoy outside of work:

• A personal profile so I can share information with my connections
• A personalized experience and recommendations, like Amazon
• Connections to friends and colleagues, like Facebook and LinkedIn
• Activity streams, like Twitter, so I know what’s going on and what people are talking about
• Face-to-face interaction and desktop sharing through video conferencing
• Multiple access options, like a bank that offers access by ATM, the Web, phone, or human tellers
• A diverse learning library, made up of videos, FAQs and links to relevant information
• Single sign-on access, like using my LinkedIn profile to access other programs
• Choosing and subscribing to streams of information I’m interested in
• Provide a single, simple, all-in-one interface, like that provided by Google
• Make it easy to share photos and video, as on Flickr and YouTube
• Leverage “the wisdom of crowds,” by allowing me to pose a question to my connections
• Enable users to rate content that they liked the most or found the most helpful

Minimum viable workscape

What we’re talking about is a social work hub where every employee and external partner can come to collaborate, share information, get information and provide updates and ask questions. When it comes time to build your new collaborative and social learning center, some of those consumer applications are simple to replicate in-house. Others are not. You probably can’t afford, and definitely don’t need, to create your own Facebook or Google behind your firewall. There are lots of applications you can implement at reasonable cost. Be skeptical if your collaborative infrastructure doesn’t include these minimal functions:

Profiles – so each employee can personally connect to the network. Profile should contain photo, position, location, email address, expertise (tagged so it’s searchable). Nice-to-haves include how to reach you (noting whether you’re online now), reporting chain (boss, boss’s boss, etc.), link to your blog and bookmarks, people in your network, links to documents you frequently share, members of your network.

Workspaces – to break up the organization’s activity into relevant, digestible feeds for each individual and feeds. Workspaces are networks within the organization that are created by employees to gather a team or group in a specific area. For example, new hires that are brought on at the same time, may create a workspace where they can ask each other questions and share information that they find out.

Activity stream – for monitoring the organization pulse in real time, sharing what you’re doing, being referred to useful information, asking for help, accelerating the flow of news and information, and keeping up with change. Activity streams should be available for the company at large and for workspaces.

Wikis or notes – for writing collaboratively, eliminating multiple versions of documents, sharing information with a relevant group, eliminating unnecessary email, and sharing responsibility for updates and error correction.

Integrated virtual meetings – to make it easy to meet online, because there needs to be room in your learning program for group discussion and application. Minimum feature set: shared screen, text chat, video conferencing streams.

Mobile access – Half of America’s workforce works away from the office at least sometimes. Smart phones are surpassing PCs for connecting to networks for access and participation. People post more Tweets via phone than via computers. Google designs its apps for mobile before porting them to PCs. What does all of this mean? Your new social workscape needs to be mobile so people can collaborate from anywhere.

Putting a learning platform in place

When it’s time to put a learning platform in place, it’s a good idea to make a company wide commitment to your new philosophy on learning. Here’s an example from a company I recently worked with:

• We are open and transparent
• We narrate our work. Need to share.
• We offer live and on-demand training content as a part of continuous learning
• We value conversation as a learning vehicle
• We make our work accessible to others
• We are a vanguard of change within the company
• Our bottom line is business success
• We know learning is work; work is learning
• We are a learning organization
• We value time for self-development and reflection
• We recognize that reflection is a key to learning

Changing behavior requires continual reinforcement, so be ready to tackle the concern and resistance that some people may have toward becoming a more collaborative organization.

A great way to embrace your new collaborative nature while helping people adapt to it, is to host all-hands virtual meetings to share your process toward becoming a collaborative organization. Make your employees a part of the evolution; keep them in the loop.

Learning Networks

Networks are not only the environment of learning; they’re also the place where problems are solved, discoveries are made, and new knowledge is created.

This way of looking at learning platforms builds on
the work of Harold Jarche and the Internet Time Alliance.

Workers are members of multiple, interconnected networks.

Everyone has personal face-to-face networks: the friends, neighbors, colleagues, and acquaintances we talk with. Most people have electronic personal networks, too: Facebook, discussions groups, and a variety of followers and followed comrades. We rely on our networks to help us learn what’s going on in our worlds. The collaborative organization may replicate those personal connections through social work platforms with customizable workspaces. Each workspace is for a group of connected people – teams, departments, project contributors, and so on.

Communities are networks of people who share common interests and identify themselves as cohorts. A community may be a group of professionals (e.g. chefs or chip designers) or people with shared passions (e.g. model railroaders and cyclists) or co-workers from different work teams (e.g. the United Way Committee or neighborhood watch). Communities share knowledge (“Here’s a great recipe for crayfish with foie gras”), help one another (“There’s an opening for a sous-chef at the Fish Trap in Key West”), validate best practices (“Use coddled eggs in Caesar salad to avoid salmonella”), and develop apprentices into professionals (“My salad chef is ready to become a pastry chef”). Communities can exist internally (the United Way Committee) or externally (the chefs). Innovation in Silicon Valley is enhanced when competitors share trade secrets because allegiance to their professional community (“We’re chip designers”) is strong than to their employer (“I work for AMD.”)

Many companies enable workers to establish a personal node in the company’s social platform. This is where your individual profile enables people to find you, know what your good at, and share things you may be interested in. Many workers narrate their work on individual blogs. Transparency builds trust.

Most information work is carried out by project teams. When team members are unable to meet in the same physical space, they rely on networks to collaborate on getting projects done. Team members who work together, learn together. In time, team members develop strong social ties, trust emerges, and they co-create new knowledge and innovation. Experience is the best teacher and work teams are where it happens.

Project Teams have a job to do; communities come together to cooperate and share for the good of the group. Project teams inevitably need to acquire knowledge from outside their small circle. Their individual members are often members of several communities, which they tap for knowledge and guidance. A smart organization supports its internal teams and encourages its people to take part in external teams.

Many progressive companies have set up social work platforms that connect all employees to an activity feed that lists activities and pointers from all over the company. Social workspaces are the ultimate silo busters, enabling everyone to be on the same page, accelerating the organization’s cycle time, and letting “the company know what the company knows.”

A Note About Internet Access

Many companies signal their lack of trust in their employees by denying them access to the greatest assembly of knowledge in the history of humanity, the Internet. To be consistent, they should probably take away their telephones (They might make long distance calls to China!) and pencils (They might waste time playing tic-tac-toe). Bad apples are going to do bad things with or without the Internet, but by hoarding access to the web, you’re not only punishing your good apples, but also hindering their ability to learn.

For many people today, working without the net is equivalent to working blindfolded. When companies deny access to the net, employees route around them with smartphones and tablets that bypass corporate IT. The price of criminalizing access to the net is lower morale, the message that it’s okay to break rules (wink, wink), and to give up on hiring the best and the brightest (who will work somewhere they are trusted to act like responsible citizens). Companies should encourage workers to connect to the outside world, for that’s where the customers are.

The Internet is an essential library of information for today’s workforce. David Weinberger points out that the web has changed the nature of knowledge itself. Knowledge that was once limited to what you could print on a page is now connected to all manner of evidence, counter-claims, elaboration, and interpretations.

The basic idea is that the properties of knowledge that we’ve taken for granted at least in the West for, oh, 2,500 years are not actually properties of knowledge. They’re properties of knowledge when its medium is paper. And when you remove the paper and put things online, it takes on the properties of its new medium—of the Internet. Importantly, knowledge in a network includes differences and disagreements in a way that traditional knowledge is uncomfortable with. Everything is unsettled, everything is argued about, and very few things are ever totally resolved on the Net.

There’s a word for companies that deny workers access to the riches of the Internet. That word is stupid.

The next post in this series will address readiness for and benefits of collaborative learning.

White paper | Slideshare

#itashare

WikiPedia turned 10 years old today. I attended a delightful unconference with a hundred Wikipedians at the Hub in San Francisco.

How’s this for a deal? $25 paid for breakfast, lunch, a full day’s events, presentations by Ward Cunningham and Kevin Kelly, and even a celebratory t-shirt.

Hundred of events like this are taking place around the world.

It’s hard to imagine a more unlikely success story than Wikipedia. From the Welcome to Wikipedia booklet:

Wikipedia is the largest encyclopedia in the world. It is created and maintained by more than 100 thousand contributors from around the world. Every month Wikipedia receives over 386 million unique visitors. Wikipedia features more than 16 million articles in over 260 languages. It is free to use, free to edit, and free of advertisements.

Eugene & Ward

Ward is also a leader in the Agile Software movement and the thought leader in Software Patterns.

We discovered a common interest in learning from pictures and video. Periodically his company’s software staff gets together for a day-long retreat. Quarterly was not frequent enough, so they invented “micro-quarters,” of which there are six a year. At the conclusion of each retreat, people draw pictures of what they’ve accomplished. With the camera on his laptop, Ward takes a video of each individual explaining his or her picture. He edits out the ums and ahs to prepare a fast-moving video documenting the event. People use these to review the event and check on progress when the next micro-quarter rolls around.

Ward’s original wiki was geeky beyond belief. It relied on CamelCase and oddball formatting conventions. It was not pretty. I mentioned that ten years ago, my glossary defined wiki as “a way to stop a conversation.” So I asked Ward how he felt about today’s spiffed-up, user-friendly wikis. He told me that a few days after he released the first wiki, another developer had hacked out a different version. Didn’t ask permission or anything. Ward thought about it and decided that was okay. He was happy to contribute the wiki to the public good. I’ll cover the content of Ward’s presentation in another post.

Eugene Kim introduced the open space session masterfully, getting the participants to explain the rules of open space. Whatever happens is what is supposed to happen. If it’s not beneficial, move on.

The first breakout I attended dealt with getting new people to create and edit posts. Many people approach Wikipedia who don’t realize they can edit the content. More fundamentally, they don’t see themselves as editors. I called up the Wikipedia home page on my iPad. It’s totally intimidating. There’s no on-ramp for new users. When I brought up instructional design, forty faces went blank. I suggested putting together a few simple videos showing a user explaining what’s going on. Some people liked the idea, but some Wikipedia foundation people began explaining how hard it was to change the front page. (There’s enormous perceived resistance to change by the elite contributors.) Did I know how tough it is to make changes when hundreds of millions of people were involved?

This evening I discovered that there are already dozens of “how to edit” articles on YouTube. Maybe someone can convince Wikipedia to point to them.

In another breakout, Gordon Mohr encouraged us to explore how to make Wikipedia “Broader, deeper, and edgier.” This may have to take place outside of the Wikipedia framework. We touched on many topics. Some new articles would be better positioned as “not ready” rather than “not good enough.” Wikipedia would feel less exclusionary without the distinction made between members and outsiders. Why not consider all users members — and therefore editors? It occurred to me that Wikipedia has scant room for discussion. It’s still just an encyclopedia; it might be better by adding commentary and a forum for discussion.

Another breakout discussed Wikipedia – the next ten years. What should evolve?

I wanted to be able to walk around in the knowledge space, sort of the Library of Alexandria meets Second Life.

I also pushed my current passion, the workscape. Why not give readers the option of checking a box that would prompt periodic reinforcement? Battle the forgetting curve with brief, spaced reminders built right into the system. One of the old hands said you could already do this. All it took was remembering what pages you’d viewed and revisiting them. Another Wikipedia said c’mon, nobody’s going to do that; they won’t even remember what pages they’d visited. I don’t sense the group was very interested in people learning things beyond their initial exposure. If you have encyclopedia DNA, it’s hard to think outside of the encyclopedia box.

Toward the end of the day, Kevin Kelly gave a closing presentation on What Technology Wants, his new book. I’d heard Kevin’s pitch two months ago in Berkeley and departed in confusion. I’ll detail today’s version in another post.

You can watch a longer version of the party video here. When did you last see this enthusiastic a group of learning professionals?

Six of the Business Educa track sessions in Berlin were streamed and recorded:

The Opening Conversation

Social Media & Mobile Learning

Learning from Experience

Games: Should you be doing this at work?

Working Smarter with Learning Networks

Preparing for Business Educa 2011

Overall Business Educa Video Archive

Tony O’Driscoll was up at 5:00 am to present his thoughts on learning in 3D from North Carolina. The Tech Staff do not recognize that Macs exist and did not have the right cable to bring in the Skype session. Here is my implementation hack. We could hear Tony clearly; seeing his face on the screen was a bit tough.

Show’s over.