With that in mind, here’s
how you get what you really want:
1. First, decide what you really want. Studies have shown it’s hard to get something if you’re not sure what it is. If time and money were no object, who would you be? What would you do?
2. Never make decisions based on the perceived limitations in front of you. There is almost always a way around perceived limitations; watch this video for a great example. Instead, make decisions based on what you identified in Step 1.
[whoa - check out the foot ball video above - in the link in #2]
3. Take small, immediate steps toward getting what you want. Don’t wait long; take the first step right now. Possible small steps toward traveling where you want include reading a guidebook at the library or bookstore, saving $2 a day, scheduling a date in your calendar even if you’re not sure it will work, etc.
4. Review the steps on a regular basis. If it’s your life dream to go to Destination x, write it on a post-it note and put it where you’ll see it everyday. Then always think, “What’s next? How can I make this happen?”
Whatever your dreams are, start taking them very, very seriously.
_______________________________
Monday, January 24, 2011
nic askew
soulbiorgraphies
would the boy you once were be inspired by the man you've become?
introduce me to your friends and i'll tell you who you are.
people help us determine what is illusion and what is real.
acceptance frees us up from neediness of love
THE POSSIBILITY OF MEN from Nic Askew on Vimeo.
we run from responsibility, but what if responsibility is a gift
what if what we can responsibility is an opportunity to have the impact that we want, that speaks to us at a profound level
_________________________________
would the boy you once were be inspired by the man you've become?
introduce me to your friends and i'll tell you who you are.
people help us determine what is illusion and what is real.
acceptance frees us up from neediness of love
THE POSSIBILITY OF MEN from Nic Askew on Vimeo.
we run from responsibility, but what if responsibility is a gift
what if what we can responsibility is an opportunity to have the impact that we want, that speaks to us at a profound level
_________________________________
Sunday, January 23, 2011
adora svitak
not - what do you want to do when you grow up.. what are you doing right now
bravo Adora. spot on.
There can be no keener revelation of a society’s soul than the way it treats it’s children.
-Nelson Mandela
_______________________________________
anti retirement video
thank you uncle John.
debt free and 700 mill in reserves, 31 years in office..
__________________________________
comment
comment on this post:
i'm thinking like @dragonfly.
so much energy and time and money spent on things that perhaps we wouldn't spend so much energy and time and money on if we just stopped for a bit and realized - we currently assume so much.
now that the web is allowing for personalization in public ed, that changes the game completely. now in public ed we can ask to a person, what is success to you. we're missing that.
we find it hard to discuss edreform (or whatever you want to call it) without ending our sentences in, ... as compared to the national/global tests/standards/readiness. that right there seems to be the limiting factor. we're failing to ask the very questions that can make change happen. what is success to you, and how can we facilitate that.
even if currently we don't believe that extreme type of differentiation can occur in public ed, we need to get away from readiness for a particular destination and focus more on ones ability to think, characterized in particular in Carol Dweck's Mindset.
check out comment #19 by Andrea in this post.. thank you Kima
are we changing or simply changing words
i'm thinking like @dragonfly.
so much energy and time and money spent on things that perhaps we wouldn't spend so much energy and time and money on if we just stopped for a bit and realized - we currently assume so much.
now that the web is allowing for personalization in public ed, that changes the game completely. now in public ed we can ask to a person, what is success to you. we're missing that.
we find it hard to discuss edreform (or whatever you want to call it) without ending our sentences in, ... as compared to the national/global tests/standards/readiness. that right there seems to be the limiting factor. we're failing to ask the very questions that can make change happen. what is success to you, and how can we facilitate that.
even if currently we don't believe that extreme type of differentiation can occur in public ed, we need to get away from readiness for a particular destination and focus more on ones ability to think, characterized in particular in Carol Dweck's Mindset.
check out comment #19 by Andrea in this post.. thank you Kima
are we changing or simply changing words
Saturday, January 22, 2011
Friday, January 21, 2011
Thursday, January 20, 2011
sugata mitra
the granny cloud via @ewanmcintosh
(ewan rocks big time) (ok - so does sugata) (ok - everyone rocks)
it's simple.
you can learn/be/do whatever you want.
we have all the resources we need for mentors.
not that many people will need to change what they are doing now.. as long as they love what they are doing now.
we just need to reassemble gatherings.. who's together in a room (space) and why. and free up the people who aren't doing what the love to start that journey.
we do need, however, to focus more on access. 3/4 of the world won't have it as easy. 3/4 of the world aren't connected.
please look into what kosta is doing in regard to that. this is a game we all want to play.
let's be green about people
___________________________________
(ewan rocks big time) (ok - so does sugata) (ok - everyone rocks)
it's simple.
you can learn/be/do whatever you want.
we have all the resources we need for mentors.
not that many people will need to change what they are doing now.. as long as they love what they are doing now.
we just need to reassemble gatherings.. who's together in a room (space) and why. and free up the people who aren't doing what the love to start that journey.
we do need, however, to focus more on access. 3/4 of the world won't have it as easy. 3/4 of the world aren't connected.
please look into what kosta is doing in regard to that. this is a game we all want to play.
let's be green about people
___________________________________
Wednesday, January 19, 2011
ewan mcintosh
ah Ewan, you woke me up in the middle of the night, to tell me this...
learn by doing.
self - organized learning:
Robin Hood School - negotiated learning
1) passion projects, hour everyday, but regurgitation of content, ie: that looks cool so all the boys would do that
2) scaffolded projects, planning, doing, sharing/reflecting, but spent a lot of time in organizational talk, we haven't done what we said we would do
3) provocation projects, give them something that will challenge them, lot of people thought this was mad, basically play, this showed if play is appropriately challenging and engaging, problem in supplying the challenge
let kids do what they wanted to do, listen to them, let them go off in tangents
not:
1) telling them, what would you like to do as a topic, and then planning the whole thing
2) asking what questions they have and then planning lessons with the answers
but
let children self-organize,
personally, that's what works best for us.... own the learning
[this was all in his great post here, with embedded video above and great post here]
i responded to his request in original post:
over the course of the last two years, especially this year in the lab, we've gone through several girations similar to your passion, planning, and provocation projects.
what we've been experimenting with,
in regard to focusing on resources that matter, namely people,
and in regard to a basis for self-organization.
kid voices
ok. good enough.
_______________________________________
learn by doing.
self - organized learning:
Robin Hood School - negotiated learning
1) passion projects, hour everyday, but regurgitation of content, ie: that looks cool so all the boys would do that
2) scaffolded projects, planning, doing, sharing/reflecting, but spent a lot of time in organizational talk, we haven't done what we said we would do
3) provocation projects, give them something that will challenge them, lot of people thought this was mad, basically play, this showed if play is appropriately challenging and engaging, problem in supplying the challenge
let kids do what they wanted to do, listen to them, let them go off in tangents
not:
1) telling them, what would you like to do as a topic, and then planning the whole thing
2) asking what questions they have and then planning lessons with the answers
but
let children self-organize,
personally, that's what works best for us.... own the learning
[this was all in his great post here, with embedded video above and great post here]
i responded to his request in original post:
over the course of the last two years, especially this year in the lab, we've gone through several girations similar to your passion, planning, and provocation projects.
what we've been experimenting with,
in regard to focusing on resources that matter, namely people,
and in regard to a basis for self-organization.
kid voices
ok. good enough.
_______________________________________
Tuesday, January 18, 2011
d'arcy norman
What if we table the discussions about sustainability and management. What if everyone was running their own stuff. Designing their own environments. Sharing and collaborating on their own terms (and, assuming that these are their terms and not ones just handed down from Teacher).
via bags of gold
thanks Jabiz.
________________
via bags of gold
thanks Jabiz.
________________
will richardson
for it to scale and for change to happen it's going to a lot more people in the conversation
looking and seeing how different people outside ed are trying to make in roads into ed
ie; ignition tutoring - plotting slope, for halo
rethinking tech, halvorsen and ?
get people from top - archdiocese
shared culture allows for rapid change
teachers as learners first
1) takes off pressure of using tons of tech in classroom - do for yourself first, enjoy that
2) very few models of learners in the classroom
steve - since i've been doing the interview series, less interested in tech and more interested in community
the more mobile things get the more interesting things get
tools aren't interesting until they facilitate some connectedness
one thing will loves - evernote
it's my outboard brain, so easy to dump ideas in there (not video yet)
evernote has made me less transparent
mbteach (Mary Beth): Dropbox is for files. Evernote allows web clippings and note-taking
writing - only way you get better at writing is to write.. and to have good feedback
how do we amp the convo?
______________________________________
[humanity 4.0, etc - all about convo, info is in the people]
really interesting now..looking and seeing how different people outside ed are trying to make in roads into ed
ie; ignition tutoring - plotting slope, for halo
rethinking tech, halvorsen and ?
get people from top - archdiocese
shared culture allows for rapid change
teachers as learners first
1) takes off pressure of using tons of tech in classroom - do for yourself first, enjoy that
2) very few models of learners in the classroom
steve - since i've been doing the interview series, less interested in tech and more interested in community
the more mobile things get the more interesting things get
tools aren't interesting until they facilitate some connectedness
one thing will loves - evernote
it's my outboard brain, so easy to dump ideas in there (not video yet)
evernote has made me less transparent
mbteach (Mary Beth): Dropbox is for files. Evernote allows web clippings and note-taking
writing - only way you get better at writing is to write.. and to have good feedback
how do we amp the convo?
[by getting local schools out into their communities - let community problems, dreams, etc, become what we do/solve/work on during the day, needing less resources if we start maximizing use of one resource - people, people have the knowledge in them... getting out and convo]
______________________________________
Sunday, January 16, 2011
mash-up
edit mode...
a process - via martin - to (disciplinarity) cross discipline boundaries
+
a standard - via hagel - to be the glue of the knowledge overload
finding stability at the core of change:
sources of stability that will provide us with the firm grounding that we all, even the most jaded adrenaline junkies, need to thrive: tacit knowledge, trust relationship, talent development
accelerating change breeds exactly the kinds of needs that will give rise to new sources of stability.
an opportunity that none of the current leaders of the commercial Internet understand, much less address. There is a white space here.
+
back to martin - the marriage of change and stability, validity and reliability,
+
back to hagel - on turkles alone together
Those who come to this book looking for rich statistical data will be disappointed. This is a powerful ethnographic study that makes its points come alive with individual stories and experiences. I
Many of the usage patterns she describes so compellingly have their source in the business world where globalization and digital technology infrastructures are increasing competitive pressure and leading to sustained erosion in performance. Rather than stepping back to reassess if the current way of doing business is still appropriate, the reaction of most business executives is to squeeze harder, demanding more output with fewer and fewer resources. In this environment, the basic assumptions of the business world take even deeper root: transactions trump relationships, short-term trumps long-term, multi-tasking trumps focus, predictability and control trump experimentation and initiative.
The new modes of communication enabled by technology fit right in to this mindset. They provide us with the illusion of control and predictability.
To address these mounting pressures and the impact they have on the relationships around us, perhaps we need something more than conversations and small behavior changes. In the face of mounting pressures from our work lives, perhaps we need something more fundamental. Perhaps we need to re-connect with our passion and find ways to integrate our passion with our profession.
In reflecting on Sherry’s book, I went through the exercise of identifying people that I thought were relatively immune from the technology-enabled behaviors that Sherry so eloquently identifies and criticizes. The outliers that came to mind all had one thing in common: they were deeply passionate about their work and had what I have described as the “passion of the explorer”.
Driven by a connecting disposition, these people deeply engage with others and rapidly build trust-based relationships, relying heavily on face to face meetings and lengthy phone (or Skype) conversations. They enrich these relationships by drawing people into shared quests where deep engagement is required to come up with the creative new approaches to succeed in the quest.
+
a machine to manage knowledge system - via videos vs documents - roger schank
next generation of Knowledge Management systems, managing video stories and not documents
+
Kelly -
the glue/standard/, the process of learning? detox?
the documentation giving way to video documentation.. needing help organizing, perhaps the demo of schank's will help?
the marriage, public school system and innovation, helping the system realize that the data they are collecting is no longer reliable. they may find more reliability in mapping systems and video logs that can monitor growth per stories.
_______________________
a process - via martin - to (disciplinarity) cross discipline boundaries
+
a standard - via hagel - to be the glue of the knowledge overload
finding stability at the core of change:
sources of stability that will provide us with the firm grounding that we all, even the most jaded adrenaline junkies, need to thrive: tacit knowledge, trust relationship, talent development
accelerating change breeds exactly the kinds of needs that will give rise to new sources of stability.
an opportunity that none of the current leaders of the commercial Internet understand, much less address. There is a white space here.
+
back to martin - the marriage of change and stability, validity and reliability,
+
back to hagel - on turkles alone together
Those who come to this book looking for rich statistical data will be disappointed. This is a powerful ethnographic study that makes its points come alive with individual stories and experiences. I
Many of the usage patterns she describes so compellingly have their source in the business world where globalization and digital technology infrastructures are increasing competitive pressure and leading to sustained erosion in performance. Rather than stepping back to reassess if the current way of doing business is still appropriate, the reaction of most business executives is to squeeze harder, demanding more output with fewer and fewer resources. In this environment, the basic assumptions of the business world take even deeper root: transactions trump relationships, short-term trumps long-term, multi-tasking trumps focus, predictability and control trump experimentation and initiative.
The new modes of communication enabled by technology fit right in to this mindset. They provide us with the illusion of control and predictability.
To address these mounting pressures and the impact they have on the relationships around us, perhaps we need something more than conversations and small behavior changes. In the face of mounting pressures from our work lives, perhaps we need something more fundamental. Perhaps we need to re-connect with our passion and find ways to integrate our passion with our profession.
In reflecting on Sherry’s book, I went through the exercise of identifying people that I thought were relatively immune from the technology-enabled behaviors that Sherry so eloquently identifies and criticizes. The outliers that came to mind all had one thing in common: they were deeply passionate about their work and had what I have described as the “passion of the explorer”.
Driven by a connecting disposition, these people deeply engage with others and rapidly build trust-based relationships, relying heavily on face to face meetings and lengthy phone (or Skype) conversations. They enrich these relationships by drawing people into shared quests where deep engagement is required to come up with the creative new approaches to succeed in the quest.
+
a machine to manage knowledge system - via videos vs documents - roger schank
next generation of Knowledge Management systems, managing video stories and not documents
Kelly -
the glue/standard/, the process of learning? detox?
the documentation giving way to video documentation.. needing help organizing, perhaps the demo of schank's will help?
the marriage, public school system and innovation, helping the system realize that the data they are collecting is no longer reliable. they may find more reliability in mapping systems and video logs that can monitor growth per stories.
_______________________
Saturday, January 15, 2011
keep running into the need for bold
friend on triiibes shared this link. on Michelle Rhee's 1 billion on ed.
now i've been talking with Bonnie about meshing up moneys with what works.
per Rhee's comment, i emailed co senator Mike Johnston.
Diane sent me these:
http://www.nationallabnetwork.
http://www.whitehouse.gov/
wrote her back:
gosh let's work together.
notice unexpected solutions, dream boldly, connect unlikely people/info, do what matters
_____________________________________________
now i've been talking with Bonnie about meshing up moneys with what works.
per Rhee's comment, i emailed co senator Mike Johnston.
Diane sent me these:
http://www.nationallabnetwork.
http://www.whitehouse.gov/
wrote her back:
this is why we're still in a rut. we're basing all our efforts off and spending all our monies on data, like PISA. people wanting to do good or feeling pressure to come up with a solution are just focusing on what we've always focused on. they change a few little things or words so that it feels like reform, but it's so not.
we're not asking people what success is to them. which is the very first question to ask/discuss. without taking time to find that out - most everything that follows becomes invalid.
funny thing is that this voice of reason, to let people decide, is what govern/business claims is invalid. it's scary to give up control like that.
we're not asking people what success is to them. which is the very first question to ask/discuss. without taking time to find that out - most everything that follows becomes invalid.
funny thing is that this voice of reason, to let people decide, is what govern/business claims is invalid. it's scary to give up control like that.
gosh let's work together.
notice unexpected solutions, dream boldly, connect unlikely people/info, do what matters
_____________________________________________
roger martin
nov 2009:
in pieces here.
54:06 - rather than - to think about thinking. be able to think across boundaries
need to teach the basic science of interdisciplinarity.
we draw boundaries between knowledge domains, then we complain about them, then we separate them, then we complain about the boundaries, so we redraw them..
if boundaries are a problem, then what is a fundamental pattern of thinking that enables you to reach across boundaries. wouldn't matter what material
bruce - design and design thinking are what you're describing
why - in perhaps the most important thing, that can make a person successful or not - do we leave this thinking to a person? roger - because it's easier to teach a discipline than disciplinarity thinking
___________________________________
in pieces here.
54:06 - rather than - to think about thinking. be able to think across boundaries
need to teach the basic science of interdisciplinarity.
we draw boundaries between knowledge domains, then we complain about them, then we separate them, then we complain about the boundaries, so we redraw them..
if boundaries are a problem, then what is a fundamental pattern of thinking that enables you to reach across boundaries. wouldn't matter what material
bruce - design and design thinking are what you're describing
why - in perhaps the most important thing, that can make a person successful or not - do we leave this thinking to a person? roger - because it's easier to teach a discipline than disciplinarity thinking
___________________________________
Wednesday, January 12, 2011
jeri ellsworth
stanford talk 2003
self taught electrical engineer
talks a lot about mentors...
they saw that i was excited about where i wanted to go and were willing to share their knowledge with me.
________________________________
self taught electrical engineer
talks a lot about mentors...
they saw that i was excited about where i wanted to go and were willing to share their knowledge with me.
________________________________
mash-up
humanity 4.0 + what tech wants + homeless people + philosopher kings + un_schooled + ?
from humanity 4.0:
converge - the more convergent the whole, ie: the more you remain recognizably you even as your cells are continuously replaced, the more resilient, adaptive and creative the living system will be - hunter gathering era - the universe is made up of individual parts
relate - the more open and free flowing the relationships, the more resilient, adaptive and creative the living system will be - agragrian era - the universe is a web of interconnected relationships
diverge - keeps us stuck thinking of ways to tweak the machine - the more divergent or diverse the parts, the more resilient, adaptive and creative the living system will be - industrial era - the universe is an unbroken whole
integrate - by itself the living system integrates all those divergent parts into a convergent whole in dynamic relationship internally and externally in an ongoing, moment by moment process of self re-creation
- integral era - the universe is an integral living system made up of parts, relationships, and wholes
we find harmony in integration
the most important task of the era is to acknowledge life
life integrates and animates.
it pulls us into thrivability vs sustainability
is the bridge to humanity.
we evolve our consciousness not by reading books and presentations but through conversation.
4.0 or status quo
from Kelly What Tech Wants):
to maximize our own contentment, we see the
minimum amount of technology in our lives.
yet to maximixe the contentment of others, we must
maximize the amount of technology in the world.
throw in cold weather - and there's a sense of urgency. no?
and if there's urgency, or desire for belonging, seems both can be found in community
and in realizing that wisdom can be found in unlikely places.
right in the middle of life, no doubt. no need for pseudo anything. just live.
school is learning. learning is life. that's it.
nothing is for everybody @irasocol
24/7 integration and flexibility
as seen here via @ewanmcintosh
and below - a random snippet of how kids learn:
what's next?
- this is next. now is next.
jump in. live. connect. converse. be.
and key to where-with-all...
if we have trust, if our premise is - we all want good...
we don't waste energy on defense.
i've got your back.
no?
______________________
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