April 25th & 26th
287 Kent Ave, Brooklyn, NY 11211
Abstract Submission Deadline: January 19th
What does it mean that digital technologies are increasingly a part of...
I build on some thoughts of Anna Carlson regarding hierarchical versus networked learning in business, and how fear can affect organizational learning:
I maintain that fear is perhaps the biggest barrier to innovation, creativity, and resilience in organizations, so the first point to draw from Carlson’s piece that work to reduce the culture of fear that exists in so many organizations.
Anna goes on:
Societally and in the media we celebrate the beauty of youth, we see this as being fresh, open, malleable, exciting and open to opportunity. Whereas old age is seen as stale, stuck in our ways. What if we adopted a youthful, open, curious mind in business?
I am reminded of one of the most powerful influences on my thinking, which is the masterpiece of Zen literature, Zen Mind, Beginner’s Mind by Shunryu Suzuki, which opens in this way:
In the beginner’s mind there are many possibilities, but in the expert’s there are few.
So, to paraphrase, we need to devise a learning culture based on the premise that we are always beginning, never finished. Each of us is constantly developing new observations, new premises, concocting new explanations for what is going on. And our business culture needs to support that, and not suppress the curiosity that animates beginner’s mind.
Jeremiah Owyang wants to declare the end of the golden age of tech blogging, or, even more portentously, he says
The tech blogosphere, as we know it, is over.
This could be interpreted in a number of ways, but at face value — and leaving aside for the moment the specifics of his argument — I agree. The ‘blogosphere’ — that mid ’00s concept of a community of bloggers writing for each others and cross-linking through trackbacks and threaded comments — that communitarian vision has been superseded by other ideas of what is, or should be, happening, online.
However, I don’t want to adopt the metaphor that is used by people that fear the future, and long for a halcyon past. I won’t go along with the ‘golden age’ rhetoric, which is generally employed by those arguing a fall from a better past into a less virtuous present. (The concept comes from ancient Greek mythology, with its Golden, Silver, Bronze, Iron ages, and then the present, debased age.)
I prefer Winston Churchill’s trope:
Now this is not the end. It is not even the beginning of the end. But it is, perhaps, the end of the beginning.
Churchill was, of course, referring to a turning point in the struggle with Germany during World War II, while we are discussing the transition from a more primitive and less social phase in the web revolution, into something more complex and, ultimately, more rewarding.
The points that Jeremiah makes to support his argument are very tactical, not looking at the strategic changes going on technologically or societally. His ‘trends’ aren’t really trends, but narrow extrapolations from recent events masquerading as business advice. They are these, in brief:
Trend 1: Corporate acquisitions stymie innovation
Trend 2: Tech blogs are experiencing major talent turnover
Trend 3: The audience needs have changed, they want: faster, smaller, and social
Trend 4: As space matures, business models solidify – giving room for new disruptors
These observations are interesting as far as they go, but aside from the ‘faster, small, and social’ I don’t think these are major, in any sense.
I’d like to offer a few trends that may be implied by Jeremiah’s lists or by the comments of various bloggers that he cites, but aren’t really characterized very well in his post.
It’s obvious that Jeremiah is caught up in the issues confronting three groups of web denizens posting their contributions posting on technology platforms based on a now well-established model of web publishing, which we call blogging. This is unexamined in his piece, but the model of a website made up of chronologically ordered posts with comments in a thread on each piece, and a variety of navigation or advertising widgets in the margin may be getting tired, and may not gibe with other modern advances in online media dynamics. At any rate, Owyang’s concerns seem to be directed toward three constituencies:
He doesn’t seem particularly concerned about the problems of major media companies, which continue to be deadly serious, nor does he refer to the notable advances that media companies like The Atlantic have accomplished. Nor does he spend much time talking about the technology companies — like Tumblr, Twitter, and Flipboard — that are involved in the tectonic changes going on today; changes that make the ebb and flow of small-potato business models surrounding tech blogging look like the scrambling of ants underneath the construction of the Brooklyn Bridge.
Yes, we are veering into a new era of web media; and it’s about goddamned time.
Here’s a few of the most powerful trends, in summary:
Obviously, Owyang and those leaving comments on his post weren’t necessarily treating these trends. The post was ostensibly about the changes in the world of tech blogging, after all. But I don’t see how you can meaningfully explore that niche without the larger context.
Brian Solis sees the larger context as necessary as well:
I recently wrote about my thoughts on the state and future of blogs, which is of course far grander than the world of tech blogging. And as you can see, blogging is alive and clicking.
Yes, micromedia, video, and social transactions/actions are breaking through our digital levees and causing our social streams to flood. And, yes, Flipboard, Zite, and the like (get it?), are forcing our consumption patterns into rapid-fire actions and reactions. You have a choice. You are either a content creator, curator or consumer. You can be all of course. But, think about this beyond the mental equivalent of 140 characters. What do you stand for and what do you want to become known for? The answer is different for each of us. But, content, context, and continuity are all I need to learn, make decisions and in turn inspire others.
I don’t buy the consumer angle — after all, every person is curating for at least one person, themselves — so I consider it a cardinality distinction: curating for one is not appreciably different than curating for two or ten. All curators — of whatever degree of discernment — started by curating for themselves. But Solis clearly gets the big picture, and I agree totally that what is bubbling up today will make the web a place where we continue to come to learn, make decisions, and connect with — and perhaps inspire? — others to do the same.
Mark Pagel is Fellow of the Royal Society and Professor of Evolutionary Biology; Head of the Evolution Laboratory at the University of Reading; Author Oxford Encyclopaedia of Evolution; co-author of The Comparative Method in Evolutionary Biology. His forthcoming book is Wired for Culture: Origins of the Human Social Mind.
I want this book.
Mark Pagel via Edge
One of the first things to be aware of when talking about social learning is that it plays the same role within our societies, acting on ideas, as natural selection plays within populations of genes. Natural selection is a way of sorting among a range of genetic alternatives, and finding the best one. Social learning is a way of sifting among a range of alternative options or ideas, and choosing the best one of those. And so, we see a direct comparison between social learning driving idea evolution, by selecting the best ideas —we copy people that we think are successful, we copy good ideas, and we try to improve upon them — and natural selection, driving genetic evolution within societies, or within populations.
I think this analogy needs to be taken very seriously, because just as natural selection has acted on genetic populations, and sculpted them, we’ll see how social learning has acted on human populations and sculpted them.
What do I mean by “sculpted them”? Well, I mean that it’s changed the way we are. And here’s one reason why. If we think that humans have evolved as social learners, we might be surprised to find out that being social learners has made us less intelligent than we might like to think we are. And here’s the reason why.
If I’m living in a population of people, and I can observe those people, and see what they’re doing, seeing what innovations they’re coming up with, I can choose among the best of those ideas, without having to go through the process of innovation myself. So, for example, if I’m trying to make a better spear, I really have no idea how to make that better spear. But if I notice that somebody else in my society has made a very good spear, I can simply copy him without having to understand why.
What this means is that social learning may have set up a situation in humans where, over the last 200,000 years or so, we have been selected to be very, very good at copying other people, rather than innovating on our own. We like to think we’re a highly inventive, innovative species. But social learning means that most of us can make use of what other people do, and not have to invest the time and energy in innovation ourselves.
Now, why wouldn’t we want to do that? Why wouldn’t we want to innovate on our own? Well, innovation is difficult. It takes time. It takes energy. Most of the things we try to do, we get wrong. And so, if we can survey, if we can sift among a range of alternatives of people in our population, and choose the best one that’s going at any particular moment, we don’t have to pay the costs of innovation, the time and energy ourselves. And so, we may have had strong selection in our past to be followers, to be copiers, rather than innovators.
Followership is part of a vast meta-genetic pattern of human culture, where we need fewer innovators as our networks grow better at transmitting innovation. As social density increases, social learning increases, and the very best ideas can reach everywhere: or better, everyone.
The socially networked business (‘social business’) is one that has moved past business process and the organization chart as defining modalities and maps. One of the casualties is traditional course-based training and learning, where people are pulled from context and trained in an abstracted manner.
Social learning is really about creating a culture where people’s natural tendency to cooperate leads to people learning new skills and reasoning in context, without the need for (as much) our of context, classroom-style teaching and learning.
But there is a conflict with older, larger, and conservative organizations:
Jane Hart via Learning In The Social Workplace
[…] although Jay Cross and others have brought to the attention of the learning profession the fact that most learning in the workplace occurs outside any formal learning intervention – informally, in the workflow – the only way that most training departments have been able to deal with this is by trying to “manage” it and build it in to the training blend. But blend it as much as they like – it won’t change the fact people will still learn informally and continuously – outside of training events – and L&D will never be able to manage it all!
But now, the emergence of social media has given individuals and teams the tools to support their own learning and performance needs much more easily and powerfully themselves. And by doing so many are already circumventing the L&D function – and citing a number of reasons for doing this:
- L&D is too slow to respond to their needs
- courses are not the most appropriate way to solve their problems
- they don’t want to have to leave the workflow for the solution
- e-learning frequently annoys adult learners as it treats them like idiots
- and they don’t want to have Big Brother breathing down their necks monitoring and tracking their every move.
What is needed quite urgently is a new approach to helping those in the workplace do their jobs, or do them better – in more effective, efficient and relevant ways in the modern workplace. An approach that is NOT about designing and delivering courses, but is about working with individuals and teams at the grass roots to both encourage and support continuous learning practices as well as to identify more appropriate solutions to business and performance problems through non-training interventions.
Jane Hart has set up a new website to explore these ideas, here.