Archive - Foundations
It's the start of 2021 and I bring with me this lesson about being an educator: The job is, with care, to create moments for people to think. I've contemplated this lesson for several years teaching graduate students. The professionals who come to our masters degree
Archive - Foundations
I've been back in the classroom this fall and winter, co-teaching MSLOC 430 Creating and Sharing Knowledge. Two things are new. Our program moved to a new community platform - from Jive to SAP Jam. The platform provides the space for both formal and informal engagement with students,
Archive - Foundations
Recently, I had the opportunity to speak at the annual conference of the Association of Change Management Professionals Midwest Chapter. I shared my thoughts on what is an on-going work-in-progress: The learning journey required to move beyond being empathetic and to actively practice co-creation when we design and implement organizational
Archive - Foundations
I have the good fortune to be co-teaching two courses at Northwestern University with the talented Teresa Torres, whose work with teams and leaders in the product world is changing how they connect the dots between user research and product design decisions. We co-lead the Designing for Organizational Effectiveness Certificate
Archive - Foundations
I first started teaching in higher education in 2006. Two years later I moved to a full-time position at Northwestern University - part staff role, part instructor. This, after 20+ years as a corporate leader and consultant working at the intersection of technology, learning and knowledge management. Pedagogy - the
Archive - Foundations
I am currently re-reading Donald Schon's classic The Reflective Practitioner - How Professionals Think in Action (1983) along with An Urgency of Teachers - The Work of Critical Digital Pedagogy, a 2018 compilation of the essays and articles of Sean Michael Morris and Jesse Stommel. This was not
Archive - Foundations
Learning from success I recently attended a conference where, upon reflection, I am once again just struck by the challenge of aligning on outcomes in the workplace. And how the inability to do so absolutely kills our capacity for organizational learning. The context in this case involved community management professionals
Archive - Foundations
I just re-read a post I wrote in June, 2015, reflecting on a challenge posed by educator and author Cathy Davidson. Why Start with Pedagogy 4 Good Reasons, 4 Good Solutions If your goal is equality in a world where inequality is structural and violent and pervasive, you can at
Archive - Foundations
One of the things that I love to unpack is the ability to see things through others' eyes. Doing it is really difficult. Trying to teach it, I think, requires a total commitment to opening up the learning space. No one person knows the answer; the answer emerges. Which
Archive - Foundations
In Why Start with Pedagogy 4 Good Reasons, 4 Good Solutions, Cathy Davidson writes: "If your goal is equality in a world where inequality is structural and violent and pervasive, you can at least start with your classroom as a place in which to model a better way...Be
Archive - Foundations
I am still reflecting on the experience of the #msloc430 working out loud week. Yes, this definitely was one of those let's-just-do-this-and-see-what-happens events. But I am beginning to see lessons. One lesson is - ignore the network. Or put another way: It's ok to chat up
Archive - Foundations
The topic for this past week in #rhizo14 was embracing uncertainty. A familiar topic in my work context. Kimberly Scott, the Director of the Master's Program in Learning & Organizational Change (my professional home), openly tells graduate students to get used to playing in the ambiguity sandbox. We