Understanding networks: two perspectives...

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Jan 23

Understanding networks: two perspectives...

Learning, Connected Learning Environment, Networks, Social Networks, Teacher CPD, Naace2007 Add comments

I hadn't planned this, but the two posts I made yesterday:

are coming at networks from two different angles, both of which are vital if we're to a) understand networks within and across organisations, and b) make use of them.

The first perspective is that of the individual within the network. There are many people who realise that they are part of a networked world, and understand that they need to take responsibility for their part within it. But this group is still very much a minority. Tom Haskins, in his comment, describes them as the "early adopters" - the people who are willing to try new things, and to see the potential benefits rapidly.

So, there's a job to do here - to "sell" the benefits of networked learning to those "slow adopters" who cannot yet see the benefit it, as compared to the cost.

The second perspective is that of the organisation, which by not engaging with the network is losing contact with those early adopters who are moving far more rapidly than the organisation can deal with.

Again, there's a selling job to be done - to persuade organisations that engaging with, and becoming part of, the network is worthwhile.

So, what would be on your marketing materials for networked learning for these two audiences?

2 comments

§ Tom Haskins said on : 23/01/07 @ 12:34
I doubt a direct sales strategy would work with these identified individuals and organizations. They are likely to resist a sales pitch of features and benefits of networked learning. One alternative is to offer a "test drive" where they could experience the benefits first hand. Pilot program groups sometimes have this effect. The "test drive" approach is implied in what you mentioned a couple days ago -- "you only realise the benefit of networked learning ideas when you experience it for yourself. So do we wait for the idea to spread organically, or is there a way of pump-priming networked learning."

There are several other indirect, interactive strategies that could work for "pump priming" individuals and organizations:
1. Give a scenario where networked learners were more successful (individually or organizationally) and have them develop theories why that occurs (thereby selling themselves)
2. Give them a scathing condemnation of networked learning and have them moderate that stance with ways that network learning might not be so bad after all.
3. Ask them to forecast the feasibility of changing to networked learning, considering all the detractors and obstacles as well as the favorable influences on such a transition.
4. Ask them to generate a scenario of "business as usual" while other individuals or companies have switched to networked learning -- and foresee the repercussions of not changing.
§ Karyn Romeis said on : 24/01/07 @ 05:05
Slow adopters I can deal with - at least they haven't closed their minds. It's the determined non-adopters I have a problem with: those who willfully dig in their heels. Jeff Utecht (Thinking Stick) and I exchanged emails about this a while back: the excuses that people come up with range from slightly weird to downright ludicrous, and as for the ease with which they dismiss "all this online stuff" with an airy wave of the hand as a fad...

I find myself being looked on as something of a freak sometimes. Some of my classmates on my MA course (and occasionally even my colleagues) roll their eyes and groan, "She's off again."

There's a line in the Glenn Close version of 101 Dalmations, where Cruella deVille discovers that our (human) hero writes computer games and she sneers, "Someone actually writes those dreadful things?" (or words to that effect). I know how he felt!