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It's not usual for me to disagree with Martin, so seeing this i had to bite. Here it's more a case of 'I agree with Dave'. Among knowledge workers, there's a whole lot of learning going on where people are acquiring skills and expertise that makes them better at their job. They may find it difficult to recognise it as 'learning' (Eraut talks about this) but over time they change and become 'expert' and we can recognise that they have learnt. While I agree that it is difficult or impossible to measure reliably, and can't be taught, I do think there is a lot which can be done to support 'learners' as they undertake this type of 'learning', and this is where we have tried to direct our recent work. In a knowledge intensive company we worked with, one of their grand challenges was to reduce 'time to competence' - the time between a new recruit joining the company and them starting to be of value (impacting the bottom line). Their new graduate induction programme actually did a pretty good job of addressing this challenge - not by attempting to teach the new recruits (the recruits came highly qualified) but by creating an environment which supported them in learning the culture, working practices and knowledge flows of the company. To do this they provided coaching arrangments for the new staff, programmed explicit opportunities for these new recruits to work in several different parts of the company in their first 12-18 months and ran a Graduate Network masquerading as a social hub through which recruits would develop new professional networks. The company recognises that these new recruits undergo a period of intense learning when they join the company and has created an environment to support them. We're interested in the other things you can do to support these knowledge workers as they learn - what tools can you provide, what network structures can foster the social interactions that are so vital to their learning, can you help them balance their own learning needs with the need to deliver for the company.
Toggle Commented Feb 3, 2012 on Attack of the killer rhizomes at The Ed Techie
Your decision only to review for open access journals is completely consistent with your publishing practice, perfectly justified. When I peer review, part of the motivation for me is to reinforce my faith in the system - I treat other researchers papers in the same way I'd like my own to be judged. I was wondering how practical deciding to publish only in open access journals has proved - it is easy when you are the primary author, but have you compromised when someone else leads, or have you been able to argue your case successfully. (I couldn't find your original post on publishing in open access journals: perhaps you answered this point there).
Toggle Commented Jun 9, 2010 on The return on peer review at The Ed Techie
Spot on Martin, and delivered engagingly as ever. To me: point three could also be thought of as building 'trust' with the other members of your network - strengthening weak ties for the future. This got me thinking about the transience /or otherwise of connecting (which I think is also related to the serendipity point): that the relationships one develops with other individuals with in their network can be easily activated when the need arises (to collaborate) and then can fall dormant again once the motivation to connect has passed.