
2013/04/27
2013/04/22
New trend of coworking
The Harvard Advanced Leadership Fellowship offers a year-long program to enhance and leverage the skills of experienced leaders who want to apply their talents to solve significant social problems. At the same time, Harvard Business School will supplement the salaries of selected new graduates who choose to enter the non-profit world.
Students at many universities involved in social change initiatives are being mentored by experienced executives. Programs like these are active at Duke, Stanford, Virginia, and elsewhere, and the University of Utah just received a $15 million gift to launch a social entrepreneurship initiative with a similar mentoring component.
DoSomething.org is the country’s largest nonprofit for young people and social change. They have 1,425,974 million members (and counting) who focus on causes they care about. Imagine what can happen when you link their energy with the deep networks of late career business people!
What the tech industry often forgets is that with age comes wisdom. Older workers are usually better at following direction, mentoring, and leading. They tend to be more pragmatic and loyal, and to know the importance of being team players. And ego and arrogance usually fade with age.
During my tech days, I hired several programmers who were over 50. They were the steadiest performers
But how opportunities to work creatively with people from other generations?
Let see [http://www.littlekidsrock.org] It is an active partner to the young social entrepreneurs who work there, and they in turn rave about all they’ve learned from the wisdom and experience he brings. Millions of similar partnerships are just waiting to be launched at nonprofits across America.
Some questions about this trend that nonprofit leaders might ponder include:
What new ways can we explore to make cross-generational linkages more quickly and easily? How can social media tools like Facebook and LinkedIn get involved? What can universities do to connect their student and alumni networks? What about hosting meet-up gatherings? Could a “matchmaking” system modeled on one of the successful dating services be created?
What opportunities are there for cross-generational collaboration on an international scale? I am starting to see business people in India, Nigeria, Brazil, Mexico, and many other countries becoming interested in increasing their involvement in social causes. How can we bring them into our networks along with the thousands of bright young students in those countries?
How can we highlight more stories of cross generational partnerships to show how they can work best?
I have gotten a lot of joy out of mentoring, partnering, and sharing with people who are discovering the excitement of social engagement, including both those of my own cohort and those just starting their careers. Finding ways to bring these generations together could be a big step toward building the even more complete teams we need to address the toughest social issues of our day.
2012/11/23
Mass Online Education
More than a million people have enrolled in the courses (though their completion rate remains quite low). Being available online and free makes MOOC’s accessible to folks all over the world, including in remote regions lacking capacity for high-quality university education. As long as one has Internet service and a device to access it, MOOC’s provide the missing content (though certifying the learning is still problematic).
But, let’s be clear what this means: thousands of students across the world taking the same course, with the same content, from the same instructor. And that is the problem. MOOC’s are now at the forefront of the McDonaldization of higher education.
In an era when higher education is making significant advances in becoming global and helping to build educational capacity within developing nations, MOOC’s play the center against the periphery. They strengthen the ivory towers by enabling a few elite institutions to broadcast their star courses to the masses from the comfort of their protected perches.
Yes, the model expands access to many who cannot or do not want to pay for the regular costs, and that certainly has its benefits. But MOOC’s do little to foster engagement or cross-cultural understanding, and in most cases don’t offer students a credential. By promoting centralized knowledge production, MOOC’s limit the spillover effects that can help build the academic infrastructure of developing nations.
By reducing the need or opportunity for students or institutions to cross borders, MOOC’s pose potential barriers to fostering global awareness and providing diverse educational experiences. This is not to argue that promoting study-abroad experiences or expanding an institution’s global physical footprint into overseas markets are the only ways to internationalize an institution. However, one of the differences between such activities and MOOC’s is that studying abroad and operating international campuses promote global engagement.
What do we mean by global engagement? We’ve talked about universities as multinational entities, and how it means more than just operating in several countries. There is a two-way aspect to global engagement, such that there is both an exchange of people and an immersion in different cultural experiences.
A multinational university can’t simply be a broadcasting service to recipients in other countries; it must engage with and learn from other cultures. The “massive” element of MOOC’s and most other technological initiatives has a homogenizing effect that makes this sort of engagement unlikely.
We know better than to reject the possibility of future advances that will enhance engagement. For example, the State University of New York’s Center for Collaborative Online International Learning, the COIL Center, is designed to facilitate collaborative courses among faculty members and students in multiple countries. Technological innovations tend to change things more than expected in the long run, even as short-term advances rarely match up to predictions.
We also acknowledge the potential of MOOC’s to transform higher education’s organizational structures, with a chance of breaking the monopoly held by traditional colleges and universities over courses and credits.
Branch campuses and other types of foreign educational outposts seek to replicate a certain curriculum in an overseas environment; however, being locally embedded enhances the opportunity for there to be local engagement, local knowledge spillover, and an overall improvement in a nation’s educational sector. They tend to produce research that is locally relevant and students that are locally employable.
2012/10/23
Mobile web use is exploding
2012/10/10
Sandberg and Zuckerberg mobile trick
What do you think, whether Facebook management can trick with mobile revenues?
COO Sandberg said:
The future is one of personalization. Basically, mass market products have always been produced. They still always will be produced, but they'll be delivered to people in a much more personal way. [...] Going to website that's totally impersonal I think will be a thing of the past. [...] Once people have experienced something personal that's around their identity and their friends, they won't want to go back to something that's targeterd at the whole world. I think we'll see more and more products and services do things like the HuffPost has done and take that step of trying to deliver a more personal experience to users.
But what really was doing Zuckerberg and Co?
John Connor answered on
2012/08/13
CIA startup #1
Palantir is a Peter Thiel company that is changing the game of intelligence
Read more: http://www.businessinsider.com/25-cutting-edge-companies-funded-by-the-central-intelligence-agency-2012-8?op=1#ixzz23SICzYjz
2012/06/03
How to make social media marketing
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