Help! - the professional2.0 is coming...

 That professionals can be wilful and opiniated we already knew (only look at house!): several authors have written extensively about this phenomenon (such as the Caluwé, Vermaak and Weggeman). With the recent technological developments such as social media and social intranets, professionals have even more spaces to profile themselves. Who are these new professionals living in our era of social media and what does this process of empowerment of professionals mean for organizations? During the learning trajectory 'learning and change with social media' we made a drawing of the new professional (see picture). She (in this case it was a woman) has at least one smartphone in her hand and apparently on the move (running). She is an independent thinker in her field, she takes initiative and is capable of finding the balance between different polarities, such as online and offline, private and professional, inside and outside the organization. In addition, the basis of her works and passion is from a connection with her own personal experiences, which gives her the drive to excel.

Serial mastery

Lynda Gratton, the well-known professor of management practice at the London Business School, has written a book with the title 'The Shift' about the global changes that are influence the workplace. She marks important changes for professionals: professionals will become what she calls a 'serial master' rather than a generalist. A master is a professional who possesses deep knowledge and skills in a variety of domains. The serial aspect of serial mastery consists in that the relevance of these domains will change and the professional during his / her career will have to venture into new domains, building on old topics, she calls this 'sliding and morphing'. It is therefore important that the professional can quickly learn and is a good networker.

Self-organised learning

Hans de Zwart (Senior Innovation Adviser for Global HR Technologies at Shell) is posing the following question online: can you design a curriculum for the professionals when their work is so dynamic and is changing all the time? Or should there be more focus on self-directed learning (do-it-yourself-learning, self-regulated learning)? There are currently more and more complex problems to be solved by professionals - and complex problems can not be solved with routine answers and best practices. In a complex situation you have an emergent practice, and you should work with trial and error, try things, reflect and adjust. So apart from the fact that professionals need to move into a new domain they must learn to solve complex problems. They do this in daily practice.

Online branding

Online communication is becoming increasingly important in finding the right professional for the job or project. If you a professional and you are not on Twitter and LinkedIn, you have been fairly invisible. Internally channels like Yammer or other social networks are becoming increasingly important to be visible within the organisation, especially in larger companies. Professionals should therefore clearly know what makes them distinctive and unique from other professionals. A professional2.0 will build an online reputation and that reputation is more durable than the job he / she has. The organisation only 'borrow' the reputation of the professional.

Organisations and the professional 2.0

What does this imply for organizations, strong, initiative-taking autonomous professionals? I have spoken several youngsters who are surprised about the slowness of communication in organizations and the lack of adequate resources and support. Professionals are 'serial masters', who design their own online brand, and be young and old. For me, these technological and social developments have the following implications for organizations: 

• Look for new models of working in collaboration with professionals, not only in fixed employment, but also in networks
• Develop new '21st century' skills such as dealing with social media, online networks etc.
• Encourage and social learning within (online) communities instead of organizing training and education 
• Provide a technological infrastructure within the organisation which works just as easy as social media
• Support professionals by new and lighter forms of leadership: avoid too much hierarchy, give space and ensure that leaders themselves are professionals too, so avoid 100% managers

What impact of the various developments do you see for organizations? And to what extent is your organization already doing what I suggest above?

Voicethread: a creative way to use video online in training or workshops

With a group I explored the creative use of video by trainers and facilitators. Nowadays it is very common as trainer or facilitator to search Youtube videos and use in presentations. But what more can you do with this medium? Are there any creative forms?  We experimented with voicethread. One of us started with ​​a presentation recorded with screencast-o-matic. Voicethread is a paid tool. For $ 4.95 you can upload 3 videos. The experience is they are very helpful. Below you can watch our experiment in a.. video!
A few observations about voicethread
Participants think this a fun, interactive tool. In this case were used as the central content of the voice thread a video, but it may also be a number of pictures. It took us some time to figure out how to see where in the video everybody placed his/her reacion - you can see it when you scroll over the bar at the bottom of the page. Not everyone finds it attractive, it is quite 'angular' and does not look as a very dynamic tool, though opinions varied about the attractiveness of voicethread. It is an asynchronous tool, which means everyone responds to his own time, in that sense it is not a substitute for Skype or google hangout with video because those are synchronous video conferencing tools. The advantage of working asynchronous is that all contributions remain visible well traceable. The technique did not work for everybody, one person's sound was very low. So it may need some instructions how to use it. 

Working from the tool or the goal?
Working with online video requires a whole different way of working. You have to search and find the advantages of the medium you use. In a school setting, teachers noticed that a screen automatically attracts attention, and decided to use Prezi rather than powerpoint to make it more visually appealing. Based on the possibilities and limitation of the chosen technique you may be stimiulated to design other learning activities. The code in technology forces you to be creative. By getting to know the tool you can slowly make well informed decisions. A tool can limit you, but can also stimulate your creativity to come to new things.  At the same time there is the eternal danger that he who has a hammer will be looking for a nail automatically. So stay critical about your choice of tools and avoid using voicethread because it seems fancy. The core characteristics of voicethread are its central use of video or photos, possibility of leaving reactions in any form you like (text, voice, video) and asynchronous use.

Given the core characteristic - how can you use Voicethread?

• To get to know eachother, it is nice to hear a voice or see a face online. 
• Use it to make sure people have already thought about the subject before a face-to-face meeting. 
• Use it to flip your classroom. You can explain theory in a voicethread and use the face-to-face to practice.   
• For co-creation. You may jointly develop an artifact or plan. People can keep adding things whenever they think of some new ideas to add. 
• Center your voicethread around a question and ask input from others and allow people to react to each other.  
• Film critical professional situations and ask people to observe and respond.

Social network analysis: how to use it for online networks using social media?

One of my huge interests is networks and how they can thrive online. Before the internet existed I was working in Mali with farmer organisations. We used to do Venn diagrams (by cutting paper or sometimes drawing in the sand) to find out how they collaborate with other institutions. It was always fun to do. The most interesting part was where the farmers discussed how big or small (= importance) and organisation should be. Very often the agricultural extension service was put us as a small circle because they were not very useful for the farmer organisations. By doing this, you could gain a lot of understanding about the collaborations and where improvements might be needed. For instance, we worked on sericulture in one district and found out that major institutions like FAO were not involved in sericulture development and hence organised a national meeting to engage national institutions.

BUT now.... we are all online. I still work regularly with networks and communities. Social Network Analysis seems to be the Venn diagramming of the online world. I know Social Network Analysis (SNA) is a whole field producing all these impressive diagrams, but I've never done an SNA because somehow it seems complex and time-consuming. Somehow these graphs seems to have their attraction because they look scientific, however I think back to how the farmers discussed where to put a circle and wonder how 'right' the answers are.

To learn more about SNA as a tool I decided to do the Organisational Network Analysis course by Patti Anklam. Unfortunately this is an extremely boring e-learning course of the traditional 'listen and do the test' type. There is no interaction at all with the teacher or other participants. So we set up our own little group of 4 to discuss after each module. Tomorrow we'll talk and agreed to start writing some thoughts in a blogpost. So far the course explains how you can use SNA in organisations, how to design an SNA project, the network patterns and metrics and and tools for SNA (UCINET and netdraw are discussed). If you want to read Josien's blog on the same topic you can find it here.

Questions I have after the first 3 modules;

• Is it possible to do network analysis without collecting data by using social media connections? The course focusses on organisations and assumes you can invite people to respond to an online survey (or paper survey). Would it also be possible to analyze online social networks by for instance looking at Twitter links? In the book Netsmart by Howard Rheingold offers the example of analysis of people who participate in a Tweetchat using NodeXL software.What are examples of this kind of analysis (without collecting additional data).
• How much is the time invested in doing the SNA and does it justify the results in terms of surprises and new insights that would not have been possible to gain in other ways? After the first 3 modules I get the impression that if you know very well how to work with the software it should not be too time-consuming but learning the software will take some time.
• Would it be possible to make the process more participatory? The farmers used to have extensive discussions to visualise their reality in the Venn diagram. Would it be possible to do a SNA where you invite people to make their own models before presenting the diagrams and metrics that look so scientific that people may not dare to challenge them?

By the way, if you are interested in SNA - there seems to be an active community around the #sna hashtag on Twitter. 

Facilitating the transition from online to face-to-face conversations and vice versa

Photo by sparkzy

I participated in the online facilitation course by Nancy White (long ago!) when we were practising a chat session, just typing without any audio. The flow was very fast, it was Friday, there were lots of jokes and I was enjoying myself. Suddenly Nancy said - shall we move to a teleconference?  So we all dialed in to the teleconference and we didn't know how to continue. The flow was gone... We had to start afresh with our conversation and the line of jokes was gone, because in a teleconference the threshold to throw in a funny line is much higher. It was a good experience to realize that all media have their own affordances. I also realized that the conversation doesn't flow naturally when moving to a different medium.

Blended trajectories
When designing trajectories with an online and face-to-face component you hence need to facilitate these transitions. I've been doing it - sometimes succesfully - but sometimes not at all. The most succesfull transition is in our learning trajectory on social media. We start with 2 weeks online and people are then really eager to meet face-to-face! The are also eager to start online, because they are starting with a new course and are very curious. I decided to ask for some more experiences with facilitating these transitions, on Twitter (thanks Anjet van Lingen and Ben Ziegler), and in the Linkedin groups of the LOSmakers and Virtual Facilitation where I also got very useful contributions. Ben has written a blogpost about the same topic with the great term 'choreographing conversations' and talking about fluidity.

Two examples of a blended design
Nancy Settle- Murphy offered a nice example asked for help in creating a new strategic plan for a 70- person department. She opened a virtual conference space where all employees were invited to answer a few open-ended questions related to strategic opportunities, threats, etc. and to assess their workplace culture. Then summary was used to jumpstart a 1-day working session face-to-face with  the executive team to come up with 7-9 strategic focus areas. Since she wanted all members of the department to be able to propose ideas and actions for all initiatives volunteers lead subteams to brainstorm ideas and propose action plans for each initiative, this was done face-to-face as well.   Each session of 7-9 people had a scribe, who keyed the ideas generated in each session ideas into the virtual conference space. Everyone was then invited to join the online conference area to view ideas, and submit their own ideas. This was used to create detailed plans. 

Vera Hendriks of Agri-ProFocus shared how they use online before a meeting to set the agenda together, then distribute flyers during an event with the web address. After the meeting they post reports and photos online, as well as discussions. People are curious to see the pictures, hence log on and may then contribute as well to discussions. 

Nice examples of how you can blend online and face-to-face elements... and make use of the advantage of both modalities. What I like about the example is that the steps are all geared to making optimum use of time and knowledge of participating employees. In other words - you can think strategically about participation in the process.

Commitment and a sense of urgency 
The hard part of a blended process is ensuring online participation. What is key to a successful transition is that people feel committed to the process and see and feel the urgency to continue online or start online. People may attend a meeting because they are invited but may more easily ignore an invitation to contribute online. Hence it is very important that there is a clear sense of urgency and that the topic is important enough to deserve more attention. Why would the group continue online or why start online? Without this urgency it might be better not to continue online to avoid disappointment with contributions and avoid that you end up 'pulling a dead horse' (is this an English expression?).

Seduce
Equally there are ways to seduce people into participation online. A practical example is to post something of interest like photo's and people may be triggered to look at the photo's. You may also give out a price for the best contributors. And seduce by bringing your own enthousiasm.


Be clear about the ending
What is also important is that there is clarity about the online process and that it is not too-open ended; altough in communities it is often more open-ended and spontaneaous. For instance make it clear that you will collect arguments or examples for 2 weeks, then analyze the arguments and end with a poll to vote for the best arguments. Also state when the discussion will close and/or the online space will be closed down.

Some practical tips to facilitate transitions for facilitators

• Think through the overall goal and various online and face-to-face steps and how they are linked. Point out how the steps are linked to eachother. This will help people see the urgency and logic.
• When transitioning from face-to-face to online, make it attractive for people to participate online by offering a 'warm embrace' make sure the online space is attractive, be enthousiastic and be there yourself online. 
• Develop a sense for the hot topics with sufficient urgency to attract people's attention for a longer period of time. Look for lead persons to help shape the topics online. 
• When transitioning from online to face-to-face make sure you bring product or summaries from the online discussion into the face-to-face. Make that the basis for the next steps.

Tips for online decision making

We started our fourth learning trajectory about learning with social media in the Netherlands 'Leren en veranderen met sociale media'.  It is amazing to see the energy of the people who dive into the first online block. They complain about the time it takes, but they are the ones investing a lot of time in all the assignments! One of the assignment is to work in a group and choose a tool, try the tool and present it lateron after 3 weeks.

It is very hard to make decisions online in asynchronous discussions. In a meeting you propose something and ask around whether everybody agrees and it is done. Or you vote. Anyhow a lot of things can still go wrong face-to-face in decision making... I once did a course on it. Online it is even more complicated because you need someone to take the lead online. If you take the lead and do a proposal online, you are not sure when the others will read your proposal and will react to it. Do you want to make a decision democratically with the whole group, it might take ages. If you don't wait ages the danger is that you take a decision to which people don't comply. Hence a few tips for online decision making:

• Propose something and give a clear deadline for input/reactions.You can also make a proposal to the group but make it clear when people need to respond and that the group will move ahead after this date. It is clear that those who do not respond to this call to participate in the decision loose the opportunity to participate.
• Use an online poll to collect opinions of the whole group.  If you use a tool like  opinionpower or polldaddy you can quickly make an online poll. If you limit your poll to one simple question, people can react really fast. Again, don't forget to provide a deadline. If you use a poll you know much better what the various opinion in the group are.
• Organise a synchronous call or chat. It is much easier to use a synchronous moment (when everybody is online at the same time) to make a group decision. Hence you might organise a synchronous moment. The disadvantage of this is that you have to find a date, which is a decision in itself :). But you may use a tool like meetingwizard for this. During the call or chat you can discuss the decision in-depth.

As you can see, the options from top to bottom are becoming more democratic and more time consuming. This is something to weigh against the importance of the decision. Furthermore, there are specialized online tools specifically designed to support complex decision-making processes. A handfull: 

• Ideedropper - This is a new tool that works as an online suggestion box within an organization or project. Participants can over time add innovative ideas online. After a certain time, a decision may be taken where the decision line is also visible.
• Weighteddecision - via the matrix you can make a ranking of all options and selection criteria.
• Synthetron - allows you to prepare complex policy making decisions with larger group of stakeholders.
• Liquidfeedback - for online referendum. 
• Powernoodle - is free for small groups. You can ask questions and invite people to provide input. You can start multiple sessions. At one point you can close the question.
• Uservoice - helps to gather feedback from customers (especially suitable for large numbers of customers). 1 forum is free.

The 21st century trainer: a paradigm shift?

For a client I working on transfering a face-to-face training into an online trajectory. It is a challenge and requires some creativity to not only 'translate' the training, but also improve it. Make use of the affordances of online communication to improve the training. I had a talk with a participant of the old training and she thought it was a pity that the training would be offered online. "previously the training was such a good chance to network and meet new people in the organisation". Talking to her I realized her conviction was that networking is only possible in a face-to-face setting. However, I think it is perfectly possible to network online - that's how I met most of my recent professional contacts.

A second experience was at a workshop for trainers. We had to design a training for a team to work more client-friendly. A days-training. Nobody seemed to think about having a longer trajectory with online components. I am convinced that the trainer of the 21st century will seamlessly weave together face-to-face and online conversations.

These two experiences inspired me to look at the conviction of the 'old' and the 'new' trainer or facilitator.  (image via allthingslearning). I am convinced that it is quite a paradigm shift, but one which is already taking place.

 Which convictions have already changed?

New ways of learning about the new Africa- an online interactive learning trajectory

An interactive online learning trajectory for the Ministry of Foreign Affairs
A blogpost written in collaboration with Charlotte Staats, Sibrenne Wagenaar and Robert Dijksterhuis 

When you think about Africa do you think about lions, hunger, poverty and war? Africa is one of the poorest regions in the world, while Africa is the continent with 6 countries in the top 10 fastest growing economies. Within the Ministry of Foreign Affairs, it is important that officials dealing with Africa have actual knowledge of this continent that is developing rapidly. A training day is easy to organise, but potential participants for precisely this subject work at embassies around the world ...  

How to support organisational learning in this case? Fortunately, modern technology is making it possible now to remotely communicate with one another. The Learning and Development Department of the Ministry of Foreign Affairs was this time convinced that online learning should be organised. E-learning? An individual learning approach was not favored and besides, current developments and policy issues are changing constantly, think of the fact that we have a new government in the Netherlands. Experiences with traditional e-learning modules have shown this approach is too static, videos, descriptions and assignments. In the case of "The New Africa" however, it was of great importance to be able to adjust content easy and to co-create new insights with the specialists in the Hague and the embassies. 

Online, interactive and up-to-date In 2011, the Ministry organized a training day on 'the New Africa': 1 trainer, 20 participants, a physical space and a clear program of presentations, assignments, dialogue and two case-contributors. The day was well appreciated. But looking at the potential audience it seemed valuable to try and offer this training online and at a global scale. To this end, the Ministry organised a four-week online training. Important principles: 

• easily accessible online from all over the world ; 
• Participants work within their own time to the training, within certain time period;  
• Group assignments to promote the group feeling and engagement 
• Once per week a synchronous activity to stimulate dialogue and engagement
• Content easy to adjust depending on learning needs of the group; 
• Objectives to be achieved through discussion and interaction  
• Didactics tailored online learning: visual and interactive; 
• Also available for local staff at the embassies: in English.

Design of the online training 
We used Moodle as the main platform, it is an e-learning platform already available within the Ministry, however, it had never been used interactively. An important advantage of Moodle is that the online learning environment is quite easily to adjust without having any specific IT expertise. The team consisted of: a content expert- the strategic policy adviser Africa, an adviser Learning and Development from the Ministry and two external online facilitators who have experience with online learning (myself and Sibrenne Wagenaar). 

We found it important to offer a clear structure: what is the theme, what do we ask from participants because participants were not accustomed to online and self-directed learning. The design was eventually composed of four weeks, with each week having a specific theme. Each week started on Monday with a 10-minute explanation by video by the content expert. Participants could then exchange questions and ideas with each other on the forum. On the second day of every week there was a light exercise offered, such as a quiz where the participants were given a particular graph and had to guess what the graph was about. The third day of the week was reserved for a webinar at a fixed time. This webinar had a guest speaker from practice. The webinars were recorded so participants who could not attend the webinar could watch them afterwards. In addition to the weekly themes, the participants worked in groups on a specific theme of interest, during the last webinar they had space to present their findings to the rest of the group.

And how did it work out? 
A design is always beautiful, but practice is more complicated unfortunately :). A call via the communications channels of the Ministry got a number of 45 participants registered. An excellent start when it comes to interest for this new type of learning, compared to 10 to 15 participants who come to a training day in the Netherlands. Ultimately 30 of the 45 participants (a third from embassy, ​​a third from the Ministry in The Hague and a third from AgentschapNL) participated very actively during the four weeks online. Organizing the webinars took quite some acrobatics - because of the firewall of the Ministry and differences in time zones. As a solution we recorded all webinars, the first webinar got 31 views and the first video 78 views. Online learning is very demanding on the self-directed and self-organizing ability of the participants. The webinars are planned and you can put them in your agenda, but the other learning activities need protected space (time) to participate, which is difficult in the bustle of everyday life. This means that we in the design have deliberately chosen to work on an assignment, a group assignment which calls on mutual responsibility for a successful conclusion. This worked partly. For some it was a good stick and the last 3 days before the webinar a lot of activity was noticed. Others did not succeed in finding sufficient time to engage. In the design and supervision of this type of group assignments we would suggest some improvements for next time. In the evaluation the trajectory scored an average of 8 out of 10, which is actually quite high for the critical civil servants: "Actually it was the first time as I had such a course, I would say That it was more than I expected. It was interesting, interactive and very informative. I liked it. "" A very stimulating way of taking time to look into eevelopments in the most fascinating continent in the world and realizing, that you should more often take that kind of time. New developments put in perspective, That invites to further Top reading ". The design was very well appreciated as well as the expertise of the content specialist and the facilitators. At the lower end, someone who gave score of 6.5 for the course. 'Technology takes too much time "and" for me it was unfortunately very hard to combine with my other work. " It remains a challenge to learn and work online.

Successfactors

What contributed to the relative success of this trajectory? 

One of the factors was cooperation between a content expert from the Ministry of experienced online facilitators. Where the expert was interested in working online, liked to make videos and was involved in the online discussions. The facilitators had affinity with the subject and could so easily think along with the content to offer and questions to ask.Charlotte Staats, Senior Advisor Learning and Development: "My responsibilities as an advisor Learning and Development includes the design of e-learning. If potential participants have little experience with e-learning, it is difficult to determine how and where to start. A breakthrough was the understanding that sometimes you may not from the task side ("developing e-learning") but on the side of cooperation. I knew Robert Dijksterhuis was inclined to learning with social media and that he was eager to try something new. I also knew that the two external facilitators had a background in the field of Development. And my expectations came tru: the collaboration was a nice synergy, which iyielded a great pilot. "A second factor is that we had a fairly large group of participants worked, resulting in online discussions sufficient "mass" was to really make something happen. A large proportion of the participants worked at an embassy, ​​and this group, perhaps because they are quite used to it, had a high tolerance level for technical problems. Robert Dijksterhuis, content expert: "I thought it was a great challenge to start this online training. When you are dealing with a group can see your audience and during your presentation you adapt your speech to the reactions of the participants. This is not possible while preparing videos. This meant that we had to think longer about the presentations, the exact content and the possible questions that they could evoke. Once started, it was very interesting to see the discussions of the participants in the online environment. Nice to see that there really was extensive interaction, including space for critical reflection and deeper discussions. One advantage of online was that more people could participate in the posts, including local staff who rarely if ever participate in training in the Netherlands. Feedback from their daily practice was the route more depth. It would not surprise me if participants would remember this content better than after a days training, partly because it is offered in smaller chunks" Charlotte Staats:" Most important was how the participants experienced the end result. I received many enthusiastic responses ranging from "Finally a course tailored to the embassy! 'To' I learned more online than I thought." I think it was mainly the accessibility of the learning environment and the availability of teachers and facilitators which were the success of this pilot. '

Tips for your own design 
If we could do this online training again, we would have keep many of the design elements: clear rhythm, online discussion, substantive startup, facilitate working in groups. Looking back, there are also improvements to suggest. We formulate them into the tips below.

• Make explicit that there are different ways to participate online. From very heavy involvement to lurking and reading only what you can use for your practice. Participants felt guilty if they could not participate online "Sorry for the silence but I was in the Netherlands and still have no blackberry / access to email." "Unfortunately I came only yesterday at 1 am home the airport. Online learning is different and thus makes it possible to invite different levels of participation, as in communities. A condition is that there is a large group of participants (30 +) so that there is sufficient activity.
• For people who participate in a webinar for the first time a lot is happening at once: a conference, a presentation and a chatbox to watch, including the technique which occasionally fails. Attention to this aspect remains important: use the same tool every time, appreciate that everyone succeeds participate, facilitate very clearly all interactions, and during the webinar make a clear distinction between talk about content and technology.
• Working online in groups deserve extra attention. It allows participants to get to know each other better, and that creates some responsibility. However, it is important to think about the guidance of this group work: to ensure that group members quickly find eachother and take off, facilitate online decision-making processes as much as possible, plan synchronous meeting  moments topdown for the groups.

To end an amusing anecdote of one participant: "I'm going to miss the weekly video on Monday! I really looked forward to it watching the video... while enjoying a cup of coffee! Good start of the week that was! "

10 tools challenge: making youtube playlists

This is my first contribution to the 10 tools challenge. I thought I shouldn't start skipping the first Friday that I had planned for it, though there is always work to do...

Youtube search stories
I immediately knew what I wanted to do: make a youtube search story! This is a video based on strategically chosen search words in Google. This has been very high on my wishlist but I never allowed myself time to make one. I found a nice video explaining how to make it but got frustrated when I couldn't find the 'start your own search story button'. Again by googling I found out via comments on this blogpost that it is no longer possible to create your own search stories. What a pity!

Lesson 1:
There are a lot of cool free tools on the web but there is no garantee that the tools will be available forever..

Youtube playlists
Since I was already into a youtube mood, I thought I'd shift my focus on Youtube playlists. It is very easy to make a playlist on Youtube (explanation here). You simple start a playlist and click on 'adjust playlist' and then 'add video by URL'. This is how you can easily add videos. I created a playlist with humorous videos about social media. Do you have videos to add? Please put the link as a reaction and I will add it to the playlist.

I already posted the link on Twitter and got a few responses like this one about the blackberry helmet with optional safety flag. I furthermore posted it on our facebook page and asked in the social media professionals group on facebook if they have additional suggestions.


 
Lesson 2
It is extremely easy to create playlists on youtube. The most important thing is to define good topics for playlists.

How will this help me in my work?
I'm going to think about additional subjects and create more playlists

• It will help me to have a good overview of nice videos to include in presentations and workshops, a personal archive. 
• It gives you visibility as professional because it is easier and more attractive to share a playlist than to share for instance bookmarks (it is a good Share strategy in the Seek-Sense-Share cycle).
• It stimulates you to collect a certain type of videos and to ask people for additions.

I will take the 10 tools challenge 2013

In workshops and training sessions about learning through social media I always tell people that you continuously need to invest some time in learning new tools and adjusting your old tools. For instance, experiment with Google plus, or go through your Twitter lists to see who should go out and what type of people are missing. When I say this, I always feel a little guilty because I have a small booklet in which I note down new tools I would like to explore but I never find the time to do so! Though I agree that in facilitating online learning the main focus is on faciliating the process rather than the tool, it helps to know many tools. And some tools may simply be tools to work productively.

When I read about the 10 tools challenge 2013 of Jane Hart I immediately thought I should take this challenge. It will be my 'stick behind the door' (a Dutch expression and I am pretty sure it is not an English expression, but you can imagine it is the stick which keeps the door open and prevents it from closing down..). I already have my list of tools which is really looong but which includes:

• Idonethis
• ifttt.com
• shakespeak
• thinglinq
• infographic (make one)
• Google search videos

Do you have important cool tools I should add to this list?

I will write it down in my agenda and reserve the Fridays for this. Friday is usually a good day for these kind of things. I hope I will get some inspiration from the other bloggers too! When the tool is interesting I will also try and make a handout (in Dutch) to complement all our other En nu Online tool handouts.

Non-verbal communication for online facilitators

At the University I did communication studies as one of my subjects and I always liked non-verbal communication. As someone who is really enormously mirroring others non-verbal behaviours - it made me notice how often I do this. For instance when someone folds her arms and we have an intense conversation, I am also folding my arms. I can also listen with lots of attention - I'm the kind of person who at the end of the party didn't notice all the things going on because I was only paying attention to the people I was talking to.

Non-verbal communication can by via posture, eyecontact, gestures, but also movement or appearance - for instance having long hair as a man - what message does that convey?  In my communications book it is stated that 70% of all communication is non-verbal and that non-verbal signals are 5 times stronger than verbal.

So how does this work for online facilitators and trainers.. What should you do as a facilitator or trainer without this body language? You have no signals whether participants are falling asleep ... Does this mean that you can more easily focus on the content without being distracted or does it rather mean that you miss 70% of the communication and have to deal with 30%? I think this is one of the reason that there are not many trainers yet who have stepped up to facilitate online - they feel lost online - as facilitating in a room where the light is turned off.


Hanna Bervoets, a Dutch columnist had an interesting column last Saturday in the newspaper about nonverbal digital communication. She states that there is something like Dinoco - Digital Non-written communication which she explains as the behavior around sending digital messages that conveys an extra meaning. As an example- someone sends you accidentally a message that was intended for another person which means he (unknowingly) is thinking about you. Or another example - someone sends a tweet and removes it immediately. Meaning: he is nervous or unsure. I found this to be great examples and full of recognition as an online facilitator. If you have made many online hours, you can read a lot between the lines. So there is certainly a kind of meta-communication online, similar to non-verbal communication that you can learn to read as facilitator. I can see from the way of writing of emails from people I work with when they are very rushed / stressed or not. I also know often on a  Skype call when someone is multitasking. What I don't know is whether this requires a new kind of intuition?

Apart from reading between the lines, there are more ways to capture what is going on in a group and what participants are going through which is not communicated in the text. The 5 most important non-verbal channels of an online facilitator are:

1. Use statistics. Most online environments offer some statistics, eg. the number of times a video is viewed, or that a particular discussion is viewed. Also, often you are able to see how many people have logged in or have responded. For example, you may use Google Analytics for this. You can use this to test the waters and monitor. For instance in a trajectory with 50 participants we had a webinar with 15 participants. The recording however, was viewed 60 times. This means the interest is high but people might not have found the time to participate at that particular hour.
2. Learn to read digital meta - communication.  If you start to know online habits, you can read between the lines (as I explained above). For instance, I knew in a particular course that a participant contributed every Monday. If this participant logs on but posts nothing, it may be a sign that something is wrong. For others, it may be perfectly normal to log on and yet not post on Monday because they may post later in the week.
3. Use emoticons and emotions. If you role model online showing your emotions others will also be likely to follow. For example: show that you yourself are enthusiastic about certain developments or have questions. You may also capture some developments that you sense, like everyone being busy with end-of-year stuff.
4. Ask questions on meta level. You can particularly use tools to ask for quick feedback, for instance,  you can do a quick poll or survey or even call someone to see how he or she is doing. In one project, we had a weekly barometer for the group to measure group emotions and then made adjustments if necessary. Or you may send an occasional email to a participant to get some feedback.
5. Use synchronous moments.  Synchronous moments such as chats or webinars are very convenient to hear what's going on and receive feedback. But it could also be that you can see who is online (for instance in Ning or Facebook you can see who is connected, or also on Skype). When you see someone is connected you can use this to collect some quick feedback. Similar to meeting someone in the corridor! In webinars or teleconferences there are more signals than in text environments, for instance you can also interpret voices and how actively people participate. But you may also take 10 minutes in your webinar just to discuss progress.

Technostress for a webinar

Flickr Photo via Cambodia4kidsorg

This week I engage in daily blogging on my Dutch blog. It was an idea which occurred during a blogchat twitterchat. I liked the idea because I think daily blogging may stimulate me to try out new styles. Unfortunately (or fortunately for you?) I can't cope with translating all my daily posts to English too. It would take me too much time. But let met translate today's one about technostress.

A webinar is an online meeting... I always tell trainers and facilitators that technology is peanuts.... Every trainer who can work with a beamer can facilitate a webinar too. However, yesterday I experienced technostress (and I must admit not for the first time.... )

The planning: in the morning we would prepare with the 3 facilitators and in the afternoon (from 2-3 hours) we would have our webinar about the 'new Africa'. The week before it all went completely according to our plan, so this the second time it was going to be more relaxed, right? Unfortunately, it was not right .. First our guest speaker was no longer available but fortunately another guest speaker was found. This speaker would only be available until 2:30, so we faced the choice of planning the webinar half an hour earlier (with the risk that some participants would be late to join) or use the second half hour for different activities. We chose the second option. (decision 1)

Then 2 of our 3-some couldn't enter the webconference room (Bigmarker) because there had been an upgrade. I could work from another laptop at home, but we were scared that more participants would experience the same problem. So we decided to abandon our webinar software and choose new tools (decision 2). Very unfortunate because this was the second in our series of 4 and we had hoped to get the participants used to a fixed toolset.. Fortunately we already used a phoneline for audio, so our basics still worked. Listening half to the discussions about the content - working with statements - I started looking for alternative tools. We decided to divide tasks. Two would look for an alternative tool, one would talk to the guest speaker and the statements.  (decision 3)

With Sibrenne I went out to look for a tool to show the presentation and to chat, our basic communication line for audio was already a teleconference from audioconferentie.nl). My first thought went to ZIPcast van slideshare, because I have used it several times with success. The presentation is key and people can watch and chat via a link. So  I went quickly to slideshare and logged in ... mmm where is now the ZIPCAST ​​button?? Quick googling showed me that, yes, I should be able to start a zipcast but it seems like it is suddenly called online meeting instead of zipcast?! Clicking faster and faster... and getting back to the same page with payment plans. It seems it is currently only for Pro accounts available? So quickly I pulled my credit card and paid $ 19, a bargain to solve our technostress ... Unfortunately, I did not see a chat capability when I opened my zipcast. Shit! Then we increased our tempo and while on skype tested the following tools sharing links in the Skype chat and shouting things like 'try this out even if you managed to':

• Spiderscribe (no chat option)
• Backnoise (not in existence)
• Todaysmeet (small chat screen)
• Google hangout (max 10 participants)
• Edistorm (whiteboard with chat)
• Meetingwords (not attractive)
• Simplemeet.me (not looking professional)
• Campfire voor business (everybody needs an account)
• Anymeeting of meetingburner (time short to test it thoroughly)

Clicking revealed our criteria: it has to be simple enough for our participants, without log in, with a professional image. Our shortlist was Edistorm and Todaysmeet. (decision 4). Finally we opted for  Todaysmeet to have a clear interface and good chat function. We send the presentation before the webinar so that people can print it or watch in on their computers. .. (decision 5).

Pfff. What a relieve we have finally made our choices. We are anxious to see how participants will receive this shift in tools. We have 18 participants in total. The chat tool works well and helps us to see who is already present in the teleconference line. People give answers to our questions and share their own questions via the chat. The speaker has an interesting story fortunately he does not forget to mention the numbers of the slides so I can click on the slides for our recording, and participants can follow the flow. Everyone notes the sound seems better! We get compliments about the sound. What a gift because the last time we had indeed suffered from some echos because some participants appeared to be logged in twice.... I wonder how the experience was for the participants... Would they think we have chosen this solution to get better sound? :)