Please choose from the list of thinking partners to the left
Remember: Everything the GPT Thinking Partners say is made up!
Edit the AI results before you hit Start Conversation. Revise the message to make it
helpful
(to other readers),
honest
(about any facts) and
harmless
(avoiding biases).
Lorem ipsum dolor sit amet, consectetur adipisicing elit?
Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.
Resubmission
Lorem ipsum dolor sit amet, consectetur adipisicing elit?
Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.
Dr. Daniel Bassill(Aug 13 2016 12:08PM):
I created Tutor/Mentor Connection (T/MC) in Chicago in 1993. Goal of helping non-school tutor/mentor programs grow in poverty areas.
more
Dr. Daniel Bassill(Aug 13 2016 12:11PM):
When trying to solve a problem first step is "what do I know?", next is "What can I learn from others?" Then, "Where can I find more information?"
more
If you click the box at the bottom of each node, you open one, or more additional maps, that provide deeper understanding, or link directly to on-line resources.
Dr. Daniel Bassill(Aug 13 2016 12:13PM):
Part of step one includes building a list of Chicago tutor/mentor orgs and plotting this info on maps that also show indicators of where programs most needed and assets who could be helping.
Dr. Daniel Bassill(Aug 13 2016 12:14PM):
Attracting people to the info collected in Step 1 is as important as building the library. Without advertising dollars, this is a huge challenge. Many need to be involved.
Terry Elliott(Aug 14 2016 6:41AM):
Connecting
more
So much of every step of the way in this process is filled with human connection. I find that my students steer away from this utterly as they try use only online sources as the path of least resistance in answering their question. This people part, this networking the commons part, is what sets students apart. Those who can engage with their commons almost always succeed on both the micro (university success) and the mondo (life success) levels. I find the same pattern holds true for MOOCs. It doesn’t matter how big or impersonal the MOOC is, if you don’t make any connections of quality, it won’t work. And that is why CLMOOC has proven to be enduring—the connections and the open invitation to connect without being forced to do so.
Dr. Daniel Bassill(Aug 19 2016 4:35PM):
Building on-line learning habits
more
Terry, here’s another map, showing a goal of teaching youth to build habits of going to web sites to get/give info. This process should start early and be reinforce all through formal schooling, if it’s to become a habit of adults. http://tinyurl.com/TMProgram-LearningGoals
Dr. Daniel Bassill(Aug 13 2016 12:17PM):
Youth, volunteers, business, faith groups,etc. could all be using blogs, social media, etc. to draw visitors to the web library (step 1)
more
While the Tutor/Mentor Connection was started in Chicago, and most program related info is pointing to Chicago, the strategy can be duplicated in any city.
I did not have funds/volunteers to continue this after 2010, and I don’t see anyone else attempting to do a similar comparison, with the goal of providing ideas that any can use to constantly improve.
Terry Elliott(Aug 15 2016 11:06AM):
Let us now praise famous networks.
more
I worry that our networks generate so much noise that folks just go ahead and reinvent the wheel as a way to avoid that noise. What we need is folks in every organization who cut through the noise and curate the signal.
Dr. Daniel Bassill(Aug 19 2016 4:38PM):
I borrow from advertisers and faith leaders
more
You’re right about the level of noise. I’ve patterned my efforts around what faith leaders do weekly to point congregations to small pieces of scripture within the huge Bible, then encourage group discussions around that scripture. I also copy what advertisers do, putting messages out weekly, in many formats, inviting customers to come to their stores. Those who care about a specif cause, need to band together and adopt these strategies, if they are going to be able to cut through the clutter of noise and attract eyeballs.
Dr. Daniel Bassill(Aug 13 2016 12:20PM):
As more information is collected, and more people look at the information, facilitators, educators and consultants need to help people understand and apply the information
more
The Connected Learning MOOC (CLMOOC) at http://clmooc.com/2016/ is a model for how people from around the country can connect and share ideas related to a specific theme. It shows that if the MOOC is repeated over many years, more people participate, stronger relationships grow, and the library of ideas also grows.
Kevin Hodgson(Aug 13 2016 1:20PM):
The challenge ...
more
The challenge of online spaces like CLMOOC is to sustain the energy over time, and not just in the small window of activities. Invitations and multiple paths for contributions is a key factor. People need to feel invited and that their work has meaning and value.
Dr. Daniel Bassill(Aug 30 2016 3:51PM):
Thanks. Keep making referrals.
more
I connected with Steven, but his focus is on what happens in schools, thus not giving much thought to how non-school programs might support students and teachers. I’m also connected to a writing project at DePaul.
Dr. Daniel Bassill(Aug 13 2016 12:24PM):
Learning groups can form in business, faith groups, high schools, colleges, political associations, etc. where people spend time on a regular basis looking at info in step 1 and discussing ways to apply within their own group, in their own community.
more
Educators do this daily as they ask students read and reflect on specific sections of books, videos, etc. Faith leaders do this weekly as they read a passage from scripture, then volunteers lead groups that dig deeper into those passages.
Dr. Daniel Bassill(Aug 13 2016 12:27PM):
Step 2 not only invites people to look at the information in step 1, but also calls on people to provide time, talent and dollars to support youth organizations in different parts of their community, using lists of programs collected in step 1.
more
This step is borrowed from my 17 year retail advertising experience. Each week retail companies spend millions of dollars to showcase merchandise that potential customers are looking for. They motivate action by offering “deals” or “sales” with limited time, act now, incentives.
Dr. Daniel Bassill(Aug 13 2016 12:28PM):
This map shows how information gathered can support flow of talent, dollars, volunteers to programs in different neighborhoods.
more
Dr. Daniel Bassill(Aug 13 2016 12:31PM):
This is my first project using this platform. My goal is to test how it works, while showing how it could be used by problem solvers to map a strategy and stimulate conversation and greater involvement in implementing the strategy.
more
As you work through the four steps, in sequence, you see work that’s been done since 1993, and work that still needs to be happening. These four steps can focus on any problem, not just building youth serving organizations in Chicago.
Terry Elliott(Aug 14 2016 6:30AM):
Perfection is the enemy of the good.
more
I think it is so important that we acknowledge how demanding this algorithm is. As the expanding boxes point out there is increasing complexity almost immediately. I know when my students confront “simple” instructions they are way more complex than I had considered when I wrote them. I find myself creating maps/templates so that they can focus on the larger purpose. For example, I use a text in my Freshman Comp class called “They say/I say” The simple pattern in “they say/I say” is that all academic writing can be reduced to that simple but not easy call and response. The whole semester is the playing out of how that simple template is played out in writing summaries, critiques, analyses, and research syntheses.
I also use a similar stepwise plan when I talk about research writing that I stole from Harold Jarche (highly recommend his writing): seek/sense/share. We seek info in response to a personal interest or question or curiosity. We make sense of it (sum it up, critique it, analyze it, synthesize it). Finally, we share it. SeekSenseShare, the identifying feature from 10000 feet.
The scaffolding needs to be super simple and memorable. Students need to know that it is not necessarily a linear process but it’s OK and productive to make it so. I find your four steps here to be very similar.
So…I guess I want more stories about how folk have used these four steps, how you have used these four steps, perhaps how you came to this plan. I suspect it came through your formative marketing years. I know a lot of my steps came not from education, but from business and teaching and farming.
Dr. Daniel Bassill(Aug 14 2016 12:32PM):
Layers of complexity. Indeed!
more
You’re right, Terry. It’s even more complex than what you described. For someone to really understand what I’m describing they need to go to the live concept map, and begin to open the linked pages at the bottom of each node. These go several layers deep and many end up pointing to sections of my web library, which hosts over 2000 links. It’s not a short term exercise, which is why it’s not used nearly as much as it needs to be. It’s also a reason to keep trying to make this curriculum that a school/department stretches out over many years of learning.
Kevin Hodgson(Aug 13 2016 1:16PM):
This empowerment, and encouraging empathy and leadership, is critical to doing the kind of work that makes a difference and creates change in the world.
Dr. Daniel Bassill(Aug 30 2016 3:53PM):
Get students involved. Use this as model.
more
If teachers are trying to get students to map solutions to problems, they can point to my maps as an example of how I’m sharing my ideas in ways that others can find and apply them. This might prompt students to create their own maps, focusing on problems important to them. If enough teachers do this, some of the issues important to Ss will be the same ones I focus on.
Kevin Hodgson(Aug 13 2016 1:18PM):
We've talked about how important the curation and resource creation is .. given the wealth of knowledge, finding ways to narrow and expand our visions is important (and not necessarily contradictory)
Terry Elliott(Aug 14 2016 6:10AM):
Looking at this 4-part strategy as if it was a commons.
[Edited]more
Step One: define the commons.
Step Two: gather folk to the commons.
Step Three: make sense together in the commons.
Step Four: re-define the scale of the commons.
I don’t know if this helps any for you, but for me it makes me realize how messy this folk-centered version of your plan truly is. And I see that it is quite likely not a linear plan except at the very beginning. These steps are, however, great stakes in the ground as you survey the increasingly complex ecosystem that is the commons.
Desktop/Laptop: double-click any text, highlight a section of an image, or add a comment while a video is playing to start a new conversation. Tablet/Phone: single click then click on the "Start One" link (look right or below).
Click "Reply" on a comment to join the conversation.
icons on the left to see existing comments.
0 General Document comments
0 Sentence and Paragraph comments
0 Image and Video comments
I created a concept map showing the four part strategy in mid 2000s. Here’s the link. http://tinyurl.com/TMI-4-Pt-Strategy
New Conversation
Hide Full Comment
New Conversation
If you click the box at the bottom of each node, you open one, or more additional maps, that provide deeper understanding, or link directly to on-line resources.
New Conversation
Hide Full Comment
New Conversation
New Conversation
New Conversation
New Conversation
Hide Thread Detail
Eternity is in love with the creations of time.
Eternity is in love with the creations of time.
So much of every step of the way in this process is filled with human connection. I find that my students steer away from this utterly as they try use only online sources as the path of least resistance in answering their question. This people part, this networking the commons part, is what sets students apart. Those who can engage with their commons almost always succeed on both the micro (university success) and the mondo (life success) levels. I find the same pattern holds true for MOOCs. It doesn’t matter how big or impersonal the MOOC is, if you don’t make any connections of quality, it won’t work. And that is why CLMOOC has proven to be enduring—the connections and the open invitation to connect without being forced to do so.
New Conversation
Hide Full Comment Hide Thread Detail
Terry, here’s another map, showing a goal of teaching youth to build habits of going to web sites to get/give info. This process should start early and be reinforce all through formal schooling, if it’s to become a habit of adults. http://tinyurl.com/TMProgram-LearningGoals
New Conversation
Hide Full Comment
While the Tutor/Mentor Connection was started in Chicago, and most program related info is pointing to Chicago, the strategy can be duplicated in any city.
New Conversation
Hide Full Comment Hide Thread Detail
Is there a national connection organization? How do groups like your share out on the larger stage?
New Conversation
Hide Full Comment Hide Thread Detail
Kevin, here’s a link to a section of my library pointing to other orgs across the nation. http://www.tutormentorconnection.org/LinksLearningNetwork/LinksLibrary/tabid/560/agentType/ViewType/PropertyTypeID/94/Default.aspx
While I have them in my library, and try to connect on line, many don’t point to each other the way I do.
Many have started after I started T/MC in 1993. Instead of saying “can I help you” they just reinvent the wheel.
New Conversation
Hide Full Comment Hide Thread Detail
This pdf was done by a group of NetImpact volunteers, to compare what I was doing in Chicago to what others do in other states. http://www.tutormentorexchange.net/images/PDF/tmccomparison2010.pdf
I did not have funds/volunteers to continue this after 2010, and I don’t see anyone else attempting to do a similar comparison, with the goal of providing ideas that any can use to constantly improve.
New Conversation
Hide Full Comment
Eternity is in love with the creations of time.
Eternity is in love with the creations of time.
I worry that our networks generate so much noise that folks just go ahead and reinvent the wheel as a way to avoid that noise. What we need is folks in every organization who cut through the noise and curate the signal.
New Conversation
Hide Full Comment Hide Thread Detail
You’re right about the level of noise. I’ve patterned my efforts around what faith leaders do weekly to point congregations to small pieces of scripture within the huge Bible, then encourage group discussions around that scripture. I also copy what advertisers do, putting messages out weekly, in many formats, inviting customers to come to their stores. Those who care about a specif cause, need to band together and adopt these strategies, if they are going to be able to cut through the clutter of noise and attract eyeballs.
New Conversation
Hide Full Comment
The Connected Learning MOOC (CLMOOC) at http://clmooc.com/2016/ is a model for how people from around the country can connect and share ideas related to a specific theme. It shows that if the MOOC is repeated over many years, more people participate, stronger relationships grow, and the library of ideas also grows.
New Conversation
Hide Full Comment Hide Thread Detail
The challenge of online spaces like CLMOOC is to sustain the energy over time, and not just in the small window of activities. Invitations and multiple paths for contributions is a key factor. People need to feel invited and that their work has meaning and value.
New Conversation
Hide Full Comment Hide Thread Detail
This is why I’ve been trying to find a university and/or business that would take ownership of what I’ve been doing pretty much as a one-man army.
New Conversation
Hide Full Comment Hide Thread Detail
New Conversation
Hide Thread Detail
I connected with Steven, but his focus is on what happens in schools, thus not giving much thought to how non-school programs might support students and teachers. I’m also connected to a writing project at DePaul.
New Conversation
Hide Full Comment
Educators do this daily as they ask students read and reflect on specific sections of books, videos, etc. Faith leaders do this weekly as they read a passage from scripture, then volunteers lead groups that dig deeper into those passages.
New Conversation
Hide Full Comment
This step is borrowed from my 17 year retail advertising experience. Each week retail companies spend millions of dollars to showcase merchandise that potential customers are looking for. They motivate action by offering “deals” or “sales” with limited time, act now, incentives.
New Conversation
Hide Full Comment
See this graphic on this page. http://tutormentorinstitute.wikidot.com/using-maps-to-build-capacity
New Conversation
Hide Full Comment
As you work through the four steps, in sequence, you see work that’s been done since 1993, and work that still needs to be happening. These four steps can focus on any problem, not just building youth serving organizations in Chicago.
New Conversation
Hide Full Comment Hide Thread Detail
Eternity is in love with the creations of time.
Eternity is in love with the creations of time.
I think it is so important that we acknowledge how demanding this algorithm is. As the expanding boxes point out there is increasing complexity almost immediately. I know when my students confront “simple” instructions they are way more complex than I had considered when I wrote them. I find myself creating maps/templates so that they can focus on the larger purpose. For example, I use a text in my Freshman Comp class called “They say/I say” The simple pattern in “they say/I say” is that all academic writing can be reduced to that simple but not easy call and response. The whole semester is the playing out of how that simple template is played out in writing summaries, critiques, analyses, and research syntheses.
I also use a similar stepwise plan when I talk about research writing that I stole from Harold Jarche (highly recommend his writing): seek/sense/share. We seek info in response to a personal interest or question or curiosity. We make sense of it (sum it up, critique it, analyze it, synthesize it). Finally, we share it. SeekSenseShare, the identifying feature from 10000 feet.
The scaffolding needs to be super simple and memorable. Students need to know that it is not necessarily a linear process but it’s OK and productive to make it so. I find your four steps here to be very similar.
So…I guess I want more stories about how folk have used these four steps, how you have used these four steps, perhaps how you came to this plan. I suspect it came through your formative marketing years. I know a lot of my steps came not from education, but from business and teaching and farming.
New Conversation
Hide Full Comment Hide Thread Detail
You’re right, Terry. It’s even more complex than what you described. For someone to really understand what I’m describing they need to go to the live concept map, and begin to open the linked pages at the bottom of each node. These go several layers deep and many end up pointing to sections of my web library, which hosts over 2000 links. It’s not a short term exercise, which is why it’s not used nearly as much as it needs to be. It’s also a reason to keep trying to make this curriculum that a school/department stretches out over many years of learning.
New Conversation
Hide Full Comment
New Conversation
Hide Thread Detail
If teachers are trying to get students to map solutions to problems, they can point to my maps as an example of how I’m sharing my ideas in ways that others can find and apply them. This might prompt students to create their own maps, focusing on problems important to them. If enough teachers do this, some of the issues important to Ss will be the same ones I focus on.
New Conversation
Hide Full Comment
New Conversation
Hide Thread Detail
Agree. The tools for collaborative information collection/curation/sharing are now better than when I first started. However, a leadership commitment is needed for much to happen. Here’s one PDF from my library focusing on shared information collection. https://www.scribd.com/document/75699079/Community-Information-Collection-A-Shared-Effort
New Conversation
Hide Full Comment
New Conversation
General Document Comments 0
Eternity is in love with the creations of time.
Eternity is in love with the creations of time.
Step One: define the commons.
Step Two: gather folk to the commons.
Step Three: make sense together in the commons.
Step Four: re-define the scale of the commons.
I don’t know if this helps any for you, but for me it makes me realize how messy this folk-centered version of your plan truly is. And I see that it is quite likely not a linear plan except at the very beginning. These steps are, however, great stakes in the ground as you survey the increasingly complex ecosystem that is the commons.
New Conversation
Hide Full Comment Hide Thread Detail
Terry, I encourage you to read this blog, and view the video by Gene Bellinger, who leads a systems thinking network. He shows four steps that are similar to yours and mine. http://tutormentor.blogspot.com/2014/07/problem-solving-systems-thinking.html
New Conversation
Hide Full Comment