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Getting that message out in 2020
Going online and using social media is no different to old school PR and advertising: you have to have something to say, and either do it often, or do it with creative flair. Most mortals go for ‘doing it often’.
From a person this is easy, any of us during the day, hear, do or share something that is related to practices and beliefs we hold dear.
Presence is the key, and unfortunately with digital that means posting regularly. Each of the following have their worth: Facebook, Twitter, LinkedIn and Instagram, as well as YouTube and Podcast. Content for these four platforms does not have to come from a website – but it helps. The website/blog becomes the hub from which others can pick content and reversion it for each of Facebook, Twitter, LinkedIn and Instagram. A YouTube Channel or Podcasts serve the same purpose and can run independently or be embedded on the website. All this content, images, text, video and audio can be ‘reimagined’ for different uses, so the same ‘story’ can have life on Facebook, Twitter, Instagram and LinkedIn in different ways.
Success requires time and effort it has a voracious appetite.
But it can be a lot of little things: something you grew from seed, a plant spotted on a walk, a new litter bin, a policy success you have heard of. In truth ‘we’ the potential readers are at your shoulder during the day asking ‘a penny for your thoughts’. So take a photo – they are like gold dust. And it can be regular things too: a book review, a comment about an article in the press or on the news. Picking out regional, national or international events.
The intention with a series of MEETs once a week over seven weeks would be to understand where people are currently with social media, creating content and putting it online and digital literacy and then looking for a way forward. The thinking would be to take each of a blog, YouTube/Podcasts, Facebook, Twitter, Instagram and LinkedIn each week and end on a finale with an attempt to pull them all together and allocate each of these, 2 hours a week, to someone.
‘The Reputation Game’ You’ll be engrossed for days and changed forever
The Reputation Game is a compelling read that has you nodding along in agreement, turning the page for another insight and then pausing to take in the academic research. Written by a former Financial Times journalist and PR guru David Waller and a Business School academic Rupert Younger, the blend of the journalism and the academic gives you two books beautifully blended into one.
I find you become engrossed for hours at time – it has that ‘can’t put it down’ quality, but also as it skips through so many examples and references that any of these can form a satisfying quick read making it good not only for a commute, but to flick through between stops on the underground.
I know a dozen people who should have a copy, one who probably wishes he had written it. On the one hand I can send them this review, on the other I might just buy them copies and tell them why they should read it and how it well both be a pleasure to read and of value to them either because they have a ‘reputation’ to maintain, build or rejuvenate, or because they are in the business of doing this for others, both individuals and organisations.
Amongst many, often interviewed for the book, in relation to ‘reputation’, you will gain insights into:
Roman Abramovich
Lance Armstrong
Abu Omar al-Baghdadi
Michel Barnier
David and Victoria Beckham
Benedict XVI aka the Pope
Jeff Bezos
Tony Blair
Sepp Blatter
Usain Bolt
Susan Boyle
Richard Branson aka Sir Richard
Gordon Brown
Warren Buffett
George W Bush
Caligula aka The Emperor
David Cameron
Jimmy Carter
Charles Windsor aka the Prince of Wales
Winston Churchill
Nick Clegg
Bill and Hillary Clinton
Jeremy Corbyn
Robert Downey Jnr
James Dyson aka Sir James
Elizabeth Windsor aka The Queen
Roger Federer
Niall Ferguson
Margaret Hodge
Steve Jobs
Boris Johnson
Tom Jones aka Sir Tom
Bernie Madoff – interviewed in person by the authors.
Theresa May
Max Mosley
Horatio Nelson aka Admiral Lord
Barack Obama aka President
John Profumo
Vladimir Putin aka President
Cecil Rhodes
Saddam Hussein
Maria Sharapova
Joseph Stalin
Ivan the Terrible
Margaret Thatcher
Donald Trump
Mark Zuckerberg
And when it comes to business and organisational reputation you will learn about:
Adidas
Amnesty International
Ben & Jerry’s Ice Cream
The Bhopal Disaster
The British Army
Buzzfeed
Cazenove
The Catholic Church
CBS
BP
The Deepwater Horizon Crisis
Domino’s Pizza
The EU
Exxon
FIFA
GlaxoSmithKline
Goldman Sachs
Innocent Drinks
IS
The London School of Economics
Nestlé
Philip Morris International
Rolls-Royce
Rowntree
RBS
Unilver
Union Carbide
United Airlines
VW
Wonga
Zimbabwe
And in doing so you will learn about:
Capability reputation and character reputation and a whole lot more. Some of which will make you smile, much of which you can apply.
Book or eBook? A case of apples vs. oranges or analogue vs. digital?
Fig. 1. Learning in the digital age. J F Vernon (2013)
You’re missing a trick if you’re ignoring eBooks.
My experience studying at postgraduate level over the last four years, first with the Open University and now with the University of Birmingham as well is that we need to consider and experience the affordances of both.
Fig. 2. EBook vs. the Book. It’s largely down to context – do you read on the go, or in a library? Have you got shelf space?
I will own the book and the eBook in some circumstances as they offer a different experience and options.
If you are studying a subject in a social context online it helps to be able to share what you find and think as you read. I did this with Martin Weller’s book ‘The Digital Scholar’ and found he was reading along through Twitter and my blog. I find where I have the printed book that I take photos of pages, mash these up and then share online – or resort to pen, paper and note taking in the traditional, lonely way. Then there are the huge tomes, some of the history books I am getting through right now that run to 900 pages – it is so much easier to carry around on the iPad. Using an eBook I highlight by themes of my choosing, add notes, Tweet short passages, seek out threads on single characters, link directly to references and post mash-ups from screen-grabs rather than photos straight into a e-portfolio so that the idea or issues are tagged and ready for later use.
Non-fiction books will become like some LPs of the past – do you want all the tracks or just your choice?
If I can buy 12 chapters of a book for £8.99 on Kindle, when will I be able to buy for 99p that one chapter I need? Speaking to a senior engineer from Amazon over the summer (old friends who moved to Silicon Valley twenty years ago) he wondered if the ‘transformative’ period for books was about to occur, just as it has occurred with music.
There will be a better, personalised hybrid form in due course, several of which I have tried. So far they have been marred by only one thing – poor content, the clickable, multimedia, well linked experience is apt for the 21st century.
Fig. 3. Mash-up from Martin Weller’s book ‘The Digital Scholar’ using the App ‘Studio’ to add text and icons to a cropped grab of a page.
Nothing replaces scholarship though , it’s just going to take a while to make the transition.
Web Networks – from the micro to the macro
We are each unique – our brains make us so. At the microlevel the network in our heads is then tickled out into the the Web in, at first. the simplest of ways. Our first post, our first comment is that first baby-step. Unlike our firsf steps though, online everything we do is saved, is monitored, is shared. It takes on a life of its own. Multiplied billions of times now many millions of us have learnt to crawl, then walk, then run online. As we are virtual we can split into many versions or parts of ourselves too – the professional and private the immediate split, but then into hobby groups and as here, a study group. The network of networks is a living thing that mathematics can help to weight and categorize, even to visualise, but crucially – the point made here, humanising the maths requires the insight of someone asking questions, seeking to interpret what it taking place. I see currents in a digital ocean that transpires into a cloud that then precipitates digital artefacts in a myriad of other places. Others, like Yrjo Engegstrom, see the growing tendrils of a funghi. Either way it is fascinating to condense, simplify and sharing the thinking.
How I read has changed, though my curiosity hasn’t dimmed, rather it has been indulged.
Fig.1 pp 116-117 of Lawrence Lessig’s book ‘Remix’
Despite the rhetoric of the content industry, the most valuable contribution to our economy comes from connectivity, not content’. Lawrence Lessig (2008:89) CF Andrew Odlyzko ‘Content is not King’.
There’s some irony that I found I could only get my hands on a book on the generational shift towards the digitized-enabled world of remixing with a book.
What is the legal position of creating a remix, by way of example, marking the passing of Britain’s last First World War veteran, by putting online a video that combines photographs of the deceased, and clips lifted from the TV film about the struggle by Kipling to commission his short-sighted son into the army? Or, not even ‘remixing’ but simply putting a series of excerpts of the film Passchendeale online so that you can watch it for free? Or grabbing stills from archive film, colouring it in and claiming it is as from your own unique collection? Some of these ‘producers’ should be applauded and encouraged in the hope that they generate their own footage and learn how to do so on a shoestring, others need to have their content removed and where a blatant copyright infringment has occured they ought to be warned if not prosecuted.
How I read has changed, though my curiosity hasn’t dimmed, rather it has been indulged.
As an undergraduate I forewent lectures in a hall with 90+ fellow students and instead took myself to the library. I would order up the book the lecturer I felt was reading from, and while reading pick out further books and journals. At the time this meant putting in a request slip and waiting a couple of hours, even a couple of days and quite often moving to a different library entirely. I began this journey most mornings in the Map Room of the Bodliean Library on Broad Street, would find myself in the underground chambers of the Radcliffe Science Library and typically end the morning, or pick up in the afternoon with reading in an alcoved window of the Rhodes Library. These places were conducive to reading. The spaces between reading may have contributed to the retention of the information.
As I read Lawrence Lessig’s Remix I search for books that sound of interest on Amazon and may, with a One Click, have the book in eBook form on my Kindle Reader or iPad seconds later. If an paper or academic gets a mention I may check the full reference, go to the OU online library and search for it. More often than not I will then download the PDF … and ‘stack it’ in either iBooks or on the Kindle Reader. I’ll save the references to the paper to RefWorks and file this in an appropriately named folder – I could leave the papers online, but like to know they are there ready to browse. Far from following therefore a strict reading list from A to B, I tend to meander and indulge. It takes time. I may stumble. I may race off in comletely the wrong direction.
By the time I return to the track I will either be reading at a trot or dragging my feet.
I am currently jogging, though I sense thst it is towards an assault course.
OLDS MOOC NARRATIVES
Summary
I am use to problem solving techniques having used them in corporate communications and training for some 25 years. The contrast between higher education and learning and development always fascinates me – they are so different. Simply put the L&D drive is usually to deliver more for less and to measure and justify the spend. It has to work and shown to work, saving money and improving results on previous approaches, so typically reducing and eliminating the cost of travel, overnights and being away from work. There will be a budget, schedule and brief. There will be a team of participants, a key player at the client end with their colleagues, support and their own line manager/director. The agency team will in all likelihood involve six or more people: project manager, learning design, subject matter expert, writer, designer, programme and an assortment of graphics designers, visualizers and testers. This seems to be in sharp contrast where those in education have no budget, no time and little support and in the old model of the lone teacher and their class have to come up with everything on their own, plan and create in their own time and often have systems and kit foistered on them.
At the beginning of the week I looked at the time allocated to the OLDS MOOC by the OLDS MOOC team and quickly learnt to DOUBLE the time that would be required. And in the two most busy weeks I had working on Personas and Design I spent 12-16 hours on the reading, the activities themselves and maintaining contact with a fledgling group. This kind of commitment became unsustainable as I needed increasingly to commit this time to other projects.
I wonder if young people should start work part time at 14 as they did 100 years ago, and do so with a close, online support. They will increasingly benefit from sophisticated learning systems and catalogues and be able to apply what they learn.
Context
What were the conditions and constraints in which your design experiment was situated?
Online, for me this mean STANDING at the dining room table. This is my office. After some Horizon programme on health I now stand all day. Works for me, in fact I find I am more alert and have had no back or no strain since … though the ball of my left foot doesn’t like it and I’ve worn through the slippers my daughter bought me for my birthday. This is context for me. The dog watches me all day expecting to me taken for a work. The ‘footfall’ is such morning and later afternoon that I am disturbed by family members at meal time. Come to think of it, I prepare these meals so that’s another period of disruption to me day. 4 x 3 hours across the day is how I try to operate. That is before breakfast, after breakfast, after lunch and after dinner.
I don’t recommend it. In the past I have walked up the road or driven a few miles to an office. In future I would hope at least to have an office ‘down the garden’.
This context has the potential to be highly disrupted as the ebb and flow of family life runs through the house – teenage children at, or not at school and my wife who also works from home even more stressed when she has no work than when she does. When she has work lucky her enters her study and is only ever seen at meal times … and perhaps if either she wakes me late at night, or I wake her early in the morning.
This is the context. I could relate this to years in various production and agency offices working on linear then, as we quaintly called it ‘non-linear’ interactive training. More recently experience of the 9 to 5 has been blissful as a team of 8 on a project in an office of 50 or so hunker down collectively to the task in hand. In this context an e-learning project, like producing TV and video (and film) where I have experience, runs almost like clockwork. I say almost because occasionally there is an overnighter or weekend panic. I have a dream context it would be the new Google-plex, especially with the opportunity to camp out on the roof if you’ve got a deadline and would prefer to hang out around the office.
Material
What are the spatial characteristics of the settings? What tools and resources are available to protagonists?
See above. Kit is one desktop, two laptops and an iPad.
A scanner and digital camera.
Art materials. A print on the wall is taken down in the morning and replaced with a white board. I resist the guitar, TV and piano.
Though there is a game of chess in permanent suspended animation between my son and I. The greater distractions are the ability and desire to read niche books and download papers before I add a fullstop to the end of a sentence
This is my office. I don’t know what others tools and constraints others have.
Cloudscape is the VLE, it the blog, is our social network and ought to be our singular means of communication. We are all used to and happy with other platforms. To be this comfortable online we have learnt to make our favourite tools sing. I feel as if I have spent over a decade learning the flute, guitar and piano to play in an orchestra and have been told to drop these to play an accordion in a brass band.
Social
Who are the protagonists, what are the relationships between them, and what are the social and institutional configurations in which they operate?
I am used to working online. In 1999 I was in touch with a writers group through my blog that ran ‘til 2004. Our office was a cloud somewhere above the North Atlantic that shifted as other members moved in turn to Japan, then South America, Scotland … then back to North America. Even in an office I work online, typically using a wiki like collaborative e-learning design/build platform. This is genius. Each project may have between 5 minimum and 8 people on it – more where assistance is required or the deadline gets close – which are also points where around the office people start to gather to meet and those working from home come in. I’ve done this too as a postgrad student – I forget which MAODE module but six of eight gelled on a two work collaborative project between New Zealand, Thailand, Germany and the UK. In the OLD MOOC one, then two then occasionally, perhaps three of us worked on the same project. It was touch and go and after five weeks it fizzled because the ‘team leader’ as it were who had been instrumental in galvinising a couple of us to join in felt they could no longer do it. Perhaps she’d got the answers she needed. I do rather think that a couple of meetings and a solution was in place … find the right person to ask how? and you take their response on faith and you are done without having to plan the construction of the Empire State Building. Designing a one hour e-learning intro to multimedia is vastly different to designing a 60 credit MBA module on creative problem solving. I don’t even think they compare if we were to use the metaphor of architecture (Christopher Alexander, 1970). One was a few bricks to make an outdoor BBQ, while the other is a self-build six bedroom house. (with indoor swimming pool).
I have written screenplays and TV … no more credits than a short on Channel 4. I hear ‘protagonist’ and I need the antagonist and an entire family of other characters. Narrative is driven by conflict. This is where the metaphor or structure is weak – there should be no conflict where there is collaboration.
If there were to be an ‘antagonist’ then it would be Cloudworks. It has a character of its own which I’m afraid I would described as doomed – rather like the Titanic. There was conflict in this narrative and it was always with the platform. Importantly the other characters, the players were the extraordinary array of character actors, the big name e-learning academics who have been schedule in for a star turn each week. They are players in this performance … as they led each week, and happily shared thoughts with us directly. Indeed, contact with the glitterati of e-learning who for an MAODE student have been largely noticeable by their absence during the last three years – figure heads while moderator/facilitator tutors with very varied interest guide the students through … but I’m wandering onto a different stage.
As players, these e-learning top guns, perhaps with a vested and professional and academic interest in how the MOOC plays out have been exception – all educators who, escaping the restrictions of distance and online learning, would surely enjoy and gain from ‘teaching’ by giving lectures from time to time, but more importantly sitting down with students in tutorials too. I think the loop into cyberspace with e-learning is coming home and that the desire by students and tutors alike will be to have more face to face, online and in person. I cannot help but KNOW that had those of us in our MOOC group who could have said, let’s all meet in person in such and such a place that that meeting would have bound us as a team to the end of the MOOC. This is why meetings still happen.
The constraints are (negative drivers):
- Working online
- Working with strangers
- Working without pay
- Working without the likelihood of the project being realised
- The unlikeliness of meeting face-to-face
- Cloudworks – Why send us to Mars when there are familiar landscapes where we could work?
- Time (each participant runs to a different schedule and agenda).
Positive drivers:
- When meet someone with a common goal
- Leadership from a project that others wish to follow
- Using a variety of tools with which we are familiar to communicate
- The comprehensive nature of the OLDS MOOC
- The liveliness and commitment of the OLDS MOOC team
- Time (it is my own, but other commitments jostle for attention)
Intentional
What are the protagonists beliefs, desires and intentions, which shape the problem space?
This ‘space’ does exist where there is a fixed landscape, even one that is online via a blog, a common social group or website. This ‘problem space’ where the protagonists meet has to have a sense of space and place. In Cloudworks, and this is my second effort to work in it, the reflection of real-life hubs and nodes simply do no exist. I still find it impossible to log directly into my own cloud, let alone find those of the groups I took an interest in or get back to the base camp. In our group we rapidly debunked to email and Google docs. I’ve done this on other platforms too – in a student group where Elluminate had failed twice, or the tutor was clueless at how to operate that construction from the mind of Professor Brainstorm, we debunked successful and repeatedly to Google Hangouts – the ultimate bond being a ‘pyjamma party’ which reminded me that none of us wanted to do any of ‘this’ unless it was fun. .
Force Map
This may pre-empted the MOOC by a week but expresses three things in relation to team work
- top down hierarchical
- democratic
- everyone pitches in
For me this might illustrate working on a programme of work or curriculum for a school ten years ago, working on a creative project in the last five years where everyone has direct contact with each other and finally, online collaboration where not only can you be inside each other’s heads and beds (see Google Hangout above), but there can be, for good or bad, other interlopers and powers getting involved.
This could also be drawn up in a series of Activity Theory plans … not just from first to third generation, but in the final episode in which an activity system, like icicles in spring, melts.
Challenge
In advertising and corporate communications we might create a campaign to launch a new beer in a country, launch a new range of cars, or run a Government health awareness campaign over three years and it is reduce to A SINGLE PAGE OF A4.
The most important question is:
- What is the problem?
If there isn’t a problem there can be no answer, no advert, no campaign. The same applies to academic research – the proper research question has to be to address a problem. If there isn’t a problem then the enterprise is already a shopping trolley with a missing wheel. This applies to EVERY training video, every interactive DVD, or web-based learning project I have been involved with. It there isn’t a problem to fix then the learning is unnecessary. If you cannot express it as a problem, then stop.
The advertising brief continues:
- Who are you speaking to?
- What do you want to say?
- How do you want them to respond to this message?
- Is there anything else we need to know.
And all of this must be researched and worked on until it can be kept to a SINGLE SHEET OF A4. i.e. a sentence or two in response to each of these questions.
I apply this to running a 12 week series of classes in Primary School, a day long workshop on revision techniques, a 9 month squad swimming programme, an hour long e-learning module, an 8 minute short film, a poster campaign for the local sailing club, teaching 3,000+ swimming teachers how to fix breaststroke …
Theoretical / Pedagogical Framework
See above.
Actions
I proposed a ‘design’ that has worked dozens of times before – a weekend workshop with no need to do anything online. Indeed, having been made to think it through that was the conclusion.
I keep an OLDS Mooc journal.
Obstacles
Two, maybe three … or was it four complete strangers, all busy full time elsewhere, most of us new to this game, trying to commit to something were increasingly we felt lost. From beginning to end I had no idea whether there were 10 people, maybe 25 people or just 3 doing the MOOC. If there were a 1000 then I never had any sense of this, not a stream of tweets and messages, not long lists of names. None of it. In sharp contrast the last two MOOCs I have taken an interest in I felt as if from day one there were 10,000 people sharing the same Ferry energizing in and out by transporter
Results
To work online is to complement meeting face-to-face. Projects I join or initiate in the real world might begin online, become a conversation and relationship but then develop and embed by meeting. If it is a speculative, even an unpaid project (I’ve done a number of these), then people get the measure of each other and are far, far more likely to commit to the end.
- Roles are established
- Motives are understood
- Diaries are compared
- Problems identified and resolved
This can be done online but needs at least a Skype or Google hangout level of interaction. There is a reason and value to seeing a person’s face. There is a reason why the face is so expressive – it is a vital form of comprehension, communication and connection.
A three person team became two, then none.
Despite expressing interest in four other projects NOT ONE of these people came back in any shape or form to express an interest in my contributing to their effort. I pitched in some ideas, was ignored … so in turn ignored them.
Reflections
I keep a learning journal. No longer a person diary, but a record of everything I do that relates to work and personal development – which for me is learning, with a significant nod to learning online and e-learning / e-coaching.
These posts happen to be in my Open University Student blog as the OLDS MOOC complements the postgraduate courses I have done over the last three years to complete the Masters in Open & Distance Education.
I was able to being the OLDS MOOC with a clear diary – this became busier after week 5 and as the only group that I had joined that showed traction faded away it became less easier to justify staying onboard. I do however follow the activity, read through the weekly activities and dip into some knowing that in my own time, or should the course be repeated, that I will re-join in order to do the subsequent weeks.
As a ‘narrative’ I would prefer to write three or four short stories. There is a narrative to specific busy weeks, particularly my/our love hate relationship with Cloudworks, ‘Personas’ where I was able to consolidate knowledge of the extensive use and development of Personas at the Open University Business School, extending my interest in design based research, bringing my knowledge and understanding and practical application of Activity Theory into focus, using Activity Cards, which was the highlight of the my time on the OLDS MOOC, bringing a pack of cards into the real world, to shuffle, pick through and then lay out on the kitchen table and share – this would be an invaluable activity to use with colleagues in workshop. And formulation of my own conception of Learning Activities, which I reduced to THREE, from Grainne Conole’s Seven and named them ‘The Good, the Bad and the Ugly’. Working in corporate Learning & Development e-learning modules run for 45 minutes to an hour, they don’t require the kind of thinking that is required and justified by a 30 or 60 point module in tertiary education where the OLDS MOOC is squarely aimed..
Related articles
- Supporting educators to rethink their learning design practice with the 7 Cs of Learning Design (mymindbursts.com)
- MOOCs: Why Do We Need Instructional Design? (cain.blogspot.com)
- Online Learning Ecosystems: What to Make of MOOC Dropout Rates? #cccmroe (derekbruff.org)
- Olds Mooc (mymindbursts.com)