“Knowledge is the economy. What used to be the means has today become the end. Knowledge is a river, not a reservoir. A process, not a product. It’s the pipes that matter, because learning is in the network.” – George Siemens  in Knowing Knowledge (2006) Harnessing the proliferation of knowledge systems and the rapid pace of technological change is a key problem for 21st century organizations.

Alan Todd, Founder and CEO, Corp U: Source: The Science of Learning: How to Develop Mindsets for Success in the Workplace Photo: My baby at seven months, on a beach in Soulac, France. August 2012. Personal collection.

“What is clear is that a learning rich culture will emphasize informal learning and more open learning designs rather than relying only on formal training approaches.

(No, this is not a post about the Apple keynote meltdown.) When I started organizing live webcast events for the first time in 2006, they required extensive technical preparation, specialized software and hardware, and – most important – a group of really smart people gifted with more than a little bit of luck to pull off each event.

Ben Sawyer is the co-founder of both the Serious Games Initiative (2002) and the Games for Health Project (2004). He is one of the leading experts on the use of game technologies, talent, and design techniques for purposes beyond entertainment. He answered 14 questions by e-mail ahead of his presentation to the IFRC Global Health Team.

4:35 p.m. 5:17 p.m.   Photo: Contradiction, Tokyo train station (Stéfan/flickr).

Individually, team members continually learn in their respective area of work, by both formal and informal means. Most learning today happens by accretion, as a continual, networked (‘know-where’), and embedded process. However, occasions to share and reflect on best practice are rare, and may be felt to be interruptions or distractions from the ‘real work’ in one’s silo.

Thanks to Karen E. Watkins (University of Georgia) and Maya Drobnjak (Australian Army).

Two parallel lines look like they eventually converge at the horizon. Technology’s chase for digital convergence, say between television and the Internet, raises interesting questions of its own, starting with what happens at the ‘vanishing point’ – and how to get there. How about publishing and learning? Semantico has a blog post based on John Helmer’s lively chat with Toby Green, OECD’s head of publishing, and myself.

By John Helmer We’re in a world where people don’t really understand what they want until you put it in front of them,’ says Toby Green Head of Publishing at OECD. He’s talking about the challenge of creating new digital products in a technology landscape that is changing very quickly (with no end to the ‘technology treadmill’ in sight) and where market research is of limited value;

“We want to talk about science as a certain kind of ‘knowing’. Specifically, we want to use it to name those deeper forms of knowing that are the purpose of education. Science in this broader sense consists of things you do to know that are premeditated, things you set out to know in a carefully considered way.