Influence in Networked Learning
From the classroom to the boardroom, there is a lack of knowledge and appreciation of the power of influence on learning. System and school leaders undervalue the power of formal and informal influencers in their districts or schools and students and educators don’t realize the impact they can have on the networks and systems in which they operate both locally and globally.
From the classroom to the boardroom, there is a lack of knowledge and appreciation of the power of influence on learning. System and school leaders undervalue the power of formal and informal influencers in their districts or schools and students and educators don’t realize the impact they can have on the networks and systems in which they operate both locally and globally.
Measuring influence is a difficult process. Influence differs from impact in that impact usually comes with a set of predetermined and measurable criteria. Influence is more nebulous as it is often about changing behaviours and mindsets over time. The prevailing preference for those looking to show stakeholders how well a group, initiative or strategy is working is to measure impact. It’s understandable. It comes with easily digested numbers. But numbers have their own shortcomings. In the forward to “Everybody Lies“ by Seth Stephens-Davidowitz, Stephen Pinker suggests that we have lots of ways to measure impact and human behaviour but often…
Measuring influence is a difficult process. Influence differs from impact in that impact usually comes with a set of predetermined and measurable criteria. Influence is more nebulous as it is often about changing behaviours and mindsets over time. The prevailing preference for those looking to show stakeholders how well a group, initiative or strategy is working is to measure impact. It’s understandable. It comes with easily digested numbers. But numbers have their own shortcomings. In the forward to “Everybody Lies“ by Seth Stephens-Davidowitz, Stephen Pinker suggests that we have lots of ways to measure impact and human behaviour but often…
"…we’ve puréed the complex texture of cognition into a single number."
"…we’ve puréed the complex texture of cognition into a single number."
The nuances and subtleties of influence and humanity get lost it that puréed number. At the centre of all learning endeavours is humanity. Systems, policies, measures, and technology are perpetually bound to it. When we think we have a technology problem or a measurement problem, we are really just skirting the human problem behind it.
The nuances and subtleties of influence and humanity get lost it that puréed number. At the centre of all learning endeavours is humanity. Systems, policies, measures, and technology are perpetually bound to it. When we think we have a technology problem or a measurement problem, we are really just skirting the human problem behind it.
The question remains.
The question remains.
What is the role of influence in networked learning and how do we measure it?
What is the role of influence in networked learning and how do we measure it?
Knowledge of influence within networks and the systems in which they operate can provide leaders with powerful tools for knowledge mobilization, the socialization of disruptive ideas and forecasting emerging trends.
Knowledge of influence within networks and the systems in which they operate can provide leaders with powerful tools for knowledge mobilization, the socialization of disruptive ideas and forecasting emerging trends.