The term "Personal Learning Networks (PLN)" has been spreading via the Internet for a few years. Here's one article that I've included in my web library. http://idreflections.blogspot.com/2015/01/personal-learning-networks-for-ongoing.html

Do you know of any intentional effort to engage university students in this process, with the goal that they apply the ideas as parents, volunteer tutors and mentors, and during non-school hours in organized youth programs, in addition to traditional schools?

Amen.

I continue to share links to these annotation projects and blogs written by #clmooc educators with people in non-school programs because they can also modify the ideas for use by volunteer tutors and mentors. Unfortunately, I'm not yet seeing a response. What about in your communities?

Absolutely critical to solving problems/challenges that occur throughout adult life.

I saw article recently about disengaged students, with map that shows this problem is distributed across the country, and affects rich and poor. http://www.theedadvocate.org/disengaged-students-part-1-how-did-american-anti-intellectualism-begin/

As ideas are shared for helping students develop habits, we need to figure out better ways to motivate students to become active learners.

I also read Terry's blog and listened to this fable. I've long believed that there has been a pact between the rich, the powerful and the religious intended to keep them in positions of power by keeping the masses happy with the scraps made available to them. Browse my hackpad notes from reading Thucydides' history of The Peloponnesian War. https://hackpad.com/Notes-on-The-Landmark-Thucydides-history-of-The-Peloponnesian-War-ExmZmbAHham

Educators have been under attack for more than 20 years. The people making the rules are politicians who respond to special interests, and have short term focus on complex problems requiring long-term solutions. What are educators doing to reach out and educate the public, and change the political landscape, other than through teacher unions, which have their own agendas.

Publishing this document and inviting me and others to read and annotate is one example of what could be happening all over the country, in an effort to build alliances with the workplace, colleges, faith groups, and others who are concerned with the same issues.

Building a large enough mass of participation that results in different political realities will take time, but that's what Dewey is suggesting. I'll continue to share work you're all doing with non-school folks in my own networks. I encourage you to do the same.

Many of the kids I've met in non-school programs have had a negative experience in the public school. One counselor visiting our program saw a student she knew and said "how can you get him to come here when we can't get him to come to school?"

Parents are complaining of the same things today, over 100 years after this was written

By posting this article on hypothes.is I forced myself to read it line-by-line, and to dig into my own library for ideas when I wanted to offer a comment. This link can be used to invite anyone to read this the same way, hopefully, building a deeper understanding and a deeper engagement among more people.

This is a map of the web library I've been building since 1998. All of the organizations are groups who could/should be connecting with each other to work toward policy goals that none can solve by working alone. I encourage you to build a similar map of your own network. See the map here.

We need to focus on building and sustaining mentor rich learning programs in the non-school hours, not just on what happens in public or private schools.

This has been the focus on my work for over 20 years. Building and sustaining mentor-rich organizations with a diversity of workplace volunteers involved, not only helps kids; it expands the number of adults who will think about all of these issues and who will work to get others involved.

Agree!

It seems to me that there needs to be an equally strong public education effort so more people naturally support these efforts and legal enforcement is not needed (at least as often)

Presenting this information, and showing what's happening on a state- by-state would be useful. This Reclaim the American Dream web site does a nice job of showing issues, and showing legislative progress at the state level. It could be model for anti poverty efforts http://reclaimtheamericandream.org/ If a site like this already exists, I encourage someone to share the link.

Are you using concept maps to visualize this complexity. Here's an article on the World Economic Forum web site that is illustrated using Kumu.io. http://reports.weforum.org/global-risks-2017/global-risks-landscape-2017/#trends/T_MIDDLECLASS// Such maps can show issues. They can also show networks of people who are, or should be, working together.

What special interest groups benefit from helping the poor? Without figuring this out those who abuse the poor will continue to out spend, and out-lobby those who serve the poor.

This concept map shows many web platforms where data is being visualized using maps. I hope the authors will use maps in their own stories to focus attention and resources to all of the high poverty places in the US, and the world.

This uncertainty leaves millions in doubt and fear.

I was drawn to this article today by an email from the Sargent Shriver National Center on Poverty Law, Clearinghouse Community. After listening to a webinar, I started to read this, then thought "why not put it in Hypothes.is, so I can add my comments, and others can do the same." I hope others will join in.

I created this ENOUGH story in 2007 and an intern created the animated version. I invite #clmooc members and others to hack it, animate it, put it to music, record it, and do all you can to share it and encourage more people to take one or more of the steps suggested....ever single day. Here's the story from 2007. If you search for "enough" on my blog you'll see that it's been repeated many times since then. http://tutormentor.blogspot.com/2007/05/memorial-day-keeping-commitments.html

I used this image in article I titled "Walk alone to create a vision. Work together to achieve it." See it at http://tutormentor.blogspot.com/2011/12/walk-alone-to-create-vision-work.html

Thanks Terry Elliott for drawing me to this article. The image above is one I used to introduce myself to the #clmooc in 2015. I used the image of passing through a constellation of ideas and people and trying to pull some along in my wake. That's the potential of "we" that I share in all of my work and that I feel in Laura's article. http://tutormentor.blogspot.com/2015/07/a-visual-tilt-whirl-carny-ride-of.html

I will share access to this annotation with members of Chapin Hall and the Chicago Community Trust. I hope we can learn who the 8 community partners were, and find people from those partners who will join in this annotation.

Or, I hope we can demonstrate the value of group annotation, so those involved in this type of work (foundation, community, evaluater, policy maker) will build annotation and similar collective learning efforts into their on-going efforts.

In 1999 the T/MC received a $15k grant from the Fry Foundation to build an on-line documentation system, modeled after work being done by the University of Kansas with a collaborative effort in Kansas City. You can read about the T/MC OHATS starting at this page. http://www.tutormentorexchange.net/ohats/189-ohats-video

Unfortunately, we never found funds to do the update, analysis an on-going training to effectively use OHATS over the past 16 years. A tech challenge starting in 2013 has resulted in lack of access to the data and charts on the site.

The push for outcome evaluation in the 1994-2016 period has been frustrating to myself and I'm sure others.

Would love to see this process done using annotation, that engages not just foundation leaders, but program leaders, community members, clients, etc. A tool should be available to show who is participating in the annotation (like a Google Map or a SNA analysis). Without this we could have many participants and still be missing significant representation in the discussion.

Annotating this paper without having the original Chapin Hall document from 1992 is a challenge. I hope we can find the original and offer it for annotation in the future.

If this was done, I'm not aware of where the information is being shared on-line. Maybe someone else will know.

huge challenge, which actually grew from 1994 through 2016 as "evidence based" and "outcome based" language began to dominate grant making.

This inability to sustain funding, from multiple sources, over many years, is probably the biggest difficulty we face in solving or reducing poverty and inequality in multiple locations.

This is a 1993 Chicago SunTimes article showing how difficult it is to create a "master plan" to overcome poverty. Included in this blog article. http://tutormentor.blogspot.com/2015/04/after-riots-do-planning.html

This has been a goal of T/MC since it was created formally in 1993, and was started informally in the mid 1970s.

Too bad the Internet was not widely used in the early 1990s. Sharing information about these community information portals would help each of them do better at what they were doing. I would have liked to bring these groups together in our May and November conferences.

T/MC started using maps in 1994 and created an interactive on-line program locator in 1998. Using maps community collaborations can build a better understanding of available services, and who they serve. This can help stimulate collaboration, fill voids, and ideally attract funding. In the 1990s we build some map analysis's for other orgs, but we never had the capacity to turn this into a revenue generation service, nor do we know of widespread uses of maps for this purpose.

During the 1990s a mental health professional from DePaul University was embedded in our tutor/mentor program for a few years. It was extremely valuable to have the on-going involvement. I don't know if the DePaul group was funded from this CCT initiative. When funding ceased, we lost the involvement of the mental health pro and did not have funds of our own to replace him.

This requires a survey process similar to what the Tutor/Mentor Connection launched in 1994. The survey is on-going in terms of updating information and adding newly identified organizations.

I think this is still a problem today. The Thrive Chicago initiative has paid staff positions yet depends on volunteers from different organizations to do the work. Unless the initiative begins to generate a flow of revenue to the partner, participating orgs, I fear long-term participation will be doomed.

This coalition building process is hampered by constant turnover of key people within the network. Relationship building is a constantly start-over process as is "learning the history/vision".

Can groups innovate? Can groups build a clear vision of a future goal and motivate others to devote time, talent and dollars to achieve this goal, sustaining the effort for many years?

Or is this the role of individuals, people with a vision, charisma, and the ability to motivate others to devote time, talent and dollars to achieve the goal?

The graphic below visualizes the "here to there" challenge of any group.

It's interesting that while this report was written in 1995, it was not until the 2011 Stanford Social Innovation Review article about "collective impact" that the role of the "backbone organization" began top be appreciated. See the 2011 SSIR report at https://ssir.org/pdf/2011_WI_Feature_Kania.pdf

See my comment above.

In order to build coalitions two earlier steps need to be taken. 1) build a growing library/database of community stakeholders; and 2) organize events and opportunities for people to come together to build relationships, trust, and informal collaborations.

Without the library/database too small a percent of those who need to be included in the coalition are actually in the conversation. Without the relationship and trust building, or building shared goals, there's nothing to hold a coalition together....except money.

On page 91 of the original paper, "composition, Selection procedures, and Roles in a Governance Entity" are discussed.

In the margins I had written, "the T/MC is a catalyst--not a governing body."

By building a database of existing programs and creating events and public awareness that drew attention and resources to all programs in the area, we were aiming to mitigate this competition for resources by attempting to increase the flow of resources into the neighborhood.

That's continued to be my strategy.

Still a weakness in 2016

I feel there is a great disconnect in how youth are engaged, and how they should be effectively engaged. Good leadership requires a great deal of reading, reflection and study, between meetings, so leaders come to a meeting well informed on an issue. I don't feel that adults are doing do this very well and that young people are less prepared to do this level of preparation.

Drawing representatives from non-school tutor/mentor and youth development programs into on-line communities, MOOCs like #clmooc, or deeper learning via annotation like this, faces similar challenges.

One way I was able to build participation from a broad base of tutor/mentor programs was that many were receiving annual grants from the Lawyers Lend A Hand Program that I had helped grow since 1994. Grants were distributed at the May Tutor/Mentor Conferences from 1995 through 2000.

Around 2005 I created this map to show the range of talent needed in supporting a single organization, or a collaboration such as described here.

Since these types of community support systems are still needed, the map can still serve as a useful team building worksheet.

Page 59 thru 63 of the original paper focused on creating an "Information Bank", describing it as a "resource providing information on available services" and "essential to facilitate collaboration among providers and to help them make appropriate referrals to primary as well as specialized services"

I see no discussion of progress toward this goal in this paper.

However, during this same period of time the Tutor/Mentor Connection launched its first survey to locate Chicago tutor/mentor programs, organized it's first networking conference in May 1994 and published its survey results in Directory format. It also began building a resource library that others could draw ideas from.

I wonder how many of the people who became involved in the initiative actually read the initial Chapin Hall report. Too bad digital annotation was not available in 1991-1995

This is a significant challenge. It's very difficult to form a community coalition that works together to solve any problem that requires years of activity. Just creating a shared vision is difficult.

I did not create the Tutor/Mentor Connection as a coalition. Rather it was a the vision of myself and supporters that we needed a marketing-based strategy that would support the growth of tutor/mentor programs in all poverty neighborhoods. Just like any entrepreneur, we used whatever resources we had, or could generate, to build this system.

That, however, without the support of one or two powerful/influential people, is just as difficult.

I connected with one of the 8 communities, Alternatives, Inc. in 1994 and they helped launch the first Tutor/Mentor Conference in May 1994.

However, I was not directly involved with their work, or any of the other seven.

This is a 1995 report showing progress on an initiative launched a few years earlier. based on a study done by the Chapin Hall Center for Children at the University of Chicago. I was creating the Tutor/Mentor Connection in 1993 when I saw the original report, and I've put annotations in this showing what we were trying to launch that was related to the goals of this initiative.

In 2016 Chicago and other cities are still trying to find ways to build primary supports that prevent youth from dropping out of school, becoming involved with gangs, drugs and/or prison, while at the same time trying to reclaim those who have fallen off track.

I encourage you to read and comment on this report, and talk about why the city has not been able to sustain a 20 year initiative that fills every poverty neighborhood with needed birth to work programs.

The rest of this paper describes the eight groups who were funded to pilot this initiative and progress they had made over the first four years.

Without reading the original report and seeing it's goals reviewing this section may be out of context.

However, I intend to work through this over the next week because I sense that what we'll see is that good intentions, without sustained funding, don't really lead to desired results.

In Chicago we're still dealing with the same issues in 2016 as this initiative was focused on in 1992.

On page 59 of the original paper the goal of creating an Information Bank was discussed. "Information is a fundamental prerequisite for access to services and for their effective use." This description goes on for about 3 pages.

The T/MC list of programs was first published in Directory format in May 1994 and this directory was made available on line in 2004 than supported by an interactive map in 2008.

The T/MC maintained a library of reference materials and program information at it's Chicago headquarters, that was available to any user. However, once it put this library on line in 1998 it really began to be available to more people, and included a much wider range of information.

The T/MC strategy aimed at recruiting teams from hospitals and universities to serve as leadership hubs in different communities. I have continued to pursue this goal for 20 years.

Side note: in a 1994 or 1995 meeting with Joan Wynn I showed a map with universities and described this idea of universities in each neighborhood taking on a T/MC role of gathering info about programs and drawing programs together. At this point she said something like, "If you think you can get universities to work together, then I need to reevaluate my judgement of how credible any of your ideas are." That was the end of our working together.

I never said, or thought I could get universities to work together. I did think that if different universities adopted the T/MC strategy locally, I could share ideas from one university to the others, vis T/MC newsletters and conferences, and thus help each do more to help local programs grow.

I still believe this.

T/MC started using maps to show where programs are needed, and included community area and zip code boundaries, to help support groups form in different areas. At each of the conferences we held our constant goal was to inspire and support local organizations to adopt and duplicate the T/MC role in smaller sections of the city. One organization actually adopted our name, in their own, calling themselves New Concepts Tutor/Mentor Connection, although the ended up not adopting the T/MC strategy.

On page 21 of the original paper, the writers say "Because of their community connections, flexibility in programming, and orientation to youth, primary services may be particularly well-suited to augmenting what schools provide in skill areas such as decision making and youth leadership and in subjects whose content is shaped by cultural norms and values such as parenting education or values clarification. Primary services can reinforce the learning schools offer, provide places in which students can test, consolidate, and extend what they have learned in school, and stimulate their interest in continued learning."

I started the T/MC because I had led a non-school tutor/mentor program serving k-6 students from 1975-1992, and was creating a new program for teens in late 1992. I understood the potential of these programs, as well as the challenges of finding ideas, staff, dollars, volunteers and keeping them involved from year to year. That's why I created the T/MC as a support for all non-school tutor/mentor programs, including the one I was leading.

Reason for launching the T/MC survey in Jan 1994 to identify existing programs.

Starting in 1994, the Tutor/Mentor Connection piloted the use of GIS maps to focus attention on all neighborhoods of Chicago where these conditions exist, and where primary services are needed.

In 1997-8 Chapin Hall conducted a brief case study of the Tutor/Mentor Connection. The report can be read at http://www.chapinhall.org/research/report/case-study-tutormentor-connection-cabrini-connections

On page 31 of the original report the writers said "In communities with limited resources, citizen and civic interests, as well as providers will need to expand primary services by securing additional resources. (a full section of the original paper talks about challenges of implementing these recommendations).

The mission of the T/MC was not just to build a directory of programs and bring them together, but to help programs in every neighborhood, not just high profile programs, attract a more consistent flow of resources. http://www.tutormentorconnection.org/AboutTMC/Mission/tabid/482/language/en-US/Default.aspx

In 1994 a partnership with the Chicago Bar Foundation was launched to raise money for volunteer-based tutor/mentor programs in Chicago. In 2006 this received a $2 million grant, and the funding pool for 2007-09 was over $200k a year. I've used that example to encourage other industries to do the same, with limited result.

In the original report (pg 29) the writers say "If primary services are to play a more central role in enhancing children's development and meeting their needs, these services must exist in greater variety and volume. All communities need to have sufficient variety among primary services to accommodate children of different ages, interests and capacities."

The image below is the search feature at http://www.tutormentorprogramlocator.net/Prgloc.aspx . This shows the categories of information we collected from surveys starting in January 1994. To my knowledge there still are no other organizations trying to collect information at this level of detail.

In the original report, i highlighted a statement saying "An important step in enhancing primary services is to provide opportunities for different kinds of primary service providers to recognize that they are part of a common endeavor. This aim can be achieved by creating forums in which providers can discuss the objectives that guide their initiatives and the structures, programs, and practices they use for reaching their aims."

This was the void the T/MC was designed to fill. Starting in May 1995 we organized a bi-annual Tutor/Mentor Conference, and an Aug/Sept citywide volunteer recruitment campaign.

We received no funding from the Community Trust until 1998 and that was only $25k a year, and only continued till 2002.

In the original report much space is devoted to describing the potential of youth supports that prevent bad things from happening, at which time traditional social services, intending to fix a problem, are needed. At the same time as we were launching the T/MC we were also launching a tutor/mentor program to serve 7th to 12th grade teens living in one high poverty area of Chicago.

There was no blueprint for creating the blueprint, and while the Community Trust provided $30 million to this initiative, we started with no funding in Jan 1993 and slowly grew our annual funds through 1999, when we reached a max of about $450k, split 40% kids program, 40% T/MC and 20% fund raising and admin.

In the original report (pg 27) the writers say "Primary service providers currently operate in relative isolation from each other, often without a shared understanding of the role they do and can play in enhancing development and in providing direct help to children and families experiencing difficulties." I was launching the T/MC in Chicago to identify all existing non-school tutor/mentor programs and to help them connect and learn from each other.

I'd like to be able to find this initial report and annotate it because it contains more of the research showing the "why" this project was launched.

Joan Wynn was one of the authors of the original report. The others were Joan Costello, Robert Halpern and Harold Richman. I met with Joan several times in 1993-4 and again a few years later.

In December 1992 a research team from the Chapin Hall Center for Children at the University of Chicago published a paper titled "Redefining Child and Family Services: Directions for the Future". I came across this report in late 1993 or early 1994 as I was launching the Tutor/Mentor Connection (T/MC) in Chicago. As I read the report I highlighted some areas that related to the mission of the T/MC.

While I referred to this report when seeking funding, and reached out to connect with one of the writers, it's always been difficult to share annotations from a book or printed document like this with more than a very small group of people.

In January 2016 Terry Elliott introduced on-line annotation to me and I asked if we might annotate the original report, which I have a copy of. At that time annotating PDFs was not free and I did not want to pay for a subscription to a service that might allow me to do this.

In the past two weeks I annotated another pdf, and learned that Hypothesis.is now makes annotation of pdfs possible. So I reached out to Terry Elliott to see if we could put this on line and I could share my original notes.

This PDF is the result of that conversation. However, this is not the original 1992 report, but a follow up report from 1995 showing progress made as a result of the first report.

While I'll continue to look for the original, I'll go ahead and see if I can mark up this to reflect the thinking from 1995. Then I hope we can talk about 2016 and beyond and what lessons we can learn from this initiative.

I first saw this report in 1993 or 1994 and marked it up with a yellow highlighter to emphasize sections that justified founding of the Tutor/Mentor Connection in 1993. Terry Elliott introduced me to Hypothes.is in Jan 2016 and I saw the opportunity to give old PDFs like this new attention.

The annotations I'm posting are the same ones I posted when I first read the document. I've added comments to those annotations to reflect where we are as we head into 2017. I hope others find this useful.

Here's a quote from a blog article I wrote in 2005 following a White House event:

Finally, what disappoints me even more, is that there are too many people holding conferences that draw attention to significant issues, are not using the Internet to encourage contact, networking, interaction and engagement among the people who attended and those who might have just heard about it in the media.

I hope that the ideas you're sharing extend beyond "scholarly events and conferences".

This is a concept map showing information in my web library, or "information sources" that can be found via my library. I feel that every one has an experience base that could be "mapped" and that as people connect via conferences and virtual events, they open their library and network to every other participant.

Conferences can be key events on a time line, intended to build "movements". That's different than big events held annually that just bring people and ideas together, but may not further the goals of a movement by helping more people connect, and helping them stay connected through the year and into the next conference.

I became interested in the idea of Group Systems, or group support technology, in the early 1990s. I recognized in most gatherings some people talk a lot and dominate a conversation and some people don't talk at all. In the on-line world, including this annotation, any one can share an idea and every voice can be heard. Any idea from any person can have an influence.

Since going on the internet in 1997 I've met a growing number of people on-line who are part of growing relationships. Most I've never met face to face. However, for the few who I do meet, we've already passed the dance of "getting to know you".

This is essential work. Can be done by a few, for the benefit of many. It is on-going.

I hosted Chicago tutor/mentor conferences every six months from May 1994 to May 2016. In early 2000s began looking for ways to host e-conference version. Posted goals on web site then, which are still current. http://www.tutormentorexchange.net/conferences-and-online-forums/88-e-learning-goals

My experience with conferences or big presentations is that they are generally one-way conversations between presenter and/or panel and audience. The few questions that are allowed are too simple to have much meaning. Few of the participants actually spend much time interacting with others, before, during or after.

Thus, this type of annotation has great potential in my mind.

Not so crazy. I'll follow along and see where I can contribute, or engage my own network.

Maybe you can create a map that shows where participants are located?

I'm a big fan of maps. I came to this article as a result of networking with a few educators over the past few years. One put a link to this article in his blog.

Image from "How can one person change the future" at http://tutormentor.blogspot.com/2011/09/how-can-one-person-change-future.html

Thanks for the invitation. I really like the way you've tried to collect and share articles in this blog.

Here's an image I used in article at http://tutormentor.blogspot.com/2016/11/war-on-poverty-enters-new-stage-war-on.html It's the type of visual that takes a lot of "looking" to figure it out.

I'm not sure Hypothesis is the right tool, but it has brought a few of us closer together, and now we're sharing this with a larger audience. That's essential.

I think adding comments to the blog, as Kevin has done, is one combination of activities, along with posting on social media, that can enlarge the network.

It's really great to see you writing an article like this, and reaching out to expand the number who look at this information. After the annotation events that you, I and others were part of during the last week of November I wanted to try to find a way to archive some of the articles. I created a story map, which I share in this blog article. I also added a few links to my web library. http://tutormentor.blogspot.com/2016/12/mapping-week-of-learning.html

Need to teach students and adults to recognize a "plan, policy, strategy" when they see it, and to know how to present one in their own words. Over time this might lesson how much we're influenced by those with "no plan...etc."

I write about "information based problem solving" and use this graphic in this article. http://tutormentor.blogspot.com/2016/03/what-is-information-based-problem.html

We all have a role of bringing ideas and solutions to this discussion. That's been our responsibility in the past and will be even more important in the future.

I'll add this blog link to a section of my web site where I'm sharing ideas about "closing the inequality gap". http://www.tutormentorconnection.org/LinksLearningNetwork/LinksLibrary/tabid/560/agentType/ViewType/PropertyTypeID/170/Default.aspx

By doing that, and tweeting this discussion, I'm taking the role of the "rabbit" in my graphic, with the goal that others chase the idea, learn from it, apply it, then share what they've done in a way that it becomes the next "rabbit" in this process.

I don't consider it a problem that this article is 3 years old. Heck, I'm reading a book written 2400 years ago right now (History of the Peloponnesian War, http://zenpundit.com/?p=52965). In my web library I point to articles written in the late 1980s, which are still relevant today. I think if we spent more time trying to implement ideas rather than creating new articles and new ideas, we might make greater progress on solving some of the problems that have been around for a long time. That does not mean that we should not be learning from what we do, and sharing what we learn, via new articles.

Thanks for posting and helping this conversation take shape. As I was waiting for the chat to start my Twitter feed gave me this article titled Taking Back Our Society, by Harold Jarche. Add to the reading list! http://jarche.com/2016/11/taking-back-our-society/

In the late 1990s when I signed the Cluetrain Manifesto my hope and optimism had no idea of how unsafe the Internet might become for so many people.

Maybe it would be a good thing if many of us were generating ideas for creating jobs, work and income as AI and robotics keep eliminating jobs.

In a comment further down in this article I talked about social capital, and building networks. "Who you know" and "who will help you" is as important as "what you know". Networks need to bridge race, class, culture, countries.

We need to use maps to create a visual understanding of where people have access to digital learning, based on internet access, or lack. At the same time a "checklist" of competencies and accessibility issues, needs to be created, which then could be overlays to the map. Understanding the problem is one of the challenges to finding solutions.

I found this discussion via a Tweet from an educator I met during the Connected Learning #clmooc. I'll add specific comments via annotation, but want to share two ideas.

In the #clmooc a participation map was created, which you can see at https://www.google.com/maps/d/edit?mid=10aBmqeh1pFZKAbHm37nLxUsjZHs

Then, via a Twitter chat, we began asking "who's here, who's not" using the map as a reference. https://storify.com/dogtrax/who-s-here-who-s-not

If this conversation is going to grow and include people from all parts of the country and many different sectors, mapping participation with GIS, or with social network analysis tools like #NodeXL, will be needed. I don't know if there's time before tonight to set up a participation map for this discussion, or a G+ community, to continue it into the future, but encourage you to consider this.

My second suggestion is to use concept maps to create a visualization of the many ideas in the article, so people could focus on single ideas, but see how they are all part of a larger complex puzzle. I diagrammed Dan Pallotta's book, "Uncharitable" with this goal in mind. Take a look and see how links in the map point to places where the book/ideas have been discussed and where related information can be found. Duplicating this as an on-line discussion guide for this community might have value. http://tinyurl.com/Discuss-TMI-Uncharitable

I'll look forward to connecting with you and others in the chat and other formats.

I've been reading the entire article, and have many thoughts to add in the margins, however I'd like to start by encouraging readers to think of how we help students build "human networks" and relationships to people locally and virtually, who will open doors to jobs, ideas, information and support systems for those who know how to access and used networks. Here's one of several articles I've posted on my blog since 2005, that focuses on social capital. http://tutormentor.blogspot.com/2016/10/understanding-and-applying-social.html

Thanks for setting this up. I hope others join in.

Would be great to be teaching kids that most positive change only happens as a result of "intentional" and "deliberate" actions repeated over and over.

On the other hand, negative change can result from applying the same set of tools.

I look at Turkey, and even Germany in the 1920s, and see countries with a different history of representative government than the 200 year history in the US. That gives me hope that our systems will be stronger than what we fear. However, I'll still stay alert to the early warning signs.

The work you've done shows extensive work in creating content libraries. However, this is just step 1 in the 4-part strategy I describe in this concept map. http://tinyurl.com/TMI-4-Pt-Strategy

Step 2, 3 and 4 are also actions that need to be taken.

Step 2 is a marketing, advertising, public education effort, that intends to draw more people to the information in step 1, including people who will add new information and links into the library.

Step 3 involved helping people find and understand the information collected in step 1. You're doing this with this blog post. However, people need to pull information out related to causes/places they care about, then write articles, host training, lead discussions, etc. about what the information means and how it can be used in actions that change conditions in places/causes.

Step four is the result of the first three. Better information, including GIS maps showing places which need help, and orgs in those places who provide help, but need help themselves, results in more people (step 2) providing time, talent, ideas, dollars (based on what they learned in step 3) to places they find on the maps (step 4).

Recruiting and teaching people ways to participate in all four steps, on an on-going basis, is part of the process and challenge.

I never heard of a link grabber. Thanks.

Agree. Poem was distracting as I tried to read what you were writing. BTW, I enjoyed the poem.

Shout out for #clmooc

I've not spent much time reading about this, but I think "machine learning" is building capacities to do something like what you're describing.

The longer you stay connected to an issue, the more easily it will be to recognize "value" that you want to share with others.

This is becoming a valuable skill. I'm still trying to find people who will provide dollars to support myself, or others, who do this work.

Just by making time to do this you learned new tools, and expanded your understanding.

You also totally impressed me with the effort you put into this.

I started annotating your previous blog, but realize that this is the one I looked at yesterday as I went to the UChicago event. Thus, I'll continue my commenting.

In this article, Simon Ensor included a video of a Dave Snowden talk. http://tachesdesens.blogspot.com/2016/10/an-indian-summer.html

Snowden said something like "at any given time we're only using 5% of the knowledge available to us." He added, "at the same time we're drawing from our vast (or limited) experience base".

To me it reinforces the need to start connecting people to causes, and available knowledge and networks, in their early years, so they build habits of networking and sharing similar to what was described in the Knowledge4health video.

When I formed the Tutor/Mentor Connection in 1993 our goal was to "gather and organize all that is known about successful non-school tutoring/mentoring programs and apply that knowledge to expand the availability and enhance the effectiveness of these services to children throughout the Chicago region." Hyperlinks and concept maps are tools that help people navigate this growing library of ideas, information and people.

This is a strategy that should be taught to many. If we use maps to show where a problem is concentrated in many places around the world, or a graphic that shows problem areas, such as on this Boston Indicators site, http://www.bostonindicators.org/, we can help people pick causes and places, and learn keywords, to use on an on-going basis to dig deeper and become more involved in the place, and cause, they select.

About once every two years I open and close every link in my web library (over 2000) just to make sure the link still works and to update myself on what that link focuses on. Since most of those I point to are constantly adding new content to their sites, this process expands my own understanding of the issues I focus on.

If it interests me, I may write about it on one of my blogs, or add it to the comment section of a previous article. However, I also then add it to a section of my web library where it becomes immediately and forever available to any who come to that site.

I created this data map to point to web sites which use maps to show where problems are concentrated, and to show that there are many different problems in a complex world. http://tinyurl.com/TMI-MappingData My hope is that young people will learn to take on the role of "concierge" that you describe, and how you model it.

I read the last post and added a comment, with links to my concept maps and this page from a Knowledge4health site which has a mindmap visualization. https://www.k4health.org/topics/knowledge-management

I had skimmed through this article last night as I traveled to the UChicago event, thus as I talked to the lady I met, I was pointing her to this article and the CLMOOC.

As I started to re-read the article today, I decided to annotate using Hypothes.is, which I learned of from you.

Great to see how you've expanded the discussion beyond traditional teachers. You may have had a "captive audience". Kevin shared this article on G+ which is what attracted me (but only because I've been part of the #clmooc, where I met Kevin). When we talk about who the audience is, do we also need to teach "how" to build an audience?

How about other learners, such as parents, or business people, or people working with youth in the non-school hours? Learning to write, and learning to engage with each other in on-line spaces, are important skills for all of us.

I'd like to see many attempt to visualize steps from where we are now, to where we might be in a different future, using concept maps and similar visualization tools that can be shared on the web. Here's an example from my collection. http://tinyurl.com/TMI-PlanningCycle-cmap

Good point.

Good!

I hope that there are people in different parts of the world who build web libraries, with links to research, organizations, articles, etc. so that articles like this can point to places for deeper learning.

Maybe the rest of the world should create their own spaces to meet and share ideas, and invite the US and UK to join them. Seems like that's what you're doing now, and it's working.

I focus a good deal on finding others, particularly in universities, who will take ownership of my archives, ideas and web space, to continue it into the future.

Kevin Hodgson created a Thinglink to highlight parts of a cloud tag. See it at https://www.thinglink.com/scene/814801584650190848 I'd like to see him and others use same tool to highlight sections of my concept maps, using my pdfs and/or blog articles to provide content.

One growing field is that of "data science". One part of that field involves capturing data that shows who is participating, and how that participation is growing. We started talking about this briefly in last Thursday's #clmooc chat. When we talk about "all levels of the educational establishment" we need to visualize what this means, then find ways to learn who's already engaged, so we can then innovate ways to reach out and involve those who are not yet engaged.

Here's another PDF to look at. https://www.scribd.com/document/93233051/Planning-Cycle-War-on-Poverty Look at the seven steps. Step seven focused on "building and sustaining public will". This requires intentional, on-going efforts, of many people. It can be modeled, taught and learned, starting in elementary or middle school, and practiced for a lifetime.

Here's a PDF focused on helping youth learn to unleash their personal power. https://www.scribd.com/document/69970749/Network-Building-Unleash-Your-Personal-Power-to-Make-Good-Things-Happen

I think you missed the point here. He wrote under this sub-head:

"First, unclassified newspaper articles were as important to policymakers as the classified information generated inside the government."

" the Internet has not yet become an important source of information for policymakers, despite its ease of accessibility and the generally succinct nature of the presentation of its content."

"we also ought to consider whether the internet suffers from weaknesses vis-à-vis traditional print media that dilute its influence"

"The plethora of internet news and opinion outlets, many of questionable reliability, combined with the lack of an authoritative source among them, may mean that the internet will continue to lag behind the elite print media because it exacerbates the signals to noise problem for policymakers."

I think this was an important point in the article. For the past 10-15 years I've shared ideas on web sites, blogs and social media. However, my growing recognition is that too few decision makers and people of influence are actually seeing or reading what I write. They are still getting info from print media, face-to-face connections, and their own library of personal expertise.

No matter how much they know, it's only a fraction of what is available to be known. No matter how many they connect with face to face, or by phone, it's still far fewer than they can connect with on the internet, as well as a much smaller network of ideas.

I also like the term and use it in combination with the terms "intermediary" and "network builder"

Probably the only people really benefiting are the companies who produce and sell this stuff.

Same to you, Terry and the rest of the people who we are connecting with.

I encourage you and other teachers at your middle school, and the high schools where your kids will attend to create your own cMOOC and look at this concept map as a resource. http://tinyurl.com/TMI-MappingData This points to many portals where data on a wide range of issues is being shared. Expose students to this as the move through middle school and work with upper grade teachers to help them pick causes, and stay engaged, for multiple years. The longer they are involved, the more their knowledge, empathy and passion will grow. Your ability as educators and mentors to nurture this and continue to spark their growing involvement will result in many seeds sprouting in many different places, even in cracks on the sidewalk.

Terry asked a couple of days ago "Who is focusing on issues of rural areas?" I shared this link and said, "annotate this" or let's create a MOOC where this is the focus. https://www.scribd.com/document/86904421/Problem-Solving-Strategy-Explanation-and-Overview

Yesterday I encouraged Terry and another friend to make a contribution to a GoFundMe page of a poet/thinker/friend who I first met in 2004-05 via the Social Edge forum, hosted by the Skoll Foundation. They did. This is the poem he wrote in thanks. https://www.facebook.com/permalink.php?story_fbid=1076638112417450&id=100002138137259&pnref=story

There's a Bible passage about spreading seeds in different types of ground then nurturing them over time. Some grow fast. Others slow. Some not at all. To me the key lessons are a) spread your ideas; b) keep nurturing them; c) be happy for those that get used; d) accept that not all will find followers. Most of all, understand that this process unfolds over a timeline of many years, often extending beyond our lifetimes.

This has been the driving inspiration for me sharing ideas on the Internet since 1998. Anyone in the world can find and use my ideas.

I hope that the ideas I've shared on my web site and blogs are sparking thinking, curiosity and actions of others. My only wish is that in some small way, the role of my idea in sparking actions of others is remembered in history, even if it does not come with a paycheck to help pay my bills.

Let's expand this article beyond the creations of artists, to the ideas that lead to making the world a better, safer, place to live.

The teacher in you is always teaching. I hope others will read in the margins and take away some ideas that they can apply in their own efforts.

When this moves out of the classroom and the university into real world problems it will hopefully gain more traction and have greater impact.

Have you looked at the Collaborative Curiosity MOOC hosted by VCU? https://rampages.us/communityengagedresearch/ They are encouraging participants to connect with each other in ways that others might duplicate.

Yep. That's what it's all about.

I tried changing the format of my tags to the "cloud" format yesterday. I changed it back to the list today, but included the number of times each tag is used. From this you can see the relative emphasis of my work. I'm creating a "tag graphic" that I'll share this week. I want to encourage people to do a Google search using the words "tutor mentor" then adding one of the tags. When you do this several of my articles, from the blog and other places, will be shown in the search results. It's another way to dig deeper into the ideas I've been sharing.

I hope others will go through this article just as I have, and add their own ideas, and point to their own blogs and web sites where they have spent time developing and communicating those ideas.

While Hive focuses on "learning projects" these need to be part of on-going, well-organized programs or schools, if the result is that the youth entering 4th grade today is finishing high school and headed to college in 8 years. A Moonshot group should try mapping "all the things that need to be considered" so that great programs would be available in more places. This PDF shows a planning process. https://www.scribd.com/doc/93233051/Planning-Cycle-War-on-Poverty Note that Step 7 focuses on "building public will":

Use visualization tools to describe the types of programs, and support systems that will help youth move through school and into jobs. Here's one article with suggested tools to use. http://tutormentor.blogspot.com/2014/07/mapping-ideas-network-relationships.html

View this 4part strategy pdf. Part two focuses on increasing the number of people involved and part 3 focuses on helping people find, understand and apply the information that we make available to them via step 1. https://www.scribd.com/doc/86904421/Problem-Solving-Strategy-Explanation-and-Overview This network building needs to be a shared goal of the entire sector since so few advertising dollars are available and their is so much competition for the attention of youth and adults.

I've been maintaining a list of non-school tutor/mentor programs, which are places for connected learning, since 1993. I've been plotting that information on maps, to help leaders understand the distribution of programs and to help volunteers, parents and donors find programs. This PDF describes community information collection as a "shared effort". https://www.scribd.com/doc/75699079/Community-Information-Collection-A-Shared-Effort Until there are places in the school and non-school hours where youth can connect with adults and peers who support "connected learning" it will not be available to thousands of youth.

Does Hive, or Mozella, host a web library with research and articles related to t his problem? This concept map shows different sections of web library I've been building since 1993. http://cmapspublic.ihmc.us/rid=1238727620187_1222661202_30228/Learnng%20Network%20-%20Research,%20Resources.cmap Youth could be learning to collect information and archive it in web libraries.

Here's the link to Robert's write-up. http://hivechicago.org/making-progress-together-from-2013-to-2016/

Does this limit support for Hive, or Hive members, from other businesses?

Nice tool. Are you teaching youth to create timelines using this technology?

One way to encourage greater involvement with the goal setting and feedback process is to use an annotation tool like Hypothesis. Anyone can log in and add comments to different sections of the document, as I have.

Would like to see a map of Chicago region with icons indicating places where this student engagement becomes on-going through after school and non-school programs.

I think "service learning" can also focus on efforts to create change, although through the work of community based organizations, nor necessarily through public policy. Superficial service learning projects may not motivate student engagement in ways that this paper is describing.

The research and communications skills developed through this process are extremely important.

Projects like this could connect students in affluent communities with students in high poverty areas, with a result that benefits both and leads to a new flow of resources and support into unders erved neighborhoods....as a result of what kids do to convince adults of what they should be doing.

This is an important part of the learning process. This type of attention from adults in their community can be a spark that motivates a lifetime of civic and community engagement. Well done.

Hopefully students will continue to engage in this work in following years. They need to learn that change is not quick and easy, but required persistent effort, often over many years.

I've known Betsey Clarke of the Juvenile Justice Initiative since the mid 1980s when she was a volunteer tutor at a program I led in Chicago. The web site forJJI is http://jjustice.org/

I've been following Robert Reich, a former Clinton cabinet member, on Facebook. He's showing how the Republicans have drawn a wedge between poor whites and Blacks and other minorities, starting in the late 1960s. He's also suggesting that with much of the White middle class sliding down toward poverty, there is the potential of creating a solidarity between poor White and Black and Latino populations that could fuel a new political force in the US over the next 50 years.

In the http://mappingforjustice.blogspot.com site I point to uses of maps to show the distribution of poverty in different areas. Some of these maps show areas with high concentrations of poor white kids, but I've not seen many writers including these maps in stories.

So much attention is focused on race issues that not enough is being focused on class differences. Robert Putnam wrote a book titled "Our Kids: The American Dream in Crisis" which was published last year. I wrote several articles about it on my blog, starting with this one. http://tutormentor.blogspot.com/2015/03/closing-opportunity-gap-in-america.html In many of my tweets I've been using hashtag #ourkids to draw attention to this.

I pointed to Joe's blog in an article I posted yesterday at http://tutormentor.blogspot.com/2016/04/arts-tech-learning-center-why-not-in.html

My goals are that what you and other educators are doing to engage students in the learning process, is duplicated to grow others in civic engagement and social problem solving activities.

The "college costs" topic crosses both boundaries and is a "big tent" under which many could become involved.

can you share the embed code that I or others could use to put this hackpad on our blogs?

I'm going to post this on my blog and see if others will join in. Do you have a team of students who might track the number of people who make comments, and show if it grows over a period of time?

Have you had time to scan the Chapin Hall report I sent and create a PDF that could be posted and annotated like you've done here?

What platform did you use to embed the PDF into your blog?

I went through the "Ripping Off  Young  America" article and the student comments. Added a few of my own. This is an activity that needs to take place in high schools across the country.

One of the PDF essays I host on Scribd.com focuses on the need to build and sustain "public will" over many years in order to solve complex problems. https://www.scribd.com/doc/86904421/Problem-Solving-Strategy-Explanation-and-Overview This class activity, repeated in classrooms across America, for the next 4-8 years, might result in the public will needed to reform what's happening.

This opens another topic in this discussion. Part of the high costs of college is the costs associated with promoting college degrees as the only path to a job or career. I did a google search for "college vs vocational education" and found this article, among many. https://www.insidehighered.com/news/2015/05/05/report-says-administrative-bloat-construction-booms-not-largely-responsible-tuition

While the article I point to focuses on youth from poverty areas, I read a book by Hedrick Smith, "Rethinking America" , in the mid 1990s that talked about high profile high schools in affluent areas were not providing motivating education to a large percent of students for whom the college path might not be their best option. If we shift the prestige from "college as the only path" to open other doors, we also offer lower cost options.

I've been on line for nearly 20 years and have not read work by either of these. I'm reminded daily of how big the world is and how little I touch it every day.

Every article you post draws others to follow as you journey through time.

This book was given to me by a youth minister who had been receiving my newsletters. I don't read a lot of "Jesus" books, so this sat on my desk for quite a long time before I picked it up and started reading. Since then, I've used the quote and the idea often to show the power each of us has to have a positive impact on the world, regardless of what level of wealth, celebrity status and talent we have.

The MOOCs I've been part of have been encouraging participants to plot their location on maps, thus showing how the community is gathering people from many different locations. Such maps can also help people find others in their own regional areas who share the same interests, thus fostering collaboration.

I hope many, many more educators around the world will do as you and Terry Elliott have been doing, to draw new learners to my web sites. Thank you.

Teams of students could be building the library of information related to any spoke of the wheel, and could also be leading efforts to engage more people in looking at that information, while also facilitating understanding/navigation of the web library they are building. When maps show purpose..e.g. "help youth move from birth to work over a 25 year period", then students could also point people to places and ways they could get involved, thus serving an important advertising and network building role that is underfunded in the social sector, while also educating themselves on what is needed to achieve a purpose. This self education can lead to students more proactively offering time, talent, dollars and votes to solve problems during their adult lives, as a result of the learning they do during their formal schooling years.

This article uses the same strategy map that I referred to above. http://tutormentor.blogspot.com/2016/01/innovative-use-of-concept-maps-to.html

Using Cmap tools, or other concept mapping, you could create the same graphics as you have done here, but embed links with them, directly to the collections of articles related to each spoke in the wheel.

What level of skill might youth, or adults, need to create a video that does what the Cent Uygur video does. That looks like a high level of sophistication to me.

However, many young people have that level of talent. If just a few take on this role, and it draws more young people to think deeply, and critically, about the information they are seeing, or about issues they will deal with for the rest of their lives, this is good.

I had to watch the video to understand what you were describing in the comments below the video.

I've seen both ads, and frankly have been confused. I've only recently began recognized that it's one responding to the other.

This interests me because I feel it's important that more people dig deeply into information available to them so they have a better understanding of complex problems, and potential responses.

I've pointed to this Boston Indicators Project for more than 10 years because it uses a pie chart type organization to highlght 10 areas of interest to people in Boston. http://www.bostonindicators.org/ These probably would be similar interest areas for people in any urban area, and possibly rural areas as well. As your students do their research, encourage them to archive links to web sites they are finding of interest. This becomes a resource library for further learning.

If all educators, and mentors, and program leaders, could tap into the "passions" that motivate actions and involvement we'd not only instantly reform education and learning outcomes, but we'd also have more people involved in solving complex problems facing the world.

I'm participating in the livestream for the National Mentoring Summit, which is being held in DC. I'm tweeting using #mentoringsummit2016 My goals are similar to your class goals. I want volunteers, youth, program leaders, donors and others to share what they learn about what works, about challenges kids are facing, and what they think could work better if more people were supplying their own talent, time or dollars. In this role, I'm throwing a pebble in the water and hoping for a ripple effect. I think you're doing the same with your class.

I agree.

It is an "impossible task" when we're at the foot of the mountain and looking up. However, if we take a step at a time, and move forward every day (and backwards or no where on many days) we'll some day look back and see that we've come a long way, even though the mountain ahead of us still requires a steep, impossible, climb.

I encourage digging into research and articles about social capital. I've many in my library at - http://tinyurl.com/TMI-Research-SocialCapital

I'd like to see more educators and non-school tutor/mentor program leaders describe their work in terms of bonding, and bridging, social capital.

For many years I've wanted to find researchers who were using SNA tools to show changes in networks resulting from youth and volunteer participation in organized tutor/mentor programs (or similar activities). This article is one that shares this goal. http://tutormentorconnection.ning.com/group/technologyinternswithtutormentorconnection/forum/topics/mapping-change-in-youth

I wonder if we might frame the challenge we face as a class AND race challenge. The economic issues focus on wealth, inequality and lack of opportunities, and cross racial boundaries. Achieving economic and /or professional success still leave race issues to be resolved. Creating more economic justice and opportunity might make the race issues less of an issue? For instance, I'm not sure there is high crime and heavy police presence in middle class and higher income neighborhoods. People of color can only live in these places if they have climbed out of poverty first. Ideas?