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	<title>Stepping Stones &#187; Uncategorized</title>
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	<description>One at a Time</description>
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		<title>Streetjibe story telling</title>
		<link>http://brentmack.edublogs.org/2007/12/03/streetjibe-story-telling/</link>
		<comments>http://brentmack.edublogs.org/2007/12/03/streetjibe-story-telling/#comments</comments>
		<pubDate>Mon, 03 Dec 2007 00:34:42 +0000</pubDate>
		<dc:creator>Brent</dc:creator>
				<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://brentmack.edublogs.org/2007/12/03/streetjibe-story-telling/</guid>
		<description><![CDATA[This reinforces my thinking about story telling as a way to capture attention and explain in a simple way what my project Streetjibe is all about. Some very important implications are present in this study. I intend to apply some new ideas and strategies to the marketing plan we are forming for our second year [...]]]></description>
			<content:encoded><![CDATA[<p>This reinforces my thinking about story telling as a way to capture attention and explain in a simple way what my project Streetjibe is all about. Some very important implications are present in this study. I intend to apply some new ideas and strategies to the marketing plan we are forming for our second year of operation. This link originally came from <a href="http://www.anecdote.com.au/index.php">Anecdote </a>and Dan Hinks fo the <a href="http://www.madetostick.com/">&#8220;Made to Stick Book&#8221;. </a></p>
<p><a href="http://www.brandweek.com/bw/magazine/current/article_display.jsp?vnu_content_id=1003664386">Research: New ARF Study Says Storytellers Succeed</a></p>
<p><font>The Advertising Research Foundation and American Assn. of Advertising Agencies, both based in New York, set out to measure consumers&#8217; emotional responses to TV advertising. What they discovered is that advertisements that tell a branding story work better than ads that focus on product positioning.<br />
</font></p>
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<td><font>But for such storytelling ads to be truly effective, the plots need to tie in to a positive brand message. &#8220;When the emotional peaks align with the presence of the brand, or the impact of the brand in the story, the emotional connection with the brand is greatest,&#8221; Cook said.</font><font>            While a MasterCard &#8220;Priceless&#8221; campaign, featuring a father taking a son to a baseball game, successfully achieved this impact, not all storytelling ads work. A United Airlines spot that showed an emotional story of a business man returning home was deemed unimaginative by 68% of those surveyed by TNS Ad Eval. </font><font>            Eighty-four percent of respondents said the humor came through loud and clear for Southwest Airlines&#8217; &#8220;Want to get away&#8221; ad, which showed a woman accidentally destroying a man&#8217;s medicine cabinet while snooping. </font></p>
<p><font>            A Nissan Maxima spot also failed. At first blush it appears a couple is talking about sex, but in fact they are talking about the car. &#8220;Negative levels were so high for many people over the brashness of the guy and his seemingly erotic proposal that they were unable to switch over to more positive feelings once the Maxima appeared,&#8221; said the report. </font></p>
<p><font>            The study does not discuss the ROI of the ads for their marketers. Mark Truss, director of brand intelligence at JWT, New York, said the storytelling theory is correct, but the industry still lacks a way to prove it. &#8220;Without the tools to measure and link back to business metrics, marketers and advertisers are not going to embrace [this approach].&#8221;</font></p>
<p><font>            vfacenda@brandweek.com</font></p>
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		<title>Art that moves me</title>
		<link>http://brentmack.edublogs.org/2007/08/28/untitled-2/</link>
		<comments>http://brentmack.edublogs.org/2007/08/28/untitled-2/#comments</comments>
		<pubDate>Tue, 28 Aug 2007 10:41:02 +0000</pubDate>
		<dc:creator>Brent</dc:creator>
				<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://brentmack.edublogs.org/2007/08/28/untitled-2/</guid>
		<description><![CDATA[Evelyn Rodriguez writes poetically about many subjects and has an ethereal quality that I especially enjoy. She posts pictures throughout her blog that are mesmerizing for me. Here are a few from her most recent post.

 
 
Crossroads Dispatches: perhaps consider what life would be like if we truly lived by what we believe
images Visit [...]]]></description>
			<content:encoded><![CDATA[<p align="left">Evelyn Rodriguez writes poetically about many subjects and has an ethereal quality that I especially enjoy. She posts pictures throughout her blog that are mesmerizing for me. Here are a few from her most recent post.</p>
<p align="left"><a href="http://brentmack.edublogs.org/files/2007/08/alexgrey_2.jpg" title="alexgrey_2.jpg"><img src="http://brentmack.edublogs.org/files/2007/08/alexgrey_2.jpg" alt="alexgrey_2.jpg" /></a></p>
<p align="left"> <a href="http://brentmack.edublogs.org/files/2007/08/breathofgaia.jpg" title="breathofgaia.jpg"><img src="http://brentmack.edublogs.org/files/2007/08/breathofgaia.jpg" alt="breathofgaia.jpg" /></a></p>
<p align="left"> <a href="http://brentmack.edublogs.org/files/2007/08/visitklarwein_2.jpg" title="visitklarwein_2.jpg"><img src="http://brentmack.edublogs.org/files/2007/08/visitklarwein_2.jpg" alt="visitklarwein_2.jpg" /></a></p>
<p><a href="http://evelynrodriguez.typepad.com/crossroads_dispatches/2007/05/perhaps_conside.html">Crossroads Dispatches: perhaps consider what life would be like if we truly lived by what we believe</a></p>
<p><em>images <a href="http://www.matiklarweinart.com/en/gallery/visit-1996-%28surreal%29.htm">Visit</a> </em>(detail of entire painting above) by <a href="http://www.matiklarweinart.com/">Mari Klarwein</a><em>; Breath of Gaia,</em> by<em> </em><a href="http://www.josephinewall.co.uk/">Josephine Wall</a><em> </em>(btw, discovered via a cool art blog by Melissa Ulto you may enjoy, <a href="http://www.multo.com/vlog/">Multo.com::Visual Magic</a>)<em>; Tree of Fruitfulness</em>, by <a href="http://www.cmp.ucr.edu/exhibitions/prins/gallery.html">Lieve Prins</a>; can&#8217;t find origin (from Myspace page while surfing) but probably one of those fantasy games</p>
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		<title>Unconferences &#8211; 10 Tips for unplanning</title>
		<link>http://brentmack.edublogs.org/2007/08/15/unconferences-10-tips-for-unplanning/</link>
		<comments>http://brentmack.edublogs.org/2007/08/15/unconferences-10-tips-for-unplanning/#comments</comments>
		<pubDate>Wed, 15 Aug 2007 01:05:26 +0000</pubDate>
		<dc:creator>Brent</dc:creator>
				<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://brentmack.edublogs.org/2007/08/15/unconferences-10-tips-for-unplanning/</guid>
		<description><![CDATA[From Ewan McIntosh at edu.blogs.com
10 Top Tips for Unplanning the Perfect Unconference
 What&#8217;s the secret of some of the unconferences in recent years that have had educators and learners excited, enthralled and changing their ways of working and thinking? Well, I&#8217;m not sure there is a secret per se, but having unplanned a good dozen [...]]]></description>
			<content:encoded><![CDATA[<h3>From <a href="http://edu.blogs.com/edublogs/2007/08/10-top-tips-for.html">Ewan McIntosh</a> at edu.blogs.com</h3>
<h3>10 Top Tips for Unplanning the Perfect Unconference</h3>
<p><strong><a href="http://edu.blogs.com/.shared/image.html?/photos/uncategorized/2007/08/14/unconferences.jpg"><img src="http://edu.blogs.com/edublogs/images/2007/08/14/unconferences.jpg" alt="Unconferences" align="left" border="0" height="338" width="215" /></a> What&#8217;s the secret of some of the <a href="http://en.wikipedia.org/wiki/Unconference">unconferences</a> in recent years that have had educators and learners excited, enthralled and changing their ways of working and thinking? Well, I&#8217;m not sure there is a secret per se, but having unplanned a good dozen or so unconferences and visited a score more there are some things that keep cropping up from which we can all learn.</strong></p>
<p>As we head hurtling towards an online-offline unconference at the <a href="http://www.ltscotland.org.uk/sett/">Scottish Learning Festival</a>, that is, <a href="http://wiki.scotedublogs.org.uk/index.php/TeachMeet07">TeachMeet07</a> on the evening of September 19th (<a href="http://wiki.scotedublogs.org.uk/index.php/TeachMeet07">sign up now!</a>), I&#8217;ve also been preparing some of the ground for another year of <a href="http://edubuzz.pbwiki.com/">TeachMeet Roadshows</a> in East Lothian, informal, funky training events which have already proven highly successful in getting some swift and sustained adoption of new technologies in our classrooms. Both use the following ten top tips.</p>
<p><a href="http://edu.blogs.com/edublogs/2007/08/10-top-tips-for.html"><br />
</a></p>
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		<title>The 31 Day Challenge to Build a Better Blog</title>
		<link>http://brentmack.edublogs.org/2007/08/05/the-31-day-challenge-to-build-a-better-blog/</link>
		<comments>http://brentmack.edublogs.org/2007/08/05/the-31-day-challenge-to-build-a-better-blog/#comments</comments>
		<pubDate>Sun, 05 Aug 2007 14:41:33 +0000</pubDate>
		<dc:creator>Brent</dc:creator>
				<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://brentmack.edublogs.org/2007/08/05/the-31-day-challenge-to-build-a-better-blog/</guid>
		<description><![CDATA[I&#8217;m excited by the prospect of learning some new skills and dropping many old and useless habits I formed as I learned about blogging. It&#8217;s time for a major makeover and Pro Blogger will help do this.
This is from Pro Blogger and excerpted from Day 5 of the Challenge

More Great Reader Blog Tips

We’ve hit day [...]]]></description>
			<content:encoded><![CDATA[<p>I&#8217;m excited by the prospect of learning some new skills and dropping many old and useless habits I formed as I learned about blogging. It&#8217;s time for a major makeover and Pro Blogger will help do this.</p>
<p><a href="http://www.problogger.net/archives/2007/08/05/more-great-reader-blog-tips"><u>This is from Pro Blogger and excerpted from Day 5 of the Challenge</u><br />
</a></p>
<p><a href="http://www.problogger.net/archives/2007/08/05/more-great-reader-blog-tips"><u></u></a><a href="http://www.problogger.net/archives/2007/08/05/more-great-reader-blog-tips">More Great Reader Blog Tips</a></p>
<h3></h3>
<p>We’ve hit day 5 in the <a href="http://www.problogger.net/archives/2007/08/01/31-days-to-building-a-better-blog-2007/">31 Days to Building a Better Blog project </a>and I’m hearing some great reports from bloggers who enjoying the daily tasks that I’ve set so far.</p>
<p>To help organize the project a little better and to help people keep track of both my tips and reader submitted tips I’ve created a central <a href="http://www.problogger.net/31-days-to-building-a-better-blog/">31 Day Project page </a>which lists all tips. This way you can start the project at any time and do it at your own pace.</p>
<p>Reader Blog Tips continued to roll in over the last three days with 56 more submissions added to the 25 from the first two days. Once again there are some great posts below and I encourage you to dig into them to see what you can learn about improving your blog. Please note &#8211; if you submitted a tip that isn’t in this list it will probably be in the next one. Enoy:</p>
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		<title>My Now, My Future &#8211; Stephen Downes</title>
		<link>http://brentmack.edublogs.org/2007/07/01/my-now-my-future-stephen-downes/</link>
		<comments>http://brentmack.edublogs.org/2007/07/01/my-now-my-future-stephen-downes/#comments</comments>
		<pubDate>Sun, 01 Jul 2007 00:40:43 +0000</pubDate>
		<dc:creator>Brent</dc:creator>
				<category><![CDATA[Learning Landscape]]></category>
		<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://brentmack.edublogs.org/2007/07/01/my-now-my-future-stephen-downes/</guid>
		<description><![CDATA[Half an Hour: You work in a community, not a company

Thursday, June 28, 2007
How real is this. Very real from my perspective. It&#8217;s the best advice I have read in a long time. To have your head tuned in this attitude and direction is a life skill.         [...]]]></description>
			<content:encoded><![CDATA[<p><a href="http://halfanhour.blogspot.com/2007/06/you-work-in-community-not-company.html">Half an Hour: You work in a community, not a company<br />
</a></p>
<h2>Thursday, June 28, 2007</h2>
<p>How real is this. Very real from my perspective. It&#8217;s the best advice I have read in a long time. To have your head tuned in this attitude and direction is a life skill. <img src="///F:/DOCUME~1/Brent/LOCALS~1/Temp/moz-screenshot-1.jpg" />                      <a title="4068213074974853998" name="4068213074974853998"></a></p>
<h3>                          <a href="http://halfanhour.blogspot.com/2007/06/you-work-in-community-not-company.html">You work in a community, not a company  </a></h3>
<p>Responding to <a href="http://internettime.com/?p=881">Jay Cross</a>.</p>
<p>&#8220;It doesn’t work to take one from column A and one from column B, e.g. secrecy and transparency are opposites. Competition and collaboration are the same deal.&#8221;</p>
<p>Ah ha! I remember saying something like this on this very blog, not so long ago. <img src='http://brentmack.edublogs.org/wp-includes/images/smilies/icon_smile.gif' alt=':)' class='wp-smiley' /> </p>
<p>&#8220;What should a person do if they find themselves in a non-believing, ice-age organization?&#8221;</p>
<p>Make your own rules, make your own job. Work not just in your organization but in your sector, your community. Carve out the appropriate niche for yourself no matter where you are employed. Move on if your employers don&#8217;t recognize your value.</p>
<p>Look at anybody who is a leader is this space, or any space. It is not a person who did their job. It is a person who *changed* their job by either redefining their existing responsibilities or creating a new position (or company) entirely.</p>
<p>&#8220;What’s the most enlightened thing to do here? I’ll post this issue to the Internet Time Community in case the discussion grows lengthy.&#8221;</p>
<p>Again &#8211; understand that while you may work for a company, your work environment isn&#8217;t defined by &#8211; or limited by &#8211; the company. You work in a community, not a company. You may be paid by the company but your job is defined by the community and, if you&#8217;re doing it well, you&#8217;re serving the community.</p>
<p>Remember that you don&#8217;t work for the company, you work for yourself. The company is merely your largest (and perhaps only) client. Keep in mind that the company will not hesitate to terminate your position, redefine your role, or do any number of things that will not be in your best interest. You have to watch out for yourself.</p>
<p>In the meantime, the company will watch out for itself. It doesn&#8217;t need a whole lot from you, beyond what you&#8217;ve promised to deliver to it. What the company does is up to the company. You aren&#8217;t going to change the company &#8211; it will have to change itself (that is, the owners or executives will have to reach their own change of heart and attitude on their own).</p>
<p>The best you can do is to show what your (newly defined) work and (personally defined) attitude can bring to the company. As publicly as possible, document and record, should you ever need it for a promotion case (or job interview).</p>
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		<title>This is an Awesome Post</title>
		<link>http://brentmack.edublogs.org/2007/06/01/this-is-an-awssome-post/</link>
		<comments>http://brentmack.edublogs.org/2007/06/01/this-is-an-awssome-post/#comments</comments>
		<pubDate>Fri, 01 Jun 2007 16:58:23 +0000</pubDate>
		<dc:creator>Brent</dc:creator>
				<category><![CDATA[Uncategorized]]></category>

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		<description><![CDATA[Presentation Zen: Ben Zander on performance and transformation
I was totally blown away by this post and the accompanying video&#8217;s. This guy truly has the royal jelly and is so inspirational. I&#8217;m going to check for his book this afternoon.Ben Zander on performance and transformation
 Every presentation is a performance, and Benjamin Zander knows a thing [...]]]></description>
			<content:encoded><![CDATA[<p><a href="http://www.presentationzen.com/presentationzen/2007/05/ben_zander_on_p.html">Presentation Zen: Ben <span>Zander</span> on performance and transformation</a></p>
<p>I was totally blown away by this post and the accompanying video&#8217;s. This guy truly has the royal jelly and is so inspirational. I&#8217;m going to check for his book this afternoon.<strong>Ben <span>Zander</span> on performance and transformation</strong></p>
<p><span><img src="http://www.presentationzen.com/photos/uncategorized/2007/05/27/fascinating.jpg" alt="Fascinating" border="0" /> Every presentation is a performance, and <a href="http://www.benjaminzander.com/">Benjamin <span>Zander</span></a> knows a thing or two about the art of performance. As <a href="http://www.danpink.com/">Dan Pink</a> and I were riding the train back to central Osaka a couple of weeks ago he tipped me off to Ben </span><span>Zander</span>. There are a lot of good presenters, Dan said, but Ben <span>Zander</span> is one of those gifted few who is in another league. I just finished reading <a href="http://www.amazon.com/gp/product/0142001104/102-0462364-5782515?ie=UTF8&amp;tag=garrreynoldsc-20&amp;linkCode=xm2&amp;camp=1789&amp;creativeASIN=0142001104%20%3Chttp://www.amazon.com/gp/product/0142001104/102-0462364-5782515?ie=UTF8&amp;tag=garrreynoldsc-20&amp;linkCode=xm2&amp;camp=1789&amp;creativeASIN=0142001104%3E">The Art of Possibility</a> by Ben <span>Zander</span> and his wife Roz <span>Zander</span> and I’m inspired. The suggestion to checkout Ben <span>Zander</span> was the best tip I have received in a very long time. There are too many good lessons in this book to go through all of them here, but allow me to focus on just a few as they relate to presentations, leadership, and communication in general.</p>
<p><span><strong>You have to take a risk</strong><br />
<a href="http://www.amazon.com/gp/product/0142001104/102-0462364-5782515?ie=UTF8&amp;tag=garrreynoldsc-20&amp;linkCode=xm2&amp;camp=1789&amp;creativeASIN=0142001104%20%3Chttp://www.amazon.com/gp/product/0142001104/102-0462364-5782515?ie=UTF8&amp;tag=garrreynoldsc-20&amp;linkCode=xm2&amp;camp=1789&amp;creativeASIN=0142001104%3E"><img src="http://www.presentationzen.com/photos/uncategorized/2007/05/27/book.jpg" alt="Book" border="0" /></a> In most cultures — and certainly here in Japan — making a mistake is the worst thing you can do. </span><span>Zander</span> says that it’s dangerous for musicians, for example, to be so concerned with competition and measuring themselves against others because this makes it “difficult to take the necessary risk with themselves to be come great performers.” However, only through mistakes can we see where we’re lacking, where we need to work. But we hate mistakes so we play it safe. Yet long term nothing could be more dangerous if our goal is to be insanely great at what we do. <span>Zander</span> suggests that instead of getting so dejected by mistakes, we instead exclaim loudly (or to ourselves) “How fascinating!” every time we make a mistake. This little gem alone was worth the price of the book. Think about that. Another mistake? How fascinating! Another opportunity to learn something just presented itself. Another unlucky break? No worries! Move forward.</p>
<p><span><strong>It’s not (always) about success/failure, it’s about contribution</strong><br />
Rather than asking questions such as “Will I be appreciated?” or “Will I win them over?” and so on, ask “How can I make a contribution?” Below is an excerpt <a href="http://video.google.com/videoplay?docid=1982859581707501754&amp;q=ben+zander">from this video clip (3:45 mark) </a>where </span><span>Zander</span> is coaching a student on his “presentation” (in this case a musical performance):</p>
<blockquote><p><span><strong>“We are about contribution, that’s what our job is … everyone was clear you contributed passion to the people in this room. Did you do it better than the next violinist, or did he do better than a pianist? I don’t care, because in contribution, there is no better!”</strong></span></p></blockquote>
<p><span>Rather than getting bogged down in a sea of measurement where you compare yourself to others and worry about whether you are worthy to be making the presentation or whether someone else could be doing it better, instead realize that at this moment in time — right here right now — <em>you </em>are the gift and your message is the contribution. There is no &#8220;better,&#8221; there is only now.</span></p>
<p><span><strong>The real power is in making others powerful</strong></span><br />
<span><img src="http://www.presentationzen.com/photos/uncategorized/2007/05/27/ben_student.jpg" alt="Ben_student" border="0" /></span><span>Vanity and tyrannical management styles are not uncommon among conductors even today, </span><span>Zander</span> says, which is perhaps one reason why in at least one survey orchestral players rank only slightly above prison guards in job satisfaction. The truly great conductors, says <span>Zander</span>, are like any other great leader, they understand that their true power “derives from [their] ability to make others powerful.” The question to ask, then, is not “How good am I?” but “What makes [this] group lively and engaged?” It is not about gaining sway over your group (or audience or class) so that they will play it the way you envision — or see things your way — but rather the question now becomes how best to enable them to play it beautifully the way they are capable. In presenting — and certainly in teaching — we need to make certain that the audience is engaged so that they may, with our help, find for themselves what is there to be discovered, including the discovery of the possibilities that may be <em>within them.</em></p>
<p><span><strong>Don’t take yourself so g—damn seriously!</strong><br />
<img src="http://www.presentationzen.com/photos/uncategorized/2007/05/27/laugh.jpg" alt="Laugh" border="0" /> “Lighten up,” Says </span><span>Zander</span>, “and you lighten up those around you.” This is not to suggest that you shouldn’t take your work seriously (you should), or even that you shouldn’t take yourself seriously (that may depend on time and place), but for absolute certainty we must all get over ourselves. There is perhaps no better way to “get over ourselves” than the use of humor. From birth we are concerned about measurement and worried about perceived scarcity of love, attention, food, etc. that seems to be the way of the world. <span>Zander</span> calls this the &#8220;calculating self,&#8221; and in this environment of scarcity, competition, and comparison “the self needs to be taken very seriously indeed.” No matter how successful and confident we may become as adults, our “calculating self” (concerned with measurement and worried about scarcity) is weak and sees itself<span> at risk of losing everything. No wonder the calculating self is concerned with “looking out for number one” and takes itself so g—damn seriously. </span></p>
<p><span>The goal, then, is to move away from the calculating self, the self that lives in a world of scarcity, exaggerated threats, and deficiencies, and move toward a healthier attitude of sufficiency, wholeness, and possibilities. Getting over ourselves — and humor is a great vehicle for this — allows us to see the “creative nature of the world and ourselves.” When we understand what an infant can’t — that we can not control the world, that we can not impose our will on people’s hearts — we begin to get over ourselves. When we learn to lighten up we see ourselves as permeable not vulnerable, says </span><span>Zander</span>, and we stay open<span> to the unknown and to new influences, new ideas. Rather than trying to resist and fight the river of life we move with a harmonious fluidity and grace, learning to join rather than resist the flow. Humor is a wonderful way to remind everyone around us — no matter how hard the work gets — that our true self is not obsessed with childish demands, entitlements, and calculations but is instead supportive, confident, helpful, and even inspiring. A presentation is as good a time as any to let people see that side of you. (Certainly <a href="http://www.presentationzen.com/presentationzen/2007/05/dan_pink_writer.html">Dan Pink showed that </a>in his presentation, as did my friend <a href="http://www.designmatters.to/meetings/may_07_meeting.html">Daniel Rodriguez in his talk</a> last month in Osaka.)</span></p>
<p><span><strong>Give way to your passion (playing on one buttock)</strong><br />
<img src="http://www.presentationzen.com/photos/uncategorized/2007/05/27/heart.jpg" alt="Heart" border="0" /> It is not enough to know a piece of music intellectually or to play it without any mistakes, you have to convey the true language of the music emotionally, says </span><span>Zander</span>. When musicians truly get into the music and play it with such heart and emotion that audiences are moved beyond words, <span>Zander</span> noticed that the music was flowing through the musicians, taking control of their bodies as they swayed from side to side. <span>Zander</span>, then, urges musicians to become “one-buttock players,” that is to let the music flow through their bodies, causing them to lean and to move from one buttock to the other. If you’re a musician, or making a performance of virtually any kind, and you are totally in the moment and connecting with the language of the music and the audience, there is no way you can be a “two-buttock player.” You’ve got to move, you’ve got to connect, and you must not hold back your passion but instead let the audience have a taste of the commitment, energy, and passion you have for the music (or the topic, the ideas, etc.). This quote below from Martha Graham captures the essence of the idea of giving way to passion (from page 116 of <a href="http://www.amazon.com/gp/product/0142001104/102-0462364-5782515?ie=UTF8&amp;tag=garrreynoldsc-20&amp;linkCode=xm2&amp;camp=1789&amp;creativeASIN=0142001104%20%3Chttp://www.amazon.com/gp/product/0142001104/102-0462364-5782515?ie=UTF8&amp;tag=garrreynoldsc-20&amp;linkCode=xm2&amp;camp=1789&amp;creativeASIN=0142001104%3E">The Art of Possibility</a>). I think you can apply these words to the art of performance or presentation, and frankly to life in general including leadership, entrepreneurship, etc.</p>
<blockquote><p><span><strong>“There is a vitality, a life force, an energy, a quickening that is translated through you into action, and because there is only one of you in all of time, this expression is unique. And if you block it, it will never exist through any other medium and it will be lost. The world will not have it. It is not your business to determine how good it is nor how valuable nor how it compares with other expressions. It is your business to keep it yours clearly and directly, to keep the channel open.”</strong></span></p>
<p><span>                                                       — Martha Graham</span></p></blockquote>
<p><span>You decide. You can hold back, aim not to make an error and play it perfectly “on two-buttocks,” or you can say “Screw it!—I’ll take a risk” and dare to lean into the music with intensity, color, humanity, and passion and quite possibly, in your own small way (and on only one buttock), change the world. Play it with total sincerity and with your entire body — heart and soul — and you will make a connection and change things. As Ben </span><span>Zander</span> said while encouraging one of his talented students to play it in the “one-buttock” style:</p>
<blockquote><p><span><strong>“If you play that way, they won’t be able to resist you. You will be a compelling force behind which everyone will be inspired to play their best.”</strong></span></p>
<p><span>                                                        — Ben </span><span>Zander</span></p></blockquote>
<p>Link<br />
• Watch video of Zander on the Big Speak page (upper right column).</p>
<p>Digg this • Add to del.icio.us</p>
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		<title>Best Learning Books on the Internet</title>
		<link>http://brentmack.edublogs.org/2007/05/07/best-learning-books-on-the-internet/</link>
		<comments>http://brentmack.edublogs.org/2007/05/07/best-learning-books-on-the-internet/#comments</comments>
		<pubDate>Mon, 07 May 2007 02:04:38 +0000</pubDate>
		<dc:creator>Brent</dc:creator>
				<category><![CDATA[Uncategorized]]></category>

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		<description><![CDATA[Internet Time Blog
I must find some time to explore this list from Jay Cross.
Best learning books on the net?
Internet Time Wiki is becoming my online repository for things I often refer people to. Here&#8217;s my list of books and seminal articles. What would be on yours?
The Cluetrain Manifesto: The End of Business as Usual. (Full [...]]]></description>
			<content:encoded><![CDATA[<p><a href="http://internettime.com">Internet Time Blog</a></p>
<div>I must find some time to explore this list from Jay Cross.</p>
<h2 class="post-title"><a rel="bookmark" title="Permalink to Best learning books on the net?" href="http://internettime.com/?p=849">Best learning books on the net?</a></h2>
<p><a href="http://internettime.pbwiki.com/">Internet Time Wiki</a> is becoming my online repository for things I often refer people to. Here&rsquo;s my list of books and seminal articles. What would be on yours?</p>
<p><a href="http://www.cluetrain.com/">The Cluetrain Manifesto</a>: The End of Business as Usual. (<a href="http://www.cluetrain.com/book/index.html">Full text</a>). Chris Locke, Doc Searles, David Weinberger, Rick Levine. The most important book written in the last half of the 20th century. &ldquo;The <strong>clue train</strong> stopped there four times a day for ten years and they never took delivery.&rdquo; &ldquo;A powerful global conversation has begun. Through the Internet, people are discovering and inventing new ways to share relevant knowledge with blinding speed. As a direct result, markets are getting smarter&mdash;and getting smarter faster than most companies.&rdquo; Seth Godin: &ldquo;If you don&rsquo;t think you need this book to better understand your market, that&rsquo;s your second mistake!&rdquo; </p>
<p><a href="http://www.catb.org/%7Eesr/writings/cathedral-bazaar/">The Cathedral and the Bazaar</a> Eric Raymond. Why and how open source works. Also see <a href="http://www.catb.org/%7Eesr/jargon/">The Jargon File</a>. </p>
<p><a href="http://reactor-core.org/deschooling.html">Deschooling Society.</a> Ivan Illich. &ldquo;Many students, especially those who are poor, intuitively know what the schools do for them. They school them to confuse process and substance. Once these become blurred, a new logic is assumed: the more treatment there is, the better are the results; or, escalation leads to success. The pupil is thereby &ldquo;schooled&rdquo; to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new. His imagination is &ldquo;schooled&rdquo; to accept service in place of value&hellip;. In these essays, I will show that the institutionalization of values leads inevitably to physical pollution, social polarization, and psychological impotence: three dimensions in a process of global degradation and modernized misery.&rdquo; </p>
<p><a href="http://sloan.stanford.edu/mousesite/1968Demo.html">Doug Engelbart&rsquo;s 1968 demo</a>. Where collaboration by computer began. The debut of the mouse, hypertext, object addressing and dynamic file linking, as well as shared-screen collaboration&nbsp; involving two persons at different sites communicating over a network with audio and video interface. </p>
<p><a href="http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html">What is Web 2.0?</a> Tim O&rsquo;Reilly. &ldquo;Web 2.0 doesn&rsquo;t have a hard boundary, but rather, a gravitational core.&rdquo; </p>
<p><a href="http://web%202.0%20doesn%27t%20have%20a%20hard%20boundary,%20but%20rather,%20a%20gravitational%20core./">The Underground History of American Education</a>. John Taylor Gatto.The <em>Silent Spring</em> of American education. </p>
<p><a href="http://www.kk.org/outofcontrol/">Out of Control,</a> The New Biology of Machines, Social Systems, and the Economic World . Kevin Kelly. &ldquo;The world of our own making has become so complicated that we must turn to the world of the born to understand how to manage it.&rdquo;&quot;The central act of the coming era is to connect everything to everything.&rdquo;&quot;Complexity must be grown from simple systems that already work.&rdquo; Also <a href="http://www.kk.org/newrules/">New Rules for the New Economy</a>. &ldquo;The tricks of the intangible trade will become the tricks of your trade.&rdquo;&quot;The aim of swarm power is superior performance in a turbulent environment.&rdquo;&quot;To prosper, feed the web first.&rdquo; </p>
<p><a href="http://www.theatlantic.com/doc/194507/bush">As We May Think</a>. (1945) Vannevar Bush. &ldquo;A memex is a device in which an individual stores all his books, records, and communications, and which is mechanized so that it may be consulted with exceeding speed and flexibility. It is an enlarged intimate supplement to his memory.&rdquo; </p>
<p><a href="http://internettime.com/blog/archives/000228.html">Seven Principles of Learning,</a> Institute for Research on Learning. &ldquo;We are all natural lifelong learners. All of us, no exceptions. Learning is a natural part of being human. We all learn what enables us to participate in the communities of practice of which we wish to be a part.&rdquo; </p>
</p>
<p><a href="void(0);/*1177640694406*/">Engines for Education</a>. Roger Schank and Chip Clearly. Dated by feisty hyperbook by endearing bad-boy Roger back when Andersen Consulting was laying $ millions on him.</p>
<p><span class="posted" />
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		<title>7 Principles of Learning</title>
		<link>http://brentmack.edublogs.org/2007/05/07/7-principles-of-learning/</link>
		<comments>http://brentmack.edublogs.org/2007/05/07/7-principles-of-learning/#comments</comments>
		<pubDate>Mon, 07 May 2007 02:00:11 +0000</pubDate>
		<dc:creator>Brent</dc:creator>
				<category><![CDATA[Uncategorized]]></category>

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		<description><![CDATA[Internet Time Blog: Peter Henschel, RIP

Peter Henschel, RIP
 
Peter Henschel, shown here addressing the eLearning Forum in March 2001, died last week of a heart attack. I will miss him.
Peter and I first met at TechLearn several years ago. He was trumpetting a favorite theme &#8212; that learning is social and that 80% or more [...]]]></description>
			<content:encoded><![CDATA[<p><a href="http://internettime.com/blog/archives/000228.html">Internet Time Blog: Peter Henschel, RIP</a></p>
<div>
<h3 class="title">Peter Henschel, RIP</h3>
<p> <img hspace="6" align="right" src="http://www.elearningforum.com/march2001/peter_h.jpg" alt="" /></p>
<p>Peter Henschel, shown here addressing the eLearning Forum in March 2001, died last week of a heart attack. I will miss him.</p>
<p>Peter and I first met at TechLearn several years ago. He was trumpetting a favorite theme &#8212; that learning is social and that 80% or more of corporate learning is informal. He put that meme in my head, and it influences my work to this day.</p>
<p>After TechLearn, Peter and I met at the Institute for Research on Learning (where he was executive director). We hoped to coax eLearning vendors to embrace and leverage informal learning &#8212; but our timing was not right. </p>
<p>To get a flavor of Peter&#8217;s view of the world, read his <a href="http://www.linezine.com/6.2/articles/phuwnes.htm">article </a>in LiNEzine from Fall of last year.</p>
<p>This is a day of rememberance throughout the land. Allow me to commemorate Peter by restating the Institute for Research on Learning&#8217;s famous seven principles.</p>
<div class="quote"><strong>Seven Principles of Learning</strong></p>
<p>From extensive fieldwork, IRL developed seven Principles of Learning that provide important guideposts for organizations. These are not &ldquo;Tablets from Moses.&rdquo; They are evolving as a work in progress. However, it is already clear that they have broad application in countless settings. Think of them in relation to your own experience.</p>
<ul>1. Learning is fundamentally social. While learning is about the process of acquiring knowledge, it actually encompasses a lot more. Successful learning is often socially constructed and can require slight changes in one&rsquo;s identity, which make the process both challenging and powerful.</p>
<p>2. Knowledge is integrated in the life of communities. When we develop and share values, perspectives, and ways of doing things, we create a community of practice.</p>
<p>3. Learning is an act of participation. The motivation to learn is the desire to participate in a community of practice, to become and remain a member. This is a key dynamic that helps explain the power of apprenticeship and the attendant tools of mentoring and peer coaching. </p>
<p>4. Knowing depends on engagement in practice. We often glean knowledge from observation of, and participation in, many different situations and activities. The depth of our knowing depends, in turn, on the depth of our engagement.</p>
<p>5. Engagement is inseparable from empowerment. We perceive our identities in terms of our ability to contribute and to affect the life of communities in which we are or want to be a part. </p>
<p>6. Failure to learn is often the result of exclusion from participation. Learning requires access and the opportunity to contribute. </p>
<p>7. We are all natural lifelong learners. All of us, no exceptions. Learning is a natural part of being human. We all learn what enables us to participate in the communities of practice of which we wish to be a part. </p>
</ul>
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<p><a name="more"></a>  <br />
<span class="posted">Posted by Jay Cross at September 11, 2002 08:23 PM | <a href="http://www.internettime.com/scgi-bin/mt-fatback.cgi?__mode=view&amp;entry_id=228">TrackBack</a>  </span></div>
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		<title>Education, Industry, Government &amp; Change</title>
		<link>http://brentmack.edublogs.org/2007/05/04/education-industry-government-change/</link>
		<comments>http://brentmack.edublogs.org/2007/05/04/education-industry-government-change/#comments</comments>
		<pubDate>Fri, 04 May 2007 01:53:51 +0000</pubDate>
		<dc:creator>Brent</dc:creator>
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		<description><![CDATA[Tom Haskins &#8211; Growing, Changing, Learning, Creating

growing changing learning creating: Educational reform


Downes                          said&#8230;           

While I agree with most of this, [...]]]></description>
			<content:encoded><![CDATA[<p><a href="http://growchangelearn.blogspot.com/2007/04/educational-reform.html">Tom Haskins &#8211; Growing, Changing, Learning, Creating<br />
</a></p>
<p><a href="http://growchangelearn.blogspot.com/2007/04/educational-reform.html">growing changing learning creating: Educational reform</a></p>
<div>
<dl>
<dt><a rel="nofollow" href="http://www2.blogger.com/profile/06140591903467372209">Downes</a>                          said&#8230;           </dt>
<dd>
<p>While I agree with most of this, I don&#8217;t agree that things will &quot;change naturally&quot; as &quot;systems and premises of capitalism change.&quot;</p>
<p>The existing state of education, rather than being one in which the &quot;engine is government&quot; is one designed and controlled to a large degree by industry, with the willing compliance of government.</p>
<p>Industry will not easily let go of its control of education. Nor will it easily surrender to &quot;distributed and democratized methods.&quot; What industry preserves is not merely a certain way of doing things but also a social order in which the &#8216;captains of industry&#8217; enjoy disproportionate wealth and influence.</p>
<p>Nothing about a transition into a new order is inevitable. And if it occurs at all, it will occur, not naturally, but as the result of very deliberate rebellion and reform against this established order.</p>
<p>Perhaps it makes more sense to direct our efforts toward the reform of government and industry, content to allow school to follow. But there is a risk in this.</p>
<p>The conflict between new and old is being waged at the level of information: who creates it, who controls it, who distributes it. It is a conflict not of machines and ammunition, but of people and ideas.</p>
<p>Schools &#8211; or more generally, education &#8211; is the &#8216;ground zero&#8217; of any conflict involving people and ideas. If people grow up believing society should be ordered a certain way, it becomes very difficult to change that view. That is why such change takes generations.</p>
<p>You write, &quot;The ways industrialized democracies have governed and educated their citizens will not make sense to children raised in the freedoms of vast networks.&quot; But if they do not actually have such freedoms, then they will not come to such views.</p>
<p>&quot;School reform&quot; per se is probably not necessary, because it is like &quot;factory reform.&quot; It seeks to modify the old engines of production, without an understanding that the nature of production has changed.</p>
<p>But &quot;education reform,&quot; more generally, is of the utmost importance, and at the core of this reform must be the enabling of freedoms in networks. This will give our students the capacities they need to change the structure of government and industry.</p>
<p>And &#8211; as always &#8211; I think that the best way to educate our students in this is to model and demonstrate this reality, to conduct ourselves as though we already *have* such network freedoms: preserving our autonomy, having our conversations, sharing our ideas, working cooperatively.</p>
</dd>
<dd>             <span class="comment-timestamp">               <a title="comment permalink" href="http://growchangelearn.blogspot.com/2007/04/educational-reform.html#comment-3884079222428480835">                 4/29/2007 8:30 AM</a></span></dd>
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		<title>Wiki to learn from for Streetjibe particpants</title>
		<link>http://brentmack.edublogs.org/2007/04/19/wiki-to-learn-from-for-streetjibe-particpants/</link>
		<comments>http://brentmack.edublogs.org/2007/04/19/wiki-to-learn-from-for-streetjibe-particpants/#comments</comments>
		<pubDate>Thu, 19 Apr 2007 03:39:35 +0000</pubDate>
		<dc:creator>Brent</dc:creator>
				<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://brentmack.edublogs.org/2007/04/19/wiki-to-learn-from-for-streetjibe-particpants/</guid>
		<description><![CDATA[From UBC &#8211; David Lamb &#8211; a great example to learn from.
&#34;You&#8217;re either on the bus, or off the bus&#8230;&#34;


Hop on.  CreateANewPage, or if you want some background, check out WikiBasics. This page is for use by students, staff, and faculty at the University of British Columbia &#8212; though outside collaborators are welcome. Feel [...]]]></description>
			<content:encoded><![CDATA[<div>From UBC &#8211; David Lamb &#8211; a great example to learn from.</p>
<h2><a href="http://wiki.elearning.ubc.ca/HomePage">&quot;You&#8217;re either on the bus, or off the bus&#8230;&quot;</a></h2>
<p>
<img alt="image" src="http://photos16.flickr.com/19490596_c5fecd2779.jpg" /></p>
<p>Hop on.  <a title="" href="http://wiki.elearning.ubc.ca/CreateANewPage">CreateANewPage</a>, or if you want some background, check out <a title="" href="http://wiki.elearning.ubc.ca/WikiBasics">WikiBasics</a>. This page is for use by students, staff, and faculty at the University of British Columbia &#8212; though outside collaborators are welcome. Feel free to use this system for whatever purpose, whether it be teaching and learning, research, or community engagement. We reserve the right to delete pornography, hate speech or other content that violates UBC&#8217;s acceptable use policies.</p>
<p><strong>Note:</strong> in an effort to prevent WikiSpam, this system&#8217;s default authoring permissions now require a user to Login (any WikiWord login will do) before editing the text. Wide-open editing to a page can be restored by its owner in the &quot;Edit ACLs&quot; menu (look at the bottom of the page) &#8212; simply change the &quot;+&quot; in the &quot;Write ACL&quot; menu to &quot;*&quot;.</p>
<p>For more information contact Brian Lamb by email: brian |DOT| lamb |AT| ubc |DOT| ca
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