Resources from cliveh

open systems, anti-bureaucracy, opening data and services

This is by Ed Mitchell who used to edit the successful Knowledge Board online community.

Toby Ward says:
"Consider for a moment the powerful Telindus study of 1,000 European employees that should serve as a warning to all employers and communicators:

39% of 18 to 24 year-old employees would consider leaving itheir employer if they were not allowed to access sites like Facebook and YouTube

A further 21% indicated that they would feel 'annoyed' by such a ban

The problem is less acute with 25 to 65 year-olds, of whom just 16% would consider leaving and 13% would be annoyed "

"Us Now" new film by Ivo Gormley including various UK case studies such as Couch Surfers and Ebbsfleet United.

Lilia Efimova interviews a diverse range of expert bloggers.

Great example from Simon Berry.

Very good write up with some pertinent questions from David.

Helpful note by Bill Ives summarising an (expensive) Forrester reports, which suggests podcasts are on a downward curve - not convinced on this, given they have hardly been tried in many enterprises.

By huddle.net and although from a pro web 2 perspective still has plenty of useful thoughts.

Substantial report by the Barr Foundation on the impact of networks on philanthropy etc.

UK focussed study; links to wider and narrower studies at
http://www.ofcom.org.uk/research/tce/ce07/

Excellent 300 page up to date report, much of it international comparisons including emerging markets, of a wide range of communications technologies. Not happy with the definition of Web 2.0 in the glossary, though.

A matrix for evaluating wikis

Opinionated piece on the essential nature of web 2.0 tools not least in the public sector.

A very nice discussion and analysis of an online learning community:

"So what did I learn or what was reinforced?
* A loose-knit online learning community can scale to many participants and remain effective.
* Only a small percentage ~10% of members will be active.
* Wikis need to be extremely focused on real tasks/projects in order to be adopted.
* If facilitators can seed good questions and provide feedback, then conversations can flourish.
* Use a very gentle hand in controlling the learners and some will become highly participative.
* Design for after the course, using tools like social bookmarks, so that artifacts can be used for reference or performance support.
* Create the role of “synthesizer”. I found it quite helpful when Tony and Michele summarized the previous week’s activities.
* Keep the structure loose enough so that it can grow or change according to the needs of the community."

London physical event; now fully booked
http://www.amplified08.com/

Developed from the RSA Networks initiative, with initial partners, the RSA and NCVO Third Sector Foresight Unit: "explores how the social web and other factors are changing the ways in which we may belong to groups and organisations."

And a useful reference too.

Site by Drew Mackie and David Wilcox, "bringing together old and new material on workshop games and simulations run over the past ten years"

great range of material covered

Good presentation; instructions for game right at the end

Social media for social innovation game

An interesting report for Oxfam by Roman Krznaric who has worked with Theodore Zeldin. Like this quote:
"We have managed to harness the power of the wind, the sun and the water, but have yet to appreciate the power of our children to affect social change"
Mary Gordon, founder of the Roots of Empathy education programme