Happy New Year!

It’s a New Year and anything is possible.


Looking at what you want to achieve in your organisation – you appreciate that everything in this world starts with a thought or idea.


From that thought you visualise what you want to achieve. Then you build a plan to reach your objectives.


Now looking at where you are now and where you want to be … of course there is a gap and this is where you have to focus.

As Albert Einstein on remarked” To do the same thing over and expect different results is insanity”.


So we all need to do things differently to achieve different (better) results in 2018.


And very often, we need to learn how!

















In their report, The Future of Learning Institutions in a Digital Age, Cathy N. Davidson and David Theo Goldberg investigate the internet’s transformation of shared and interactive learning.


They suggest the following 10 principles as “fundamental to the future of learning institutions”:

(The principles in bold are unedited. The corresponding quotes were extracted from their explanation of the principles.)


1. Self Learning

Self-learning has bloomed; discovering online possibilities is a skill now developed from early childhood through advanced adult life.


2. Horizontal Structures

Given the range and volume of information available and the ubiquity of access to information sources and resources, learning strategy shifts  from a focus on information as such to judgment concerning reliable information, from memorising information to how to find reliable sources.  In short, from learning that to learning how, from content to process.


3. From Presumed Authority to Collective Credibility

Learning is shifting from issues of authoritativeness to issues of credibility. A major part of the future of learning is in developing methods, often communal, for distinguishing good knowledge sources from those that are questionable . . . We find ourselves increasingly being moved to interdisciplinary and collaborative knowledge-creating and learning environments in order to address objects of analysis and research problems that are multidimensional and complex, and the resolution of which cannot be fashioned by any single discipline.


4. A De-Centered Pedagogy

In secondary schools and higher education, many administrators and individual teachers have been moved to limit use of collectively and collaboratively crafted knowledge sources, most notably Wikipedia, for course assignments or to issue quite stringent guidelines for their consultation and reference.26 This is a catastrophically anti-intellectual reaction to a knowledge-making, global phenomenon of epic proportions. . .

Instead, leaders at learning institutions need to adopt a more inductive, collective pedagogy that takes advantage of our era.


5. Networked Learning

The power of ten working interactively will almost invariably outstrip the of one looking to beat out the other nine.


6. Open Source Education

Networked learning is predicated on and deeply interwoven into the fabric of open source culture.29 Open source culture seeks to share openly and freely in the creation of culture, in its production processes, and in its product, its content. It looks to have its processes and products improved through the contributions of others by being made freely available to all.

If individualised learning is largely tethered to a social regime of copyright-protected intellectual property and privatised ownership, networked learning is committed in the end to an open source and open content social regime. Individualised learning tends overwhelmingly to be hierarchical: one learns from the teacher or expert, on the basis overwhelmingly of copyright-protected publications bearing the current status of knowledge. Networked learning is at least peer-to-peer and more robustly many-to-many.


7. Learning as Connectivity and Interactivity

The connectivities and interactivities made possible by digitally enabled social networking in its best outcomes produce learning ensembles in which the members both support and sustain, elicit from and expand on each other’s learning inputs, contributions, and products. Challenges are not simply individually faced frustrations, Promethean mountains to climb alone, but mutually shared, to be redefined, solved, resolved, or worked around—together.


8. Lifelong Learning

It has become obvious that from the point of view of participatory learning there is no finality. Learning is lifelong.

9. Learning Institutions as Mobilising Networks

Network culture and associated learning practices and arrangements suggest that we think of institutions, especially those promoting learning, as mobilising networks. The networks enable a mobilising that stresses flexibility, interactivity, and outcome.


10. Flexible Scalability and Simulation

Networked learning both facilitates and must remain open to various scales of learning possibility, from the small and local to the widest and most far-reaching constituencies capable of productively contributing to a domain, subject matter, knowledge formation and creation. New technologies allow for small groups whose members are at physical distance to each other to learn collaboratively together and from each other; but they also enable larger, more anonymous yet equally productive interactions.      (http://ecologyofeducation.net/wsite/10-principals-for-the-future-of-learning/ )


Earlier this year ARCHIBUS announced a major market initiative with the formation of the ARCHIBUS Foundation EMEA (The Foundation) to represent the ARCHIBUS Federated Eco-System (AFE) in Europe, the Middle East, and Africa (EMEA) and to promote a greener built environment in the region.


The Foundation, based in the United Kingdom, was formed to support the AFE community – consisting of ARCHIBUS Solution Centers, ARCHIBUS Business Partners, Education Partners and Client organisations – through the promotion of educational and training programs using the ARCHIBUS technology to improve the environment, as well as advance social and economic well-being through the efforts of the ARCHIBUS Community (www.archibusfoundation.com )


The Foundation’s many objectives include:

  • Promoting academic programs in EMEA institutions of higher education by providing education software grants for professional development
  • Partnering with organisations that have a common interest in promoting sustainable economic, social and environmental education for communities
  • Further evolving governance, quality and standards common to all members of the AF.

“We look forward to working with all our current and future stakeholders in creating a more sustainable built environment thanks to ARCHIBUS technology that will build a better future for generations to come,” says ARCHIBUS CEO Wise Cho. “This has been our guiding principle at ARCHIBUS for over 35 years and we hope to continue that focus for years to come.”


If you want to learn with somebody you know, Mass have been providing the widest range of training solutions to organisations across the UK & Scandinavia for over 20 years and would welcome the opportunity to help you develop your involvement with the ARCHIBUS Foundation EMEA.    

Please call us at: 0118 977 8560 or email us at: news@mass-plc.com


A Fresh New ARCHIBUS 16/01/2019

As a new year starts, not only are we setting New Year’s resolutions (as discussed in Eve’s blog last week!), but we are also looking at the work we have set for the upcoming year.
read more view all blog posts