Key attributes of efficacious situated learning

Understanding the limits of one's knowledge, the near-term potential for expanding one's knowledge, and the implications of experience beyond those boundaries.

Scaffolding of ineffable attributes that are key formative outcomes during learning and development.

Critical factors influencing one's engagement with the world and its impact on learning and development.

Established bodies of theoretical and empirical work that provide a framework for investigating leadership, education, and training

One's engagement with the world is informed and deepened by awareness of 2nd-order and 3rd-order consequences of one's interaction with others.

We believe the current trends of open innovation, transdisciplinary collaboration, disintermediation, customer relationship management, and web-based social networking converge to create both a need and a context for a different kind of interaction within distributed communities of practice (e.g., as distinguished from communities of interest).

We use the term diaβlogue to refer to web-based dialogue that is grounded in real-world actions it both influences and reflects as opposed to web-based logging of one’s own ephemeral opinions (e.g., as in common "blogs"). We have found that such a commitment can lead to a different sort of distributed community of communities--a community of influence.

A diaβlogue utilizes multiple communication platforms to create a distributed and decentralized collaboratory for systematic development of capabilities. It thus is a synthesis of best practices in “continuous beta” and "open innovation."

A diaβlogue removes walls between insiders and outsiders, it tends to eliminate the distance between presence and remoteness, and it blurs the distinction between first-hand and second-hand experience insofar as it provides all networked participants with inescapable accountability for their impact on each other and on their respective situations.