tag:blogger.com,1999:blog-82171602024-03-12T19:21:46.114-07:00Internet Time KnowledgeBasejayhttp://www.blogger.com/profile/16271633210993298646noreply@blogger.comBlogger31125tag:blogger.com,1999:blog-8217160.post-1101011122758452972004-11-20T20:24:00.000-08:002010-08-18T11:38:15.290-07:00Time<p align="left"><span style="color: rgb(255, 0, 0);font-family:Trebuchet MS,Arial;font-size:85%;">It's about time</span></p> <embed src="http://www.clocklink.com/clocks/5001P-Red.swf?TimeZone=PST&Place=Berkeley" wmode="transparent" type="application/x-shockwave-flash" height="20" width="320"></embed>
<embed src="http://www.clocklink.com/clocks/5001P-Blue.swf?TimeZone=EST&Place=New%20York" wmode="transparent" type="application/x-shockwave-flash" height="20" width="320"></embed>
<embed src="http://www.clocklink.com/clocks/5001P-Orange.swf?TimeZone=WET&Place=London" wmode="transparent" type="application/x-shockwave-flash" height="20" width="320"></embed>
<embed src="http://www.clocklink.com/clocks/5001P-Green.swf?TimeZone=CET&Place=Berlin" wmode="transparent" type="application/x-shockwave-flash" height="20" width="320"></embed>
<p align="left"><span style="font-family:Trebuchet MS,Arial;"><a href="http://www.timezonecheck.com/">Great map of the world's time zones</a>
<a href="http://www.timeanddate.com/worldclock/full.html?sort=1">Current time in major cities</a> | </span><a href="http://www.page-1.com/time/"><span style="">Time</span></a><span style=""> around the world - 30 clocks</span>
<span style="font-family:Trebuchet MS,Arial;"><a href="http://www.timeanddate.com/worldclock/custom.html?cities=791,263,136,195">Jay's Personal World Clock</a>
</span></p> <p align="left"><span style="font-family:Trebuchet MS,Arial;">Calendars: <a href="http://www.timeanddate.com/calendar/print.html?year=2004&country=1&amp;amp;amp;amp;amp;amp;amp;amp;amp;lang=en&moon=on&hol=86073">2004 </a>| <span style="font-size:130%;"><a href="http://www.timeanddate.com/calendar/print.html?year=2005&country=1&amp;amp;amp;amp;amp;amp;amp;amp;amp;lang=en&moon=on&hol=86073">2005 </a></span>| <a href="http://www.timeanddate.com/calendar/print.html?year=2006&country=1&amp;amp;amp;amp;amp;amp;amp;amp;amp;lang=en&moon=on&hol=86073">2006</a>
</span></p> <p align="left"><span style="font-family:Trebuchet MS,Arial;">Time is all we have. Most of us can feel time speeding up. Many of us are enslaved by time. But most of what we consider "time" is actually in our heads. </span> </p> <p align="left">"What part of <span style="font-size:85%;">now</span> is it you don't understand?"
--Zydeco group Frog Kick </p> <p align="left"><a href="http://www.wunderground.com/US/CA/Berkeley.html"><img area="5207" src="http://banners.wunderground.com/banner/gizmotimetemp/US/CA/Berkeley.gif" alt="Click for Berkeley, California Forecast" height="41" hspace="12" width="127" /></a> </p> <p align="left"><span style="font-family:Trebuchet MS,Arial,Verdana;"><img area="100" src="http://www.internettime.com/itimegroup/redsquare.gif" border="0" height="10" hspace="12" width="10" /></span><span style=""><a href="http://www.time.gov/timezone.cgi?Pacific/d/-8/java">Official U.S. Pacific Time</a></span> </p> <p align="left"><span style="font-family:Trebuchet MS,Arial,Verdana;"><img area="100" src="http://www.internettime.com/itimegroup/redsquare.gif" border="0" height="10" hspace="12" width="10" /></span><a href="http://yugop.com/ver3/stuff/03/fla.html"><span style="">Industrious Monocraft Clock</span></a> </p> <p align="left"><span style="font-family:Trebuchet MS,Arial,Verdana;"><img area="100" src="http://www.internettime.com/itimegroup/redsquare.gif" border="0" height="10" hspace="12" width="10" /><span style=""><a href="http://www.timeticker.com/main.htm">TimeTicker</a> gives you times around the world with sound effects and one-button correction of your computer's clock. Very cool. </span></span> </p> <p align="left"><span style=""><img area="100" src="http://www.internettime.com/itimegroup/redsquare.gif" border="0" height="10" hspace="12" width="10" /> <span style=""><a href="http://www.humanclock.com/clock.php">Human Clock</a></span>
</span> </p> <p align="left"><span style="color: rgb(255, 0, 0);font-family:Trebuchet MS,Arial,Verdana;font-size:85%;">What is "Internet Time?"</span> </p> <p align="left"><span style="color: rgb(0, 0, 0);font-family:Trebuchet MS,Arial,Verdana;">Internet time is shorthand for the accelerated pace of business and life brought about by networks and eBusiness. The amazing growth of Netscape is frequently cited as an example -- in its first year, the firm accomplished what had taken others a decade or more. Some say a year of Internet time equals seven years of calendar time, but there's really no absolute measure. It's a concept, like a "New York minute."</span> </p> <p><span style="color: rgb(255, 0, 0);font-family:Trebuchet MS,Arial;font-size:85%;">Timelines</span> </p> <p align="center"><span style="font-family:Trebuchet MS,Verdana,Arial;">Timelines provide perspective. Check <a href="http://www.internettime.com/itimegroup/timelines.htm">these</a> out.
<img area="41976" src="http://www.internettime.com/images/nowadays.jpg" height="99" width="424" /> </span></p> <p>Check this <a href="http://www.pbs.org/wgbh/evolution/change/deeptime/index.html">4.5 billion year timeline</a> of evolution</p> <p><a href="http://www.powersof10.com/powers/time/time.html"><span style="font-family:Trebuchet MS,Arial,Verdana;">Powers of Ten</span></a><span style="font-family:Trebuchet MS,Arial,Verdana;">: from 1 attosecond to 31 billion years</span></p> <p><span style="font-family:Trebuchet MS,Arial,Verdana;"><a href="http://www.robotwisdom.com/ai/timeline.html">Timeline</a> of Knowledge Representation</span></p> <a href="http://www.nytimes.com/library/magazine/millennium/"><img area="37400" src="http://www.internettime.com/images/nytkiosk.jpg" border="0" height="170" width="220" />
Time Capsule a la <i>New York Times</i></a> <p align="left"><span style="color: rgb(255, 0, 0);font-family:Trebuchet MS,Arial,Verdana;font-size:85%;">Timely topics</span> </p> <p align="left"><span style="font-family:Trebuchet MS,Arial,Verdana;">> <a href="http://www.internettime.com/itimegroup/timelines.htm"> Timelines</a>, for perspective
> <a href="http://www.jaycross.com/jayhoo/books%20about%20time.htm">Ideas</a> from 50 books about time
> <a href="http://www.forbes.com/asap/98/1130/">Essays</a> on time from Forbes ASAP
> <a href="http://www.internettime.com/blog/archives/001082.html#clocks">Clocks</a> and <a href="http://www.internettime.com/blog/archives/001082.html#calendars"> Calendars</a>
> <a href="http://www.internettime.com/blog/archives/001082.html#how">How</a> the average American spends time
> <a href="http://www.internettime.com/blog/archives/001082.html#shift">Observations</a>
> Time is <a href="http://www.internettime.com/blog/archives/001082.html#relative">relative</a> </span> </p> <p align="left"><img area="576" src="http://www.twbookmark.com//images/56/76286.jpg" align="middle" hspace="12" /><a href="http://americanhistory.si.edu/ontime/#">On Time</a> at the Museum of American History</p> <p><span style="font-family:Trebuchet MS,Arial,Verdana;">"What then, is time? If no one asks me, I know. If I wish to explain it to someone who asks, I know it not. " --St. Augustine, <i>Confessions</i>, Book II, Sec. 14.
</span></p> <p><span style="font-family:Trebuchet MS,Arial,Verdana;">From Wired, <a href="http://www.wired.com/wired/archive/13.06/physics.html?pg=4">An Extremely Brief History of Time</a>
</span></p> <p><strong></strong></p> <blockquote> <p><strong>1687: Isaac Newton</strong></p> <p><strong>The universe has one absolute clock:</strong>
• Time and space are independant of the observer.
• Time's arrow points forward; events move ahead from the now.</p> <p><strong>1905: Albert Einstein</strong></p> <p><strong>every observer has his or her own (accurate) clock:</strong>
• The universe exists in a space-time manifold.
• Everyone's "now" is different.
• Acceleration affects time.</p> <p><strong>2003: Peter Lynds</strong></p> <p><strong>There is no clock; "time" is an illusion</strong>
• Time has no indivisible unit.
• There is no "now," only sequences of events.</p></blockquote> <p> </p> <p><span style="font-family:Trebuchet MS,Arial,Verdana;"><i>Encyclopædia <a href="http://www.brittanica.com/">Britannica</a>: </i></span></p> <p><span style="font-family:Trebuchet MS,Arial,Verdana;"><b>time</b>
a measured or measurable period, a continuum that lacks spatial dimensions. Time is of philosophical interest and is also the subject of mathematical and scientific investigation.</span></p> <p><span style="font-family:Trebuchet MS,Arial,Verdana;"><b>time perception</b>
experience or awareness of the passage of time. </span></p> <p>The human experience of change is complex. One primary element clearly is that of a succession of events, but distinguishable events are separated by more or less lengthy intervals that are called durations. Thus, sequence and duration are fundamental aspects of what is perceived in change</p><p><span style="color: rgb(0, 0, 0);font-family:Trebuchet MS,Arial,Verdana;">Swatch, the maker of curious looking watches, has brilliantly highjacked the term Internet Time, confusing millions of people into thinking that Internet time is "Swatch time." Swatch divides the day into 1000 beats and sets the prme meridian at Biel, Switzerland. While it's great not to hassle with time zones, you'd probably have to buy a Swatch to figure out what time it really is. </span></p> <h2>Why Time Matters in Business</h2> <p><a href="http://www.amazon.com/exec/obidos/ASIN/0929290062/o/qid=991154050/sr=8-1/ref=aps_sr_b_1_1/002-0259051-1626404"><img area="12740" src="http://www.internettime.com/images/breakaway.jpg" align="left" border="2" height="140" hspace="12" width="91" /></a><i><a href="http://www.amazon.com/exec/obidos/ASIN/0929290062/o/qid=991009060/sr=8-1/ref=aps_sr_b_1_1/002-0259051-1626404">Breakaway</a></i>, by Charles Fred, is a marvellous book about the impact of reducing "time to proficiency" in business. <a href="http://www.internettime.com/itimegroup/breakaway.htm">Excerpts</a>. </p> <p>"Put your skepticism on hold and ask yourself if you and the people of your company can reach proficiency at the speed of the new economy. Can your current system for developing people fulfill the growth requirements of your shareholders, satisfy anxious customers, and excite your workers enough to keep them?" </p> <p align="center"><span style="color: rgb(51, 153, 0);font-family:Verdana,Arial,Helvetica,sans-serif;font-size:85%;"><span class="unnamed1"><img area="725" src="http://www.internettime.com/images/itimelogo.gif" align="middle" height="29" hspace="3" width="25" /><span style="color: rgb(255, 0, 0);">is a French Medieval alchemy symbol for <b>time</b>.</span> </span></span> </p> <p> </p> <p><a href="http://www.internettime.com/itimegroup/concepts/sld001.htm"><span style=";font-family:Verdana,Arial,Helvetica,sans-serif;font-size:78%;">Time concepts</span></a><span style=";font-family:Verdana,Arial,Helvetica,sans-serif;font-size:78%;"> presentation (1999)</span></p> <p> </p> <p align="left"><span style="font-family:Trebuchet MS,Arial,Verdana;"><span class="unnamed1"><span style="color: rgb(255, 0, 0);font-size:85%;"><a name="how" id="how"></a>How the average American spends time</span></span></span></p> <div align="center"><span class="unnamed1">sleep 33 %
work 27.0
leisure 13.0
religion 1.4
eating 8.6
travel 10.0
illness 4.3
personal care 2.5</span></div> <div align="left"> <p><a href="http://www.jaycross.com/jayhoo/books%20about%20time.htm"><span style=";font-family:Verdana,Arial,Helvetica,sans-serif;font-size:85%;">Ideas</span></a><span style=";font-family:Verdana,Arial,Helvetica,sans-serif;font-size:85%;"> from 50 books and articles about time</span> <a name="contents" id="contents"></a>
</p> </div> <blockquote> <div align="left"><span style="font-family:Trebuchet MS,Verdana,Arial;"><img area="24806" src="http://www.internettime.com/images/pocketwatch.jpg" align="left" height="157" hspace="12" width="158" /></span><span style="font-family:Trebuchet MS,Verdana,Arial;">Deep inside, I know people can lead more productive, happy lives if they overthrow the tyranny of clocktime. I've dumped my digital watch. Now I carry my Swiss railway conductor's pocket watch on days that I carry any timepiece at all. </span></div> </blockquote> <h2> </h2> <h2> </h2> <h2><span style="color: rgb(51, 153, 0);font-size:85%;"><span class="unnamed1"><span style="color: rgb(255, 0, 0);">"...so I decided to have plenty of time."</span></span></span></h2> <p><span style="color: rgb(51, 153, 0);font-family:Verdana,Arial,Helvetica,sans-serif;font-size:85%;"><span class="unnamed1"><img area="13860" src="http://www.internettime.com/images/unwind.jpg" align="left" height="140" width="99" /></span></span><span class="Apple-style-span" style="color: rgb(51, 51, 51); "><a href="http://www.amazon.com/exec/obidos/ASIN/0151005397/o/qid=991008661/sr=8-1/ref=aps_sr_b_1_1/002-0259051-1626404"><i>Unwinding the Clock</i></a> “I circle around the arguments, coming back to them again and again, from slightly different angles, touching on them in slightly different places. I do this partly because it’s often the best way to learn—not through single events, and not through strict repetition either, but though variation. And partly because it’s impossible to resolve your relationship with time once and for all.”</span></p> <p>If I can fool myself into thinking that I don’t have enough time, couldn’t I just as well fool myself into thinking that I have plenty of time? So I decided to have plenty of time. </p> <p>In education it’s particularly important to look forward. it’s strange that we so often concentrate on previous knowledge. knowledge that precedes us is, of course, important, but it deals only with things as they once were. it’s just as important to consider things that point forward: expectations, hopes, objectives.
</p> <img area="120000" src="http://www.internettime.com/images/chart.gif" height="300" width="400" /> <h2>Faster, faster...</h2> <p><span style="font-family:Trebuchet MS,Arial,Verdana;">Time is speeding up. In agrarian days, time didn't matter so long as you got up around sunrise and turned in at sunset.</span></p> <p><span style="font-family:Trebuchet MS,Arial,Verdana;">Railroads must keep to schedules -- and require people to agree on the time. (Before railroads, time zones were unnecessary--and often arbitrary.) Military coordination and air travel require even greater precision.</span></p> <p><span style="font-family:Trebuchet MS,Arial,Verdana;">These days, two minutes to receive a message from the other side of the world feels agonizingly slow.</span></p> <p>When I studied physics in college, we didn't talk about nanoseconds.</p> <hr width="90%" style="color:red;"> <div align="center"><span style="color: rgb(255, 0, 0);font-family:Trebuchet MS,Arial;font-size:85%;"><a name="found_throughts" id="found_throughts"></a></span><span style="font-family:Trebuchet MS,Arial,Verdana;"><img area="16758" src="http://www.internettime.com/images/asap.gif" border="0" height="98" width="171" /></span></div> <p> </p> <span style="font-family:Trebuchet MS,Arial,Verdana;"><a href="http://www.fastcompany.com/online/22/digitime.html">Are You on Digital Time? </a></span> <span style="font-family:Trebuchet MS,Arial,Verdana;"><a href="http://www.fastcompany.com/homepage/"><span style="">Fast Company</span></a><span style="">'s Alan Webber talks with BCG's George Stalk about time-based competition. February 99. </span></span> <p> </p> <p><span style="font-family:Trebuchet MS,Arial,Verdana;"><a href="http://www.ed.gov/pubs/PrisonersOfTime/">Prisoners Of Time </a>
<span style="">Report of the National Education Commission on Time and Learning April 1994</span></span></p> <span style="font-family:Trebuchet MS,Arial,Verdana;">If experience, research, and common sense teach nothing else, they confirm the truism that people learn at different rates, and in different ways with different subjects. But ,,,our schools and the people involved with them are captives of clock and calendar. The boundaries of student growth are defined by schedules for bells, buses, and vacations instead of standards for students and learning.</span> <p> </p> <p><span style="font-family:Trebuchet MS,Arial,Verdana;">Po Bronson describes <a href="http://www.wired.com/wired/archive/6.05/hillis.html">Danny Hillis & the 10,000-year clock</a></span></p> <p><span style="font-family:Trebuchet MS,Arial,Verdana;">The legendary designer of computer architecture, Danny Hillis ... is building a monument-sized mechanical clock that ... will continue ticking and counting time through the year AD 12,000. In essence, he wants us to stop thinking about what's for lunch and start thinking about how to feed the world. </span></p> <p><span style="font-family:Trebuchet MS,Arial,Verdana;">"In some sense, we've run out of our story, which we were operating on, which was the story of power taking over nature - it's not that we've finished that, but we've gotten ahead of ourselves, and we don't know what the next story is after that." </span></p> <p><span style="font-family:Trebuchet MS,Arial,Verdana;">According to Hillis, certain problems aren't solvable in three years, and it's people's nature not to work on problems they can't solve. If we can extend people's horizons, a whole range of challenges fall back into play. </span></p> <p> </p> <div align="left"><span style="font-family:Trebuchet MS,Arial,Verdana;"><a href="http://www.hyperhistory.com/online_n2/History_n2/a.html">Hyper History Online</a></span></div> <span style="font-family:Trebuchet MS,Arial,Verdana;">An extraordinary timeline: 3,000 years of history in 2,000 linked files. </span> <p><span style="font-family:Trebuchet MS,Arial,Verdana;"><a name="calendars" id="calendars"></a><span style="color: rgb(255, 0, 0);font-size:85%;">Calendars</span></span></p> <p><span style="font-family:Trebuchet MS,Arial,Verdana;">Caution! Dates in calendar are closer than they appear!</span></p> <p><span style="font-family:Trebuchet MS,Arial,Verdana;"><a href="http://www.webexhibits.com/calendars/">History</a> of the calendar</span></p> <p><span style="font-family:Trebuchet MS,Arial,Verdana;"><a href="http://www.ecben.net/calendar.shtml">When Do You Want To Go Today?</a>,
an awesome list of calendars -- celestial, historical, religious</span></p> <p><span style="font-family:Trebuchet MS,Arial,Verdana;"><a href="http://www.calendarhome.com/">Calendar Home</a> for links, 10,000 year calendar, no. days between two dates</span></p> <p><span style="font-family:Trebuchet MS,Arial,Verdana;"><a href="http://www.historychannel.com/tdih/index.html">This Day in History</a></span></p> <p><span style="color: rgb(102, 0, 255);font-family:Trebuchet MS,Arial,Verdana;font-size:85%;"><a name="clocks" id="clocks"></a><span style="color: rgb(255, 0, 0);">Clocks</span></span></p> <p><span style="font-family:Trebuchet MS,Arial,Verdana;">"A man with a watch knows what time it is. A man with two watches does not."</span></p> <span style="font-family:Trebuchet MS,Arial,Verdana;"><img area="17556" src="http://www.internettime.com/images/clocks.gif" align="left" height="132" width="133" /> </span> <p><span style="font-family:Trebuchet MS,Arial,Verdana;">"The clock is not merely a means of keeping track of the hours, but of synchronizing the actions of men. The clock, not the steam engine, is the <b>key machine of the industrial age</b>... In its relationship to determinable quantities of engergy, to standardization, to automatic action, and finally to its own special product, accurate timing, the clock has been the foremost machine in modern technic; and at each period it has remained in the lead: it marks a perfection toward which other machines aspire." </span></p> <p align="right"><span style="font-family:Trebuchet MS,Arial,Verdana;"><i>Lewis Mumford </i></span> </p> <span style="font-family:Trebuchet MS,Arial,Verdana;"><a href="http://www.mirage1.u-net.com/clox.htm">CLOX</a> </span> <div align="left"><span style="font-family:Trebuchet MS,Arial,Verdana;"><a href="http://www.mirage1.u-net.com/clox.htm">CLOX</a> is a free program that displays the time in as many timezones as you like on an array of clocks reminiscent of the wall of a newsroom. Digital or analog. Pop up a daylight world map. Set alarms and reminders. Have it automatically update the time via the Net every day. </span></div> <div align="left"><span style="font-family:Trebuchet MS,Arial,Verdana;">The <a href="http://www.rog.nmm.ac.uk/index.html">Royal Observatory</a> at Greenwich. </span></div> <div align="left"><span style="font-family:Trebuchet MS,Arial,Verdana;">Ground zero, celebrating the new millennium with exhibits. Also see <a href="http://www.get-time.uk/">Greenwich Electronic Time</a>. Introduced with great Y2K fanfare as the new standard for e-commerce, the "What's New" tab contains nothing but the original press release. Interesting links.</span></div> <div align="left"><span style="font-family:Trebuchet MS,Arial,Verdana;"><a href="http://www.oneworldtime.com/what_is.html">One World Time</a></span></div> <div align="left"><span style="font-family:Trebuchet MS,Arial,Verdana;"> One World Time is what Greenwich Electronic Time should have been, a time standard for e-commerce. Easy to use. </span></div> <div align="left"><span style="font-family:Trebuchet MS,Arial,Verdana;"><a href="http://www.time.gov/">Official U.S. time</a></span></div> <div align="left"><span style="font-family:Trebuchet MS,Arial,Verdana;"> Also links to a <a href="http://webexhibits.com/calendars/">history of calendars</a>, an interesting (really!) history of <a href="http://www.webexhibits.com/daylightsaving/index.html">Daylight Savings Time</a>, Brittanica's <a href="http://www.britannica.com/clockworks/main.html">Clockworks</a> (neat animations), and more. <a href="http://tycho.usno.navy.mil/">Time Service Department</a>, U.S. Naval Observatory.</span></div> <div align="left"><span style="font-family:Trebuchet MS,Arial,Verdana;"><a href="http://www.timeanddate.com/worldclock/">The World Clock</a></span></div> <div align="left"><span style="font-family:Trebuchet MS,Arial,Verdana;">Time in cities around the world. </span></div> <div align="left"><span style="font-family:Trebuchet MS,Arial,Verdana;"><a href="http://www.isbister.com/worldtime/">World Time Zone</a></span></div> <div align="left"><span style="font-family:Trebuchet MS,Arial,Verdana;"> Time in countries around the world. </span></div> <div align="left"><span style="font-family:Trebuchet MS,Arial,Verdana;"><a href="http://www.swatch.com/fs_index.php?bg=D6E8F8&haupt=lang&unter=us&js=">Swatch </a></span></div> <div align="left"><span style="font-family:Trebuchet MS,Arial,Verdana;">People who think Switzerland is the center of the world</span>.</div> <div align="left"><span style="font-family:Trebuchet MS,Arial,Verdana;"><a href="http://www.eecis.udel.edu/~ntp/software.html#WIN95/98">Time Sync </a></span></div> <div align="left"><span style="font-family:Trebuchet MS,Arial,Verdana;">Great variety of time synchronization software.</span></div> <div align="left"><span style="font-family:Trebuchet MS,Arial,Verdana;"><a href="http://www.panaga.com/clocks/clocks.htm">Internet Clocks, Counters, & Countdowns </a></span></div> <span style="font-family:Trebuchet MS,Arial,Verdana;">Lots of software goodies</span> <span style="font-family:Trebuchet MS,Arial,Verdana;"><a href="http://www.ubr.com/clocks/" add_date="933053041" last_visit="934959600" last_modified="933053042">Clocks and Time</a></span> <span style="font-family:Trebuchet MS,Arial,Verdana;">Horology site for books, magazines, organizations, museums</span> <p><span style="color: rgb(255, 0, 0);font-family:Trebuchet MS,Arial;font-size:85%;"><a href="http://geology.wr.usgs.gov/docs/usgsnps/gtime/gtime1.html">Geologic Time</a></span></p> <p><span class="Apple-style-span" style="font-family:'Trebuchet MS', Arial;color:#FF0000;"><span class="Apple-style-span" style="font-size:small;">
</span></span></p> <p><span class="Apple-style-span" style="font-family:'Trebuchet MS', Arial;color:#FF0000;"><span class="Apple-style-span" style="font-size:small;">
</span></span></p> <span style=";font-family:Georgia,Times New Roman,Times,serif;font-size:78%;"><span style="font-size:85%;">Perpetual Headline News</span><span style=""><img area="47120" src="http://www.internettime.com/images/gauges.gif" align="right" height="190" width="248" />
Election in Doubt
Congress Defies Prez
Flood Waters Rising
Moore's Law Upheld
Politicians Found Corrupt
Conflict in Middle East
Industries Consolidate
Markets Fluctuate
Perception is Reality
Shit Happens
Taxes Rise
Time Flies
Entropy Increases
"No Free Lunch," Study Finds
"What's in it for me?" ask consumers</span> </span>
<hr style="color:red;"> <p align="center"><span class="Apple-style-span" style="font-family:'Trebuchet MS', Arial, Verdana;">
</span></p> <p align="center" style="text-align: left;"><span style=";font-family:Trebuchet MS,Arial,Verdana;color:red;"><span style="color: rgb(0, 0, 0);">"Time is but the stream I go a-fishin in. I drink at it, but while I drink I see the sandy bottom and detect how shallow it is. It's thin current slides away, but eternity remains." --Henry David Thoreau</span> </span></p> <p align="center"><span class="Apple-style-span" style="font-family:'Trebuchet MS', Arial, Verdana;">
</span></p> <p>"<span style="font-family:Trebuchet MS,Arial,Verdana;">So much of our time is preparation, so much is routine, and so much retrospect, that the path of each man's genius contracts itself to a very few hours." --Ralph Waldo Emerson </span></p> <p><span style="font-family:Trebuchet MS,Arial,Verdana;">"I put instant coffee in a microwave oven and almost went back in time." <i>--</i>Steven Wright </span></p> <p><span class="unnamed1"><img area="6499" src="http://www.internettime.com/images/lemon.jpg" align="right" height="67" hspace="12" width="97" />"It's like trying to understand time other than linearly... So maybe we will just give up on leap years and all the seasons will shift slightly and the definition of a year will change and then we will all understand time as a series of concentric circles... or some other nifty metaphor that I can't predict from here in Flatland." </span><span class="unnamed1"><a href="http://www.lemonyellow.com/">Lemonyellow</a></span></p> <p class="unnamed1">"The first 90% of the code accounts for the first 90% of the development time. The remaining 10% of the code accounts for the other 90% of the development time."</p> <p class="unnamed1">Tom Cargill, Bell Labs</p> <p><i><img area="13160" src="http://www.internettime.com/images/gettingit.gif" align="left" height="140" width="94" /></i></p> <p> </p> <p><i>Getting It Done </i>by Roger Fischer and Alan Sharp</p> <p>"By formulating a statement of purpose in terms of proposed results over three or more points in time you can have: an inspiring distant vision, a mid-distant goal en route that is a worthy goal in itself, and some immediate objectives to start working on at once."</p> <p align="left"><span class="unnamed1"><span style="color: rgb(255, 0, 0);font-size:85%;">Continually shift your vision</span></span></p> <p align="left"><span class="unnamed1">The rapidly accelerating future and growing irrelevance of the past have thrown our sense of timing out of kilter. We need to look at the world through time trifocals. Each perspective has built-in plusses and minuses. </span></p> <p><span style="font-family:Trebuchet MS,Arial,Verdana;"><span style=""><img area="45784" src="http://www.internettime.com/images/perspective_files/image010.gif" shapes="_x0000_i1030" height="194" width="236" /></span></span></p> <p><span style="font-family:Trebuchet MS,Arial,Verdana;">Silicon Valley entrepreneurs, who often call themselves evangelists, speak with quasireligious fervor of "Internet time" – the apocalyptic sense of urgency caused by the fleeting half-lives of products and business plans.</span></p> <p align="right"><span style="font-family:Trebuchet MS,Arial,Verdana;">Tim Race, <i>Industry Standard</i>, August 20, 1999</span></p> <p><span side="+2" style=";font-family:Verdana,Arial,Helvetica,sans-serif;font-size:85%;color:red;"><a name="relative" id="relative"></a>Save (and Savor) Time</span> </p> <p><span class="unnamed1">Our advice on <a href="http://www.jaycross.com/jay/makingtime.htm">Making Time</a> and enjoying it more.</span></p> <p><b>Timing Is Everything
Time is all we have </b>
<img area="924" src="http://www.internettime.com/images/stopwatch.gif" height="33" width="28" /> </p> <p>I am retiring this from the Internet Time Group page in mid-2001 while buckling down to provide eLearning consulting.</p> <p align="center"><span style="color: rgb(255, 0, 0);font-family:Verdana,Arial,Helvetica,sans-serif;font-size:85%;">Time is relative</span></p> <p align="center"><img area="76800" src="http://www.internettime.com/images/change.jpg" height="240" width="320" /></p> <p>Epigenesis... If things don't develop at their appropriate time, they are not going to develop at a later one.</p> <p>The Internet Encyclopedia of Philosophy's <a href="http://www.utm.edu/research/iep/t/time.htm#SIMULTANEITY">entry</a> on Time</p> How do you know time is passing? <p>A lot of the differences among people are, in fact, based on their differences in time perspective. Zimbardo has found that students who are future-oriented tend to wear watches, take many notes in class and study for longer periods of time, smile more and laugh less than those in the here-and-now group. In the south Bronx where Zimbardo grew up, people live in the "expanded present," with no future or past. Some attributes of the expanded-present mode: greater enjoyment of sex, nerve enough to take risks, greater artistic creativity. "What's happening?" .</p> <p align="right">..research by Stanford's Philip Zimbardo.</p> <p align="left">"In the old days, you'd finish a day's work and announce, 'I'm done.' Nobody ever does that now. There's never enough time."</p> <p> <i>Elliott Masie</i></p> "The space of time separating George Washington's first inauguration in April 1789 from Lincoln's first in March 1861 was only seventy-two years, a mote in the eye of history. But that slice of history contained extraordinary events. From a third-rate republic, a sliver of sparsely populated seaboard extending inland from the Atlantic for a few hundred miles, threatened by foreign powers and dangerous Indian tribes, America had become a pulsing, burgeoning world economic power whose lands stretched across the entire continent." --<i>Don't Know Much About History</i> Here's one that's out of the box: non-solar time. Check out <a href="http://www.omnitime.com/">OmniTime</a>. I am not a believer. Then again, I never thought FedEx would make it either. <p>from the first (October 1999) issue of CapGemini Focus... Yes, yes, yes. Somebody else gets it. </p> <p><a href="http://www.capgemini.com/focus/issue1/people1_3.html"><span style="font-size:85%;">Thinking out of the time box</span></a>
by Jayne Buxton and Crystal Schaffer </p> <p>"Breaking time paradigms The way to approach the task of re-timing work is to think about it differently."</p> <p>"First, consider that there are no jobs but, rather, that there is work to be accomplished. This requires a business to break down its jobs, analyze them, and reconstruct them as collections of work that need to be done as opposed to positions that need to be filled. As processes are pulled apart and put back together in different ways, re-thinking how we use time becomes easier. Some of the things once regarded as essential to effectiveness are seen for what they are: bad habits which developed to support a particular inefficient process. For example, the assumption that a manager needs to be on call five days a week, eight hours a day, disappears when work is restructured to enable employees to make more effective decisions themselves, and to take managerial input at specific times. </p> <p>"How do you start this breakdown process? You begin with a long-term perspective."</p> <hr style="color:red;"> <p>"Companies that want to make the most of the time available to them must abandon their 'punch the clock' mentality, be it a full-time, part-time, or flextime clock. It is not enough to 'bend' work time; it must be broken up and reconfigured if the power of technology and human ingenuity and diligence to create growth opportunities in today's knowledge and service-driven economy is to be realized."</p> <p>"Happiness may well consist primarily of an attitude toward time. Individuals we consider happy commonly seem complete in the present: we see them constantly in their wholeness, attentive, cheerful, open rather than closed to events, integral in the moment rather than distended across time by regret or anxiety." --Robert Grudin, <i>Time and the Art of Living</i></p> <p><b>Current organization models are not time-based. They still operate in a three-dimensional universe of being rather than becoming.</b> Notions of a real-time business and of an organizational life cycle are not widely held or used. --Stan Davis, <i>2020 Vision</i></p> <p>"When a man sits with a pretty girl for an hour, it seems like a minute. But let him sit on a hot stove for a minute--and it's longer than any hour. That's relativity."</p> <p align="right"><i>Albert Einstein</i></p> <p><a href="http://www.einsteinsdreams.com/" add_date="924810963" last_visit="926146800" last_modified="924810964" class="unnamed1">Einstein's Dreams 1905-1999 -
The interactive adaptation</a> </p> <p><a href="http://www.english.uwosh.edu/einstein/sitemap.html">Einstein's Web</a></p> <p><a href="http://www.time.com/time/time100/poc/home.html"><img area="4788" src="http://www.internettime.com/images/time100.gif" border="0" height="38" width="126" /></a></p> <p><img area="192266" src="http://www.internettime.com/images/dog%20years.gif" height="502" width="383" /></p> <p> <span class="unnamed1">How much is that in <b>Dog Years</b>? It's a myth that each year of a dog's life is the equivalent of seven human years. Here's the real equivalency for an average-sized dog: </span></p> <div align="left"><b>Dog Years/Human Years:</b></div> 1 /15 2/ 24 4/ 32 6/ 40 10 /56 14 /72 18/ 91 21/ 106 <p> </p> <p><span class="unnamed1"><img area="12740" src="http://www.internettime.com/images/artlive.gif" height="140" width="91" /></span></p> <p><span class="unnamed1">Every time we postpone some necessary event, we do so with the implication that present time is more important than future time. </span></p> <p><span class="unnamed1"> --Robert Grudin, <i><a href="http://www.amazon.com/exec/obidos/ASIN/0395898315/o/qid=991156038/sr=8-1/ref=aps_sr_b_1_1/002-0259051-1626404">Time and the Art of Living</a></i></span></p> <p><span class="unnamed1">Time is best spent when we are: </span></p> <ul> <li><span class="unnamed1">concentrating wholly on what we are doing </span></li><li><span class="unnamed1">freeing our minds from thought altogether </span></li><li><span class="unnamed1">communicating honestly with others </span></li><li><span class="unnamed1">dreaming asleep or awake </span></li><li><span class="unnamed1">planning </span></li><li><span class="unnamed1">remembering </span></li> </ul> <p><span class="unnamed1">What is to be avoided is preoccupation and disordered occupation--the compulsive worry, the nervous escape from thought to thought, the scratching and hair-fluffing, the short circuit of distraction.</span></p> <p><span class="unnamed1"> --Robert Grudin, <i>Time and the Art of Living</i></span></p> <p><img area="45592" src="http://www.internettime.com/images/Model-T.gif" height="164" hspace="12" vspace="0" width="278" />
<span style="">Henry Ford</span> <span class="unnamed1">The month Henry Ford was born, July 1863, horses dragged Union and Confederate cannon to Gettysburg. The first gasoline-powered automobile was 23 years in the future. When Ford died, in 1947, one in seven U.S. workers held a job in the automobile industry. Ford said of the Model T, the only thing wrong with it is that people stopped buying </span>it.</p> <p> <img area="112560" src="http://www.internettime.com/images/swisstrail.jpg" height="402" hspace="24" width="280" />
<span style="">Lenk, Bernese Oberland, Switzerland</span> </p> <p><span class="unnamed1">A trail always takes longer the first time. Therefore, to extend time, be adventurous and take a lot of new trails. Avoid the familiar path. Stay out of ruts. </span> </p> <blockquote> </blockquote> <hr style="color: red;"> <p><span style="font-size:85%;"><span class="unnamed1"><img area="82368" src="http://www.internettime.com/itimegroup/time/clocktower%5B1%5D.jpg" height="288" hspace="6" width="286" /></span></span></p> <p><span style="font-size:85%;"><span class="unnamed1">Clock time</span></span><span class="unnamed1"> has lulled us into a wrong-headed sense of expectations. </span></p> <p><span class="unnamed1">"How much does he want per hour?" asked the fellow who was requesting some of my colleague's time. It's as if we churn out a good idea an hour, like working on an assembly line. </span></p> <p><span class="unnamed1">For creative knowledge workers, a brilliant insight may pop up in a matter of seconds. The world looks like this: </span></p> <p><span class="unnamed1"><i>Nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada,</i><b> flash of brilliance</b><i>, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada, nada. </i></span></p> <p><span class="unnamed1">In knowledge work with a high degree of discretion, a flash of brilliance before breakfast is worth a lot more than eight hours of <i>nada</i> at the office. </span></p> <p><span class="unnamed1">More chaos, fewer hours?</span></p> <p> </p> <hr color="red"> <img area="12320" src="http://www.internettime.com/images/userill.gif" align="left" height="140" hspace="6" width="88" /> <p><span class="unnamed1"><img area="13720" src="http://www.internettime.com/images/mindspast.jpg" align="right" height="140" width="98" /></span><a href="http://www.jaycross.com/jayhoo/userillusion.html"><i><span class="unnamed1">The User Illusion</span></i></a><span class="unnamed1"> explains that consciousness lags reality (and then covers its tracks). Your nonconscious mind is a lot closer to "now" than you are. <a href="http://www.tatteredcover.com/NASApp/store/IndexJsp?GXHC_GX_jst=90c77146662d6161&GXHC_gx_session_id_store=ab3407d95c33e09d&s=showproduct&isbn=0520213203"><i>The Mind's Past</i></a> reiterates this reality, saying that our internal "interpreter" chooses the slides in the show we see. The brain decides to hold up our right arm--and we think this is something we thought up. Hah!</span></p> <p> </p> <hr color="red"> <p><img area="6270" src="http://www.internettime.com/images/islework.gif" height="38" width="165" /></p> <p><span class="unnamed1">excerpts from <a href="http://www.thiemeworks.com/islands">Islands in the Clickstream</a>
<a href="http://www.thiemeworks.com/islands/islands2.htm"><span style="font-size:78%;">Telling Time by a Broken Clock</span></a> By Richard Thieme </span></p> <p><span class="unnamed1">Trying to understand what's happening using old words, old images, old paradigms is like telling time by broken clocks. The landscape created by speech, writing, print is being terraformed by digital humans, rocking in our boots, out of joint with our times. We are riding a ship on the river of time as the ship is being built. It will take time to finish that ship, and when we do, we will already have been becoming something else. </span></p> <p><span class="unnamed1">In the meantime, we live between, snickering at those who expect something immense in the Year 2000 because they are rowing to the rhythm of a river overflowing its banks, flooding our town and cities, rising like rain into the mystified sky. </span></p> <p><span class="unnamed1"><span style="font-size:78%;">Millenium's End</span> </span></p> <p><span class="unnamed1">My machinery is wired to move pretty fast, and all my life people have told me - bless their hearts - to slow down. It always comes from people who move more slowly, never from those who are faster, so once in a while I reply, no, YOU speed up. But then they think I'm rude. </span></p> <p><span class="unnamed1">It's fashionable to equate being slow with being spiritual. There's something to that, but popular culture turned it into the Forrest Gump School of Wisdom, where life is never complex and wisdom is rules for the first day of kindergarten. </span></p> <p><span class="unnamed1">Fast and slow are relative. For some projects, cycles of a thousand years work best, for others, nanoseconds. Yes, we twitchers often find serenity when we take things down a notch, when we focus on something outside ourselves that induces a state of flow and short-circuits our habitual thinking. But it's also true that we relish those moments when our brains or bodies twitch like the fingers of a teen genius at a game of Quake, lost in light-speed heaven.</span></p> <hr color="red"> <span style=""><i><span style="font-family:Trebuchet MS,Arial,Verdana;"><a href="http://www.amazon.com/exec/obidos/ASIN/0195117298/o/qid=991009247/sr=2-1/002-0259051-1626404">THE END OF TIME</a> The Next Revolution in Physics.</span></i><span style="font-family:Trebuchet MS,Arial,Verdana;"> By Julian Barbour. Illustrated. 371 pp. New York: Oxford University Press. $30.</span></span> <p><img area="15400" src="http://www.internettime.com/images/endoftime.gif" align="left" height="154" hspace="12" width="100" /></p> <p><span style="font-family:Trebuchet MS,Arial,Verdana;">Warning: extreme complexity ahead. <i>Deep</i> relativity.</span></p> <p>Time does not exist. Imagine collections of triangles, cubes and other geometrical shapes. Think of an entire three-dimensional universe as built up of them and all their spatial relationships. Any universe of shapes (a configuration) compares to another, not with respect to relations in time or space (they are not ''in'' time or space), but qualitatively, in terms of their internal, intrinsic properties. (Still with me?)</p> <a name="more"></a> <p>Circuit City: "Because of rapid changes in technology, the return period for digital cameras, camcorders, PCs and related products (monitors, printers, scanners) is 14 days."</p>jayhttp://www.blogger.com/profile/16271633210993298646noreply@blogger.com1tag:blogger.com,1999:blog-8217160.post-1101007781334185682004-11-20T19:27:00.000-08:002006-02-18T20:18:56.406-08:00eLearningBlogs are the best way to keep up to date with new developments. Here are some of my favorite sources. <ul><a href="http://www.downes.ca/edu_rss.htm">Edu_RSS </a>(syndication) from Stephen Downes
<a href="http://www.elearningpost.com/">Maish Nichani</a>
<a href="http://www.downes.ca/news/OLDaily.htm">Stephen Downes</a>
<a href="http://www.elearnspace.org/">George Siemens</a>
<a href="http://www.jarche.com/">Harold Jarche</a>
<a href="http://www.guydickinson.com/">Guy Dickinson</a>
<a href="http://tdblog.typepad.com/">T+D</a>
<a href="http://blogoehlert.typepad.com/">Mark Oehlert</a>
<a href="http://jade.mcli.dist.maricopa.edu/alan/">Alan Levine</a>
<a href="http://elearningcentre.typepad.com/whatsnew/">Jane Knight</a>
<a href="http://www.elearnopedia.com/">elearnopedia</a>
<a href="http://www.hyperorg.com/blogger/">David Weinberger</a>
<a href="http://www.kolabora.com/index.htm">Robin Good</a>
<a href="http://parkinslot.blogspot.com/">Godfrey Parkin</a>
<a href="http://www.weblogg-ed.com/">Will Richardson</a></ul>
To stay on top of this torrent of news, get yourself a feed-reader. Here is my <a href="http://www.bloglines.com/blog/JayCross">Bloglines</a> account. It uses syndication to let me read headlines (which I can drill down from) I haven't seen before.
If you're looking for less frequently updated sources of information, check out our <a href="http://www.internettime.com/enew.htm"><img src="http://www.internettime.com/images/jumpbug.jpg" /></a>
<p></p><h3 class="title">The eLearning Museum</h3> <p><img area="56700" src="http://www.internettime.com/images/goldfield1.jpg" alt="" align="right" height="189" hspace="12" width="300" /></p> <p>Goldfield, Nevada, is the site of the largest gold strike of the 20th century. Founded in 1902, Goldfield boasted a population of 30,000 during its boom year of 1906. The bar at Tex Rickard's Northern Saloon was so long it required 80 tenders to serve its customers. My great grandfather invested heavily in Goldfield shares; they now trade for pennies and mighty Goldfield is a ghost town. </p> <p>When I began writing about eLearning in 1998, some of us felt the training industry had struck gold! We were going to change the world and pick up some dot-com riches while we did it. Irrational exuberance? We didn't think so at the time. eLearning was going to make email look like a rounding error. It reminded me of the spirit of Woodstock. People in the business exchanged knowing smiles. "We must be in heaven, man!"</p> <p>In late 1999, Training and Development magazine interviewed me.... </p> <p>Says Cross, "Successful leaders inspire members of their organizations to work smarter. Collaboration, learning portals, and skill snacks have replaced Industrial-Age training. The Web is revitalizing personalized learning and meaningful apprenticeship. Learning is merging with work." <span style="font-family:Georgia,Times New Roman,Times,serif;"><img area="15444" src="http://www.internettime.com/images/t%20and%20d%20small.jpg" alt="" align="right" height="143" hspace="12" vspace="12" width="108" /></span></p> <p>Here's what lies ahead in our not-too-distant training future, according to Cross: </p> <ul> <li>personal software agents that crawl the Web to screen and feed information to personal portals</li><li>connected gadgets and gizmos that simplify (and complicate) our lives</li><li>plug-and-play training modularity</li><li>learning standards that create interchangeable, Lego-like objects that slash costs and development time </li><li>personal files and programs that run directly from the Internet. </li> </ul> <p>At least I didn't get specific on "not-too-distant," did I? Well, it looks like I did. </p> <p>According to Jay Cross, information architect of Internet Time Group, "eLearning" is the target model for corporate training in the next three to five years. It will be a key survival skill for corporations and free agent learners and is a convergence of: </p> <ul> <li> loosely organized corporate ecologies </li><li>a business climate of permanent white water </li><li>technological advances, including high-speed broadband networks </li><li>a shift of power and responsibility from organizations to individuals</li><li>emergent best practices, from performance support to training to knowledge management. </li> </ul> <p>What happened? We fumbled the implementation. We naively expected workers to flock to the glowing screens. We thought we could take the instructors out of the learning process and let workers gobble up self-paced (i.e., "don't expect help from us") lessons on their own. We were wrong. First-generation eLearning was a flop. Companies licensed "libraries" of content no one paid attention to. PowerPoint became the authoring language of choice. (Personally, I get more content from a Jackson Pollock drip painting than from someone else's PowerPoint slides.) Dropout rates were horrendous. After-the-fact finger pointing is not productive. I don't use the term <em>eLearning</em> much these days. </p> <p><a href="javascript:popUp('http://buybox.amazon.com/exec/obidos/redirect?tag=internettimeg-20&link_code=xsc&creative=23424&camp=2025&path=/dt/assoc/tg/aa/xml/assoc/-/1562863339/internettimeg-20/ref=ac_bb3_,_amazon')"><span class="summary"><img area="29304" src="http://www.internettime.com/itimegroup/forum/staff_training_small.jpg" alt="" align="right" height="148" hspace="24" width="198" /><img area="26740" src="http://www.internettime.com/store/impcover_small.jpg" alt="" align="left" border="1" hspace="12" /></span></a>Lance Dublin and I wrote a book with our prescription for turning things around: (1) gain stakeholder support through change management and (2) offer worthwhile learning experiences and sell them to the learners. Too little, too late. </p> <p>I'm moving on to things that work, a set of tools, techniques, and attitudes I call 20/80 learning. They are tied to workflow, immediate need, human interaction, respect for the worker, networking, and more. This page will remain as a relic of yesteryear's euphoria. If my grandchildren ask "What did you do for SmartForce?" or "Why did you spend time at Cisco?" or "What did you speak about at Online Learning in Anaheim?" I'll have a URL to back up my stories. </p> <p> </p> <hr color="red"> <p><a name="gregp" id="gregp"></a>SmartForce<i>, <a href="http://www.internettime.com/images/SF_White_Paper.pdf">Learn Fast, Go Fast</a></i>, pdf (11/99)
<span style=""><span style="color: rgb(255, 0, 0);"><img area="1" src="http://www.internettime.com/itimegroup/itimegroup/images/ballred.gif" alt="" align="middle" border="0" height="1" hspace="6" width="1" />Disclosure: SmartForce was an Internet Time Group client.<span style="color: rgb(204, 204, 204);">. </span></span></span></p> <blockquote> <p><a href="http://www.fastcompany.com/online/39/rosenblum.html" target="_blank">Will Companies Ever Learn?</a> "Learning has got to be connected directly to the business," says Judy Rosenblum, former chief learning officer at Coca-Cola. "The idea is to stay away from a standard 'learning program.' Instead, learning needs to be embedded in processes, projects, and experiences. If you put your energy into people who are ready and willing to join you, and if those people add value to the business, others will come."</p> </blockquote> <p><a href="http://www.humanlinks.com/manres/articles/e_learning.htm">eLearning: Rhetoric vs Reality</a>, Gautam Ghosh</p> <p><a href="http://www.learnativity.com/download/MP7.PDF" target="_blank"><i>Into the Future</i></a>, a Vision Paper by Wayne Hodgins and Jay Cross (2/2000) <span style="">for ASTD and NGA. pdf.</span></p> <div align="left"> <p>Cisco <a href="http://business.cisco.com/prod/tree.taf%3Fasset_id=44748&public_view=true&kbns=1.html"><i> eLearning</i></a>
<img area="1" src="http://www.internettime.com/itimegroup/itimegroup/images/ballred.gif" alt="" align="middle" border="0" height="1" hspace="6" width="1" /><span style="color: rgb(255, 0, 0);">Disclosure<span style="">: Cisco Systems was an Internet Time Group client<span style="color: rgb(204, 204, 204);">. </span></span></span></p> </div> <p><a href="http://www.downes.ca/future/">The Future of Online Learning </a>by Stephen Downes (7/98), a classic</p> <h1 align="center"><a name="faq" id="faq"></a>The eLearning FAQ </h1> <ul> <li><a href="http://www.internettime.com/blog/archives/001086.html#what">Defintion of <i>eLearning</i></a></li><li><a href="http://www.internettime.com/blog/archives/001086.html#matter">Does it matter?</a></li><li><a href="http://www.internettime.com/blog/archives/001086.html#work">How does it work?</a></li><li><a href="http://www.internettime.com/blog/archives/001086.html#well">How <i>well</i> does it work?</a></li><li><a href="http://www.internettime.com/blog/archives/001086.html#pitfalls">What are the pitfalls?</a></li><li><a href="http://www.internettime.com/blog/archives/001086.html#trends">What are the trends?</a></li><li><a href="http://www.internettime.com/blog/archives/001086.html#players">Who are the major players?</a></li><li><a href="http://www.internettime.com/itimegroup/learning_about_elearning.htm">How to Keep Up</a></li><li><a href="http://www.internettime.com/itimegroup/eglossary.htm">Glossary</a></li><li><a href="http://www.internettime.com/itimegroup/more.htm">Articles & opinions</a></li><li><a href="http://www.internettime.com/itimegroup/implementation.htm">Implementation</a></li> </ul> <ul> <li><a href="http://www.internettime.com/blog/archives/001086.html#biblio">Bibliography</a></li><li><a href="http://www.internettime.com/itimegroup/information.htm">Information</a> from zines, newsletters, conferences, groups, mazagines, journals, analysts & books</li> </ul> <p><img area="5250" src="http://www.internettime.com/itimegroup/forum/change.jpg" alt="" align="left" height="70" width="75" /><b>Caution</b>: I wrote this in March 2000, before the dot-com bubble burst, and it remains somewhat overenthusiastic. Here's a more current take on what's going on: </p> <p><a href="http://www.internettime.com/Learning/eLearning2.html"><img area="9300" src="http://www.sfsu.edu/l.gif" alt="" align="right" height="50" hspace="24" width="186" />
The State of eLearning</a>. <span style="">
Guest lecture at the Business School of San Francisco State University, October 2, 2002.</span></p> <p><img area="768" src="http://www.internettime.com/images/5stars.gif" hspace="3" />For something more current, see Jane Knight's wonderful <a href="http://www.e-learningcentre.co.uk/guide2elearning/workplace.htm">Guide to e-Learning</a> at <a href="http://www.e-learningcentre.co.uk/index.htm">e-Learning Centre</a></p> <hr /> <h3><a name="what" id="what"></a>Definitions<img area="15290" src="http://www.internettime.com/itimegroup/forum/dummybk.gif" alt="" align="right" height="139" width="110" /></h3> <p>eLearning is learning on Internet Time, the convergence of learning and networks and the New Economy. eLearning is a vision of what corporate training can become. We've only just begun.</p> <p>eLearning is to traditional training as eBusiness is to business as usual. Both use the net to augment tradiitonal means. </p> <p>This FAQ addresses corporate learning. In this context, effective eLearning dramatically cuts the time it takes for people to become and remain competent in their jobs. For context, check out the first <a href="http://www.internettime.com/itimegroup/elearn.htm">eLearning White Paper</a> ever written.</p> <p>eLearning is the convergence of learning and the Internet.</p> <h5 align="right"> Howard Block
Bank of America Securities</h5> <p>eLearning uses the power of networks, primarily those that rely on Internet technologies but also satellite netowrks, and digital content to enable learning.</p> <h5 align="right">Eilif Trondsen,
SRI Learning on Demand</h5> <p>eLearning is the use of network technology to design, deliver, select, administer, and extend LEARNING. </p> <h5 align="right">Elliott Masie,
The Masie Center</h5> <p>eLearning is Internet-enabled learning. Components can include content delivery in multiple formats, management of the learning experience, and a networked community of learners, content developers and experts. eLearning provides faster learning at reduced costs, increased access to learning, and clear accountability for all participants in the learning process. In today's fast-paced culture, organizations that implement eLearning provide their work force with the ability to turn change into an advantage. </p> <h5 align="right">Cisco Systems</h5> <p><b>eLearning is dynamic</b>. Today's content, in real time, not old news or "shelfware." On-line experts, best sources, quick-and-dirty approaches for emergencies. </p> <p><b>eLearning operates in real time</b>. You get what you need, when you need it. </p> <p><b>eLearning is collaborative</b>. Because people learn from one another, eLearning connects learners with experts, colleagues, and professional peers, both in and outside your organization. </p> <p><b>eLearning is individual</b>. Every e-learner selects activities from a personal menu of learning opportunities most relevant to her background, job, and career at that very moment. </p> <p><b>eLearning is comprehensive</b>.
eLearning provides learning events from many sources, enabling the e-learner to select a favored format or learning method or training provider. </p> <h5 align="right">Greg Priest,
SmartForce,
The e-Learning Company </h5> <p align="right"> </p> <p>eLearning [is] the delivery of content via all electronic media, including the Internet, intranets, extranets, satellite broadcast, audio/video tape, interactive TV, and CD-ROM. </p> <h5 align="right">Connie Weggen
WR Hambrecht & Co</h5> <p>We define eLearning companies as those that leverage various Internet and Web technologies to create, enable, deliver, and/or facilitate lifelong learning. </p> <h5 align="right">Robert Peterson,
Piper Jaffray</h5> <p>eLearning is using the power of the network to enable learning, anytime, anywhere. </p> <h5 align="right">Arista</h5> <p align="right"> </p> <h3>Best Practices</h3> <p>Accept no substitutes! Anyone with a web site can <i>claim</i> to provide eLearning. How does one separate the real stuff from the bogus? Legitimate eLearning is more likely to:</p> <ul> <li>Focus on the needs of the learner, not the trainer or institution</li><li>Take advantage of the net: real-time, 24/7, anywhere, anytime</li><li>Bring people together to collaborate and learn together</li><li>Personalize, often by combining "learning objects" on the fly</li><li>Offer more than one learning method, e.g. virtual classroom and simulation and self-paced instruction</li><li>Incorporate administrative functions such as registration, payment and charge-backs, monitoring learner progress, testing, and maintaining records</li> </ul> <p><b>eLearning? e-Learning?
E-learning? E-Learning?</b>
</p> <p>In the early days, way back in 1998, it was always e<b>-</b>learning, with the hyphen. SmartForce is the "e<b>-</b>Learning Company", and Cisco's John Chambers evangelizes e<b>-</b>learning. </p> <p>As eLearning matured, some of us are dropped the hyphen (and started "intercapping" the "L".) Microsoft uses eLearn, as do SRI and Internet Time Group. The Google search engine finds:</p> <ul> <li> 1221 elearning (no hyphen)</li><li> 2900 e-learning (hyphenated)</li> </ul> <h2>Does it matter? </h2> <h3>E-business.</h3> <p>Change is rampant. It's the Knowledge Era, New Economy, Internet Age, Information Revolution, yadda, yadda, yadda. Brains have replaced brawn. </p> <p>Networked organizations demand rapid-fire, front-line decisions, and people must be in the know to make them. Everything's converging or already networked, cycle times are speeding up, and competition is coming from all directions. Are you ready?</p> <p>Staffing for eBusiness is a make/buy decision. </p> <p>Buying is pricey and shortsighted. (Techies with tongue-studs and purple hair command six-figure salaries, and there are too few of them to go around. We're short half a million high-tech workers, and business gets more techie every day.) <b>Buying talent is not like buying tools. The shelf-life of knowledge has dwindled to the point that a four-year engineering degree is obsolete in, well, about four years.</b></p> <p>People once agonized over career decisions for fear of looking like "job hoppers." These days they hear about a new opportunity over lunch and go to work for a competitor that afternoon. Money doesn't necessarily talk to a young person who drives a Porsche. What keeps people on board these days is the opportunity to develop, to build valued skills, to achieve certifications, and to add to their store of intellectual capital. </p> <p>Learning has become a vital business function, but old-style training can't keep pace with Internet time. Traditional workshops cost a fortune in airplane tickets and time away from the job. In the eyes of many senior managers, off-site workshops have always been somewhere between a total waste of time and a boondoggle, the "great training robbery." Training has grown too important to be delegated to training departments. </p> <p>eLearning is attractive to corporations because it promises better use of time, accelerated learning, global reach, fast pace, and accountability. It's manageable. It cuts paperwork and administrative overhead. Sometimes it can be outsourced, providing more time for leveraging the organization's core competence. eLearners like it, too. </p> <table align="right" border="0" cellpadding="6" width="20%"> <tbody><tr> <td bgcolor="#ffffcc" valign="top" width="30%"> <div align="center"> <p><a href="http://www.internettime.com/blog/archives/001086.html#up"><img area="304" src="http://www.internettime.com/images/up.gif" alt="" border="0" height="16" width="19" /></a></p> <p><a href="http://www.fastcompany.com/online/10/"><img area="21580" src="http://www.internettime.com/itimegroup/forum/cov10.jpg" alt="" border="0" height="166" width="130" /></a>
The Brand Called You</p> <p><a href="http://www.fastcompany.com/online/04/"><img area="21710" src="http://www.internettime.com/itimegroup/forum/cov04.jpg" alt="" border="0" height="167" width="130" /></a>
The Future of Work</p> <p><a href="http://www.fastcompany.com/online/04/hiring.html"><img area="21580" src="http://www.internettime.com/itimegroup/forum/hire1.jpg" alt="" border="0" height="166" width="130" /></a>
Hire for attitude;
train for skill</p> <p><a href="http://www.fastcompany.com/online/12/almanacdeclare.html"><img area="21970" src="http://www.internettime.com/itimegroup/forum/cov12.jpg" alt="" height="169" width="130" />
Free Agent Declaration of Independence</a></p> </div></td> </tr> </tbody> </table> <h3>Drivers</h3> <p>As human capital becomes the chief source of economic value, education and training become lifelong endeavors for the vast majority of workers.</p> <h5 align="right">Peter J. Stokes,
Eduventures</h5> <p> We need to bring learning to people instead of bringing people to learning.</p> <h5 align="right">Elliott Masie,
The Masie Center</h5> <p>Technology has revolutionized business; now it must revolutionize learning.</p> <h5 align="right">WR Hambrecht + Co</h5> <p>Information and knowledge are the thermonuclear competitive weapons of our time. Knowledge is more valuable and more powerful than natural resources, big factories, or fat bankrolls. </p> <h5 align="right">Tom Stewart,
<i>Intellectual Capital</i></h5> <p>American education needs a fundamental breakthrough, a new dynamic that will light the way to a transformed educational system.</p> <h5 align="right">Chris Whittle
The Edison Project</h5> <p>Organizations today realize that they cannot use traditional training methods if they want to stay competitive. Because product cycles, competitive intelligence, industry information and corporate strategies are moving and changing so much faster than they need to, companies understand that the only way to get knowledge to their employees is thorough an eLearning initiative that relies on the Internet. </p> <h5 align="right">Kevin Oakes
click2Learn.com</h5> <p align="left">Education is the next industrial era institution to go through a complete overhaul, starting in earnest in 2000. The driving force here is not so much concern with enlightening young minds as economics. In an information age, the age of the knowledge worker, nothing matters as much as the worker's brain. </p> <h5 align="right">Peter Schwartz
<i>The Long Boom</i></h5> <p>Technological changes increase complexity and velocity of the work environment. Today's workforce has to process more information in a shorter amount of time. New products and services are emerging with accelerating speed. </p> <h5 align="right">WR Hambrecht + Co</h5> <p>eLearning solutions provide the missing link that allows organizations to effectively measure ROI and the learning to business results.</p> <h5 align="right">Dave Ellett
Docent</h5> <p>....the number one reason employees leave existing positions for new jobs is not pay but that their employer was not investing in their development.</p> <h5 align="right">Thomas Weisel Partners LLC</h5> <p align="left">Learning is what more adults will do for a living in the 21st century.</p> <h5 align="right">U.S. Bancorp Piper Jaffray</h5> <p align="left">Imagination is the most powerful human resource on the planet. Harnessing it and its resultant electronic tools in the service of education is the great hope of the world. </p> <h5 align="right">Glenn R. Jones
Jones International</h5> <p>Human skills are subject to obsolescence at a rate perhaps unprecedented in American History.</p> <h5 align="right">Alan Greenspan</h5> <p>It is estimated that we will need 1.3 million new computer scientists, systems analysts and computer programmers by 20006 in the United States. Yet, currently one out of every ten IT positions, or approximately 350,000 jobs, are open today. </p> <h5 align="right">Merrill Lynch</h5> <p>With the aging of the U.S. workforce (median age of US worker expected to increase from 35.3 to 40.6 in 2006) and technology automating a large percentage of unskilled jobs, training is necessary to remain relevant in today's knowledge-based economy.</p> <h5 align="right"><i>Ibid</i></h5> <p>Knowledge workers require greater flexibility in the workplace. Globalization, competition, and labor shortages cause employees to work longer, harder, and travel more than previous generations. A the same time, these workers require more independence and responsibility in their jobs and dislike close supervision. Today's knowledge workers have a nontraditional orientation to time and space, believing that as long as the job gets done on time, it is not important where or when it gets done. B the same token, they want the opportunity to allocate time for learning as needed. Modern training methods need to reflect these changes in lifestyle.</p> <h5 align="right">WR Hambrecht + Co</h5> <p>Discreet training events held off-site in a hotel room that fulfills the "20 hours per year, "check the box" regimen will not suffice. </p> <h5 align="right">Thomas Weisel Partners LLC</h5> <table align="center" bgcolor="#e3e3e3" border="0" cellpadding="6" cellspacing="12" width="90%"> <tbody><tr> <td colspan="3"> <div align="center"> <h3><b>Drivers of Cisco's Learning and Training Needs</b></h3> </div></td> </tr> <tr> <td width="33%"> <p><b>The Objectives</b></p> <ul><li>Fast, effective deployment of mission-critical knowledge</li><li>Well-trained and up-to-date workforce</li><li>Lower-cost learning</li></ul></td> <td width="33%"> <div align="center"><img area="25110" src="http://www.internettime.com/itimegroup/forum/arrows.gif" alt="" height="162" width="155" /></div></td> <td width="33%"> <p><b>The Challenges</b></p> <ul><li>Geographically dispersed learners</li><li>Phenomenal growth</li><li>Difficult/Expensive training logistics</li><li>Need for Knowledge on Demand</li></ul></td> </tr> <tr> <td width="33%">
</td> <td width="33%"> <p><b>The Pressures</b></p> <ul><li>Relentless Competition</li><li>Constantly changing technology</li><li>Shorter product cycles</li><li>Shorter time to market</li></ul></td> <td width="33%">
</td> </tr> <tr> <td colspan="3">Source: Cisco Systems</td> </tr> </tbody> </table> <p align="right"> </p> <h2>How does it work?</h2> <h3>Different perspectives</h3> <p>eLearning is like a cubist painting. To make sense of it, you need to look at it from different perspectives. </p> <p>From the <b>philosophical</b> viewpoint, eLearning is framed by the principles and practices of the eLearning community -- a mix of social concern, instructional design, software savvy, entrepreneurial zeal, and extreme dissatisfaction with the status quo. Another view looks to the <b>components</b> of eLearning -- collaboration, simulation, databases, and so forth. The <b>eBusiness perspective</b> relates eLearning to ERP, supply chain optimization, and disintermediation. </p> eLearning is <b>revolutionary</b>. As Nicholas Negroponte says, incrementalism is innovation's worst enemy. The Internet changes everything; education and training are about to be changed. Radically. It's time for a fresh approach. <p>eLearning focuses on the individual learner. For years, training has organized itself for the convenience and needs of instructors, institutions, and bureaucracies. Bad attitude. Think of learners as customers. Compete for their time and interests. Provide them legendary service. Convert them into raving fans. Give them choices. Don't make them reinvent the wheel.</p> <p align="center"><b>From instructor-centric:</b></p> <p align="center"><img area="306936" src="http://www.internettime.com/images/tilit.jpg" /></p> <p align="center"><b>to learner-centric:</b></p> <p align="center"><b><img area="398112" src="http://www.internettime.com/images/tilt2.jpg" a="" /></b></p> <p><a name="stamp" id="stamp"></a>eLearning is <b>forever</b>. Continuous education. The forty-year degree. Daily learning. Work becomes learning, learning becomes work, and nobody ever graduates. </p> <p>Performance is the goal. The objective is to <b>become competent in the least time and with the least amount of training</b>. If people could take a smart pill instead of logging in to class, bravo! How long is this going to take? No more credit for seat-time. </p> <p>Most<b> learning is social</b>. The coffee room is a more effective place to learn than the classroom. Studies reveal that the majority of corporate learning is informal, i.e. outside of class. eLearning seeks to foster collaboration and peer interaction. </p> <p>A classic study at Standard found that Hewlett Packard engineers who watched videotaped lectures followed by informal discussion performed better than Stanford engineering students who attended the same lectures on campus. Instead of an on-campus lecturer pouring content into students' heads, the HP engineers were challenged to construct their own interpretation of the subject matter. </p> <table align="center" border="0" cellpadding="6" cellspacing="0" vspace="36" width="75%"> <tbody><tr> <td bgcolor="#ffffff" width="100%"> <div align="center"><img area="6241" src="http://www.internettime.com/itimegroup/forum/smartpill.gif" alt="" height="79" width="79" />
Smart pill. Would you prefer this or the workshop?</div></td> </tr> </tbody> </table> <p></p> <p align="center"><img area="161568" src="http://www.internettime.com/itimegroup/forum/stanford_study.gif" alt="" height="408" width="396" /> </p> <p>Most eLearning is <b>personalized</b>. The best eLearning system learns about its users and tailors its offerings to their learning style, job requirements, career goals, current knowledge, and personal preferences. <buzzword> Small chunks of learning (granules, objects) are labeled (metatagged within IMS standards) so systems can automatically mix and match them to assemble and deliver individualized learning experiences. At least that's the dream. Nobody's fully there quite yet. </buzzword></p> <p align="center"><b>Hierarchy of Learning Objects
</b><img area="43780" src="http://www.internettime.com/itimegroup/forum/rio.jpg" alt="" border="24" height="220" width="199" /></p> <p>eLearning is delivered in the <b>right-sized pieces</b>. Why take a one-hour class for the five minutes' worth of content you're looking for?</p> <p>eLearners are <b>responsible for their own learning</b>. eLearning empowers them to manage and implement their own learning and development plans. </p> <h3><b>Education in the Knowledge Economy</b> </h3> <p><b>Old Economy</b>
Four-year Degree
Training as Cost Center
Learner Mobility
Distance Education
Correspondence & Video
One Size Fits All
Geographic Instituting
Just-in-Case
Isolated</p> <p><b>New Economy</b>
Forty-Year Degree
Training as Competitive Advantage
Content Mobility
Distributed Learning
High-Tech Multimedia Centers
Tailored Programs
Brand Name Universities & Celebrity Professors
Just-in-Time
Virtual Learning Communities</p> <p>Source: <i>The Book of Knowledge</i>, Merrill Lynch, p. 8</p> <h3>Components</h3> <p align="right"><a href="http://www.internettime.com/itimegroup/forum/cloud.gif"><img area="16440" src="http://www.internettime.com/itimegroup/forum/cloud_small.gif" alt="" align="right" height="137" hspace="6" width="120" />Overview of an eLearning Setup <img area="306" src="http://www.internettime.com/itimegroup/forum/r.gif" alt="" align="middle" border="0" height="18" width="17" /></a></p> <p>eLearning is inevitably a mix of activities -- people learn better that way. An eLearning environment generally includes:</p> <blockquote> <p><b>self-paced training</b> delivered over the web (although it could be via book or CD or video or what have you)</p> <p>1:many<b> virtual events</b> (which could take place in virtual classroom, virtual lecture hall, or expert-led discussion)</p> <p>1:1 <b>mentoring </b>(which might entail coaching, help desk, office hours, periodic check-in, email exchanges)</p> <p><b>simulation</b>, because we learn by doing. Learners from all over the globe experiment on millions of dollars worth of routers and bridges at Mentor Labs. Consultants learn about eBusiness from a game developed by SMGnet. </p> <p><b>collaboration</b>, either joint problem-solving or discussion among study groups via discussion groups and chat rooms</p> <p><b>live workshops</b> (yes, the old way), for some topics are best taught in the real world by a flesh-and-blood instructor or expert</p> <p><b>assessment</b>, both for initial placement and for opting out of topics the learner has already mastered</p> <p><b>competency roadmap</b>, a custom learning plan based on job, career, and personal goals</p> <p><b>authoring</b> tools, to develop and update content</p> <p><b>e-store</b>, to pay for learning or post costs against budgets</p> <p><b>learning management system</b> which registers, tracks, and delivers content to learners; reports on learner progress, assessment results, and skill gaps for instructors; enrolls learners, provides security, and manages user access for administrators. </p> </blockquote> <h2>Important facets of eLearning </h2> <p>The continuous evolution of the learning industry is hell-bent toward an experience<b> totally personalized</b> to the individual learner. Today, the vertical communities accessed by an individual learner provide a comfortable envinroment to learn skills required in the learner's industry. Tomorrow, access will be through a corporate-sponsored community completely tailored to the individual's needs, with content delivered on demand and technology that will continually monitor the learner's abilities as the learning takes place, adjusting content and pace seamlessly. </p> <h5 align="right">Wade Baker
Payback Training Systems</h5> <p><b>Improved collaboration and interactivity among learners.</b> In times when small instructor-led classes tend to be the exception, electronic learning solutions can offer more collaboration and interaction with experts and peers as well as a higher success rate than the live alternative. ...a study found that online students had more peer contact with others in the class, enjoyed it more, spent more time on class work, understood the material better, and performed, on average, 20% better than students who were taught in the traditional classroom.</p> <h5 align="right">WR Hambrecht + Co</h5> <p><b>The magic is in the mix!</b></p> <p>eLearning blends the best of:</p> <ul><li>Traditional and new classroom</li><li>On-the-job</li><li>Coaching and informal mentoring</li><li>Reading</li><li>Standalone technology</li><li>Online technology</li><li>Digital collaboration</li> </ul> <h5 align="right">Elliott Masie
The Masie Center</h5> <h2>How <i>well</i> does it work? </h2> <p>The cards aren't in yet. eLearning is too new to have produced hard evidence of learning gains. eLearning's top-line upside is speculative; its bottom-line savings are on more solid ground.</p> <p>Undeniably, eLearning cuts the costs of travel, facilities, administrative overhead, duplication of effort, and more importantly, the opportunity cost of people away from the job in times of great need. </p> <p>There's no doubt that eLearning can be rolled out fast. The time required to roll out a new product globally can shrink from months to hours. </p> <h3>Better</h3> <p>Sharing and managing knowledge throughout our company...was one of the keys to reducing our operating costs by more than $2 billion per year....</p> <h5 align="right">Kenneth T. Derr
Chevron Corporation</h5> <h3>Faster</h3> <p>...learners ...can better understand the material, leading to a 60% faster learning curve, compared to instructor-led training. ... Whereas the average content retention rate for an instructor-led class is only 58%, the more intensive e-learning experience enhances the retention rate by 25-60%. Higher retention of the material puts a higher value on every dollar spent on training. </p> <h5 align="right">WR Hambrecht + Co</h5> <h3>Cheaper</h3> <p>Motorola calculates that every $1 it spends on training translates to $30 in productivity gains within three years. </p> <p align="left">A recent study found that corporations that employed a workforce with a 10% higher-than-average educational attainment level enjoyed 8/6% higher-than-average productivity. </p> <p>Computer-based training and online training can reduce training costs over instructor-led training. A congressionally mandated review of 47 comparisons of multimedia instruction with more conventional approaches to instruction found time savings of 30% improved achievement and cost savings of 30-40%. </p> <h5 align="right">Merrill Lynch,
<i>The Book of Knowledge</i></h5> <h2>What are the pitfalls?</h2> <h3 align="left">Motivation</h3> <p align="left">Whenever the topic of bandwidth comes up, the phone company yowls about ?the last mile,? the flimsy wire bottleneck between their switching station and your house. </p> <p align="left">e-Learning providers also have a bottleneck, the last yard from the monitor into the learner?s brain. Without motivation, this final connection will never be made. </p> <p align="center"><img area="64628" src="http://www.internettime.com/itimegroup/forum/lastyard.gif" alt="" height="151" width="428" /></p> <p align="left">Professional training via CD-ROM flopped. Why? Because we took instructors and coaches out of the picture. The learning process breaks down when "untouched by human hands." A ringing phone interrupts a standalone learning exercise, and CD-ROM courses morph into shelfware. </p> <p align="left">Companies that adopt eLearning as a cost-cutting measure and provides no human support will not be successful. eLearning is not training by robot. Learners will live up (or down) to expectations. </p> <p>Which of these two scenarios presents a better environment for learning? Assume your boss arranged for one of these two learning events for you:</p> <table align="center" bgcolor="#ffffcc" border="1" cellpadding="12" cellspacing="0" width="90%"> <tbody><tr> <td class="Normal" valign="top" width="228"> <p style="text-align: center;" align="center"><b>instructor-led, off site</b></p></td> <td class="Normal" valign="top" width="204"> <p style="text-align: center;" align="center"><b>e-learning </b></p></td> </tr> <tr> <td class="Normal" valign="top" width="50%"> <p>Before you leave, the boss calls you in, tells you this is important, and explains what he expects you to come home with. </p></td> <td class="Normal" valign="top" width="50%"> <p>You receive an email from personnel.</p></td> </tr> <tr> <td class="Normal" valign="top" width="228"> <p>You fly away to the beach-side resort hotel where training will take place.</p></td> <td class="Normal" valign="top" width="204"> <p>You study at home after work.</p></td> </tr> <tr> <td class="Normal" valign="top" width="228"> <p>Your peers know you?re away for learning. (They have to take up the slack.)</p></td> <td class="Normal" valign="top" width="204"> <p>No one even knows you?re taking part in training. </p></td> </tr> <tr> <td class="Normal" valign="top" width="228"> <p>You return home, and everyone asks what you thought, what?s new, anything to share?</p></td> <td class="Normal" valign="top" width="204"> <p>They still don?t know you?re taking a course. </p></td> </tr> <tr> <td class="Normal" valign="top" width="228"> <p>You learn with members of your study group. After you and the guys finish your lessons, you hop out for a few brews and a game of pool.</p></td> <td class="Normal" valign="top" width="204"> <p>You learn on your own.</p></td> </tr> <tr> <td class="Normal" valign="top" width="228"> <p>You hang your certificate of completion on the wall. Or put the paperweight on your desk. </p></td> <td class="Normal" valign="top" width="204"> <p>Another email from personnel.</p></td> </tr> </tbody> </table> <p>It doesn?t have to be this way. Managers must go the extra mile to pat learners on the back, give them recognition, and encourage them to learn with their peers. eLearners are customers; they continually need to be sold. </p> <p>Finally, eLearning is not for everyone. Some people simply will not learn outside of a classroom. </p> <h3>Learning to the desktop</h3> <p>This is one of those benefits that's better in theory than in practice. Learning complex subjects requires concentration. Most people's desks are less than optimal for learning (and often for working, too, but that's another matter). </p> <p>Buddha was right. "When you do something, do it as if it were all that mattered." Get away from the phone. Shelter yourself from colleagues. Go to a learning cubicle. Put up a "Do Not Disturb" sign. </p> <p>"Ah ha," Dilbert's pointy-haired boss would say. "I've got the solution -- take it all home." As if there aren't distractions aplenty at home. Feed the baby, watch the game, talk with the spouse, have a beer on the patio, or log in for learning? Besides, what message does the boss communicate about the value of learning if he expects people to do it on their own time?</p> <h2>Pitfalls </h2> <p><b>Hurdles to eLearning!</b></p> <ul><li>Quality and intensity of content</li><li>Availability of content</li><li>Habits, customs, and culture</li><li>Technology delivery -- bandwidth, etc.</li><li>Pricing models</li><li>Lack of digital collaboration models</li><li>Research gap: Does it work?</li><li>Calibration of expectations</li> </ul> <h5 align="right">Elliott Masie
eLearning Briefing
January 2000, Seattle</h5> <p>Certain content -- because of its nature, relative value, or importance -- is not suitable for technology-based delivery. While online training is especially well suited for the acquisition of IT skills, it has certain limitations in the arena of soft skills training. Other educational content that does not translate well into a virtual environment is material requiring significant hands-on application, with a strong emphasis on peer review and collaboration. </p> <h5 align="right">WR Hambrecht + Co</h5> <p><strong>Update in mid-2002</strong>:</p> <p>A horrific pitfall has turned out to be cajolling workers to participate. One third to one half of workers never register to take part. Half to three-quarters of those who start a program drop out before completing it. I've just completed a <a href="http://www.internettime.com/book/index.htm">book</a> on how to improve employee participation. </p> <div align="right"></div> <h2>What are the trends?</h2> <h3>Short term</h3> <p>Corporations increasingly outsource training to Learning Service Providers (think Application Service Provider + Learning).</p> <p>Standards-based learning management systems assemble large-grain learning objects on the fly. (XML meets learning). </p> <p>Learner relationship management mirrors customer relationship management. </p> <p>ERP and CRM vendors replace learning management systems as learning is recognized as an enterprise application.</p> <p align="right"><img area="16800" src="http://www.internettime.com/itimegroup/forum/blur.jpg" alt="" align="right" height="150" width="112" /></p> <h3>Longer term</h3> <p>"Intelligent" interfaces learn about the eLearner over time. (Apple's Knowledge Navigator finally arrives, only twenty years late.) </p> <p>Learning becomes imbedded in work processes and equipment. </p> <p>Economies of scale will development of "cool" learning using rich media, popular entertainers, and game interfaces. </p>jayhttp://www.blogger.com/profile/16271633210993298646noreply@blogger.com0tag:blogger.com,1999:blog-8217160.post-1101011407457721642004-11-20T20:29:00.000-08:002006-01-27T18:02:41.683-08:00Blogs<p>Weblogs (blogs) began as personal websites which make it easy to record daily entries. I blog to learn. Blogs let me read content from a single individual, unadulerated with corporate claptrap. On the outbound side, my blogs stick memories in my head -- the teacher always learns more than the student. Blogs are gut-simple to set up. Go to <a href="http://www.blogger.com/">Blogger</a> to see for yourself. </p> <a name="more"></a> Then look at some blogs -- here's an up-to-the-minute list of the <a href="http://www.technorati.com/live/top100.html">100 most popular blogs</a>. <p>My main professional blog is <a href="http://internettime.com"><img area="4107" src="http://www.internettime.com/images/blog_bug.jpg" align="middle" border="0" height="37" width="111" /></a></p> <p>I also maintain an <a href="http://informl.com">informal learning blog</a>. </p><p>If you read lots of blogs, you'll become interested in <a href="http://internettime.com/blog/archives/000388.html#000388">syndication</a> <img area="20584" src="http://www.internettime.com/images/xml_comps.jpg" align="middle" /> and, more recently, <a href="http://www.internettime.com/blog/archives/000621.html#000621">here</a>.</p> <p>Blogging was arcane when I started in mid-1999. Now (2006), more than a million people have registered with Blogger alone. Once the realm of individuals, corporations are joining the blogosphere. </p> <p>Blogging captures some of the individualist spirit of the early days of the web. I believe blogs have lots to offer in knowledge management, customer communications, and community-building. </p> <p><a href="http://blogs.salon.com/0002007/stories/2003/05/13/blogsBloggingTableOfContents.htm">How to Save the World</a> offers wonderful advice on style, usability, reader interest, and more. It's also an interesting read in general.
</p> <p>January 2005 Update:
</p><blockquote> Weblogs <a href="http://gigaom.com/2005/01/03/big-blog-boom/">have become quite popular in last 12 months</a>. A recent report by the Pew Internet, nearly 7% of the 120 million U.S. adults who use the internet say they have created a blog or web-based diary. That represents more than 8 million people. About 27% of internet users say they read blogs, a 58% jump from the 17% who told us they were blog readers in February. This means that by the end of 2004 32 million Americans were blog readers. <a href="http://www.mediapost.com/dtls_dsp_news.cfm?newsId=284212">Bacon’s Information, a media industry research group has recently started tracking blogs as a news source</a>. Ben and Mena Trott of Six Apart, and Peter Rojas of <a href="http://www.engadget.com/">Engadget</a> were recently featured on the cover of Fortune magazine. from <a href="http://gigaom.com/2005/01/04/six-apart-to-buy-live-journal/#more-2996">Om Malik</a>
</blockquote>
<p></p> <h3><img area="28012" src="http://www.internettime.com/images/zeldjay.jpg" align="middle" hspace="12" />Semantic blogging. </h3> <p>12/03. After reading Jeffrey Zeldman's <em>Designing with Web Standards</em>, I started separating form from substance here at InternetTime.com. Old habits die hard. My fingers are programmed to use b tags for spacing. And convert everything to XHTML. And use style sheets to define all style. I'm recrafting pages as I come to them. </p> <h2 align="left">Customer Blogs </h2> <p align="left"><img area="45567" src="http://www.internettime.com/images/LClogo.gif" /></p> <p class="MsoNormal"><span style="color: rgb(0, 51, 153);"><a href="http://www.learningcircuits.org/2003/aug2003/cross.htm">Blogging for Business</a>
by Jay Cross, August 2002</span></p>
Blogs are a great way to put information on the Web. They’re fast to implement, and most blogging solutions are dirt cheap. Here’s who’s using them. New formats are intimidating. Remember buying your first DVD? Or your first book on tape? Felt odd at first, but soon it was natural. Blogs are a new format. Approximatley four million people write blogs, and blogging is growing faster than when the Internet was experiencing its period of maximum growth. Nonetheless, when I asked the audience at a recent knowledge management conference how many of the three hundred people in the room maintained blogs, only three hands went up. As <em>Neuromancer</em> author William Gibson says, “The future has already arrived. It’s just not evenly distributed yet.” So, if you’ve been reluctant to look into blogs, let me tell you some of the things you’ve missed. <table align="right" border="1" cellpadding="6" cellspacing="6" width="250"> <tbody><tr> <td bordercolor="#003399"> <p>How to read the LC Blog</p> <p>An informal rule among bloggers is to keep the front page lean enough for you to skim and decide if you want to go deeper. So, some of the articles on the front page may seem short, but they usually end with “There’s more! Continue reading….” You will also see a line that reads “Comments”. Click it to add your own thoughts. Blogging can and should be quite participatory. If there’s a number attached, such as Comment (2), a click will show you previous comments. </p> <p>Down the right-hand column of most blogs, you’ll find a search box and indexes to earlier entries by category or date. (The LC Blog shows only the most recent entries on the front page.) Also, the small, orange XML boxes at the bottom of the page enable users and organizations to syndicate content from the LC Blog. </p></td> </tr> </tbody> </table> Bottom-up organizations use blogs. Indeed, blogs are the leading edge of the social software movement that’s propelling the bottom-up, self-organizing reformation of versatile businesses. A bottom-up organization values the collective work of individuals over top-down authority; it supports cooperation and co-evolution in lieu of command and control. Instead of telling people what to do, it provides the networks that enable them to do what they want to do. Hence, they use blogs. Schools are embracing blogs. They use them to create projects, offer and access feedback, study in groups, post assignments, develop portfolios, and build relationships. <p> Newspapers and newsletters blog, too. Why? Blogging is faster than printing and useful feedback is inevitable. <em>Learning Circuits</em> has its own <a href="http://www.meta-time.com/lcmt/">blog</a> where you’ll find a series of short pieces written by Clark Aldrich, Sam Adkins, Tony O’Driscoll, David Grebow, Clark Quinn, and a dozen other thought leaders. Some excerpt posts include </p> <ul> <li> <div class="Section1">E-learning, by any other name...Is finding a factoid on Google “e-learning?”</div> </li><li> <div class="Section1">Are we finally ready for the 80 percent piece of the puzzle? If most learning comes from adopting and adapting on the job, why don’t we invest more in it?</div> </li><li> <div class="Section1"> Train to imitate versus learn to innovate. What is learning all about? </div> </li><li> <div class="Section1">Reshuffling the technological deck. Recent postings have highlighted affect, emotion, the informal and the social. How can they be built into manageable and productive training?</div> </li><li> Outsourcing learning? It may cut costs and improve efficiency, but at the cost of less informal learning and community development?</li> </ul> Blogs to reach out to customers. Customer blogs. These are designed to tear down the walls that traditionally separate corporations from their ultimate constituency. As <em>The Cluetrain Manifesto </em>says, “Corporate firewalls have kept smart employees in and smart markets out. It's going to cause real pain to tear those walls down. But the result will be a new kind of conversation. And it will be the most exciting conversation business has ever engaged in.”<p></p> <p>With a simple customer blog in place, a company can make announcements to its Web customers immediately. All customers can benefit from a question asked by only one. To be sure, the intimacy found in blog culture conversation, customers can get to know workers—and vice-versa. Affiliation breeds loyalty. Customers begin to talk among themselves. A typo that would be an embarrassment in an advertisement becomes a sign of authenticity on a blog.</p> <p> <span style="color: rgb(255, 0, 0);">Overgeneralization alert: Blogs are informal, breezy, shoot-from-the-hip, personal, newsy, rapid-fire, defiantly individual, stream-of-consciousness, individualistic, enthusiastic, emotional, unfettered, daring, creative, and focused on the moment. As such, they embody the important messages of <a href="http://www.cluetrain.com/" target="_blank">The Cluetrain Manifesto</a>. </span></p> <blockquote> <p> “Markets are conversations. Their members communicate in language that is natural, open, honest, direct, funny and often shocking. Whether explaining or complaining, joking or serious, the human voice is unmistakably genuine. It can't be faked.</p> <p>Most corporations, on the other hand, only know how to talk in the soothing, humorless monotone of the mission statement, marketing brochure, and your-call-is-important-to-us busy signal. Same old tone, same old lies. No wonder networked markets have no respect for companies unable or unwilling to speak as they do.</p> <p>But learning to speak in a human voice is not some trick, nor will corporations convince us they are human with lip service about 'listening to customers.' They will only sound human when they empower real human beings to speak on their behalf.”</p> <p align="right"><em>The Cluetrain Manifesto </em></p> </blockquote> <p>One more example: Have you read about the campaign of presidential candidate Howard Dean? The opposition is building a war chest of hundreds of millions of dollars to inundate the American people with sound bites and attack ads. Dean is rallying crowds by blogging and using the power of the net. For pennies. Which would you prefer?</p> <p>This story is a beginning, not an end. Let’s continue here, on the <a href="http://www.meta-time.com/lcmt/" target="_blank"><em>Learning Circuits</em></a> blog. I’d like to hear what you think. </p> <hr color="red"> <p>Learning Circuits
TechTools . . . . . . . . . . . . . . April 2002
By Jay Cross </p> <h2>Blogs
</h2> <p> <i>Learn to blog, blog to learn. </i></p> <p>Blog stands for Web-log, an informal personal Website. Thousands of people blog every day. (Blog is both a noun and a verb.) I’ve blogged for 18 months, and I’m convinced that blogs are destined to become a powerful, dirt-cheap tool for e-learning and knowledge management. </p> <p>A blog is defined as a Website with dated entries, usually by a single author, often accompanied by links to other blogs that the site’s editor visits on a regular basis. Think of a blog as one person’s public diary or suggestion list. Early blogs were started by Web enthusiasts who would post links to cool stuff that they found on the Internet. They added commentary. They began posting daily. They read one another’s blogs. A community culture took hold.</p> <p>In 1999, blogging software arrived on the scene, enabling anyone to post content to a Website. Generally, blog software comes with a personal Website for those who don’t already have one. The software captures your words in dated entries, maintaining a chronological archive of prior entries. In the spirit of sharing inherent to Net culture, the software and the personal Websites are usually free. Currently, blogging is one of the fastest growing trends on the Web. Nearly half a million people have downloaded blogging software. </p> <p>But what’s so special about this way of posting text to the Internet? Blogs are personal and unfiltered. Real people, rather than corporate PR departments or ad agencies, write them. </p> <p>"Imagine Hunter S. Thompson writing about the new Mac operating system," writes Carlyle Adler in Fortune Online. "That's the wacky spirit you can expect when you check out the online narratives known as Weblogs. While these sites represent both the best and worst of Web self-publishing (the virtual tour of ugly couches wasn't for us, nor were the angry ex-girlfriend sites), several of the technology Weblogs are worth checking out."</p> <h2>Blogging to learn</h2> <p>Not long ago, a blog pointed me to Chris Ashley's article "<a href="http://istpub.berkeley.edu:4201/bcc/Winter2002/feat.weblogging2.html">Weblogs: A Swiss Army Website</a>?" He writes, "Weblog software and the Weblog model of content production and platform interoperability are proving to be increasingly useful and powerful, pushing and inspiring innovative developments for, and uses of, the Web. These areas include content, information, and knowledge management; community building; publishing and journalism; teaching, learning, and collaboration; and course management systems.… Weblog software, interfaces, and workflows are helping to realize a Web of increasing organization and interoperability, ease of production, improved and flexible information flow, and interlinked accessibility…."</p> <p>After reading this, I asked Ashley to discuss the role of the e-teacher, meta-learning, and more. Our conversation revealed a half-dozen ways that blogging can support learning. Essentially, blogs are a personal writing space to organize our own thoughts and share information with others. </p> <p>Blogging pioneer <a href="http://peterme.com/archives/00000128.html">Peter Merholz</a> adds, "the power of Weblogs is their ability to immediately put form to thought. I can get an idea in my head--however [half] baked it might be--and, in seconds, share it with the world. Immediately, I get feedback, refinement, stories, and so forth spurred by my little idea. Never before was this possible."</p> <p>Also, blogs are easily linked and cross-linked to form learning communities. A few days after we met, Ashley emailed, "It was interesting how the next day you posted on your blog about our talk, about which David Carter-Tod commented on in his blog. One of my colleagues, Raymond Yee, noticed it after we had lunch, and I told him about our discussion. Then, Yee wrote a post about our circle on his blog. Of course, then I had to comment about it on my blog. It's all an interesting little Web that blogs make happen so quickly."</p> <p>In another setting, innovative teachers are encouraging students to maintain class and personal school blogs. Enthusiasm grows as students take ownership of the content. They write, edit, review, and publish content. They also critique each other and present different viewpoints. Teachers make articles available to read electronically. Blogs maintained by individual students enable teachers to assess their students’ thinking patterns and depth of understanding. In the future, students may learn by assembling personal digital portfolios. </p> <p>Former MTV-vj Adam Curry is working with teacher Peter Ford to offer free school blogs and advice on how to use them. They note that "Children are vain, just like adults. They desire and require an audience for their thoughts and achievements." they add, "The simple intuitive nature of SchoolBlogs is precisely what's required to allow students to express themselves on their own terms. Children's involvement with Websites has to be more than a posting of a few pieces of their work on a third person's static Website for a non-existent world to see. There's no ownership in that. School Blogs can give children their own soapbox, their own voice. They become habitual writers. They are in control." (See <a href="http://www.ravenrock.com/blog/blog.html">Weblog-ed</a> for additional accounts of the power of blogs in schools.)</p> <p>Although everyone would like to learn a craft by apprenticing to a world-class master, it’s not always possible. Workshops held by master craftsmen don't scale. By combining blogs and digital storytelling we get the next best thing, a virtual apprenticeship. <a href="http://www.storycenter.org/">The Center for Digital Storytelling</a> believes that "in the not distant future, sharing one's story through the multiple media of digital imagery, text, voice, sound, music, video, and animation will be the principle hobby of the world's people." Imagine learning to teach by observing and learning from stories told by a world-class instructor. </p> <h2>Sample blogs</h2> <table align="right" border="2" cellpadding="12" cellspacing="0" width="30%"> <tbody><tr> <td> <p>Build a Blog
To start your own blog, go to blogger.com. A blog account is free! Here are <a href="http://new.blogger.com/about.pyra">instructions</a> for building your personal, company, or team blog.</p></td> </tr> </tbody> </table> <p>The best way to understand blogs is to visit a few.</p> <p><a href="http://www.elearningpost.com/">ElearningPost</a>. Maish Nichani’s blog deals with corporate learning, community building, instructional design, knowledge management, and so forth. Every weekday Maish links to four or five interesting articles. Sample sources are Wired, Chronicle of Higher Ed, Syllabus, First Monday, Training, PBS, and CIO. Maish writes a brief paragraph to describe each link. </p> <p>I no longer read three-quarters of the magazines I once felt obligated to, but I do read e-learningpost religiously to find out what I need to read. It’s also more fun to read from a variety of voices--an article from Fortune, a story from Learning Circuits, or a white paper from IBM.</p> <p>Research on Learning and Performance (now the learning category of www.internettime.com/blog).This blog began as a personal tool to capture ideas that I would later add to the e-learning page of my company's Website. As more information about e-learning became available, keeping that page up-to-date became a burden. Now, every couple of weeks I harvest worthwhile entries from the blog to post. What sort of content do you find on this blog? Whatever I found interesting at the time. Essentially, the blog is a clipping service. Love me, love my blog. Some sample content includes </p> <p> </p> <ul> <li> photos and impressions of ASTD TechKnowledge in Las Vegas
</li><li> notes from a Centra press event (posted during the session)
</li><li> poetry about meta-learning
</li><li> a pithy quote from Cisco’s Tom Kelly
</li><li> notes from a meeting with Chris Ashley at The Interactive University </li> </ul> <p>My blog contains more than a year’s worth of items like those. The content comes in small bites. How do people retrieve needles from this haystack? Most use the Google search box that appears atop each page.</p> <h2>Bottom line? </h2> <p>For me, blogs highlight useful information that I may never find on my own--or think to find on my own. <a href="http://www.camworld.com/">Cameron Barrett's blog</a> has taught me more about Web design than any course. <a href="http://www.hyperorg.com/blogger/archive/2002_02_01_archive.html">David Weinberger’s blog</a> mentors me on knowledge management, and often it has me laughing out loud. <a href="http://chris.pirillo.com/">Chris Pirillo</a> keeps me abreast of Windows' developments. Recently, <a href="http://www.downes.ca/cgi-bin/website/view.cgi?dbs=Article&key=1012279256&format=full">Stephen Downes</a> began augmenting my understanding of how people learn. </p> <p>I know what you're thinking. Why couldn’t I get the same insight from reading a book or a magazine? Let me count the ways. First, the informality of blogs makes them engaging. Second, they're a time management tool. Because bloggers read one another's stuff, the best of the best rises to the top and eventually appears on the handful of blogs I read. In addiiton, blogs offer personal and even contrarian viewpoints. Third, blogs are current. For example, and unfortunately, I first learned about the World Trade Center disaster on <a href="http://davenet.userland.com/">DaveNet</a> rather than CNN. </p> <p>Basically, blogs work. </p> <hr /> <p>Learning Circuits
December 2002</p> <h2>Visit the New Learning Circuits Blog</h2> by Jay Cross <p>Blogs (short for weblogs) are informal Websites where people publish stories, opinions, and links--often on a daily basis. The most recent entry comes first; old entries are relegated to online archives. Originally personal diaries and lists of recommended links, blogs have blossomed into tools for knowledge sharing, public education, customer service, journalism, community-building, and marketing. </p> <p>Learning Circuits was there first. The Learning Circuits Blog kicked off in April 2002 with commentary from Peter Isackson, Tom Barron, Clark Quinn, Bill Horton, Kevin Wheeler, Ellen Wagner, Margaret Driscoll, Allison Rossett, Richard Clark, and me. Six months and 18,836 words later, this starter blog sputtered to a halt, a victim of overly long postings, advances in technology, and other priorities. Today we're re-starting the new Learning Circuits Blog with the ability for you to make comments and an enthusiastic team of contributors. </p> <p>Bloggers have always linked to one another; it's how one gets known. Lately, blogs have begun to accept comments. Many blogs are "syndicated." For example, my blog entries are automatically swept into a consolidated blog published in China. Comments, cross-referencing, and syndication connect bloggers. </p> <p>For example, I just posted this comment on George Siemens's elearnspace: George, at first, your piece on blogging made me angry but now I'm growing to love it. You see, I sat down twenty minutes ago to write a progress report on blogging for Learning Circuits. A link from Dave Winer's blog to Phil Windley's blog led me back to elearnspace, where I found that you'd already written a lot of what I intended to say. But then it occurred to me that the true spirit of blogging is sharing ideas. Passing along a meme can be as powerful as originating one. After all, most bloggers gladly point to other sources they like. So now I'm happy, for instead of writing something original, I'll just quote you extensively. Thanks.</p> <p>Discussing the implications of the tremendous expansion of blogging, George says: "As a disruptive technology, blogging is altering (or perhaps responding to?) many aspects of information/content creation and use. These changes are not without impact. What are some of the implications of a tool that functions at the same speed as the medium
it serves? Here are a few:</p> <ul> <li>Content creation and consumption on the Internet has finally caught up with the Internet. Traditional content suppliers (publishers and news organizations) will face substantial pressures to respond appropriately or they'll cease to be relevant. </li><li> There's decentralization of content and distribution. This is a trend well underway on the Internet. Napster capitalized on it, and blogging is the "canary in a mine" reacting to (and reflecting) it. </li><li> The user is in control. The end user of a service or product has acquired a central rather than fringe role. If you disagree with a blogger you can tell him or her via comments and links and initiate a dialogue with the author and other readers. </li><li> People expect conversation rather than lecture. </li><li> The pipe is more important than the content. By various estimates, bloggers number between 750,000 and 1 million. The ecosystem of blogging is more important than the content being generated. The content has a set life span but the process for content acquisition--blogging--stays fresh. </li><li> There's an increase in shared meaning and understandings. Knowledge is acquired and shaped as a social process, which results in spiraling effect. I say something, you comment on it. I evaluate your comments, respond, and present a new perspective. Then, the process repeats until a concept has been thoroughly explored. </li><li> Ideas are presented as the starting point for dialogue, rather than an ending point. </li><li> George concludes, "The simplest innovations are often the most effective in responding to ground swells of trends and change. The potency of the blog phenomenon is two fold: perfect match for its medium and ease of use."</li> </ul> <p>Please drop by <a href="http://www.internettime.com/lcmt/">the new Learning Circuits Blog</a>. Post a comment. Join the fun. And visit again.</p> <p>Published: December 2002
</p> <hr /> <p><a href="http://blogs.salon.com/0002007/2003/07/30.html#a346">THE BLOGGING PROCESS</a> (July 2003)
"A pretentious and presumptuous attempt to document what bloggers have learned, without any formal instruction, to do every day. And then a description of what's needed to make blogs a medium for real conversation."</p> <p>The blogger is no longer the solitary writer, detached from the real world. Today's blogger spends quite a bit of time reading, commenting, researching, recommending, and promoting. She may be part of a community of bloggers. </p> <hr color="red"> <p>"A Weblog (also known as a blog) is a personal Website that offers frequently updated observations, news headlines, commentary, recommended links and/or diary entries, generally organized chronologically. Weblogs vary greatly in style and content." from <a href="http://www.edventure.com/conversation/article.cfm?Counter=7444662">Triumph of the Weblogs</a> by Kevin Werbach.</p> <h2>Blogs about blogs </h2> <p><a href="http://www.blogroots.com/resources.blog">Blogroots</a> index of sites, pointers, books & more</p> <p><a href="http://blogdex.media.mit.edu/">BlogDex</a> (MIT) "blogdex is a system built to harness the power of personal news, amalgamating and organizing personal news content into one navigable source, moving democratic media to the masses. at current, blogdex is focused on the referential information provided by personal content, namely using the timeliness of weblogs to find important and interesting content on the web."</p> <p><a href="http://www.bloghop.com/">BlogHop</a> "About BlogHop! Your friendly neighborhood blog portal. Bloghop was made with one thing in mind -- to help readers find good blogs. It's all about the readers, man. If you find a blog you like, rate it, and it'll float to the top for the next reader."</p> <p><a href="http://www.lights.com/weblogs/tools.html">the complete guide to weblogs</a> "This resource is intended to contain as much information as possible about weblogs." And they do it rather well.</p> <p><a href="http://keeptrying.blogspot.com/">Keep Trying</a> "Mike Sanders Looks at Life Through The Blog"</p> <p><a href="http://www.linkwatcher.com/">LinkWatcher</a> aims to "supply linkwatcher users with much more powerful tools for searching, monitoring, and discovering new blogs." </p> <a href="http://portal.eatonweb.com/">Eatonweb Portal</a> Brigitte says "this portal is a labor of love. it started back in early 1999 when there were less than 50 known weblogs-there were a lot more than that out there, they just hadn't been discovered. as more kept turning up or getting started, i kept adding them to my list. it's grown a little since then." She lists 3377 blogs. <p><a href="http://surreally.com/bc2002/faq.htm">BlogCon 2002</a> the first blogger conference. Vegaa, August 23-25</p> <p><a href="http://www.well.com/user/jd/weblog/roundup.html">Weblogs and the News</a> "Where news, weblogs, and journalism intersect. The following links provide information about new forms of personal journalism — including weblogs, collaborative news sites, personal broadcasting, and more — as well as pointers to examples of each genre."</p> <p><a href="http://www.theweblogreview.com/">Weblog Review</a> "This page has been made so that people can find weblogs that interest them. Rather than just a bunch of links like other weblog portal pages, this one will actually include reviews of weblogs."</p> <p><a href="http://www.writetheweb.com/">Write the Web</a> "News for web users that [<i>sic</i>] write back."
<a href="http://www.brushstroke.tv/week10.2.html">12 Things</a> No One Ever Told You About Having a Weblog</p> <p><a href="http://www.google.com/press/zeitgeist.html">Google zeitgeist</a> </p> <hr color="red"> <img area="18720" src="http://www.internettime.com/images/olllogo.gif" height="60" width="312" /> <p><a href="http://www.onlinelearningmag.com/new/sept01/feature3.htm">Full article</a></p> <h2>Will businesses blog?</h2> <p>Jay Cross, CEO of the Internet Time Group, a Berkeley, Calif., e-learning and knowledge management consulting firm, thinks a Blogger-enhanced content management system could be a powerful business tool.</p> <p>“It would allow subject matter experts to document what’s important to them, and then publish it,” Cross says. “Instead of some knowledge engineer telling you what’s good for you, which is the old style of top-heavy corporate thinking, you’d have people in the sales force saying to each other, ‘This is information that’s really worthwhile.’ So you get informal exchanges of information within the corporation.”</p> <p>Cross believes that a Blogger-based content management system would help employees deal with information overload, as an editor could filter out the clutter and make sure only relevant information gets posted.</p> <p>While Cross sees the potential for Blogger and other Web log software, he believes it will be a difficult sell at a time when dot-com technology is out of vogue and the nation’s economy is depressed. “I think a content management system using Blogger may be a stealth sell; people buy it because it doesn’t cost much. If you offer five seats for $1,000 and there are some early adopters, it might catch on,” he says.</p> <hr /> <h2>Blogging as Knowledge Management Tool</h2> <p>Corporate lawyers aren't going to applaud my concepts of KM through blogging. After all, if old email that might be subpoenaed as evidence is a legal nightmare, imagine what attorneys will think of uncensored blogs. Ray Ozzie has offered a <a href="http://www.ozzie.net/blog/2002/08/24.html">policy</a> to keep employee blogs from violating SEC quiet period rules. </p> <p>Of course, the urge for secrecy, understandable for a Worldcom or Enron, can backfire if employees can't access their own firm's know-how:</p> <p align="center"><img area="44036" src="http://www.internettime.com/images/ic_under_key.jpg" height="202" width="218" /></p> <p>People who have heard my call for information sharing in business warn that (1) knowledge workers won't share their know-how because it's their meal-ticket and (2) you'll never get everyone on board. The first issue is motivational; reward systems can change the balance. Secondly, things will be a whole lot better if only one person in five takes part; 100% participation is not the objective. </p> <p>See <a href="http://www.blogroots.com/chapters.blog/id/4">Using Blogs in Business</a>, chapter from We Blog</p> <h2>Blogs for Education </h2> <p><a href="http://www.internettime.com/blog/archives/001026.html">Edblogger notes </a></p> <p><a href="http://interactiveu.berkeley.edu:8000/CA/">a place to write, nothing fancy</a>, Chris Ashley</p> <p><a href="http://istpub.berkeley.edu:4201/bcc/Fall2001/feat.weblogging.html">Weblogging: Another kind of website</a>, Chris Ashley</p> <blockquote> <p>"What is a weblog? A weblog is easy to use but less easy to explain, a technology that is becoming more widely used but still remains little known, and a writing tool that supports practicing writers and previous non-writers"</p> </blockquote> <p><a href="http://istpub.berkeley.edu:4201/bcc/Winter2002/feat.weblogging2.html">Weblogs: A Swiss Army website?</a>, Chris Ashley</p> <blockquote> <p>"Weblog communities are encouraged and supported by the ability of writers to use relatively simple publishing and writing environments that they can own, by the tools that help readers and writers find each other and connect over similar interests, and when readers themselves are empowered to write."</p> </blockquote> <p><a href="http://www.ravenrock.com/blog/blog.html">weblog-ed</a>, Will Richardson</p> <p><a href="http://www.schoolblogs.com/stories/storyReader$265">Weblogs in Education/School Blogs</a>, Adam Curry and Peter Ford</p> <p><a href="http://interactiveu.berkeley.edu:8000/IU/">Berkeley Interactive University</a></p> <p><a href="http://www.elearningpost.com/elthemes/blog.asp">Grassroots KM through blogging</a> - Maish Nichani & Venkat Rajamanickam - 14th May 2001 </p> <blockquote> <p> Blogs are a really cool way of telling stories. And because they are digital and use the Web for publishing and distribution, they have some advantages over traditional means of storytelling.</p> <ul><li>They are much more accessible than face-to-face mode. </li><li>They scale very easily across a large network, thus reaching a wider audience. </li><li>They can be easily archived and retrieved any number of times. </li><li>Providing context is much easier with hyperlinks and cross references. </li></ul> <p>Finally, as the popularity of blogs catches on, we are going to see many more twists on their use, but as we have noted, many will grow from their grassroots ability to communicate and share personal stories. In concluding this article, we take another quote from David Weinberger (he seems to have the most commonsensical approach to KM; simply can't resist quoting him):</p> <p>So, here's a definition of that pesky and borderline elitist phrase, "knowledge worker": A knowledge worker is someone whose job entails having really interesting conversations at work. </p> <p>The characteristics of conversations map to the conditions for genuine knowledge generation and sharing: They're unpredictable interactions among people speaking in their own voice about something they're interested in. The conversants implicitly acknowledge that they don't have all the answers (or else the conversation is really a lecture) and risk being wrong in front of someone else. And conversations overcome the class structure of business, suspending the org chart at least for a little while. </p> <p>If you think about the aim of KM as enabling better conversations rather than lassoing stray knowledge doggies, you end up focusing on breaking down the physical and class barriers to conversation. And if that's not what KM is really about, then you ought to be doing it anyway. </p> </blockquote> <p><a href="http://www.well.com/user/jd/weblog/roundup.html">Weblogs and the News</a> -- "Where News, Journalism and Weblogs Intersect"</p> <p>"Blogs are heaps of words that stick to the water: annotated transcripts of conversations that have no sides. They are the accumulata of What We Know, of open-ended conversation with who-knows-who. And perhaps I mean that last phrase a bit more literally than I intended when I wrote it eight seconds ago." <span style="color: rgb(0, 51, 153);"><a href="http://doc.weblogs.com/2001/06/06#release">Doc Searles</a></span></p> <p>Dave Winer's <a href="http://www.userland.com/theHistoryOfWeblogs">History of Weblogs</a> </p> <p><a href="http://www.hyperorg.com/backissues/joho-dec1-99.html#tacit">Tacit Docs</a> by David Weinberger "To hell with tacit knowledge. Go for tacit documents instead."</p>
<span style="color: rgb(0, 51, 153);font-family:trebuechet,arial;" ><hr color="red"> <p>from Netsurfer Digest: Blogging or Web logging has been around since the early days of the Web. Weblogs offer a vital, creative outlet for alternative voices. While conventional media haven't exactly faded away in the meantime, as some thought they might, blogging is an increasingly potent, credible and creative force for individual expression. It allows people to reach out beyond their immediate geographical confines and find an audience, no matter how small, on any subject under the sun. The lure of blogs is their creative freedom; no one else has a say in what you say and how you say it. And, it's becoming easier for anyone to join in with relatively simple and inexpensive tools for self-publishing. Diversity of viewpoint is another important rallying cry. There's a lot to be said for blogging, and three interesting, expressive bloggers do it well here, providing thoughtful, intriguing and diverse points of view about the phenomenon. We should shamelessly but briefly blow our own horn a little here and point out that in some ways Netsurfer is a blog, and perhaps the oldest of them all. </p> <hr color="red"> <p>An early list from the eLearning Jump Page</p> <p>(In time this will become a history lesson.) </p> <p><a name="blogs"></a>Blogs </p> <p><a href="http://www.meta-time.com/blog"><img area="4107" src="http://www.internettime.com/images/blog_bug.jpg" border="0" height="37" width="111" /></a> </p> <p><a href="http://www.meta-time.com/lcmt/">Learning Circuits</a>
<a href="http://www.jaycross.com/">jaycross.com</a></p> <p><a href="http://blogdex.media.mit.edu/">BlogDex</a> (MIT)
<a href="http://www.blogwise.com/">Blogwise </a>
<a href="http://www.tweney.com/writing.php?display=322">Tweeny</a>
<a href="http://radio.weblogs.com/0110772/stories/2002/10/03/personalKnowledgePublishingAndItsUsesInResearch.html">Paquette</a> <a href="http://www.oblivio.com/">
Oblivio</a>
<a href="http://www.alistapart.com/index.html">A List Apart</a>
<a href="http://www.metafilter.com/">Metafilter</a>
<a href="http://www.robotwisdom.com/">Robot Wisdom</a>
<a href="http://www.weblogs.com/">Weblogs.com </a></p> <p align="center"><a href="http://www.wbloggar.com/"><img area="2728" src="http://www.internettime.com/images/bloggerbutton1.gif" border="0" height="31" hspace="12" width="88" /> </a></p> <p align="center"><a href="http://pro.blogger.com/"><img area="2728" src="http://www.internettime.com/images/powered_by_blogger_pro.gif" border="0" height="31" hspace="12" width="88" /></a> </p> <p><a href="http://www.camworld.com/">camworld</a>
<a href="http://www.evhead.com/">evhead</a>
<a href="http://www.megnut.com/">megnut</a> & <a href="http://www.oreillynet.com/pub/ct/52">at O'Reilly</a>
<a href="http://www.peterme.com/">peterme</a> <a href="http://www.scripting.com/">
dave</a> <a href="http://doc.weblogs.com/">
doc</a>
<a href="http://www.hyperorg.com/blogger/" add_date="1006453502" last_visit="0" last_modified="0">JOHO the Blog</a>
<a href="http://www.elearningpost.com/">eLearningPost</a>
<a href="http://www.tomalak.org/index.html">Tomalak's Realm</a>
<a href="http://www.slashdot.org/">Slashdot
</a><a href="http://www.zeldman.com/">Zeldman</a>
<a href="http://www.kuro5hin.org/">Kuro5hin</a> <a href="http://werbach.com/blog/2002/08/21.html#a239">
Kevin Werbach</a>
<a href="http://www.rebeccablood.net/">Rebecca's Pocket</a>
<a href="http://www.guardian.co.uk/weblog/">The Guardian</a>
<a href="http://www.gazm.org/blogs/Fuzzy_Blogic.asp">Fuzzy Blogic</a>
<a href="http://weblog.infoworld.com/udell/">Jon Udell</a>
<a href="http://www.stevenberlinjohnson.com/">Steve Johnson</a>
<a href="http://www.eleganthack.com/blog/">elegant hack</a>
</p> <p><a href="http://www.technorati.com/cosmos/interestingblogs.html?PHPSESSID=e3c7d74715d0961f15b1f29d106d7c4d">Technorati Top 100 </a>
<a href="http://www.well.com/user/jd/weblog/roundup.html">JD Lasica/News</a>
<a href="http://www.rebeccablood.net/portal.html">Rebecca Blood's links</a>
<a href="http://groups.yahoo.com/group/klogs/">Yahoo Groups Klogs</a> </p> <p align="left"><a href="http://www.movabletype.org/"><img area="2816" src="http://www.internettime.com/images/movabletype_icon.gif" border="0" height="22" width="128" /></a> </p> <p align="left"><a href="http://www.sixapart.com/log/">Six Apart Log</a></p>
<span class="posted">Posted by Jay Cross at August 31, 2001 11:44 PM | <a href="http://www.internettime.com/scgi-bin/mt-fatback.cgi?__mode=view&entry_id=915" onclick="OpenTrackback(this.href); return false">TrackBack</a>
<div class="comments-head"><a name="comments"></a>Comments</div> <div class="comments-body"> <p>"It is becoming obvious that no one really understands weblogs," says Rebecca Blood in <a href="http://www.guardian.co.uk/online/weblogs/story/0,14024,1108306,00.html">this piece in the Guardian</a>.</p> <p>All this represents something new: participatory media. And it matters. Not because of its resemblance to familiar institutions, but because of its differences from them.</p> <p>Weblogs are just too varied, too idiosyncratic, to fit into an existing box. Industry analysts might call this disruptive technology because weblogs have changed personal publishing so profoundly that the old rules no longer apply. We are at the beginning of a new age of online publishing - and I predict that this generation of online pamphleteers is just the first wave. </p> <span class="comments-post">Posted by: <a href="mailto:jaycross@internettime.com">jay cross</a> at December 18, 2003 10:15 PM </span></div> <div class="comments-body"> <p><a href="http://rss.lockergnome.com/">Lockergnome RSS Resource</a></p> <span class="comments-post">Posted by: <a href="mailto:jaycross@internettime.com">jay cross</a> at December 21, 2003 10:39 AM </span></div> <div class="comments-body"> <p><a href="http://journalism.nyu.edu/pubzone/weblogs/pressthink/2003/10/16/radical_ten.html">PressThink on What's Radical About the Weblog Form in Journalism?</a></p> <p>Also see <a href="http://journalism.nyu.edu/pubzone/weblogs/pressthink/2004/04/29/q_and_a.html">Questions and Answers About PressThink</a></p> <span class="comments-post">Posted by: <a href="http://www.internettime.com/">Jay Cross</a> at April 29, 2004 05:50 PM
<h3 style="font-weight: normal;" class="title"><a href="http://www.experiencedesignernetwork.com/archives/000565.html">Weblog Design: Personal Knowledge Space
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<a href="http://metatime.blogspot.com/">Old Internet Time Blog</a> and <a href="http://internettime.com/wordpress">New Internet Time Blog</a>
<a href="http://www.technorati.com/">Technorati </a>| <a href="http://del.icio.us/"></a> <a href="http://pubsub.com/">Pubsub</a> | <a href="http://populicio.us/">Populicious</a> | <span style="font-family:arial;"><a href="http://www.nyt.com/">NYT </a>& <a href="http://www.wsj.com/">WSJ</a> | <a href="http://en.wikipedia.org/">Wikipedia</a> | <a style="color: rgb(255, 0, 0);" href="http://www.onelook.com/">OneLook</a></span> | <a href="http://www.downes.ca/edu_rss.htm">EduRSS</a> | <a href="http://us.ixquick.com/eng/power_search.html"> ixquick </a> | <a style="color: green;" href="http://informallearn.blogspot.com/">Informal Learning Research</a> | <a href="http://www.siderean.com/facetious/facetious.jsp">Search Delicious</a> | <a href="http://www.writely.com/">Writely </a> | <a href="http://informallearn.blogspot.com/2005/09/gone-searchin.html">Google search forms</a>
<hr /><span style="font-weight: bold;">Wikis</span> <a href="http://futureoftalent.pbwiki.com/">FoT</a> <a href="http://emel.pbwiki.com/">EMEL</a> <a href="http://itnernettime.pbwiki.com/">InternetTime</a> <a style="font-weight: bold;" href="http://jaycross.pbwiki.com/">jaycross</a> <a href="http://taipei.pbwiki.com/">Taipei</a> | <a style="font-weight: bold;" href="http://jaycross.suprglu.com/">Jay's aggregator</a><form action="http://www.google.com/custom" method="get"><div align="left"><input maxlength="255" name="q" style="font-size: 24px;"><input value="Google" name="sa" type="submit"><input value="LW:246;L:http://www.internettime.com/images/itimewww_logo.gif;LH:32;AH:center;GL:0;AWFID:d5f6c042ee43cd78;" name="cof" type="hidden"><span style="font-family:Trebuchet MS,Arial,sans-serif;"><input checked="checked" value="" name="sitesearch" type="radio"> web
<input value="internettime.com" name="sitesearch" type="radio"> internettime.com <input value="jaycross.com" name="sitesearch" type="radio"> jaycross.com | </span> <input value="metatime.blogspot.com:" name="sitesearch" type="radio"> current blog
<a href="http://google.com/images">Google Images</a>
<hr />
<table width="100%"><tbody><tr><td valign="top" width="33%"><a name="top"></a><a href="http://jaycross.com/">jaycross.com</a>
<a href="http://www.internettime.com/images">Internet Time Images</a>
<a href="http://abu9.blogspot.com/2004/11/introduction.html">KnowledgeBase</a>
<a href="http://www.emergentlearningforum.com/">Emergent Learning Forum</a>
<a href="http://www.elearningforum.com/">eLearning Forum </a>
<a href="http://www.workflowinstitute.com/">Workflow Institute</a>
<a href="http://www.meta-learninglab.com/">Meta-Learning Lab</a>
<a href="http://learningcircuits.blogspot.com/">Learning Circuits blog</a>
<a href="http://journalpro.blogspot.com/">JournalPro</a> & <a href="http://www.blogger.com/app/post.pyra?blogID=3350508">Post </a>
<a href="http://iagocruz.blogspot.com/">Jay-Blog </a>
<a href="http://jaycross.blogspot.com/">RESEARCH</a>
<a href="http://informallearn.blogspot.com/">
</a></td><td valign="top"><a href="http://www.amazon.com/">Amazon
<span style="font-family:arial;"><span style="font-family:arial;"></span></span></a><a href="https://www.cardscan.net/secure/home.asp?pagekey=086901495220042352501231">Accucard</a>
<a href="http://abu9.blogspot.com/2003/12/links.html#bottom"><img src="http://photos7.flickr.com/9325432_ab5ff94412_o.jpg" align="right" border="0" hspace="12" /></a><span style=""><span style=""><span style="font-family:arial;"><a href="http://www.skew-t.com/%7Elr/">Austin</a></span></span></span>
<a href="http://www.sfbaytraffic.info/">Bay Area Traffic</a>
<a href="http://abu9.blogspot.com/2003/12/links.html#berkeley">Berkeley</a>
<a href="http://www.internettime.com/Learning/Books.htm">Books</a>
<a href="http://internettime.breezecentral.com/">Breeze5</a>
<a href="http://www.constantcontact.com/login.jsp">Constant Contact</a>
<a href="http://www.imdb.com/">IMDB</a><span style="font-family:arial;"> & </span><a href="http://www.imdb.com/showtimes/location/94708">local</a><span style="font-family:arial;">
</span><a href="http://alliance.zap2it.com/zap2it/code/movies_toolkit/cda/zp_mt_main_template/1,1009,549-105-94708-5---,00.html">LocalMovies via Ebert</a>
<a href="http://status.blogger.com/">Blogger status</a>
<a href="http://buzz.blogger.com/">Blogger Buzz</a></td><td valign="top" width="33%"><a href="http://abu9.blogspot.com/2003/12/links.html#read">Reading</a>
<a href="http://abu9.blogspot.com/2003/12/links.html#ref">Reference</a>
<a href="http://abu9.blogspot.com/2003/06/bay-area-restaurants.html">Restaurants</a>
<a href="http://webmonkey.wired.com/webmonkey/reference/special_characters/">Special Characters</a>
<a href="http://webmonkey.wired.com/webmonkey/reference/color_codes/">Colors</a> & <a href="http://www.learningwebdesign.com/colornames.html">More</a>
<a href="http://www.quicktopic.com/">QuickTopic</a>
<a href="http://www.refdesk.com/">RefDesk</a>
<a href="http://abu9.blogspot.com/2003/12/links.html#sf">San Francisco</a>
<a href="http://www.tinyurl.com/">Tiny URL</a>
<a href="http://abu9.blogspot.com/2003/12/links.html#tools">Tools</a>
<a href="http://abu9.blogspot.com/2003/12/links.html#travel">Travel</a>
<a href="http://abu9.blogspot.com/2003/12/links.html#tech">Tech</a>
<a href="http://abu9.blogspot.com/2003/12/links.html#web">Web</a>
<a href="http://abu9.blogspot.com/2003/12/links.html#writing">Writing</a>
<a href="http://www.timeanddate.com/worldclock/custom.html?cities=791,263,136,195">World Clock</a>
<a href="https://login.globat.com/">Globat ISP</a> <a href="https://login.globat.com/cp2/ftp.php?sid=1c9ba91adfcc&pagesize=all&navpage=0&sortby=name_asc&filter=&dir=/httpdocs/pickup">pickup</a>
<a href="http://host69.ipowerweb.com:2082/frontend/ipowerweb/index.html">ipowerweb ISP</a>
</td></tr></tbody></table><a href="http://www.downes.ca/edu_rss.htm"><img src="http://photos1.flickr.com/3181414_8d52229887_t.jpg" align="right" hspace="12" /></a><span style="font-weight: bold;">Wikis</span> <a href="http://futureoftalent.pbwiki.com/">FoT</a> <a href="http://emel.pbwiki.com/">EMEL</a> <a href="http://itnernettime.pbwiki.com/">InternetTime</a> <a href="http://jaycross.pbwiki.com/">jaycross</a>
<a href="http://www.internettime.com/enew.htm">
</a></div> </form> <strong></strong><strong>Writing</strong>
<a href="http://www.bartleby.com/">Bartelby </a><span style=""><span style="">
<a href="http://www.dictionary.com/">Dictionary.com</a>
<a href="http://www.etymonline.com/">Online Etymology Dictionary</a></span></span><a href="http://www.etymonline.com/"><span style=""><span style=""><span style="font-family:arial;"></span></span></span></a><a href="http://www.blogger.com/post-edit.g?blogID=8217160&postID=110377651301115890&quickEdit=true#bottom"><img src="http://photos7.flickr.com/9325432_ab5ff94412_o.jpg" align="right" border="0" hspace="12" /></a><span style=""><span style=""><span style="font-family:arial;"><span style=""><span style="">
<a href="http://www.nytimes.com/library/tech/reference/cynavi.html">NYT Navigator</a>
<a href="http://www.nypl.org/styleguide/"> NYPL Style Guide</a>
<a href="http://www.onelook.com/">OneLook</a>
<a href="http://www.oxymoronlist.com/">Oxymoron List</a>
<a href="http://www.dailycelebrations.com/quotes.htm">Quotations Directory
</a><a href="http://abu9.blogspot.com/2003/12/links.html#top"><img src="http://photos3.flickr.com/2349818_3780cae8ca_t.jpg" align="right" border="0" hspace="6" /></a><a href="http://www.poynter.org/content/content_view.asp?id=61811">Fifty Writing Tools from Poynter</a>
<a href="http://www.writersmarket.com/">Writers Market</a>
<a href="http://abu9.blogspot.com/2004/01/writing.html">On Writing</a> (Internet Time KnowledgeBase)
<a name="travel"></a><strong>Travel</strong><span style=""><span style=""><strong></strong>
<a href="http://www.orbitz.com/">Orbitz</a>
<a href="http://www.tripadvisor.com/">Trip Advisor</a>
<a href="http://www.travelocity.com/">Travelocity </a></span></span></span></span></span></span></span><a href="http://www.travelocity.com/"><span style=""><span style=""><span style="font-family:arial;"></span></span></span></a><a href="http://www.blogger.com/post-edit.g?blogID=8217160&postID=110377651301115890&quickEdit=true#bottom"><img src="http://photos7.flickr.com/9325432_ab5ff94412_o.jpg" align="right" border="0" hspace="12" /></a><span style=""><span style=""><span style="font-family:arial;"><span style=""><span style=""><span style=""><span style="">
<a href="http://www.kayak.com/">Kayak</a>
<a href="http://www.sidestep.com/">Side Step</a>
<a href="http://www.iflyswa.com/">Southwest</a>
<a href="http://www.jetblue.com/">Jet Blue</a>
<a href="http://www.tripadvisor.com/">Trip Advisor</a>
<a href="http://www.lastminutetravel.com/">LastMinute Travel</a>
<a href="http://www.untours.com/">Untours </a>
<a href="http://www.hotwire.com/">Hotwire</a>
<a href="http://www.vacationspot.com/vs_index.htm">VacationSpot.com</a>
<a href="http://www.viamichelin.com/">Michelin</a>
<a href="http://www.nationalgeographic.com/traveler/">Traveler</a>
<a href="http://www.fodors.com/">Fodor's </a></span></span></span></span></span></span></span><a href="http://www.fodors.com/"><span style=""><span style=""><span style="font-family:arial;"></span></span></span></a><a href="http://www.blogger.com/post-edit.g?blogID=8217160&postID=110377651301115890&quickEdit=true#bottom"><img src="http://photos7.flickr.com/9325432_ab5ff94412_o.jpg" align="right" border="0" hspace="12" /></a><span style=""><span style=""><span style="font-family:arial;"><span style=""><span style=""><span style=""><span style="">
<a href="http://www.180096hotel.com/">Discount Hotel </a>
<a href="http://www.lodging.com/">Lodging</a>
<a href="http://www.quikbook.com/">Quikbook</a>
<a href="http://www.hoteldiscount.com/">Hoteldiscount</a>
<a href="http://www.placestostay.com/">B&B</a>
<a href="http://www.vacationspot.com/vs_index.htm">Homes </a>
<a href="http://www.bnm.com/rcar.htm">Airport Car Rentals</a>
<a href="http://www.alamo.com/">Alamo</a><span style="">
<a name="read"></a><strong>Reading</strong>
<a href="http://www.nyt.com/">NYT</a>
<a href="http://www.salon.com/">Salon</a> & <a href="http://www.slate.com/">Slate</a>
<a href="http://www.cio.com/">CIO</a> & <a href="http://www.darwinmag.com/">Darwin</a>
<a href="http://firstmonday.org/">First Monday</a>
<a href="http://hbswk.hbs.edu/index.jhtml">HBS Working Knowledge </a>
<a href="http://www.internettime.com/Learning/Books.htm">Books</a>
<a href="http://www.cybereditions.com/aldaily/">Arts & Letters</a>
<a href="http://www.businessweek.com/">Bus. Week</a>
<a href="http://www.sfgate.com/">The Gate</a>
<a href="http://www.edge.org/">Edge </a>
<a href="http://www.forbes.com/">Forbes</a>
<a href="http://www.fortune.com/">Fortune</a>
<a href="http://www.infoworld.com/">InfoWorld</a>
<a href="http://tr.pair.com/">Tomalak</a>
<a href="http://www.cnet.com/">c|net</a>
<a href="http://www.zdnet.com/">zdnet</a>
<a href="http://www.mercurycenter.com/svtech/columns/gillmor/">Dan Gillmor</a>
<a href="http://www.hotwired.com/">Hot Wired</a>
<a href="http://www.fastcompany.com/" target="">Fast Company</a>
<a href="http://www.newsweek.com/">Newsweek</a>
<a href="http://www.theonion.com/">Onion</a>
<a href="http://www.strategy-business.com/" target="_blank">Strategy and Business</a> </span></span></span></span></span></span></span></span><a href="http://www.mercermc.com/" target="_blank"><span style=""><span style=""><span style="font-family:arial;"></span></span></span></a><a href="http://www.blogger.com/post-edit.g?blogID=8217160&postID=110377651301115890&quickEdit=true#bottom"><img src="http://photos7.flickr.com/9325432_ab5ff94412_o.jpg" align="right" border="0" hspace="12" /></a>
<span style=""><span style=""><span style="font-family:arial;"><span style=""><span style=""><span style=""><span style=""><span style=""><a href="http://www.mercermc.com/" target="_blank">Mercer Management </a> <a href="http://mckinseyquarterly.com/" target="_blank">
McKinsey Quarterly</a> <a href="http://www.santafe.edu/sfi/publications/update/index.html">
Santa Fe Institute </a> <a href="http://www.techreview.com/" target="_blank">
MIT Tech Review</a>
</span> <span style=""><a href="http://hbsworkingknowledge.hbs.edu/">HBS Working Knowledge</a><a href="http://abu9.blogspot.com/2003/12/links.html#top"><img src="http://photos3.flickr.com/2349818_3780cae8ca_t.jpg" align="right" border="0" hspace="6" /></a>
<a name="ref"></a></span><p><span style=""><a name="ref"><strong>Reference</strong>
</a><a href="http://www.amazon.com/exec/obidos/subst/home/home.html/002-2726564-6385606">Amazon</a>
<a href="http://www.nytimes.com/pages/aponline/news/">AP News</a>
<a href="http://www.encarta.msn.com/">Encarta</a>
<a href="http://news.google.com/">Google News</a>
<a href="http://www.archive.org/">Internet Archive</a>
<a href="http://www.metacritic.com/">metacritic </a>
<a href="http://www.multimaps.com/">MultiMap</a>
<a href="http://www.internettime.com/itimegroup/ristorante.htm">Restaurants </a>
<a href="http://www.1911encyclopedia.org/">ref desk
1911 Britannica</a>
<a href="http://www.friesian.com/history.htm">History of Philosophy</a>
<a href="http://en.wikipedia.org/wiki/Main_Page">Wikipedia</a>
<a href="http://www.trincoll.edu/depts/phil/philo/timeline.html">Window: Philosophy</a><span style="font-family:Arial,Helvetica,sans-serif;">
<a href="http://www.google.com/press/zeitgeist.html">Google: Zeitgeist</a>
<a href="http://scienceworld.wolfram.com/info/">World of Science</a></span></span></p><span style=""><a name="art"></a><strong>Art
</strong><a href="http://www.jaycross.com/jayhoo/art.htm">Art
</a><a href="http://www.colorfulimages.com/">Colorful Images
</a><a href="http://www.internettime.com/images/cons">concept imagery</a>
<a href="http://www.dcviews.com/">Dcviews -</a>
<a href="http://photographica.org/">p h o t o g r a p h i c a . o r g</a>
<a href="http://rhizome.org/artbase/artists_A-Z.rhiz">Rhizome.org Artbase--Artists A-Z</a>
<a href="http://www.mirrorproject.com/search/results/?id=1444&term=jay+cross&x=7&y=4">The Mirror Project</a>
<a href="http://www.e-sheep.com/shapeshifter/63.html">Shapeshifter</a>
<a href="http://www.grand-illusions.com/index.htm">Illusions</a>
<a href="http://www.eyetricks.com/">Magic & Illusion</a>
<a href="http://www.kattnet.com/arms/misc_xbow.html?2">beautiful album</a>
<a href="http://micro.magnet.fsu.edu/primer/java/scienceopticsu/powersof10/index.html">Powers Of 10</a>
<a href="http://www.terrafly.com/">TerraFly</a>
<a href="http://www.understandingduchamp.com/">Understanding Marcel Duchamp</a>
<a href="http://abu9.blogspot.com/2003/12/links.html#top"><img src="http://photos3.flickr.com/2349818_3780cae8ca_t.jpg" align="right" border="0" hspace="6" /></a>
<a name="groups"></a><strong>Groups
</strong> <a href="http://www.acm.org/">ACM</a>
<a href="http://www.astd.org/">ASTD</a>
<a href="http://www.baychi.org/">BayCHI</a>
<a href="http://www.churchillclub.com/">Churchill Club</a>
<a href="http://www.ispi.org/">ISPI</a>
<a href="http://www.svispi.org/">ISPI Silicon</a>
<a href="http://www.nbma.com/">NBMA</a>
<a href="http://tigernet.princeton.edu/">tigernet</a>
<a href="http://www.hbsanc.org/">HBS NC</a>
<a href="http://www.matpro.com/hcsf/">Harvard Club</a>
<a href="http://www.isaconnection.org/">ISA</a>
<a href="http://www.acm.org/sigchi/">ACM (SIGCHI) </a>
<a href="http://www.craigslist.org/">Craigslist </a>
<a href="http://www.svispi.org/">SVISPI </a>
<a href="http://www.gazel.org/"> GAZEL</a>
<a href="http://www.sol-ne.org/">SOL</a>
<a href="http://www.telascience.org:8080/NextNow">NextNow</a> </span></span></span></span></span></span></span></span><a href="http://www.alumni.hbs.edu/login/index.jhtml?http://apps.alumni.hbs.edu/navigator/index.jsp?N=0"><span style=""><span style=""><span style="font-family:arial;"></span></span></span></a><a href="http://www.blogger.com/post-edit.g?blogID=8217160&postID=110377651301115890&quickEdit=true#bottom"><img src="http://photos7.flickr.com/9325432_ab5ff94412_o.jpg" align="right" border="0" hspace="12" /></a>
<span style=""><span style=""><span style="font-family:arial;"><span style=""><span style=""><span style=""><span style=""><span style=""><a href="http://www.alumni.hbs.edu/login/index.jhtml?http://apps.alumni.hbs.edu/navigator/index.jsp?N=0">HBS Alumni </a></span><p></p><p><span style=""><a name="tools"></a><strong>Tools</strong>
<a href="http://www.authorize.net/">Authorize.net </a>
<a href="http://www.mycalendar.com/index.asp?action=logout">Calendar</a>
<a href="http://www.learningwebdesign.com/colornames.html">HTML colors</a>
<a href="http://www.impatica.com/"> </a>Link Checker<a href="http://validator.w3.org/checklink/"> (W3C)
</a><a href="http://www.kartoo.com/">Kartoo</a>
<a href="http://www.mapquest.com/">MapQuest</a>
<a href="http://www.quicktopic.com/">QuickTopic</a>
<a href="http://public.pacbell.net/switched/roaming_numbers.html">SBC Roaming #s</a>
<a href="http://www.networksolutions.com/cgi-bin/whois/whois">whois</a>
<a href="http://www.zoomerang.com/Login/index.zgi">Zoomerang</a>
<a href="http://abu9.blogspot.com/2003/12/links.html#top"><img src="http://photos3.flickr.com/2349818_3780cae8ca_t.jpg" align="right" border="0" hspace="6" /></a>
<a name="tech"></a><strong>Tech</strong>
<a href="http://arstechnica.com/">Ars Technica</a>
<a href="http://www.xml.com/">XML.com</a>
<a href="http://www.alistapart.com/stories/hellxml/">A List Apart What the hell is XML</a>
<a href="http://www.alistapart.com/stories/cms1/">CMS & the Single Web Designer</a>
<a href="http://nexist.sourceforge.net/groupware.html">Collaborative Groupware Software</a>
<a href="http://www.filebasket.com/">Filebasket</a>
<a href="http://www.oreillynet.com/">O'Reilly</a>
-- shareware <a href="http://www.tucows.com/">Tucows </a>
<a href="http://www.xml.com/pub/a/2001/04/04/webservices/index.html">Web Services Primer</a></span></p><p><span style=""><b><a name="web"></a>Web</b>
<a href="http://www.w3.org/2001/sw/">W3C Semantic </a>
<a href="http://www.provenanceunknown.com/edit/style.html">web copy style</a>
<a href="http://www.eyewire.com/">EyeWire</a>
<a href="http://www.glish.com/css/" add_date="1006453502" last_visit="0" last_modified="0">glish.com : CSS </a>
<a href="http://cgi.resourceindex.com/Remotely_Hosted/" last_modified="0"> CGI Resource</a>
<a href="http://chat.q42.net/?url=www.metafilter.com" last_modified="0">icon talks to others</a> </span></p><p><span style=""> <strong><a name="sf"></a>San Francisco Area</strong>
<a href="http://www.sfgate.com/traffic/">Traffic</a>
<a href="http://www.sfgate.com/traveler/graphics/maps/sfbay_std.gif">Bay Area Map</a>
<a href="http://www.computerhistory.org/">Computer History Museum</a>
<a href="http://www.gsmrm.org/">Golden State Model Railroad Museum</a>
<a href="http://www.laughingsquid.org/">Laughing Squid</a></span><a href="http://www.laughingsquid.org/"><span style=""><span style=""><span style="font-family:arial;"></span></span></span></a><a href="http://www.blogger.com/post-edit.g?blogID=8217160&postID=110377651301115890&quickEdit=true#bottom"><img src="http://photos7.flickr.com/9325432_ab5ff94412_o.jpg" align="right" border="0" hspace="12" /></a></p></span></span></span><span style="">
<a href="http://www.stanford.edu/dept/hds/chs/general/hotel.html">Peninsula Hotels</a>
<a href="http://abu9.blogspot.com/2004/01/restaurants.html">Restaurants</a>
<a href="http://www.december.com/places/sfo/blue.html">SFO Blue</a>
<a href="http://quake.wr.usgs.gov/">USGS Earthquake News</a> </span><p></p><p><span style=""><a name="berkeley"></a><strong>Berkeley
</strong><a href="http://www.thebishop.net/local/index.php">Bishop's Berkeley</a>
<a href="http://www.ci.berkeley.ca.us/histsoc/">Berkeley Historial Society</a>
<a href="http://www.berkeleypaths.com/">Berkeley Path Wanderers</a>
<a href="http://www.ci.berkeley.ca.us/">City of Berkeley</a>
<a href="http://www.countryjoe.com/berkeley.htm">Country Joe's Berkeley</a>
<a href="http://goines.net/poster_art.html">David Lance Goines</a>
<a href="http://www.fivecreeks.org/">Friends of Five Creeks</a>
<a href="http://www.ci.berkeley.ca.us/parks/Parkmap.html">Parks</a>
</span><span style=""><span style=""><span style="font-family:arial;"><a href="http://www.berkeleypaths.com/">Path Wanderers</a></span></span></span>
<span style=""><a href="http://www.berkeley.edu/">U.C. Berkeley</a>
<a href="http://www.beastblog.com/">Beast</a>
<a href="http://www.kermitlynch.com/index.html">Kermit Lynch</a>
<a href="http://www.hillsideclub.org/wordpress/">Hillside Club</a>
</span></p><span style=""><a href="http://abu9.blogspot.com/2003/12/links.html#top"><img src="http://photos3.flickr.com/2349818_3780cae8ca_t.jpg" align="right" border="0" hspace="6" /></a>
Cameras
<a href="http://www.steves-digicams.com/">Stevie's Digicams</a>
<a href="http://www.dpreview.com/">Digital Photography Review</a>
Code Fragments
S<a href="http://metatime.blogspot.com/2005/04/jack-is-back.html#theproblem">ee "The Problem."</a>
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</a> | <a href="https://flagship3.vanguard.com/VGApp/hnw/HomepageOverview">Vanguard</a> | <a href="https://www.firstib.com/">First Internet</a> | <a href="https://www.lc.usaa.com/inet/ent_logon/Logon">USAA</a></span></span></span></span></span></span>jayhttp://www.blogger.com/profile/16271633210993298646noreply@blogger.com0tag:blogger.com,1999:blog-8217160.post-1118637636625642192003-06-12T20:09:00.000-07:002005-12-23T15:36:38.516-08:00Bay Area Restaurants<a href="http://www.sanfran.com/archives/">San Francisco Mag Top 50</a>
<a href="http://www.sfgate.com/eguide/food/">Chronicle Top 100</a>
<a href="http://www.zagat.com/index.aspx">Zagat</a>
<a href="http://www-rnc.lbl.gov/Restaurants/Restaurants.html">Restaurants in Berkeley</a>
East Bay Restaurants
Berkeley/Oakland
A Cote, College, Rockridge classy wine bar
***Ajanta, 1888 Solano Avenue, Berkeley 510.526.4737 | best Indian restaurant
Asmara Restaurant Oakland 547-5100 | Ethiopian
Battambang 850 Broadway 839-8815 | Cambodian
**Bay Wolf, 3853 Piedmont. 655-6004. | California
Blue Nile Berkeley 540-6777 | Original Ethiopian
Bucci's Emeryville 547-4725 | Overrated Italian
Cafe at Chez Panisse. 548-5049 | Exquisite but pricey
Cafe Eritrea d'Afrique Oakland 547-4520 | Funky Ehthiopian
Cafe Grace Berkeley 842-2409 | at the University Art Museum
Cafe Rouge 1782 Fourth St 525-1440 | Nice but pricey
** Cha Am 848-9664 | Best Thai place in town
Christophers Nothing Fancy Albany 526-1185 | Neighborhood Mexican
Citron 5484 College Avenue 653-5484 evenings | Classy Euro
Cugini wood-fired pizza 558-9000 | So so
Kathmandu 1410 Solano 526-3222 5:30-10:00 daily reserve | A rare treat
Kirala Berkeley 549-3486 | Best Japanese in Berkeley
** Lalime's 1329 Gilman 527 9838 dinner www.lalimes.com | Great restaurant
**Liaison, Shattuck & Hearst | French bistro, fun, a little pricey
**Mangia Mangia 526-9700 755 San Pablo closed mondays | Neighborhood Italian
Norinokono 548-1274 | Robata, intimate
***O Chame Berkeley 841-8783 | Country French/Japanese. Best restaurant in town
Oliveto, 5655 College. 547-5356 | Overprice, to much olive oil. Downstairs works
Pyramid Breweries 527-9090 | Noisy, pub food, an in spot
*Renee's Place 1477 Solano Ave Albany, CA (510) 525-2330 | Good Chinese lunch on Solano
Ristorante Salute 1900 Esplanade Richmond 215-0803 Mon-Sat 11-11 | Mediocre, great site
Rivoli 526-2542 Solano at Peralta 5:30-10:00 | Overpriced but food can be great
***Soizic, 300 Broadway & Third , Oakland. 510 251-8100 closed mondays | Oakland fave
** Townhouse, 5862 Doyle Street, Emeryville 510 562 6151 Mon-Fri | Funky but good
Toyo 843-3768 | Neighborhood Japanese
Venezia 1799 University 849-4681 | Italian
<span style="font-weight: bold;">Marin Restaurants</span>
Sausalito
Avatar -- "Marindian" cuisine. Try a Punjabi Caribbean jerk chicken tostada. Noisy, snack-bar ambiance. Innovative dishes. Great flavors. $6-$12.
Caruso's -- in the Sausalito Marina -- funky bait store-fish market-snack bar. Sit outside while enjoying your calamari burger. $5.
Mill Valley
Piatti -- on the west side of 101 near Seminary (just north of Sausalito). 625 Redwood Highway, Mill Valley. Italian restaurant facing lagoon. Pizza, pasta, grilled items. Extensive menu. Jerry Garcia ate his last meal here. Walk next door to look at the Ferraris after lunch.380 2525
Piazza D'Angelo 22 Miller Mill Valley Charming upscale Italian restaurant in the heart of Mill Valley. 388-2000
Mountain Home Inn -- past the Muir Woods turnoff at 810 Panoramic. Stunning views back to the Bay from the slopes of Mt. Tam. Deck. Snacks and light meals. Mon-Fri lunch & dinner, Sat-Sun brunch & dinner. Closed Mondays November thru April. 381-9000.
Corte Madera
Il Fornaio Cucina Italiano. Delightful ristorante, the mothership of the Il Fornaio chain. Corte Madera 927-4400
Larkspur
Left Bank, Magnolia, Larkspur. Formidable. Roland Passot's bistro evokes memories of the French countryside. Fantastic food more than makes up for occasional lapses in service. 927 3331
Lark Creek Inn, 234 Magnolia, Larkspur. Chef Bradley Ogden's upscale California cuisine experience. In good weather, ask for a table outside by the creek.924-7766.
Fabrizio, Magnolia, Larkspur. Very pleasant neighborhood Italian. A bit noisy.
Tiburon
Guaymas, 5 Main. 435-6300. Innovative Mexican.
San Anselmo
Bubba's Diner, 566 San Anselmo. 459-6862. Gotta try this. American all the way. Breakfast, lunch & dinner every day but Tuesday.
San Rafael
Cafe Monet, 100 Smith Ranch Road, San Rafael 94903 415/499-8668
Striking salads, innovative lunches, bistro ambiance.
<span style="font-weight: bold;">Pensinsula Restaurants</span>
***Zibibbo 20, 21, 18, $36
430 Kipling St. (bet. Lytton & University Aves.), Palo Alto, CA,
94301-1529 (650) 328-6722
**Evvia 24, 23, 21, $37
420 Emerson St. (bet. Lytton & University Aves.), Palo Alto, CA,
94301-1604 (650) 326-0983
For "Greek food raised to an art form", try this "taverna-like" Palo
Alto spot with "wonderful" "nouvelle Hellenistic" cuisine; throw in
"transporting decor" and it becomes a "feast for the senses"; the only
complaint is that it's one of the "toughest reservations" in the area
to score.
Flea St. Cafe 22, 19, 21, $35
3607 Alameda de las Pulgas (Avy St.), Menlo Park, CA, 94025-6213
(650) 854-1226
"Marvelous" Menlo Park New American offering "cleverly prepared" food
made with "fresh ingredients" and served by a "personable" staff; a
recently redecorated dining room (relax, it's still like "eating at
home"), and new chef Mark Stark may make Flea fans jump even higher.
**Viognier 25, 22, 21, $43
222 E. Fourth Ave. (bet. B St. & Ellsworth Ave.), San Mateo, CA,
94401-4079 (650) 685-3727
"A food lover's restaurant", this San Mateo Med (located upstairs
from Draeger's "super supermarket") is "one of the few worth a trip
down 101"; while star chef Gary Danko is now at his own spot in SF,
his legacy lives on in the "imaginative, delicious" cuisine; with its
"wonderfully spacious" dining room, "friendly service" and "good wine
list", it's "a repeater."
------------------
Amber India
2290 W. El Camino Real #9
(between Rengstroff and Ortega aves.)
Mountain View, CA
(650) 968-7511
Bistro Elan
448 California Ave.
(between El Camino Real and Ash)
Palo Alto
(650) 327-0284
California, French
Culinary creativity rules at this four-year-old Palo Alto bistro with sparkling ambience that makes you feel French.
Blue Chalk Cafe
630 Ramona St.
(between Hamilton and Forest)
Palo Alto, CA
(650) 326-1020
Southern, Cajun/Creole
Play pool and sample imaginative southern comforts at a unique and fun restaurant/hangout.
Caffe Riace
200 Sheridan Ave.
(at Park)
Palo Alto, CA
(650) 328-0407
Italian
A pleasant Italian eatery with outdoor seating and simple but very satisfying food.
Crescent Park
546 University Ave.
(between Webster and Cowper)
Palo Alto, CA
(650) 326-0111Mediterranean
South Bay residents welcome this Mediterranean establishment to their neck of the woods.
Gordon Biersch Brewery Restaurant (Palo Alto)
640 Emerson St.
(between Forest and Hamilton)
Palo Alto, CA
(650) 323-7723
California
Fresh beer and good food attract Stanford folks and professionals to this spot in tony downtown
**L'Amie Donia
530 Bryant St.
(at University)
Palo Alto, CA
(650) 323-7614
French, Bistro
The Palo Alto bistro has won an ardent cult following among well-heeled Stanford intellectuals and those homesick for the foods of France. Dinner only.
<span style="font-weight: bold;">San Francisco Restaurants</span>
***Farallon, 40 Post, 956-6969 | Classy fish place
Rubicon, 558 Sacramento, 434-4100.
Silks, Mandarin Oriental.. California cooking iwth Asian accents. 986-2020.
**Bizou, 598 Fourth (Brannan) lun weekdays 415 543-2222
**Hawthorne Lane, 22 Hawthorne. 777-9779 $$$
Crustacean California & Polk 776-2722
Fringale 570 Fourth. bistro 543-0573
Helmand 362-0641 | Ethiopian
Sol y Luna 296-8191
<span style="font-weight: bold;">Favorites</span>
***La Folie, 2316 Polk St. Roland and Jamie Passot. Magnifique. 776-5577
**Zuni, 1658 Market.552-2522. | A San Francisco classic
**Moose's 989-7800 | Great service in North Beach
**Greens 771-6222. | Best vegetarian
Il Fornaio 986-0100.
Kyo-Ya, Palace Hotel, 546-5090. | Classy Japanese
Ristorante Ecco South Park 495-3291 cozy
Pan Pacific Grill 771-8600
South Park Cafe, 108 South Park. 495-7275. | Funky
Tommy Toy, 655 Montgomery. 397-4888.
Fog City Diner, 1300 Battery. 982-20200
Fleur de Lys, 777 Sutter. Hubert Keller. Expensive, marvellous French. 673-7779.
Boulevard lunch & dinner daily 415 543-6084
More Italian...
Pazzia, 3rd betw Folsom & Harrison
authentic pizzeria-girarrosto
cheap & informal
512-1693 same block as Max's
Laghi, 1801 Clement. Mama-papa trattoria. 386-6266.
Buca Giovanni, 800 Greenwich. Rabbit. 776-7766.
Palio d'Asti, 640 Sacramento. Yummy. 395-9800.
Armani Cafe, One Grant. lunch daily 415 677-9010
Expensive
Masa's 989-7154
Ritz-Carlton Dining Room, 296-7465
<span style="font-weight: bold;">Wine Country Restaurants</span>
Sonoma
Eastside Oyster Bar and Grill, 133 E. Napa St. 707 939-1266.
Sonoma Valley
Brava Terace, 3010 N St Helena Hwy, St Helena. Fred Halpert. Provencal. 707 963-9300
Cafe Citti, Kenwood. Tuscan. 707 833-2690.
Chateau Souverain, Geyserville. 707 433-3141.
Napa Valley
****Bistro Don Giovanni, 4110 St Helena Hwy (former Table 29 location) 707 224-3300
The French Laundry, 6640 Washington, Yountville. 707 944-2380.
Mustards Grill. Cindy Pawlcyn. Great food at reasonable prices. 707 944-2424
Stars Oakville Cafe. 707 944-8905.
Tra Vigne, St Helena. Think Italian garden. 707 963-4444.
Terra, Italian, 1345 Railroad Ave., St. Helena 707-963-8931
Domaine Chandon, 1 California Dr., Yountville 707-944-2892
Trilogy, French (Classic), 1234 Main St., , St. Helena 707-963-5507
Further North
Boonville Hotel, Boonville, 707 895-2210
Willowside, 3535 Guerneville Rd, Santa Rosa. 707 523-4814.
Monterey Restaurants
Carmel
Rio Grill 408 625-5436
Robert Kincaid's Bistro, Crossroads Shopping Center. "A must." Lunch weekdays, dinner Mon-Sat. 624-9626
California Thai, San Carlos and Fourth. Dinner. 622-1160
Flying Fish Grill, Mission. Clay pot cookery. 625-1962
Avenue, Ocean at Lincoln. Lunch and dinner daily. 624-4395
Restaurant at Mission Ranch, 26270 Dolores (near Rio Road and Mission), Sat lunch, dinner nightly. 625-9040.
Roy's at Pebble Beach, Inn at Spanish Bay. Glamorous. open every day/every meal. 647-7423
Pacific Grove
Joe Rombi's La Mia Cucina, 208 17th. Elegant, reasonable. Dinner wed-sun. 373-2417
Monterey
Montrio, 414 Calle Principal. Good for lunch. Mon-Sat lunch & dinner, Sun dinner. 648-8880
Monterey Fish House, 2114 Del Monte. basic, casual. lunch Mon-Fri, dinner nightly. 373-4647
Other Areas
The Baltic, Pt Richmond
deck, nice atmo
Bridges, Danville 820-7200
44 Church lunch Saturday
Blackhawk Grille 736-4295
lunch dailyjayhttp://www.blogger.com/profile/16271633210993298646noreply@blogger.com1tag:blogger.com,1999:blog-8217160.post-1101011277899925282004-11-20T20:27:00.000-08:002005-12-17T00:52:53.613-08:00Articles<span style="color: rgb(153, 0, 0);font-size:85%;" >Feel free to quote from any of these, in whole or in part, so long as you credit Jay Cross or Internet Time Group and link back to this site. </span><span style="color: rgb(153, 0, 0);font-size:85%;" >I write about learning and performance because I enjoy it, it helps me shape up my thinking, and sometimes it leads to writing assignments from outside organizations. Starting in 2005, I post the article I wrote for publication; the version that appeared in print may differ.
</span>
<div style="text-align: center;"><img src="http://photos6.flickr.com/9022212_914ae795f6_o.png" />
<div style="text-align: left;"><a href="http://metatime.blogspot.com/2005/12/handbook-of-blended-learning.html">Foreword to The Handbook of Blended Learning</a>. Is it not nutty for a learning strategist to ask “Why blend?” The more appropriate question is, “Why not blend?” Imagine an episode of This Old House asking, “Why should we use power tools? Hand tools can get the job done.” For both carpenters and learning professionals, the default behaviour is using the right tools for the job.
<a href="http://metatime.blogspot.com/2005/12/storytelling.html">
Storytelling, PowerPoint's New Friend</a>. CLO 12/05. it makes no more sense to blame PowerPoint for boring presentations than to blame fountain pens for forgery.
<a href="http://metatime.blogspot.com/2005/10/ipod-ilearn-isell.html">Podcasting: Broadcast Your's Organization's Knowledge</a>. CLO 10/05. <span style="font-family:Arial,Helvetica,sans-serif;">Recent advances in information technology, such as podcasting, will profoundly impact knowledge management, corporate training, and in-house communication. Just as blogging gave us all a personal printing press, podcasting gives us an inexpensive, personal broadcasting studio.
<a href="http://metatime.blogspot.com/2005/08/learner-lifecycle.html">The Learner Lifecycle,</a> CLO 8/05.</span> Most people arrive at adulthood having built the foundational skills, mental models and working knowledge they need to get along in the world. Adults learn when they need to solve pressing problems. They don’t have patience for superfluous material or rehashing what they already know. Curriculum is for kids—exploration is for adults. </div></div>
<a href="http://metatime.blogspot.com/2005/05/useful-things.html">Useful Things</a>, CLO (2005). Working smarter. The New Yorker once published a cartoon titled “Useful Things.” Pictured were a paperclip, a nail file, a Swiss Army knife and $10,000 in cash. This month, I’ll update the list and share a few things that may lift a little of the burden from the CLO’s shoulders.
<a href="http://metatime.blogspot.com/2005/05/new-brunswick-reflections.html">Enterprise Collaboration Integration</a>, Internet Time Blog (2005). People are an organization’s most valuable asset but many companies miss a great opportunity to leverage their people’s abilities. Individual performance is rewarded with bonuses, promotion, and advancement. However, individuals do not create profits; profit comes from people working together. Few organizations take advantage of readily-available technology to make it simpler, faster, and easier for their people to work with one another.
<a href="http://metatime.blogspot.com/2005/03/extreme-learning-decision-games.html">Extreme Learning: Decision Games</a>, Chief Learning Officer (2005). Until recently, extensive experience was the only way to become an expert. It took decades to develop and hone one’s craft—you couldn’t teach it in a classroom. That’s about to change.
<a href="http://internettime.com/Learning/alexander.swf">An Alternative Pattern Language</a>, Internet TIme Blog (2005). We unearth new patterns during a visit to Christopher Alexander's house.
<a href="http://metatime.blogspot.com/2005/02/meta-lessons-from-net.html">Meta-Lessons from the Net</a>, CLO (2005). Before the dot-com bubble burst, enthusiasts loudly proclaimed, “The Net changes everything.” They were right. It has. In fact, the Internet is such a powerful metaphor that it has shaped our expectations of response time, around-the-clock access, self-directed action, adaptive infrastructure and other aspects of learning.
<a href="http://metatime.blogspot.com/2005/03/rb-and-workflow-learning.html">R&B and Workflow Learning</a> (2005). Before long I was flipping through Rummler and Brache's Improving Performance: How to Manage the White Space on the Organization Chart. Intuition told me it was time to dig into this book.Performance: How to Manage the White Space on the Organization Chart. Intuition told me it was time to dig into this book.
<a href="http://metatime.blogspot.com/2005/02/workflow-learning-gets-real.html">Workflow Learning Gets Real</a>, with Tony O'Driscoll, Training (2005). This same 80/20 rule applies to training. Ask workers where they learned how to do their jobs, and 80 percent of the time the answer is "at work." Most learning takes place on the job, outside the purview of formal learning. When we do conduct formal training, 80 percent of it is wasted effort: Workshops progress at the pace of the slowest participant, content is dated, the learner needs little of what's being delivered, the method of delivery is not tuned to the needs of the individual worker, motivation is absent, or timing is off. The half-life of newly learned material is three days; if learners don't use it immediately, they lose it.
<a href="http://workflowinstiitute.blogspot.com/2005/03/transformation-of-it.html">The Transformation of IT</a>, Training (2005). Web services and services-oriented architecture are utterly geeky terms for describing the most important advance in computing since the byte. Finally, computing is going to serve business instead of enslaving it. How will this sea change in IT come about? By applying the same principles that fuelled the titanic growth of the Internet: interoperability built on simple, common standards; flexibility; faster cycle times; decentralized control; incremental development; repurposing of content; network effects; the promise of wealth; and the collaboration of countless true believers.
<a href="http://metatime.blogspot.com/2005/04/semantics.html">A Brief History of the Term eLearning and A Lesson for Portugal</a>, Nov@ Formação (2005). People tell me I coined the term eLearning when I started writing about it on the web in 1998. In the spring of '99, nine of the top ten links on Alta Vista for e-Learning connected to Internet Time Group.
<a href="http://metatime.blogspot.com/2005/04/what-is-workflow-learning.html">What is Workflow Learning?</a> (2005). Let's look at that in the context of:
* Performance-Centered Design
* Exponential Acceleration
* Living Information Systems
* Dense Interconnections
<a href="http://metatime.blogspot.com/2005/02/roots-of-workflow-learning.html">The Roots of Workflow Learning</a> (2005). I doubt this cast of characters had ever appeared beneath the same roof before. SAP, PeopleSoft, Oracle, Saba, Docent, Click2Learn, Plateau, Knowledge Products, Siebel, Sun, Thinq, vCampus, and Global Knowledge (now OnDemand) all sat at the same table.
<a href="http://abu9.blogspot.com/2004/03/on-demand-in-soup-on-path-to-glory.html">On Demand, In the Soup, on the Path to Glory</a> (2005). When every business is getting exponentially quicker and more connected, who's to say we should evaluate future potential by the conventional calendar? Permit me to describe the inevitable convergence of some very powerful forces from the perspective of the Workflow Institute.
<p><a href="http://www.clomedia.com/content/templates/clo_col_effectiveness.asp?articleid=725&zoneid=107">The Business Singularity</a>, Chief Learning Officer (2004), <span style="">The structure of business, the role of workers and the architecture of software are changing before our very eyes. Business is morphing into flexible, self-organizing components that operate in real time. Software is becoming interoperable, open, ubiquitous and transparent. Workers are learning in small chunks delivered to individualized screens at the time of need. Learning is becoming a core business process measured by key performance indicators. Taken together, these changes create a new kind of business environment—a business singularity.</span></p><p><a href="http://www.clomedia.com/content/templates/clo_col_effectiveness.asp?articleid=661&zoneid=107">Improv Education</a>, Chief Learning Officer (2004), <span style="">Walk into the sales department, the warehouse, the call center or the executive suite, talk with the people there, and you know what you’ll discover? The members of the organization are known as “workers.” They are blue-collar workers, knowledge workers, hourly workers, commission-only workers and contractors doing work-for-hire. Nobody calls them “learners.”</span></p><p><a href="http://www.clomedia.com/content/templates/clo_col_effectiveness.asp?articleid=585&zoneid=107"> What Counts?</a>, Chief Learning Officer (2004), <span style="">Training directors bemoan not being able to demonstrate significant business results. If they remain entirely within the training function, they never will, because they don’t own the yardstick that measures business results. Who owns that yardstick? Generally, it’s training’s sponsor, the person with authority to sign off on large expenditures. </span></p><p><a href="http://www.clomedia.com/content/templates/clo_col_effectiveness.asp?articleid=519&zoneid=107">Who Knows?</a> Chief Learning Officer (2004), <span style="">What would you think of an assembly line where workers didn’t know where to find the parts they were supposed to attach? Absurd, you say. Heads would roll. Yet for knowledge workers, this is routine. Consider a knowledge worker stymied by a lack of information—hardly an uncommon situation. In fact, in many professions, knowledge workers spend a third of their time looking for answers and helping their colleagues do the same.</span></p><p><a href="http://www.clomedia.com/content/anmviewer.asp?a=438&print=yes">Emergent Learning</a> Chief Learning Officer (2004), <span style="">Before the World Trade Center attack, the world was more predictable. Knowledge was power. Adaptability has now taken its place. Our requirements have changed. Corporations and government agencies are on permanent alert. Networks have taken the slack out of the system. Timing is the critical variable. The performance metrics for troops on a plane headed to a new hot spot and for systems engineers countering a new competitive threat are the same: How soon will they be ready to perform?</span></p> <p><a href="http://www.clomedia.com/content/anmviewer.asp?a=387&print=yes">Personal Intellectual Capital Management</a> Chief Learning Officer (2004), <span style="">Ultimately, you’re responsible for the life you lead. It’s up to you to learn what you need to succeed. That makes you responsible for your own knowledge management, learning architecture, instructional design and evaluation.</span></p> <p> <a href="http://www.clomedia.com/content/templates/clo_col_effectiveness.asp?articleid=315&zoneid=107">Connections: The Impact of Schooling</a> Chief Learning Officer (2003), <span style="">"Your 16-year-old daughter says she’s going to take sex education at school and you’re relieved, but she tells you she plans to participate in sex training and you’re unnerved. Why? Because outside of education, you learn by doing things."</span></p> <p><a href="http://www.clomedia.com/content/templates/clo_col_effectiveness.asp?articleid=277&zoneid=104">Informal Learning: A Sound Investment</a><span style="font-weight: bold;"> </span>Chief Learning Officer (2003). <span style="">"Workers who know more get the most accomplished. People who are well connected make greater contributions. The workers who create the most value are those who know the right people, the right stuff, and the right things to do."</span></p> <p><a href="http://www.learningcircuits.org/2003/aug2003/cross.htm">Blogging for Business</a> Learning Circuits (2003). <span style=""> "Four million people write blogs, and blogging is growing faster than the web at its high point. A customer blog enables a company to make announcements to its Web customers immediately. All customers can benefit from a question asked by only one. The intimacy in blog culture conversation enables customers to get to know workers-and vice-versa. Affiliation breeds loyalty. Customers begin to talk among themselves. A typo that would be an embarrassment in an advertisement becomes a sign of authenticity on a blog."</span></p> <p><a href="http://www.internettime.com/Learning/The%20Other%2080%25.htm">Informal Learning -- The Other 80%</a>. DRAFT. eLearning Forum (2003). <span style="">This paper addresses how organizations, particularly business organizations, can get more done. The people who create the most value are those who know the right people, the right stuff, and the right things to do. People learn these things through informal learning that flies beneath the corporate radar. Because organizations are oblivious to informal learning, they fail to invest in it. </span></p> <p><a href="http://www.learningcircuits.org/2003/mar2003/cross.htm">How E-Learning Professionals Learn About E-Learning</a> <span style="">Most of the respondents said that they place a higher value on information from individuals: friends, fellow bloggers, authors, and people who send them email or that they meet at conference. As a group, they didn’t put much stock in information from organizations: suppliers, magazines, and conference sessions.</span></p> <p><a href="http://www.internettime.com/Learning/articles/DevelopersJournal.pdf">eLearning: You Built It -- Now Promote It</a>, eLearning Developers Journal (2003).<span style=""> "Your elevator pitch is what you say when your CEO steps onto your elevator and asks what you're doing. You'll probably include the three basic elements of marketing design: your brand, your position, and your target segments."</span></p> <p><a href="http://www.learningcircuits.org/2003/jan2003/cross.htm">eLearning: Apples and Oranges</a>, <em>Learning Circuits </em>(2003).<span style=""> "Perhaps corporations should consider how small an e-learning application can be and still get the job done rather than try to create monster centralized e-learning systems. In doing so, would companies lose economies of scale? Maybe. But consider this: As many as half of all grandiose, enterprise software initiatives fail to live up to expectations. Many simply fail."</span> </p> <p><a href="http://www.elearningmag.com/ltimagazine/article/articleDetail.jsp?id=41965">See What I Mean</a>,<em> eLearning</em> (2002). <span style="">"In the 20th century, we confused reading words with learning. Learning is a multisensory, both-sides-of-the-brain experience. Pictures unlock the imagination. Yet, most books do not contain a single illustration." More legible jpg <a href="http://www.internettime.com/ref/articles/seeing_article.jpg">here</a>.</span> </p> <a href="http://www.internettime.com/Learning/articles/LearningaboutLearning.pdf">The Value of Learning About Learning</a>, with Clark Quinn (2002). <span style="">"If Olympic athletes approached running the marathon the way business people approach learning, they would show up for the race without having trained. Learning is a skill, not a hard-wired trait. The discipline of meta-learning seeks to re-invent learning as a self-correcting, ever improving process. Its measure of success is not effort, but business results."</span> <p> <a href="http://www.internettime.com/Learning/articles/DNA.pdf">The DNA of eLearning</a>, with Ian Hamilton (2002). <span style="">"eLearning technologies, as platforms for business-critical training needs, simply don't do what companies need or envision them to do. The fact of the matter is that different companies need them to do different things. Lacking the ability to purchase an effective eLearning technology platform, companies certainly cannot be convinced to purchase third-party eLearning content to play on these platforms."</span> </p> <p> <a href="http://www.linezine.com/7.2/articles/jcttl.htm">Tomorrow's Too Late</a> LiNEZine (2002). <span style="">How would you describe an elementary school principal who didn?t conduct fire drills? Irresponsible. And how would you describe a chief operating officer who didn?t prepare for crises? Typical.</span> </p> <p><a href="http://www.internettime.com/Learning/articles/Envisioning%20Learning.pdf">Envisioning Learning</a> (2002).<span style=""> "It's right before our eyes, but we're so habituated to it that we can't see it. We've confused reading and writing with learning. What's the problem with line after line of type? They're linear. This is not the way we think. We think associatively. Thinking resembles freeform conversation, hopping from one subject to another, changing in emphasis, delivered with emotion, forever an engaging assortment of choices and surprise. The written word conveys but one of the options."</span>
<a href="http://www.learningcircuits.org/2002/apr2002/ttools.html">Blogs</a> <em>Learning Circuits</em> (2002). <span style="">Blog is short for web-log, an informal personal website. Half a million people have blogs. "...blogs are destined to become a powerful, dirt-cheap tool for learning and knowledge management.</span> </p> <p><a name="suntan"></a><a href="http://www.internettime.com/Learning/articles/SunTAN_story.pdf">The SunTAN Story</a> (2001).<span style=""> "Appropriately enough for a company whose motto is 'The network is the computer,' Sun Microsystems started using eLearning to train newly hired sales people long before the term <em>eLearning</em> was invented.... The time it takes sales people to achieve quota dropped from 15 months to 6 months. What's the value of 9 months of additional sales from 1,440 people? Given that the people have $5 million quotas, that's in the neighborhood of $5 billion in incremental revenue." </span> </p> <p><a href="http://www.internettime.com/Learning/articles/Learning%20Circuits.htm">A Fresh Look at ROI</a> <i>Learning Circuits </i> (2000).<span style=""> "Where you stand on ROI depends on where you sit. Different levels of management make different sorts of decisions, so it's appropriate that they use different measures of ROI. In a nutshell, traditional accounting recognizes nothing but physical entities; intangibles are valued at zero. Vast areas of human productivity--ideas, abilities, experience, insight, esprit de corps, motivation--lie outside the accountant's field of vision. Accounting fails to recognize that people become more valuable over time." </span> </p> <p><a href="http://www.learningcircuits.org/2001/feb2001/cross.html">Frontline: eLearning Forum</a> <em>Learning Circuits</em> (2001). <span 1="">"Cliff Stoll caught everyone's attention by loudly proclaiming, "E-learning is a fraud!' Unquestionably, Stoll took control of the floor. He asked the group, 'If you were hiring a plumber, which would you choose: one with an online degree in plumbing or one who learned firsthand?' Muttering that simulations were a great way to avoid the person sitting next to you, Stoll said that the designers of flight simulators spent more time making the clouds look right than getting to what the pilots really need...." </span> </p> <p><a href="http://www.linezine.com/5.2/articles/jcba.htm">Being Analog</a> LiNEZine (2001). <span style="">"Computers are bipolar. A bit is on or off. 1 or 0. Unless you're a digital processor, this binary thinking can trick you into oversimplifying what's going on. The human world is not yes or no; it's a sea of maybes. Most decisions aren't black or white; they're shades of gray. Are you liberal or conservative? Perhaps like me, you're a little of each. Treating the world as an open-or-shut case leads to thought crimes like "The Internet changes everything." In my work, I struggle with the knuckle-headed assumption that learning must be either instructor-led or computer-delivered rather than a blend of the two. Few things in life are really all or nothing." </span> </p> <p><a href="http://www.linezine.com/6.2/articles/jccnol.htm">The Changing Nature of Leadership</a> LiNEZine (2001). <span style="">"Wide, ever-shifting boundaries change all the rules. We once rewarded compliance; today we reward innovation. We once praised obedience; today we praise ad hoc solutions. Yesterday?s subversive employee is today?s innovator. Leadership?creating value by hopping outside boundaries?used to be the province of a well-paid, well-educated few somewhere near the top of the pyramid. Turbulent times have converted leadership into a responsibility shared by all members of the organization." </span> </p> <p><a href="http://www.linezine.com/3.1/features/jctlwfft.htm">Food for Thought</a> LiNEZine (2001).<span style=""> "Treat the learner as a customer. Make it easy for the learner to buy (learn). Use interactivity, relevance, wit, and excitement to keep the learner/customer engaged. If the customers aren't buying, it's your fault, not theirs. The learning revolution is over. The learners won. Take control by giving control. Problem formulation often counts for more than problem solution. School always gives you the formulated problem; life does not." </span> </p> <p><a href="http://www.internettime.com/Learning/articles/eLearning.pdf">eLearning</a> (1999). <span style="">"In the training jungle, corporate performance is the elephant. Training's only function is to hunt the elephant. Focusing solely on employees' needs does not bag elephants. The "e" in eLearning is not only for electronic; it's also there to remind you about the <strong>e</strong>lephant. Remember, corporate performance is what you're hunting for." </span></p> <p><span style=""><em><span style="color: rgb(102, 51, 0);"><a name="forfee"></a>Vendors commission us to write white papers and articles, for example:</span></em>
<a href="http://www.internettime.com/Learning/articles/Time%20matters.pdf">Time Matters, Profit Returns</a> (for X.HLP, 2001). <span style="">"While training directors may have different objectives than CEOs, everyone in today's business world shares one need: they want it all <strong>now</strong>. Benefits you don't see until two years from now are hardly benefits at all. Given enough time, a million monkeys at a million terminals could develop your entire curriculum, with Flash animations and a repository of SCORM-compliant learning objects. Nobody's got time to wait." </span> </span></p> <p><span style=""><a href="http://www.internettime.com/Learning/articles/People%20Value%20Chain.pdf">Leveraging the People Value Chain</a> (for SmartForce, 2000).<span style=""> "Companies looking for workers who take orders, understand discipline, and put the welfare of the company above their own will be disappointed. Workers like this no longer exist. While some companies decry high turnover, others turn the mindset of the new recruit to their advantage. After all, they want innovators, not followers. They prefer self-starters who will do what's right rather than waiting for instructions. They need people more concerned with getting the job done than punching the clock. For too long, we've looked at investing in people through the wrong end of the telescope. Instead of trying to keep the cost of training and development down, what if we were to try to keep it up?" </span> </span></p> <p><span style=""><a href="http://www.internettime.com/Learning/articles/knowledgeplatform.htm">Converting Intellectual Capital into Competitive Advantage<</a> (for Avaltus, 2001). <span style=""> "Success in the knowledge age requires new tools. This paper describes a unified approach to creating, maintaining, and exploiting intellectual capital, the knowledge platform. The objective is to deliver the right information at the right time to the right person, simply, economically, and immediately." </span></span></p> <span style=""><span style=""><a href="http://www.internettime.com/Learning/articles/LearnfastGofast2.pdf">Learn Fast, Go Fast.</a> (for SmartForce, 1999).<span style=""> "eBusiness needs an eBusiness approach to learning itself, something we call eLearning. eLearning is to traditional training as eBusiness is to the five-and-dime. eLearning puts the learner in the center of the equation instead of the trainer." </span></span></span>jayhttp://www.blogger.com/profile/16271633210993298646noreply@blogger.com0tag:blogger.com,1999:blog-8217160.post-1110821542341976242004-03-14T08:56:00.000-08:002005-12-10T18:52:39.546-08:00Informal Learning<p><span style="font-size:130%;"><span style="font-size:85%;">For Free-range Learners and Disgruntled Managers</span>
</span></p><a href="http://natural-learning.blogspot.com/"></a><p></p><hr /><span style="font-size:85%;">Shorter URL for this page: <span style="color: rgb(153, 51, 153);">http://tinyurl.com/3t5ec</span></span>
I'm writing a book for Pfeiffer on informal learning. They get the manuscript 12/31/05; the book pops out nearly a year later. In the meanwhile, I'll be offering previews and opinions right here.
<p></p> <p><span style="font-weight: bold;">Learning </span>is everything people do to adapt to their environment that is not genetically determined. DNA is the hard-wired aspect of the body; learning is the ever-changing software. You're stuck with the gene sequences your parents gave you (at least for now). All you can change is your learning. Luckily for us, learning is a skill. You can improve your ability to learn. That's what this book is about.
</p> <p>Learning comes in two varieties: formal and informal. We're going to focus primarily on informal learning, for that's how we humans acquire most of what we know.</p> <p></p><blockquote><span style="font-weight: bold;">Formal learning</span> is school, courses, classrooms, and workshops. It's official. It's scheduled. It teaches a curriculum. Most of the time, it's top-down. Learners are evaluated and graded on mastering material someone else deems important. Those who have good memories or test well receive gold stars and privileged placement. Graduates receive diplomas, degrees, and certificates.
Generally, formal learning occurs so far in advance of application that people have forgotten most of what they learned before they have an opportunity to apply it.
<span style="font-weight: bold;"><img src="http://www.internettime.com/images/inflearn6.jpg" align="left" hspace="6" />Informal learning</span> flies under the official radar. It can happen intentionally or by accident. No one takes attendance, for there are no classes. No one assigns grades, for success in life and work is the measure of its effectiveness. No one graduates, because learning never ends. Examples are learning through observing, trial-and-error, calling the help line, asking a neighbor, traveling to a new place, reading a magazine, conversing with others, taking part in a community, composing a story, reflecting on the day's events, burning you finger on a hot stove, awakening with an inspiration, raising a child, visiting a museum, pursuing a hobby, traipsing out of one's comfort zone, and on and on and on. As Roger Schank points out, "People who learn on their own learn exactly what they find interesting and potentially useful." </blockquote><p></p> <p>WHAT'S IN IT FOR THE READER?</p><p><img src="http://photos3.flickr.com/3562648_dbffc31bd4_t.jpg" align="right" hspace="12" />We'll offer ways of looking at informal learning that build a more adaptable workforce, strengthen relationships with customers, reduce operational inefficiencies, and strengthen the connection between strategy and execution. Since people learn their jobs informally, it's foolish to leave that part of their learning to chance. Points of leverage include communities of practice, workflow learning, knowledge measurement, collaboration, demolishing cubicles, and Friday-afternoon beer busts.
</p> <p style="text-align: center;"><img src="http://www.internettime.com/images/informal.gif" />
<span style="font-size:85%;">(The upside opportunity is huge.)</span>
</p> <p style="text-align: left;">Why aren't people and organizations hungry to learn how to learn? I'm convinced it's because they don't believe in the payback. For the organization, I want to show the bottom-line impact of investing in informal learning. For the individual, I offer the promise of a more fulfilling life.
</p> <p style="text-align: left;">The word <span style="font-weight: bold;">learning </span>is an obstacle. So many people have made up their minds, consciously or not, that they don't have the time or that they're beyond all that, or that they are too old to care or...whatever rationalization fits their takes on the world.
</p> <p style="text-align: left;">For some of us, learning is fun. It's the way we make friends, improve our work, and earn our keep. Very little of it is bookish. None of it takes place on campus. Read my friend Marcia Conner's <a href="http://www.fastcompany.com/resources/learning/conner/050205.html">article</a> from Fast Company, <span style="font-weight: bold;">Learn More Now</span>.
</p> <p>Corporate learning is out of sync with the new, more natural world we're entering into. When the individual learner is empowered, the instructional designer is dethoned. Informal learning is co-created, not designed by experts.
</p>
<p><a href="http://www.internettime.com/contact.htm">Contact Jay</a>
</p>jayhttp://www.blogger.com/profile/16271633210993298646noreply@blogger.com4tag:blogger.com,1999:blog-8217160.post-1113148139816109202004-04-10T08:47:00.000-07:002005-09-10T10:42:30.556-07:00Popular Items<div style="text-align: center;">
<img src="http://www.internettime.com/images/cons/images/magiccarpet_jpg.jpg" />
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<span style="font-size:130%;"><strong>Articles</strong></span>
<img src="http://www.jaycross.com/jayhoo/images/crossink.jpg" align="right" hspace="12" />
<a href="http://workflowinstiitute.blogspot.com/2005/03/on-demand-in-soup-and-on-path-to-glory.html">On Demand, In the Soup, and On the Path to Glory</a>
<a href="http://internettime.com/Learning/alexander.swf">Another Pattern Language</a>
<p style="margin-top: 0pt; margin-bottom: 0pt;"><a href="http://metatime.blogspot.com/index.html">Workflow Learning Gets Real </a><strong>
</strong><a href="http://www.clomedia.com/content/templates/clo_col_effectiveness.asp?articleid=277&zoneid=104">Informal Learning</a>
<a href="http://www.internettime.com/Learning/articles/Learning%20Circuits.htm">A Fresh Look at ROI</a>
<a href="http://www.linezine.com/3.1/features/jctlwfft.htm">Food for Thought</a>
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</strong></p> <img src="http://www.jaycross.com/jayspkr.jpg" align="right" hspace="12" /><p><a href="http://www.cstd.ca/networks/2005_sympo_3.asx"><span style="font-weight: bold;">The Future of Learning</span></a>. CSTD Symposium, May '05. Windows Media. All over the map with Stephen Downes, Rob Pearson, Lisa Neal, and me yammering on for about an hour.</p> <p><a href="http://www.pqhp.com/vnu/tf04/">The Debut of Workflow Learning</a>
(with Gloria Gery)<strong></strong><a href="http://macromedia.marketing.pr.breezecentral.com/p51746849/">
Collaboration & Performance</a>
<a href="http://macromedia.marketing.pr.breezecentral.com/p39831116/">Emergent Learning Forum Vision</a>
<a href="http://macromedia.marketing.pr.breezecentral.com/p27089656/">Trends in Collaborative Learning</a>
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<a href="http://metatime.blogspot.com/2004/11/service-innovations-for-21st-century.html">IBM Service Innovations for the 21st Century</a>
Architect <a href="http://www.internettime.com/jayblog/archives/000861.html">Bernard Maybeck in Berkeley, California</a>
<p><span style="font-weight: bold;font-size:130%;" >
Graphics</span>
</p> <p><a href="http://www.flickr.com/photos/jaycross/2208479/" title="Photo Sharing"><img src="http://photos2.flickr.com/2208479_77d93348ba_t.jpg" alt="short_sighted" height="73" width="100" /></a> <a href="http://www.flickr.com/photos/jaycross/2208485/" title="Photo Sharing"><img src="http://photos1.flickr.com/2208485_9048fca2cb_t.jpg" alt="A New Way" height="58" width="100" /></a> <a href="http://www.flickr.com/photos/jaycross/2208482/" title="Photo Sharing"><img src="http://photos2.flickr.com/2208482_fe1d3937b5_t.jpg" alt="Dollar inflation, time deflation" height="78" width="100" /></a> <a href="http://www.flickr.com/photos/jaycross/2208483/" title="Photo Sharing"><img src="http://photos1.flickr.com/2208483_763a215351_t.jpg" alt="Inner Time" height="86" width="100" /></a> <a href="http://www.flickr.com/photos/jaycross/2208481/" title="Photo Sharing"><img src="http://photos2.flickr.com/2208481_638a9778ce_t.jpg" alt="Time Flow Markers" height="75" width="100" /></a> <a href="http://www.flickr.com/photos/jaycross/2208477/" title="Photo Sharing"><img src="http://photos2.flickr.com/2208477_1b04409e56_t.jpg" alt="services_triangle2" height="74" width="100" /></a> <a href="http://www.flickr.com/photos/jaycross/2257458/" title="Photo Sharing"><img src="http://photos2.flickr.com/2257458_210c77e6a8_t.jpg" alt="Online Participation" height="73" width="100" /></a> <a href="http://www.flickr.com/photos/jaycross/2208474/" title="Photo Sharing"><img src="http://photos2.flickr.com/2208474_6b5409ee20_t.jpg" alt="process_events" height="23" width="100" /></a> <a href="http://www.flickr.com/photos/jaycross/2208475/" title="Photo Sharing"><img src="http://photos1.flickr.com/2208475_5adb9483f4_t.jpg" alt="personalcon" height="80" width="100" /></a> <a href="http://www.flickr.com/photos/jaycross/2208251/" title="Photo Sharing"><img src="http://photos1.flickr.com/2208251_0ee46d4588_t.jpg" alt="expanding" height="70" width="100" /></a> <a href="http://www.flickr.com/photos/jaycross/2208248/" title="Photo Sharing"><img src="http://photos2.flickr.com/2208248_0a610db101_t.jpg" alt="corpneeds" height="90" width="100" /></a> <a href="http://www.flickr.com/photos/jaycross/2552799/" title="Photo Sharing"><img src="http://photos3.flickr.com/2552799_c782a900a6_t.jpg" alt="IT Taxonomy" height="63" width="100" /></a> <a href="http://www.flickr.com/photos/jaycross/3439707/" title="Photo Sharing"><img src="http://photos1.flickr.com/3439707_ce76659d47_t.jpg" alt="mac_nano" height="55" width="100" /></a>
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<a href="http://www.flickr.com/photos/jaycross/13898431/" title="Photo Sharing"><img src="http://photos7.flickr.com/13898431_1afa842b7e_m.jpg" alt="PEI Mussels" height="180" width="240" /></a> <a href="http://www.flickr.com/photos/jaycross/11497738/" title="Photo Sharing"><img src="http://photos11.flickr.com/11497738_15349c0b90_m.jpg" alt="Pompano" height="210" width="240" /></a> <a href="http://www.flickr.com/photos/jaycross/11497724/" title="Photo Sharing"><img src="http://photos9.flickr.com/11497724_939ccea8d7_m.jpg" alt="PA050031" height="149" width="240" /></a> <a href="http://www.flickr.com/photos/jaycross/10427180/" title="Photo Sharing"><img src="http://photos8.flickr.com/10427180_cfb87cd85a_m.jpg" alt="dum3 pair" height="240" width="230" /></a> <a href="http://www.flickr.com/photos/jaycross/10427116/" title="Photo Sharing"><img src="http://photos8.flickr.com/10427116_1752c29077_m.jpg" alt="dum7" height="240" width="162" /></a> <a href="http://www.flickr.com/photos/jaycross/10323093/" title="Photo Sharing"><img src="http://photos5.flickr.com/10323093_134d941626_m.jpg" alt="robin" height="240" width="235" /></a> <a href="http://www.flickr.com/photos/jaycross/6373444/" title="Photo Sharing"><img src="http://photos4.flickr.com/6373444_2dc3dbdc87_m.jpg" alt="conversation" height="240" width="140" /></a> <a href="http://www.flickr.com/photos/jaycross/5979517/" title="Photo Sharing"><img src="http://photos7.flickr.com/5979517_f99fe57ea0_m.jpg" alt="P8070018" height="180" width="240" /></a> <a href="http://www.flickr.com/photos/jaycross/5244787/" title="Photo Sharing"><img src="http://photos5.flickr.com/5244787_7a192bd72b_m.jpg" alt="P7290025" height="146" width="240" /></a> <a href="http://www.flickr.com/photos/jaycross/3473612/" title="Photo Sharing"><img src="http://photos1.flickr.com/3473612_ba5ad7b9d3_m.jpg" alt="z_four_generations_of_crosses" height="224" width="240" /></a>
<a href="http://abu9.blogspot.com/"><span style="font-size:130%;">Internet Time KnowledgeBase</span></a>jayhttp://www.blogger.com/profile/16271633210993298646noreply@blogger.com0tag:blogger.com,1999:blog-8217160.post-1101006244900425532004-11-20T18:32:00.000-08:002005-08-20T23:26:48.623-07:00Glossary<span style="font-family:Verdana,sans-serif;">
<a href="http://abu9.blogspot.com/2004/11/glossary.html#A">A</a> <a href="http://abu9.blogspot.com/2004/11/glossary.html#B">B</a> <a href="http://abu9.blogspot.com/2004/11/glossary.html#C">C </a><a href="http://abu9.blogspot.com/2004/11/glossary.html#D">D</a> <a href="http://abu9.blogspot.com/2004/11/glossary.html#E">E</a> <a href="http://abu9.blogspot.com/2004/11/glossary.html#F">F </a><a href="http://abu9.blogspot.com/2004/11/glossary.html#G">G</a> <a href="http://abu9.blogspot.com/2004/11/glossary.html#H">H</a> <a href="http://abu9.blogspot.com/2004/11/glossary.html#I">I </a><a href="http://abu9.blogspot.com/2004/11/glossary.html#J">J</a> <a href="http://abu9.blogspot.com/2004/11/glossary.html#K">K</a> <a href="http://abu9.blogspot.com/2004/11/glossary.html#L">L </a><a href="http://abu9.blogspot.com/2004/11/glossary.html#M">M</a> <a href="http://abu9.blogspot.com/2004/11/glossary.html#N">N</a> <a href="http://abu9.blogspot.com/2004/11/glossary.html#O">O </a><a href="http://abu9.blogspot.com/2004/11/glossary.html#P">P</a> <a href="http://abu9.blogspot.com/2004/11/glossary.html#Q">Q</a> <a href="http://abu9.blogspot.com/2004/11/glossary.html#R">R </a><a href="http://abu9.blogspot.com/2004/11/glossary.html#S">S</a> <a href="http://abu9.blogspot.com/2004/11/glossary.html#T">T</a> <a href="http://abu9.blogspot.com/2004/11/glossary.html#U">U </a><a href="http://abu9.blogspot.com/2004/11/glossary.html#V">V</a> <a href="http://abu9.blogspot.com/2004/11/glossary.html#W">W</a> <a href="http://abu9.blogspot.com/2004/11/glossary.html#X">X </a><a href="http://abu9.blogspot.com/2004/11/glossary.html#Y">Y</a> <a href="http://abu9.blogspot.com/2004/11/glossary.html#Z">Z</a>
<hr />
Ch-ch-changes. I started this Glossary years ago, when I couldn't find definitions I bought into. It was personal: I am not shy about sharing my opinions. Researchers tell me it's one of the few original learning glossaries out there. Another original is the wonderful <a href="http://www.learningcircuits.org/glossary" target="_blank">Glossary </a>at Learning Circuits, complied by <span style=""><span style="font-size:100%;">Eva Kaplan-Leiserson and a group of volunteers. </span></span></span>
<p></p>Remix is big these days. Lawrence Lessig says culture comes from putting old things together in new ways. Sharing is also big. So I plan to put this under a CreativeCommons License. I encourage others to share. I'll be lifting definitions from other sources as I find them, citing attribution <span style="font-family:Verdana,sans-serif;">when available. </span>
<p><span style="font-family:Verdana,sans-serif;">Keep these excellent sources in mind as well:</span>
</p><ul><li><p><span style="font-family:Verdana,sans-serif;"><a href="http://www.onelook.com/" target="_blank">OneLook</a>, my favorite dictionary</span></p> </li><li><p><span style="font-family:Verdana,sans-serif;"><a href="http://en.wikipedia.org/wiki/Main_Page" target="_blank">Wikipedia</a>, the most current encyclopedia</span></p> </li><li><p><span style="font-family:Verdana,sans-serif;"><a href="http://www.internettime.com/enew.htm" target="_blank">eLearning Jump Page</a>, my old research page</span></p></li></ul><hr /><a name="A"></a><strong class="term"><span style="color: rgb(255, 0, 0);">A-, B- and C-work. </span></strong>From Doug Engerbart's schema of augmentation. <span style="font-size:85%;"><a href="http://theinfinitegames.com/e08/">SOURCE</a></span>
<blockquote><strong>A-Work</strong> includes all the normal patterns of work at all levels and all parts of an organization (Manufacturing, R&D, marketing, service, maintenance, operations planning, etc.)
<strong>B-Work</strong> is that work <em>intended</em> to improve those patterns of work (Classic examples of B-work include: Training programs, performance management processes, re-engineering, restructuring, leadership development programs, policy changes, Total Quality initiatives, incentive programs, etc.)
<strong>C-Work</strong> is work <em>intended</em> to help optimize B-work strategic choices and implementation effect</blockquote>iveness — in essence, the work of an <em>architect of organizational learning and change</em>.
<span style="color: rgb(255, 0, 0);"><span style="font-weight: bold;">Acronyms</span>. </span><span style="color:blue;"><span style="color: rgb(0, 0, 0);">You'll need to know many of these to keep up with the convergence of learning and workflow. <ul><li>BAM Business Activity Modeling
</li><li> BI Business Intelligence</li><li> BPM Business Process Management</li><li> CA Customer Analytics</li><li> CPM Corporate Performance Management</li><li> CRM Customer Relationship Management</li><li> ECM Enterprise Collaboration</li><li> ECM Enterprise Content Management</li><li> ERM Employee Relationship Management</li><li> ERM Enterprise Resource Management</li><li> EM Expertise Mining</li><li> HCM Human Capital Management</li><li> IM Instant Messaging</li><li> LCMS Learning Content Management System </li><li> LMS Learning Management System</li><li> PA Presence Awareness</li><li> PDM Product Data Management</li><li> PLM Product Lifecycle Management</li><li> SCM Supply Chain Management</li><li> SFA Sales Force Automation</li><li> SKM Structured Knowledge Management System</li><li> UKM Unstructured Knowledge Management</li><li> WFA Workforce Analytics</li><li> WFM WorkForce Management </li><li> WFO WorkForce Optimization</li><li> WM Worldflow Management</li></ul> </span></span> <p style=""><b><span style="color:blue;"><span style="color: rgb(255, 0, 0);">ADL. </span></span></b><span style="color:blue;"><span style="color: rgb(255, 0, 0);"><span style="color: rgb(0, 0, 0);">Advanced Distributed Learning, an initiative originally established by the U.S. Department of Defense and now a collaboration between government, industry, and academia. The purpose of the ADL is to ensure access to high-quality education and training materials that can be tailored to individual learner needs and made available whenever and wherever they are required. The ADL maintains a set of guidelines under the acronym SCORM to accomplish their purpose. </span></span></span></p> <p style=""><b><span style="color:blue;"><span style="color: rgb(255, 0, 0);">AICC. </span></span></b><span style="color:blue;"><span style="color: rgb(0, 0, 0);">Aviation Industry CBT Committee. The granddaddy of standards bodies. Originally formered to set guidelines for the aviation industry, AICC concepts are the foundation for subsequent work by ADL, IMS, and others.</span></span></p> <p style=""><b><span style="color:blue;"><span style="color: rgb(255, 0, 0);">Andragogy. </span></span></b>Word coined by Malcolm Knowles to describe how adults learn -- which is different from how children learn ("pedagogy"). I'm beginning to suspect pedagogy denigrates children and that andra is the gogy to go with for all. Main points are: </p> <ol> <li>What's in it for me? </li><li>Let me decide how I'll learn it. </li><li>Where does this fit in relation to the other stuff I know? </li><li>Sell me on learning this. </li><li>Remove the obstacles from my path, please.</li> </ol><strong style="color: rgb(255, 0, 0);" class="term">Appreciation</strong> — A process of discovering and freeing the spirit, the essence, the strengths and the genius in self and others. Appreciative processes can fan the life-giving sparks that exist in every individual, initiative, organization or situation, if you look for them. Appreciative processes are distinct from and complementary to problem-solving processes in that they focus on appreciating and building on what already exists. <a href="http://theinfinitegames.com/e08/">Source</a>. <p style=""><b><span style="color:blue;"><span style="color: rgb(255, 0, 0);">Asynchronous</span><span style="color: rgb(0, 0, 255);">.</span></span></b><span style="color: rgb(0, 0, 255);"><span style="color:blue;"> </span></span>[pretentious] Any time you like, e.g. watching a rerun on your VCR.</p> <p style=""><span style="color: rgb(255, 0, 0);"><b><a name="B"></a>Bandwidth </b></span>is a description of how much information can squeeze through a data pipe. Your intranet has high bandwidth; your dial-up connection is low bandwidth. Also used anthropomorphically, e.g. "He has low bandwidth" is equivalent to "He is a taco short of a combo plate" or "Her elevator doesn't go all the way to the top."</p> <p style=""><span style="color: rgb(255, 0, 0);"><b>Bipolar thinking.</b><span style="color: rgb(0, 0, 0);"> The tendency to see everything in black and white when faced with shades of gray.</span></span></p> <p style=""><span style="color: rgb(255, 0, 0);"><b>Blended</b></span>. Current rage in eLearning circles. Means using more than one learning medium, generally adding an instructor component to web-based training. Duh! Blended is only a revelation for people who had been trying to do everything with just one tool – the computer. Classroom teachers having been blending various means of learning – lecture, discussion, practice, reading, projects, and writing, for example -- for eons.
</p> <p style=""><span style="font-weight: bold; color: rgb(255, 0, 0);">Blink</span>. Rapid cognition, AKA gut feel. Making snap judgments, often valid, on the basis of a few datapoints. A subconscious process. Popularized by Malcolm Gladwell in a book of the same name.
</p> <p style=""><span style="color: rgb(255, 0, 0);"><b>Blog</b></span>. An easily updated personal website, generally updated daily. See <a href="http://abu9.blogspot.com/2004/11/blogs.html">About Blogs</a> or look at a <a href="http://metatime.blogspot.com/">sample</a>. This blog started in 1998.
</p> <p style=""><span style="color: rgb(255, 0, 0);"><strong>Blog digest, blogathy, blogerati</strong></span>, blogger bash, blogger ecosystem, bloggeral, blogoverse, blogistan, blognoscenti, blogapottamus, blogorrhea, blogosphere, blogroach, blogroll, blogspot, blogstipation, blogule, blurker. See <a href="http://www.samizdata.net/blog/glossary.html">Blog Vocabulary</a>.
</p> <p style=""><span style="font-weight: bold; color: rgb(255, 0, 0);">Blogosphere.</span> Originally a joke term, this has become the standard word for ecosystem of blogs, wikis, and related communications.
</p> <p style=""><strong><span style="color: rgb(255, 0, 0);">Boiling the ocean.</span></strong> Trying to cure all problems at once, often with a single tool. </p> <p style=""><b><span style="color: rgb(255, 0, 0);">Broadband.</span></b> Unscientific term for sufficient bandwidth to receive streaming video and sound. Usually refers to bandwidth equal to or greater than DSL or Cable Modem speed.</p> <p style=""><a name="C"></a><strong style="color: rgb(255, 0, 0);" class="term">Capacity-building capacity</strong> refers to an organization's capacity to develop those new capacities or improve whichever existing capacities it finds to be important to its effectiveness and sustainability. The greater an organization's capacity-building capacity, the more resilient it will be to external and internal change challenges. Adopting generative approaches to developing an organization's capacity-building capacity could be one of the more effective strategies for ensuring long-term organizational sustainability. <span style="font-size:85%;"><a href="http://theinfinitegames.com/e08/">SOURCE</a></span>
</p> <p style=""><a name="C"></a><span style="color: rgb(255, 0, 0);"><b><a name="C"></a>Career Limiting Move</b></span>. It refers to any incident that puts a roadblock in your career path. "Jack spilled coffee on the boss. It was a major CLM."</p> <table style="color: rgb(204, 204, 255);" border="1" cellpadding="12" width="100%"> <tbody><tr> <td> <p style=""><b><span style="color: rgb(255, 0, 0);">Caution: </span></b><span style="color: rgb(255, 0, 0);"><span style="color: rgb(0, 0, 0);">Learning <b>isms</b> ahead. </span></span></p> <ul><li><b><span style="color: rgb(255, 0, 0);">Behaviorism</span></b>. <span style="color: rgb(0, 0, 0);">Show me. If you can't show me a change in behavior, nothing was learned. A vital aspect of rat-maze psychology.</span> </li><li><b><span style="color: rgb(255, 0, 0);">Cognitivism</span></b>. <span style="color: rgb(0, 0, 0);">It's all in your head. </span><i style="color: rgb(0, 0, 0);">Cogito ergo sum</i><span style="color: rgb(0, 0, 0);"> = I think, therefore I am. Unlike Behaviorism, I don't have to show you.</span></li><li><b><span style="color: rgb(255, 0, 0);">Constructivism</span></b>. <span style="color: rgb(0, 0, 0);">Learning is what changes your current worldview. It builds on what you already think you know. A teacher who knows where you're coming from has a better shot at positioning new learning to have impact.</span></li><li><span style="color: rgb(0, 0, 0);"><span style="font-weight: bold; color: rgb(255, 0, 0);">Connectivism.</span> Learning also builds on what you have access to. A learner with a calculator is at least as effective as a learner who knows how to do long division. Coined by George Siemens in late 2004.
</span></li> </ul></td> </tr> </tbody> </table> <p><span style="color: rgb(255, 0, 0);"><b>Certification</b></span>. Pass the test, get a certificate. This started with technical subjects, e.g. Certified Novell Engineer and Microsoft Certified Professionals. Cisco offers a progression of certificates that reminds one of the ranks in Boy Scouts. Since there's no authority legitimizing the certifications, expect a continuing proliferation of these things. Certifications simplify hiring decisions; on the downside, they encourage "studying to the test." For $500, I can get you an Certified Internet Time Professional ranking.</p> <p><span style="color: rgb(255, 0, 0);"><b>Chat</b></span>. Real-time communication, text or voice. Generally, messages disappear when the session's over. Otherwise, you're probably having a discussion.</p> <p style=""><b><span style="color: rgb(255, 0, 0);">c-learning</span></b>. Classroom learning. Used to be just "learning," but now we need to differentiate c-learning from eLearning.
</p> <p><strong style="color: rgb(255, 0, 0);" class="term">Co-creative dialogue</strong>. The intentional act of being together in an open and trusting commitment to pushing the envelope of relationship and ideas; exploring being in the world as uniquely whole persons; creating a context where synergistic breakthrough experiences occur. This process is central to developing co-creative relationships. <span style="font-size:85%;"><a href="http://theinfinitegames.com/e08/">SOURCE</a></span>
</p> <div id="content"> <strong style="color: rgb(255, 0, 0);" class="term">Collaborative advantage.</strong><span style="color: rgb(255, 0, 0);"></span> The Industrial/Information Age has enthroned competitive strength as one of its highest values. Competition is not inherently bad, but when competition-based mental models dominate our thinking we are trapped in a very small box indeed. Effectively searching out and mobilizing the strategic and tactical advantages of creative collaboration with all stakeholder groups can lead to a virtually uncatchable collaborative advantage for an organization. <span style="font-size:85%;"><a href="http://theinfinitegames.com/e08/">SOURCE</a></span>
<em><blockquote>Example: Many organizations still consciously and/or unconsciously encourage competition among organization members, e.g., through forced ranking or personal incentives. The hidden costs of such a culture in terms of trust erosion, political in-fighting, commitment to looking good, win/lose-lose/lose games, and the like are enormous. All of these examples are failures in design.</blockquote></em> </div> <p style=""> </p> <p style=""><span style="color: rgb(255, 0, 0);"><b>Collaborative filtering.</b></span> Example: Amazon tells me that other people who like the books I like are buying a particular book.</p> <p style=""><strong style="color: rgb(255, 0, 0);" class="term">Collective intelligence.</strong><span style="color: rgb(255, 0, 0);"></span>The capacity of a social organism, such as a corporation, to sense its needs and that of its environment (stakeholders), to generate choices that will satisfy those collective needs, to anticipate the consequences of those choices, to make choices that best serve the well-being of those affected by those choices, and to learn from the consequences of those choices. <span style="font-size:85%;"><a href="http://theinfinitegames.com/e08/">SOURCE</a></span>
<b><span style="color:blue;"><span style="color: rgb(255, 0, 0);">Community</span>.</span><span style=";font-size:20;color:red;" > </span></b>A group of people united by a common purpose who share information and knowledge with one another. <b> </b></p> <p style=""><b><span style="color: rgb(255, 0, 0);">Community of Practice</span>. </b> An informal group that shares values, perspectives, and ways of doing things. The motivation to learn is the desire to participate in a "community of practice." </p> <p style=""><span style="color: rgb(255, 0, 0);"> <strong>Complexity</strong></span>. It's a nonlinear, interconnected world and you will never figure it out. Shit happens. Self-organization holds it together.
</p> <p style=""><strong style="color: rgb(255, 0, 0);" class="term">Conceptual box</strong><span style="color: rgb(255, 0, 0);">.</span> At any given moment my conceptual box is comprised of the collection of myths, beliefs and other mental models implicit in my patterns of acting, thinking, feeling and being. Everyone has his/her unique conceptual box. For most, their box will vary to some degree with the situation and evolve through time. More complex social organisms such as families and corporations have their unique conceptual boxes. <span style="font-size:85%;"><a href="http://theinfinitegames.com/e08/">SOURCE</a>
</span></p> <p style=""><span style="font-size:85%;"><span style="color: rgb(255, 0, 0); font-weight: bold;font-size:100%;" >Connectionism.</span> <span style="font-size:100%;">Coined by George Siemens to describe learning based on actionable knowledge and knowledge foraging in a realtime, networked world. </span>
</span></p> <p> <b><span style="color: rgb(255, 0, 0);">Content. </span></b>What's being learned, information<b>. </b>If it doesn't cause change, it's not information. The challenge is how to get the right content to right person, at the right time. This involves media choice (e.g., paper versus on-screen), speed, delivery cost, relevance, learner motivation, and other factors. | "If content is king, context is the kingdom." Tony O'Driscoll | "If content is king, infrastructure is God." Tom Kelly
</p> <p> <strong><span style="color: rgb(255, 0, 0);">Context</span></strong>. The environment of content. Who's talking? When? Why? Content and context are like inside and outside: you can't have one without the other. | <strong class="term"></strong>The interrelated conditions in which something exists; the consciously or unconsciously chosen set of beliefs, distinctions, frameworks, lenses and mental models that shape how we perceive "reality." <span style="font-size:85%;"><a href="http://theinfinitegames.com/e08/">SOURCE</a></span>
</p> <p><span style="color: rgb(255, 0, 0);"><strong>Content management system (CMS)</strong></span>. A CMS supports the creation, management, distribution, publishing, and discovery of content from cradle to grave. A CMS helps users find what they're looking for. It also separates content from presentation. See <a href="http://www.steptwo.com.au/index.html">StepTwo Designs</a>.
</p> <p><strong style="color: rgb(255, 0, 0);" class="term">Core Group. </strong>The Core Group, as defined by Art Kleiner in <span style="font-style: italic;" class="underline">Who Really Matters</span>, are the people "who really matter." Often, the most senior people in the hierarchy are members—but not always. Sometimes, the people who "matter" can extend far down the corporate ladder, or even reach outside the company to include key customers labor union leaders, and stockholders. <span style="font-size:85%;"><a href="http://theinfinitegames.com/e08/">SOURCE</a></span>
<i></i></p><blockquote><i>It's because of Core Group dynamics that a depressing number of business corporations</i> [and other institutions as well] <i>have evolved into organizations with one primary purpose: To extract wealth</i> [and control] <i>from all constituents (not just the shareholders, but the employees, customers, and neighbors as well) and give it essentially to the children and grandchildren of some of its senior executives. And yet Core Groups are not inherently bad or dysfunctional. Indeed, they represent probably the best hope we have for ennobling humanity—at least in a world like ours, in which organizations have the lion's share of power, capital and influence. An organization's Core Group is the source of its energy, drive, and direction. Without an energetic and effective Core Group, all efforts to spark creativity and enthusiasm sputter out.</i></blockquote><i></i><p></p> <p style=""><b><span style="color: rgb(255, 0, 0);">Course</span></b><span style="color:black;">. Rigid unit of learning, generally expressed in hours or days and 'led' by an instructor. <i>Opposite</i>: 'Just enough.'
</span></p> <p style=""><span style="color:black;"><span style="color: rgb(255, 0, 0); font-weight: bold;"><a name="D"></a>DCS</span>. </span>Distributed classification system. Free form approach to metadata. Everyone can create and apply their own tags. Del.cio.us. "The greatest strength of distributed classification systems (DCSs) is also their greatest weakness: the way in which the negotiation of meaning during the process of classification is delegated from humans to code." </p> <p style=""><span style="color:black;"><span style="color: rgb(255, 0, 0);"><strong>Dead-tree media. </strong></span></span>Paper-based publications.
</p> <p style=""><span style="color: rgb(255, 0, 0); font-weight: bold;">DIY.</span> Do it yourself. With roots in hacker culture, tinkering, remix, Home Depot, and repurposing, this movement is gaining momentum in mid-2005. Guys who can no longer work on car motors now hack into car's onboard computers instead.
</p> <p style=""><span style="color: rgb(255, 0, 0); font-weight: bold;">Doggie Treats</span>. Incentives, targets, measurements, and other numerical signals of direction. These tend to trump all other Core Group signals as drivers of organizational behavior. SOURCE: Art Kleiner's Who Really Matters.
</p> <p style=""><span style="font-weight: bold; color: rgb(255, 0, 0);">Double-loop learning.</span> The ability to critically reflect on one's own behavior and identify the ways that this behavior contributes to the organization's problems. Chris Argyris.
</p> <p style=""><b><span style="color: rgb(255, 0, 0);">Dynamic information. </span></b>'Real time.' Current, up to the second. Instead of reading pages prepared in advance, the pages are assembled on the fly, incorporating current information and taking into account current needs. <b><span style="color: rgb(255, 0, 0);"></span></b></p> <p style=""><b><span style="color: rgb(255, 0, 0);"><a name="E"></a>eLearning. </span></b>Also<b><span style="color: rgb(255, 0, 0);"> e-Learning. </span></b><span style="color:black;">Best practices for learning in the new economy, implying but not requiring benefits of networking and computers such as anywhere/anytime delivery, learning objects, and personalization. Learning on Internet time. Often includes ILT. Coined by Jay Cross.
</span></p> <p style=""><strong style="color: rgb(255, 0, 0);" class="term">Ecosystem</strong>. Kiuchi and Shireman's definition from their <em>What We Learned in the Rainforest</em>:
</p><blockquote>"In this book, the term <em>ecosystem</em> doesn't mean just the natural ecosystems we usually think of; it refers to <i>any dynamic and interdependent community of living things</i>. A forest. A human family. A business. A city. All of these are ecosystems, as natural in their own way as anything we find in what we usually mean by 'nature.'"
"The distinguishing characteristic of these ecosystems is their resilience. Arthur Tansley, the British ecologist who coined the term <i>ecosystem</i>, said that ecosystems <i>have the capacity to respond to change without altering the basic characteristics of the system</i>. They face the same limits that human economies do—finite physical resources and a limited flow of energy from the sun—yet develop and evolve continuously over time in a process that has carried on successfully for 3.8 bllion years. Think about that: All the complex systems of nature are constantly...consuming resources of limited supply, yet they continue to survive, evolve, and then advance." <span style="font-size:85%;"><a href="http://theinfinitegames.com/e08/">SOURCE</a></span>
</blockquote><p></p> <span style="color: rgb(255, 0, 0); font-weight: bold;">Emergence </span>is the idea that new properties are created when simple entities combine to form more complex ones. <em>The property of 'wetness', for example, does not exist in either hydrogen or oxygen. It 'emerges' when the two combine to form water.</em> As the cosmos evolved from the simple elements of the 'big bang' it has been in a state of continuous creation. Through 'emergent evolution' it has formed atoms, molecules, galaxies, planets, life, brain, mind, and consciousness. Each new step of complexity has contained emergent properties which were not included in, and could not be predicted from, the constituent parts. <span style="font-size:85%;"><a href="http://theinfinitegames.com/e08/">SOURCE</a></span><p style=""><span style="color:black;"><span style="font-weight: bold; color: rgb(255, 0, 0);">Entropy</span>. Disorder. Closed systems decay over time. Margaret Wheatley has proposed that this is why scientific managers are so hung up on control.
</span></p> <p style=""><span style="color: rgb(255, 0, 0);"><b>Explicit knowledge</b></span>. Knowledge that's easy to communicate. (Opposite of "tacit knowledge.")
</p> <p style=""><span style="font-weight: bold; color: rgb(255, 0, 0);">Facilitate. </span>Supporting communication between people to improve creativity, decision-making and productivity.
<span style="font-weight: bold; color: rgb(255, 0, 0);"><a name="F"></a>Folksonomies</span> are unstructured taxonomies created by users. Anyone can invent and pin tags on objects. An object may have an infinite number of tags.
</p> <p style=""><strong style="color: rgb(255, 0, 0);" class="term">Framework</strong>. A basic structure of distinctions that facilitates seeing and acting on a larger whole. <span style="font-size:85%;"><a href="http://theinfinitegames.com/e08/">SOURCE</a></span>
</p> <p style=""><span style="color: rgb(255, 0, 0); font-weight: bold;">Free-range learner</span><span style="color: rgb(0, 0, 0);">. Someone who learns as he or she chooses. Often discovery learning.</span><span style="color: rgb(255, 0, 0); font-weight: bold;">
</span></p> <p style=""><span style="color: rgb(255, 0, 0); font-weight: bold;">Frog boiling.</span> Apocryphal science experiment. Drop a frog in a pot of boiling water; he jumps right out. Put a frog in a pan of cool water and slowly heat it on the stove; the frog never senses a big change in temperature and stays in the water until poached. The Greek version of this has a farmer lifting a calf over the fence until one day he's lifting a 2,000 pound bull. Bull is the operative term here.</p> <p style=""><b><span style="color:blue;"><span style="color: rgb(255, 0, 0);"><a name="G"></a>Gap analysis</span></span><span style="color: rgb(51, 51, 51);"><span style="color: rgb(51, 51, 153);">.</span></span><span style="color: rgb(51, 51, 153);"> </span></b>Figure out what to do by assessing the gap between where you are and where you want to be. Most people then begin building from the present into the future. We favor looking at the step right before the ultimate one and backing toward the present one step at a time.
</p> <p style=""><strong style="color: rgb(255, 0, 0);" class="term">Generative learning</strong>. According to Peter Senge, "generative learning goes beyond adaptive learning, which is about coping. Generative learning emphasizes continuous experimentation and feedback in an ongoing examination of the very way organizations go about defining and solving problems." In Senge's (1990) view, generative learning is about creating — it requires "systemic thinking, shared vision, personal mastery, team learning, and creative tension" [between vision and current reality]. <span style="font-size:85%;"><a href="http://theinfinitegames.com/e08/">SOURCE</a></span>
</p> <p style=""><strong style="color: rgb(255, 0, 0);" class="term">Generative learning community.</strong> A organization-based generative learning community is a sanctioned "skunkworks" for generating, incubating, and spreading highly leveraged learning/change innovations that directly support its business mission. It's a focused learning community whose purpose is to spawn and support self-evolving practices and processes throughout the enterprise. It's a community of learners committed to evolving themselves, their teams and their organization in a way that best serves the common good. This community attracts and supports those going for breakthroughs in <b>both</b> business results <b>and</b> organizational capacity-building.<span style="font-size:85%;"><a href="http://theinfinitegames.com/e08/">SOURCE</a></span></p> <p style=""><strong><span style="color: rgb(255, 0, 0);"><a name="H"></a>Hitnosis.</span></strong> Obsessively checking your web counter to see if the number has changed.</p> <p style=""><b><span style="color: rgb(255, 0, 0);"><a name="I"></a>ILT. </span></b>Instructor-led training, generally a workshop.</p> <p style=""><b><span style="color: rgb(255, 0, 0);">IMS</span></b> - A standards body developing and promoting open specifications for facilitating online distributed learning. Its traditional emphasis surrounded meta-tagging specifications</p> <p style=""><b><span style="color: rgb(255, 0, 0);">Informal/</span></b><b><span style="color:blue;">formal</span></b><b><span style="color: rgb(255, 0, 0);"> learning. </span></b>Formal learning is a class, a seminar, a self-study course -- everyone recognizes it as learning. Informal learning is over the water cooler, at the poker game, asking the guy in the next cube to help out, collaborative problem solving, watching an expert, or sharing a terminal for eLearning. More than half of corporate learning is the informal kind.
</p> <p style=""><strong style="color: rgb(255, 0, 0);" class="term">Infrastructure</strong><span style="color: rgb(255, 0, 0);">.</span> The underlying social and technical processes, systems, and structures that constitute the basic framework of an organization and that are intended to define its patterns of performance. <span style="font-size:85%;"><a href="http://theinfinitegames.com/e08/">SOURCE</a></span>
</p> <p><b><span style="color: rgb(255, 0, 0);">Instructional design</span></b><b>. </b>A systems approach to designing a learning experience. Heavily promoted by DoD investment, formal instructional design is currently under attack for fostering slow development, a printed-paper mindset, and insufficient attention to informal learning.</p> <p style=""><b><span style="color: rgb(255, 0, 0);">Internet time. </span></b>The accelerated timeframe of the new economy brought on by eBusiness and the Internet. A year of Internet time may equal seven years of calendar time. Or more. Or less. The seven-year figure came from Netscape accomplishing in one year what would have taken a traditional company at least seven years.
</p> <p style=""><span style="color: rgb(255, 0, 0);"><strong>Intangible</strong></span>. Something that cannot be perceived by the senses. Accountants and financial types only grudgingly concede that some intangibles have value, and they find it in things like brand names and patents. Because you can't immediately sense a person's capability, a customer's loyalty, or a relationship with a supplier, accountants say these things have to value.
</p> <p style=""><strong style="color: rgb(255, 0, 0);" class="term">Intellectual capital</strong><span style="color: rgb(255, 0, 0);"> </span> (IC) includes much more than knowledge, skills and information assets that can be formalized, captured and accessed in ways that are value-adding. <em>Examples include patents, technological data bases and the like.</em> IC also includes the intelligence and wisdom that is developed within the members of a social organism (e.g., a corporation), where its accessibility and value-adding capacity is dependent on the quality of the web of relationships that make it the social organism it is. <span style="font-size:85%;"><a href="http://theinfinitegames.com/e08/">SOURCE</a></span></p> <p style=""><span style="font-weight: bold; color: rgb(255, 0, 0);">Human Performance Technology</span>. Systems thinking applied to human resource activities. According to Harold Stolovitch and Erica Keeps, "HPT is the applicaiton of what is known about human and organizational behavior to enhance accomplishments, economically and effectively, in ways that are valued within the work setting. Thus, HPT is a field of endeavor that seeks to bring about changes to a system in such a way that the system is improved in terms of the achievements it values."
</p> <p style=""><strong class="term"><a name="I"></a><span style="color: rgb(255, 0, 0);">internet. <span style="color: rgb(0, 0, 0); font-weight: normal;">If you don't know what the internet is, none of the rest of this will make any sense to you. Note, however, the lowercase i. In 2005, Amy Gahrain made this the official spelling of the term.</span>
</span></strong></p> <p style=""><strong class="term"><span style="color: rgb(255, 0, 0);">Intuition</span></strong><span style="color: rgb(255, 0, 0);">.</span> The power, ability or facility of attaining direct knowledge or cognition without rational thought or inference. We all possess this ability. In a rationality-centric culture this ability is often atrophied. <span style="font-size:85%;"><a href="http://theinfinitegames.com/e08/">SOURCE</a>
</span></p> <p style=""><span style="font-size:85%;"><span style="font-size:100%;"><span style="color: rgb(255, 0, 0); font-weight: bold;">ISPI</span>. Inernational Society for Performance Improvement. The instructional designer's community of practice. Originally NSPI, the National Society for Programmed Instruction. </span>
</span></p> <p style=""><b><span style="color: rgb(255, 0, 0);"><a name="J"></a></span></b><span style="font-weight: bold; color: rgb(255, 0, 0);">Job. </span>Increasingly obsolete way of packaging work.
</p> <p style=""><b><span style="color: rgb(255, 0, 0);"><span style="color: rgb(255, 0, 0);">Job aid.</span></span></b><span style="color: rgb(255, 0, 0);"> <span style="color: rgb(0, 0, 0);">Cheat sheet. Checklist. Process map. Generally, a piece of paper that helps you do your job.</span></span></p> <p style=""><span style="color: rgb(255, 0, 0);"><b>Just-in-time learning</b></span>. Getting the right knowledge to the right person at the right time. </p> <p style=""><b><span style="color: rgb(255, 0, 0);"><a name="K"></a></span></b><span style="color: rgb(255, 0, 0);"><strong>K Log</strong></span>. Knowledge blog. A euphemism used by corporate types who don't want to be typecast as mere social bloggers.
</p> <p style=""><span style="font-weight: bold; color: rgb(255, 0, 0);">Koan</span>. Zen. A riddle without an answer. "What is the sound of one hand clapping?" This demonstrates the inadequacy of logic to explain things. Try the Heisenberg Uncertainty Principle on for size.
</p> <p style=""><span style="color: rgb(255, 0, 0);"><strong>Kittyblogger.</strong></span> A person who uses their blog to write about their cats or equally interesting topics.</p> <p style=""><b><span style="color: rgb(255, 0, 0);"><span style="color: rgb(255, 0, 0);">Knowledge Management (KM)</span>. </span></b>Whatever you want it to mean.
</p> <p style=""><b><span style="color: rgb(255, 0, 0);"><a name="L"></a></span></b><span style="font-weight: bold; color: rgb(255, 0, 0);">LAMP</span>. Open-source software. Linux-Apache-MySQL-Perl, Python or PHP
</p> <p style=""><b><span style="color: rgb(255, 0, 0);"><span style="color: rgb(255, 0, 0);">Learner-centric</span>. </span></b>Organize things for the good of the learner, not the instructor and not the institution. The core tenet of eLearning.</p> <p style=""><b><span style="color: rgb(255, 0, 0);">Learning</span></b><b><span style="color:black;">. </span></b><span style="color:black;">[Traditional] To gain knowledge or information of; to ascertain by inquiry, study, or investigation; to acquire understanding of, or skill; as, to learn the way; to learn a lesson; to learn dancing; to learn to skate; to learn the violin; to learn the truth about something. [Practical] Improving one's connections with networks and communities that matter.
</span></p> <p style=""><strong style="color: rgb(255, 0, 0);" class="term">Learning organization.</strong> Peter Senge: "The organization in which you cannot <i>not</i> learn because learning is so insinuated into the fabric of life. ... a group of people continually enhancing their capacity to create what they want to create." Peter Senge also remarks: "The rate at which organizations learn may become the only sustainable source of competitive advantage." Yogesh Malhotra defines Learning Organization as an "Organization with an ingrained philosophy for anticipating, reacting and responding to change, complexity and uncertainty." <span style="font-size:85%;"><a href="http://theinfinitegames.com/e08/">SOURCE</a></span>
</p> <p style=""><b><span style="color: rgb(255, 0, 0);">Lecture. </span></b>The dominant form of instruction at most major universities. The New York Times of August 14, 2002 entitled The College Lecture, Long Derided, May Be Fading, stated "One day in 1931, Hamilton Holt, president of Rollins College in Winter Park, Fla., startled his colleagues at an academic conference when he declared that Yale and Columbia, which he had attended in his youth, 'taught me virtually nothing.' The reason, Mr. Holt explained, was that the lectures delivered by his teachers, as with those delivered by professors almost everywhere, were examples of 'probably the worst scheme ever devised for imparting knowledge.'"
</p> <p style=""><b><span style="color: rgb(255, 0, 0);">LMS or Learning management system. </span></b><span style="color: rgb(255, 0, 0);"><span style="color: rgb(0, 51, 51);">eLearning infrastructure. At the simplest level, a tracking system. LMS's range from simple course-by-course registration systems to humongous, real-time databases that deal with personalization, learning prescriptions, job competencies, and parsing learning objects. </span></span></p> <p style=""><span style="color: rgb(255, 0, 0);"><b>LCMS</b></span><span style="color: rgb(0, 51, 51);">. Learning content management system. An LCMS is a multi-user environment where learning developers can create, store, reuse, manage, and deliver digital learning content from a central object repository. </span></p> <p style=""><span style="color: rgb(51, 0, 153);"><b><span style="color: rgb(255, 0, 0);">Learning object</span>.</b> </span> A machine-addressible "chunk" of learning. When labeled with metadata, an eLearning system can mix and match learning objects to create individualized learning experiences. Controversy swirls around the question, "How large is a chunk?" A course is too large -- that's yesterday's object. A couple of sentences is too small -- you would lose the context that provides meaning. Think five or ten minutes.
</p> <p style=""><span style="font-weight: bold; color: rgb(255, 0, 0);">Learning Organization</span>. Peter Senge's <span style="font-style: italic;">The Fifth Discipline</span> writes that the learning organization has "the ability of everyone to continually challenge prevailing thinking, the ability to think systemically (to see the big picture and to balance the short- and long-term consequences of decisions), and the ability to build shared visions that truly capture people's highest aspirations."
</p> <p style=""><b><span style="color: rgb(255, 0, 0);">Learning service provider. </span></b><span style="color: rgb(255, 0, 0);"><span style="color: rgb(51, 51, 51);">Delivers eLearning - including learning management -- over the Internet. A learning ASP. Focus in-house IT on core processes; outsource eLearning to an LSP.
</span></span></p> <p style=""><strong style="color: rgb(255, 0, 0);" class="term">Lens</strong><span style="color: rgb(255, 0, 0);">.</span> In the realm of generative change we use 'lens' as a metaphor for any distinction or mental model that helps us make the invisible essentials visible that helps us focus on that which is essential to see through the otherwise opaque walls of our conceptual boxes.</p> <p style=""><span style="color: rgb(255, 0, 0);"><strong>LOMBARD</strong></span><span style="color: rgb(51, 51, 51);">. Lots Of Money But A Real Dickhead. Coined by The Economist. Sometimes applied to vulture capitalists.</span></p> <p style=""><span style="color: rgb(51, 51, 51);"><b><span style="color: rgb(255, 0, 0);">Low-hanging fruit</span></b><span style="color: rgb(255, 0, 0);"><span style="color: rgb(0, 0, 0);">: In an apple orchard, it’s the apples on the low branches. In business, it’s the easy sales to get. Problem: You run out of low-hanging fruit long before you become profitable.</span></span><b><span style="color: rgb(255, 0, 0);">
</span></b></span></p> <p style=""><b><span style="color: rgb(255, 0, 0);"><a name="M"></a></span></b><span style="color: rgb(51, 51, 51);"><b><span style="color: rgb(255, 0, 0);">Meatspace. </span></b><span style="color: rgb(255, 0, 0);"><span style="color: rgb(0, 0, 0);">The physical world. Atoms, not bits. Opposite of cyberspace.
</span></span><b><span style="color: rgb(255, 0, 0);"> Megasite</span></b><span style="color: rgb(0, 0, 0);">. On the Web, a destination site that links to other worthy sources of information.</span></span></p> <p style=""><span style="color: rgb(255, 0, 0);"><strong>Meme.</strong></span><span style="color: rgb(0, 0, 0);"> A self-replicating idea that propogates through people and networks, much like comptuer viruses. A thought-gene. Coined by Richard Dawkins.</span></p> <p style=""><span style="color: rgb(51, 51, 51);"><b><span style="color: rgb(255, 0, 0);">Metadata</span></b>. Information about information. Often, "metatags" that describe what's inside a chunk of learning. Generally machine-readable. Analogous to a barcode on an incoming shipment.
</span></p> <p style=""><b><span style="color: rgb(255, 0, 0);">Metacognition</span> </b>is a theory, which states that learners benefit by thoughtfully and reflectively considering the things they are learning and the ways in which they are learning them. A common phrase used by its advocates is "thinking about thinking." In classroom situations, metacognition could well involve "thinking aloud" with a partner, so that each participant gains insight to the processes that lead to intellectual conclusions. Carried to further levels, metacognition might involve reflective thinking by students about the value and/or the applicability of the things they are learning.</p> <p style=""><span style="color: rgb(255, 0, 0);"><b>Meta-Learning.</b></span><span style="color: rgb(51, 51, 51);"> The process of learning. Learning to learn is a major component. See <a href="http://www.meta-learninglab.com/">Meta-Learning Lab</a>. </span></p> <p style=""><span style="color: rgb(255, 0, 0);"><b>Meta-tags</b></span> - Descriptive labels applied to media assets, pages, information objects and/or learning objects that describe the object so it can be managed more effectively. Machine-readable.</p> <p style=""><span style="color: rgb(255, 0, 0);"><b>M-learning.</b></span> Mobile learning. Learning delivered or augmented by an untethered device, for example by cell phone, WiFi PDA, wearable with headmounted display, or wireless tablet.</p> <p style=""><span style="color: rgb(255, 0, 0);"><b>Moblog.</b></span> Combination of "mobile" with "blog," moblogs are websites where people can post pictures taken with mobile phones in real time.</p> <p style=""><b><span style="color: rgb(255, 0, 0);"><a name="N"></a></span></b><span style="color: rgb(255, 0, 0);"><b>Neophilia.</b></span> <a id="neophilia">Being excited and pleased by novelty. Common among most hackers, SF fans, and members of several other connected leading-edge subcultures, including the pro-technology ‘Whole Earth’ wing of the ecology movement, space activists, many members of Mensa, and the Discordian/neo-pagan underground</a>. All these groups overlap heavily and (where evidence is available) seem to share characteristic hacker tropisms for science fiction, <a href="http://www.catb.org/jargon/html/M/music.html"><i class="glossterm">music</i></a>, and <a href="http://www.catb.org/jargon/html/O/oriental-food.html"><i class="glossterm">oriental food</i></a>. Source: <span style="font-style: italic;">The Jargon File</span>. </p> <p style=""><span style="color: rgb(255, 0, 0);"><b>Nurnburg funnel. </b></span>Source of the metaphor of training being akin to pouring knowledge into a person's head.</p> <p style=""><b><span style="color: rgb(255, 0, 0);"><a name="O"></a></span></b><span style="color: rgb(255, 0, 0);"><b>Opportunity Cost. </b><span style="color: rgb(0, 0, 0);">The cost of not doing something, e.g. the sales the rep didn't make because she was away at a seminar. Often the largest cost associated with training programs.</span><b>
</b></span></p> <p style=""><span style="color: rgb(255, 0, 0);"><b>Ontology</b></span><span style="color: rgb(51, 51, 51);">. The capstone of the Semantic Web. XML describes what the data is. RDF explains what the XML tag means in our context. An Ontology describes how all the pieces fit together.
</span></p> <p style=""><strong style="color: rgb(255, 0, 0);" class="term">Organizational nervous system</strong><span style="color: rgb(255, 0, 0);">.</span> An organization's nervous system is made up of knowledge infrastructure and people. Knowledge infrastructure includes both social and technical infrastructure, specifically those information based processes, systems and structures that augment knowledge work. A nervous system can be designed and implemented in a way that supports dinosaur-like activity — or it can be designed and implemented in a way that supports an organization's capacity to consciously evolve itself, Nervous system functions include coordination, communication, sensing, memory, learning and change. An organization's capacity to appreciate its intellectual capital is directly related to the robustness of its nervous system.</p> <p style=""><b><span style="color: rgb(255, 0, 0);"><a name="P"></a></span></b><b><span style="color: rgb(255, 0, 0);">Paradigm drag.</span></b> When old thinking holds back new. From David Gelernter's <i>Machine Beauty: Elegance and the Heart of Technology</i>.</p> <p style=""><span style="color: rgb(255, 0, 0);"><b>Peer to peer</b></span>. When the PC is both client and server, able to swap resources directly with other PCs. Resources? Files, songs, videos, processor cycles, disk space. This wil be big for self-organizing teams.</p> <p style=""><b><span style="color: rgb(255, 0, 0);">Performance</span></b><span style="color:black;">. The goal of learning. AKA productivity, results. It's relative to context. Decide what constitutes performance, then design the learning to support it.</span></p> <p style=""><b><span style="color: rgb(255, 0, 0);">Performance support</span></b><span style="color:black;">. Learning imbedded in work. Microsoft's talking paperclip and 'Wizards' that guide users through applications are examples.</span></p> <p style=""><span style="color: rgb(255, 0, 0);"><strong>Permalink</strong></span>. A permanent <a href="http://www.irelan.net/becoming/archives/000633.html#000633">marker or reference point</a> to a certain document on the world wide web. Most commonly used for weblogs, news sites and newspapers. A permalink is denoted through the use of a symbol (pound sign, arrow, dot), date of content creation, the word permalink or image. </p> <p style=""><b><span style="color: rgb(255, 0, 0);">Personalization.</span></b><span style="color:black;"> Learning opportunities tailored to the learner's background, style, previous knowledge, etc. 'Mass customization' and '1:1 marketing' applied to learning. Results are saved time, accelerated learning, more wheat/less chaff, phenomenal performance gain.
</span></p> <p style=""><span style="color:black;"><span style="font-weight: bold; color: rgb(255, 0, 0);">Plog.</span> Project weblog, a low-risk/high-reward knowledge sharing tool. Coined by Michael Schrage.
</span></p> <p style=""><span style="color:black;"><span style="color: rgb(255, 0, 0); font-weight: bold;">Podcasting.</span> Audio-blogging.
</span></p> <p style=""><span style="color: rgb(0, 0, 160);"><b><span style="color: rgb(255, 0, 0);">Portal</span></b></span>. 1. Synonyn for entry screen. Widely hyped 1998-1999 because anyone can imagine the utility of an in-house Yahoo. 2. Transactional portal. A front-end which lets you do as well as see things.
</p> <p style=""><strong style="color: rgb(255, 0, 0);">Positive psychology</strong> posits that we should stop relying on what we've learned from the mentally ill when advising people who are mentally healthy. Better to look at what makes happy people happy. Take this approach organizationally and you get Cooperrider's Appreciate Inquiry.</p> <p style=""><span style="color: rgb(255, 0, 0); font-weight: bold;">Prairie-dogging.</span> Popping up from a cubicle to ask a question.
</p> <p style=""><span style="color: rgb(255, 0, 0); font-weight: bold;">Presence awareness.</span> If the urinal in the airport bathroom knows when I'm there and when I'm not, should we expect anything less from our computer networks?
</p> <p style=""><span style="color: rgb(255, 0, 0); font-weight: bold;">Pro Am</span>. An amateur who does something to professional standards, such as writing Linux routines for Linus. Part of DIY.
</p> <p style=""><span style="color: rgb(255, 0, 0);"><strong>Problem</strong></span>. Sometimes, a way of blinding oneself to new opportunities. Dr David Cooperrider says “Once we describe something as a problem, we assume that we know what the ideal is - what should be - and we go in search of ways to close any ‘gaps’ - not to expand our knowledge or to build better ideals.” </p> <p style=""><span style="color: rgb(255, 0, 0);"><strong>Pronoia</strong></span>. The belief that the world is conspiring to make you happy and successful.
</p> <p style=""><b><span style="color: rgb(255, 0, 0);"><a name="R"></a></span></b><span style="color: rgb(255, 0, 0); font-weight: bold;">ROI.</span> Largely obsolete term of art from the industrial age.
</p> <p style=""><span style="color: rgb(255, 0, 0);"><b>RDF</b></span> - Resource Description Framework. A dictionary and thesaurus for XML tags that sits between XML and an ontology. </p> <p style=""><span style="color: rgb(255, 0, 0);"><b>RLO</b></span> - Reusable Learning Object. A discrete chunk of reusable learning that teaches one or more terminal objectives. </p> <p style=""><span style="color: rgb(255, 0, 0);"><strong>RSS</strong></span> - Real Simple Syndication, among other definitions. A format for syndicating blogs. </p> <p style=""><b><span style="color: rgb(255, 0, 0);"><a name="S"></a></span></b><span style="color: rgb(255, 0, 0);"><b>Schmooze. </b></span><span class="ResultBodyBlack"><b>1. Chat informally: </b></span><span class="ResultBody">to chat socially and agreeably. </span><span class="ResultBodyBlack"><b>2. Be ingratiating toward somebody: </b></span><span class="ResultBody">to talk persuasively to somebody, often to gain personal advantage</span></p><span style="color: rgb(255, 0, 0);"><b>Search learning</b></span>. When you learn from perusing Amazon, looking up topics on Google, or paging through business magazines on the airplane. <p style=""><span style="color: rgb(255, 0, 0);"><b>Semantic Web.</b></span> Will enable computers to talk with one another. How we will address "the difference between information produced primarily for human consumption and that produced mainly for machines. At one end of the scale we have everything from the five-second TV commercial to poetry. At the other end we have databases, programs and sensor output. To date, the Web has developed most rapidly as a medium of documents for people rather than for data and information that can be processed automatically. The <a href="http://www.w3.org/2001/sw/">Semantic Web</a> aims to make up for this." Tim Berners-Lee in <a href="http://www.sciam.com/2001/0501issue/0501berners-lee.html#ontologies">Scientific American</a>.</p> <p><b><span style="color:blue;"><span style="color: rgb(255, 0, 0);">SCORM</span>. </span></b><span style="color:blue;"><span style="color: rgb(0, 0, 0);">Sharable Content Object Reference Model. Standards are very popular; that's why there are so many of them. SCORM is the Federal government's standard. It seeks to track and manage courseware developed by various authoring tools using a single system. The objective is to bring together diverse and disparate learning content and products to ensure reusability, accessibility, durability, and interoperability. Built on the work of AICC, IMS, the IEEE, and others. See <a href="http://www.adlnet.org/">www.adlnet.org</a> for the latest. Coming under fire for narrow focus on self-directed learning as well as for military backing.
</span></span></p> <p><span style="color:blue;"><span style="color: rgb(0, 0, 0);"><span style="font-weight: bold; color: rgb(255, 0, 0);">Self-service</span>. Pump your own gas. Better still, use the ATM. Either way, the customer does the work once done by others. Often this makes things more convenient and quick. Self-service learning is synonymous with self-directed learning.
</span></span></p> <p><strong style="color: rgb(255, 0, 0);">Serendipity</strong><span style="color: rgb(255, 0, 0);"> </span>is a "happy accident." People can develop a state of mind that makes serendipity more likely, more frequent, and far more consequential. Fortune favors those who have a cause or mission and pursue it with sagacity, sensitivity, and wisdom. Applying this approach throughout an organization's culture prepares it to expect the unexpected, to notice what others miss, and to be receptive to impressions and intuitions.</p> <p><span style="color: rgb(255, 0, 0);"><b>Shelf-life</b></span><span style="color: rgb(0, 0, 0);">. Knowledge is perishable. Some suggest it be labeled with pull-dates, like cartons of milk. (And others point out that spoiled milk may have been put in the eLearning bottle to being with.)</span></p> <p><span style="color: rgb(255, 0, 0);"><strong>SOAP</strong></span> - simple object access protocol. Describes how one application talks to a Web service and asks it to perform a task and return an answer. SOAP makes it possible to use Web services for transactions—say, credit card authorization or checking inventory in real-time and placing an order. See <a href="http://www.internettime.com/blog/archives/000015.html#websvcs">Web services</a>.
</p> <p><span style="color: rgb(255, 0, 0); font-weight: bold;">Soft numbers.</span> Term of derision used by people who don't understand that intangibles are more important in our economy than "hard" assets. Soft numbers include the value of training, customer relationships, brand, prestige, organizational knowledge, and all forms of intellectual capital.
</p> <div id="content"> <strong class="term"></strong><span style="font-weight: bold; color: rgb(255, 0, 0);">Stakeholders </span>include all who are involved in or are affected by the activities of a given organization; those who have a stake in the choices that organization makes, and in the consequences of those choices. <span style="font-size:85%;"><a href="http://theinfinitegames.com/e08/">SOURCE</a></span>
<em><blockquote>Examples: The immediate stakeholder family includes stockholders, suppliers, customers, members (employees), strategic partners, community, government regulators, Nature, and even competitors. An extended family of stakeholders ripples out from this first group and includes families, society and future generations.</blockquote></em> </div> <p><strong style="color: rgb(255, 0, 0);">Stories</strong><span style="color: rgb(255, 0, 0);"> </span>are a compelling way to share knowledge and learn informally. Stories are natural, entertaining, and engaging. When fully engaged, the readers' minds work in concert with the storyteller to focus entirely on generating the virtual world of the story. The power comes from propelling listeners to invent their own stories. Then they own the outcomes. "I liked the book better than the movie because the colors were better."</p> <p><b><span style="color:blue;"><span style="color: rgb(255, 0, 0);">Synchronous</span></span>. </b>[pretentious] Live event.</p> <p style=""><b><span style="color: rgb(255, 0, 0);"><a name="T"></a></span></b><b><span style="color: rgb(255, 0, 0);">Tacit/explicit knowledge. </span></b>Tacit knowledge is knowing how; it's impossible to transfer it to you in words. Explicit knowledge is the opposite -- you're reading it right now.
</p> <p style=""><span style="color: rgb(255, 0, 0);"><strong>Technophilia.</strong></span> The belief that technology will solve all ills. Especially prevalent during the dot-com delusion, fostered by Wired magazine. </p> <p style=""><b><span style="color: rgb(255, 0, 0);">Timing.</span> </b>The first 90% of a development project takes 90% of the time. The remaining 10% also takes 90% of the time. </p> <p style=""><b><span style="color: rgb(255, 0, 0);">Training. </span></b><span style="color:black;">An attempt to impose learning, often more at the convenience of the provider than the recipient.</span></p> <p style=""><b><span style="color: rgb(255, 0, 0);"><a name="U"></a></span></b><span style="color: rgb(255, 0, 0);"><strong>UDDI </strong></span>(universal description, discovery and integration) A virtual yellow pages for Web services that lets software discover what Web services are available and how to hook up to them. See <a href="http://www.internettime.com/blog/archives/000015.html#websvcs">Web services</a>.</p> <p style=""><b><span style="color: rgb(255, 0, 0);"><a name="V"></a></span></b><b><span style="color: rgb(255, 0, 0);">VOIP</span></b>. Phonecalls over the Internet. When you conduct a meeting with Centra or Groove, people from all over the world can speak with one another with NO PHONE CHARGES. The technology is not yet out of the woods; unable to reach someone at Cisco last year, a colleague explained, "Oh, she's testing one of our VOIP phones. She never receives her calls."</p> <p style=""><b><span style="color: rgb(255, 0, 0);"><a name="W"></a></span></b><strong><span style="color: rgb(255, 0, 0);">Warchalking</span></strong>. Marking the location of open wi-fi connections to the net on the sidewalk or wall in chalk. </p> <p style=""><span style="color: rgb(255, 0, 0);"><strong>WSDL</strong></span> - Web services description language. If UDDI is a virtual yellow pages, WSDL is the little blurb associated with each entry that describes what kind of work the Web service can do—say, that it can give you access to a database of ZIP codes.
</p> <p style=""><span style="color: rgb(255, 0, 0); font-weight: bold;">Web 2.0.</span> The next evolution of the web. The web as platform. Two-way; anyone can create content and syndicate it.
</p> <p style=""><span style="color: rgb(255, 0, 0);"><b>Web log</b></span>. AKA blog. Try this <a href="http://www.internettime.com/itimegroup/blog.htm">one</a>. "If journalism is the first draft of history, then blogging is sometimes the first draft of journalism...." says <a href="http://www.adlnet.org/">Ed Cone</a>. </p> <p style=""><span style="color: rgb(255, 0, 0);"><strong><a name="websvcs"></a>Web services.</strong></span> Standards that enable interoperability on applications on the net. Includes XML, SOAP, UDDI, and WSDL. <a href="http://www.darwinmag.com/learn/curve/column.html?ArticleID=525">More</a></p> <p style=""><span style="color: rgb(255, 0, 0);"><b>Wiki. </b><span style="color: rgb(0, 0, 0);">Great way to stop a conversation. Wiki is Hawaiian for quick. Wikis are geeky structures that let anyone "Edit this page." It helps to know CamelCase. Best for very task-oriented groups. Touted as the more lasting complement to ephemeral blogs. Lots of smoke, little fire.</span><b>
</b></span></p> <p style=""><span style="color: rgb(255, 0, 0);"><b>Wireless learning</b></span>. Tell me once again. If my cell phone craps out at random intervals, how will a wireless modem enable me to cut the cord?</p> <p style=""><span style="color: rgb(255, 0, 0);"><strong>Workflow Learning. </strong></span> Term coined by Jay Cross to describe the sort of learning the real-time extended enterprise requires. The merger of work and learning. See <a href="http://www.workflowinstitute.com/">Workflow Institute</a>. </p> <p style=""><b><span style="color: rgb(255, 0, 0);"><img area="36686" src="http://www.internettime.com/images/xml.gif" align="right" height="166" width="221" /></span></b><b><span style="color: rgb(255, 0, 0);"><a name="X"></a></span></b><b><span style="color: rgb(255, 0, 0);">XML</span></b>. eXtensible Markup Language. Like HTML but more flexible because you can redefine tags to say whatever you want. Instead of some obscure code, you might have <duration> or <invoice>. This enables computers to talk with one another without pesky human intervention.</invoice></duration></p> <p> For learning objects, XML is equivalent to the labels on cans at the supermarket -- it's lets you determine what's inside without opening the package. This enables an object-level Learning Management System to assemble strings of learning objects into personalized learning paths. </p><p><b><span style="color: rgb(255, 0, 0);"><a name="Y"></a></span></b><b><span style="color: rgb(255, 0, 0);">YMMV</span>.</b> "Your mileage may vary." Recognition that your results may not be the same as mine. (Other things are never equal.)</p><a name="#Z"></a>jayhttp://www.blogger.com/profile/16271633210993298646noreply@blogger.com0tag:blogger.com,1999:blog-8217160.post-1101011332350257842004-11-20T20:28:00.000-08:002005-07-23T12:37:09.666-07:00Presentations<a href="http://www.cstd.ca/networks/2005_sympo_3.asx"><span style="font-weight: bold;">The Future of Learning</span></a>. CSTD Symposium, May '04. Windows Media. All over the map with Stephen Downes, Rob Pearson, Lisa Neal, and me yammering on for about an hour.
<a href="http://macromedia.marketing.pr.breezecentral.com/p51746849/"><b>Collaboration Supercharges Performance</b></a>, ASTD International. <span style=""> Macromedia Breeze. Covers blogs, RSS, information overload, complexity, time acceleration, network models, value of collaboration, Emergent Learning Forum, social network software, and more. </span> <p> <a href="http://macromedia.marketing.pr.breezecentral.com/p39831116/"><b>Vision for Emergent Learning Forum</b></a>, <span style=""> Macromedia Breeze, 15 minutes.</span></p> <p><span style=""><a style="font-weight: bold;" href="http://macromedia.marketing.pr.breezecentral.com/p27089656/">Trends in Collaborative Learning</a> (Macromedia Breeze)
Keynote presentation for Collaborative Learning '04</span></p> <p><span style=""><a style="font-weight: bold;" href="https://webexevents.webex.com/webexevents/onstage/framesets/viewrecording1.php?EventID=277035520">Implementing eLearning</a>, (Webex)
Presentation by Lance Dublin & Jay Cross, October 8, 2003. More than 350 people attended the live presentation. </span></p> <p><span style=""><a style="font-weight: bold;" href="http://macromedia.marketing.pr.breezecentral.com/p62369922/">Writing the Next Chapter of eLearning</a><span style="font-weight: bold;"> </span><span style=""> (Macromedia Breeze)
slides from Interwise webinar with Boston eLearning Association, July 2003. No sound.
<ul><a href="http://www.interwise.com/live/viewrecording.asp?id=1217">Recording of event</a> from Interwise. You'll need the Interwise Player. </ul> <p><a style="font-weight: bold;" href="http://macromedia.marketing.pr.breezecentral.com/p81387091/">Blogs</a><span style=""> (Macromedia Breeze)
very short, from Interwise webinar with Boston eLearning Association, July 2003</span></p> <p><a style="font-weight: bold;" href="http://macromedia.marketing.pr.breezecentral.com/p50083961/">A Pocketful of Memes</a><span style=""> (Macromedia Breeze)
Jay's Keynote at I-KNOW 03 in Graz, Austria. July 2003</span></p><p><a style="font-weight: bold;" href="http://content.masie.com/techlearn/2002/followupsite/content/101.wvx">Implementing eLearning</a><span style="font-weight: bold;"> </span><span style="">(Windows Media streaming video)
Jay and Lance's presentation at TechLearn 2002, November 2002</span></p> <p><a style="font-weight: bold;" href="http://www.internettime.com/Learning/presentations/icohere101502i/replay.htm">eLearning is not Important</a><span style=""> (streaming, Icohere)
Jay's presentation for Collaborative Learning 2002, November 2002. </span> </p> </span></span></p>jayhttp://www.blogger.com/profile/16271633210993298646noreply@blogger.com0tag:blogger.com,1999:blog-8217160.post-1101113613031956332004-11-21T23:15:00.000-08:002005-07-09T20:52:15.193-07:00IntroductionBlogs scroll off the screen into a black hole, so every now and then I divert worthy items to the <span style="font-weight: bold;">Internet Time KnowledgeBase.</span>
<table cellpadding="12"><tbody><tr><td width="50%"><a href="http://abu9.blogspot.com/2004/11/articles.html">Articles</a>
<a href="http://abu9.blogspot.com/2004/11/blogs.html">Blogs</a>
<a href="http://abu9.blogspot.com/2004/11/community.html">Community</a>
<a href="http://abu9.blogspot.com/2004/11/design.html">Design</a>
<a href="http://abu9.blogspot.com/2004/11/elearning.html">eLearning</a>
<a href="http://abu9.blogspot.com/2004/11/first-principles.html">First Principles</a>
<a href="http://abu9.blogspot.com/2004/11/glossary.html">Glossary</a>
<a href="http://abu9.blogspot.com/2004/11/how-people-learn.html">How People Learn</a>
<a href="http://abu9.blogspot.com/2004/11/implementation.html">Implementation</a>
<a href="http://abu9.blogspot.com/2004/03/informal-learning.html">Informal Learning</a>
<a href="http://abu9.blogspot.com/">KnowledgeBase</a>
<a href="http://abu9.blogspot.com/2004/11/knowledge-management.html">Knowledge Management</a>
<a href="http://abu9.blogspot.com/2004/11/learning-standards.html">Learning Standards
</a><a href="http://abu9.blogspot.com/2003/12/links.html">Links</a><a href="http://abu9.blogspot.com/2004/11/learning-standards.html">
</a></td><td><a href="http://abu9.blogspot.com/2003/12/links.html"></a><a href="http://www.meta-learninglab.com/">Meta-Learning</a>
<a href="http://abu9.blogspot.com/2004/11/metrics.html">Metrics</a>
<a href="http://abu9.blogspot.com/2004/10/our-newsletters.html">Our Newsletters</a>
<a href="http://abu9.blogspot.com/2004/04/popular-items.html">Popular Items</a>
<a href="http://abu9.blogspot.com/2004/11/presentations.html">Presentations</a>
<a href="http://abu9.blogspot.com/2004/11/psychology.html">Psychology</a>
<a href="http://abu9.blogspot.com/2003/06/bay-area-restaurants.html">Restaurants</a>
<a href="http://abu9.blogspot.com/2004/05/site-map.html">Site Map</a>
<a href="http://abu9.blogspot.com/2004/11/social-software.html">Social Software</a>
<a href="http://abu9.blogspot.com/2004/11/string-theory.html">String Theory</a>
<a href="http://abu9.blogspot.com/2004/11/time.html">Time</a>
<a href="http://abu9.blogspot.com/2004/11/visual-learning.html">Visual Learning</a>
<a href="http://abu9.blogspot.com/2004/01/writing.html">On Writing </a>
<a href="http://www.workflowinstitute.com/">Workflow Institute</a></td></tr></tbody></table><span style="font-weight: bold;">Archives</span>
<a href="http://internettime.com/admin/archive_links.htm">Posts to Internet Time and Jay Blog by name, 2001-2004)</a>
<a href="http://jaycross.com/"></a> <a href="http://www.internettime.com/enew.htm">eLearning Jump Page</a>
<!-- end of search--->
<form action="http://www.google.com/custom" method="get"><input maxlength="255" size="20" name="q"> <input value="Go" name="sa" type="submit"> Search Internet Time, 1995 to present
<a href="http://metatime.blogspot.com/">Search</a> Internet Time Blog from 8/2004 to present <a href="http://metatime.blogspot.com/">atop the blog itself</a> <input value="LW:246;L:http://www.internettime.com/images/itimewww_logo.gif;LH:32;AH:center;GL:0;AWFID:d5f6c042ee43cd78;" name="cof" type="hidden"><input value="internettime.com" name="sitesearch" type="hidden"></form><a href="http://www.internettime.com/blog/int_time_archives.htm">Archives of Internet Time Blog</a> from 1/2001 to 8/2004jayhttp://www.blogger.com/profile/16271633210993298646noreply@blogger.com0tag:blogger.com,1999:blog-8217160.post-1101007919196991982004-11-20T19:30:00.000-08:002005-07-04T15:26:05.643-07:00How People Learn<p class="summary">Learning is the pathway to <strong>doing</strong>. If an instructor teaches something and nothing changes, no learning took place. </p> <p class="summary">Learning is learnable. You can get better at it. We set up the Meta-Learning Lab to help people learn better, faster, deeper.</p> <p class="quote">"Knowledge is constructed, not transferred. It's built out of known chunks. It's always linked to the situation, thus 'situated.' Skills and knowledge do not exist outside of context. Everything is connected, in mental, physical, or social space." Peter Senge, <em>Schools That Learn
</em></p> <p>Learning is not what it used to be. I'm working on a redefinition that focuses on doing, individually or in groups, and looking at the individual-with-support rather than the individual with only the head God gave her.
</p> <p>A culture of learning is a big factor in this. While waiting for my words on this to flow, check out <a href="ttp://www.johnseelybrown.com/speeches.html#learningculture">JSB's presentations</a> on learning culture.
</p> <h3>Theory</h3> <h4>This book is the best summary of what it's all about. </h4> <p><img area="14400" src="http://www.nap.edu/images/minicov/0309065577.gif" align="left" hspace="12" /><a href="http://books.nap.edu/html/howpeople1/">How People Learn: Brain, Mind, Experience, and School</a>, John D. Bransford, Ann L. Brown, and Rodney R. Cocking, editors. <span class="quote">"This volume synthesizes the scientific basis of learning. The scientific achievements include a fuller understanding of: (1) memory and the structure of knowledge; (2) problem solving and reasoning; (3) the early foundations of learning; (4) regulatory processes that govern learning, including metacognition; and (5) how symbolic thinking emerges from the culture and community of the learner."</span></p> <h4 align="left">Robo-teacher has left the building</h4> <p>eLearning was born during the dot-com frenzy. Like many start-up ideas, the first descriptions of eLearning were oversimplified, extreme, and wildly optimistic. Otherwise rational people defined eLearning as putting all learning on computers, as if it had to be all or nothing. </p> <p>Imagine the savings in plane fare, instructor salaries, and keeping people on the job instead of at the class! Employees could learn anywhere they could plug into the net, whenever you wanted. Learners would save time by studying only what they needed. They would learn at an optimal pace, neither held back nor bypassed by the rest of the class. <span style="font-size:78%;">Cool.</span></p> <p>The only problem was that this sort of eLearning rarely worked. Learning is social. Even in the classroom, lots of learning takes informally, between students. Workers learn more at the water cooler or coffee room than during classes. </p> <p>Learning requires much more than exposure to content. Most people drop out of 100% computer-led instructional events. These same people learn well when computer-mediated lessons are combined with virtual classes, study groups, team exercises, mentors & help desks, off-line events, and on-line coaches. </p> <p><img area="19008" src="http://www.internettime.com/images/blender.jpg" align="left" height="176" hspace="6" width="108" />As the hype cools down, we find that learning hasn't changed; it still requires a variety of activities. Computers can make aspects of learning more convenient but they don't eliminate the need for human intervention. The presumption that eLearning would automate every aspect of learning today seems irresponsible. That dog won't hunt. </p> <p>For great overviews, see <a href="http://www.learnativity.com/">Learnativity</a> and Marcia Conner's <a href="http://www.learnativity.com/training_FAQs/">Learning & Training FAQ</a>, especially <a href="http://www.learnativity.com/adultlearning.html">How adults learn</a>.</p> <hr /> <h4>The old way of looking at learning:</h4> <img area="23700" src="http://www.internettime.com/images/funnel1.jpg" height="150" width="158" /> <img area="23700" src="http://www.internettime.com/images/funnel2.jpg" height="150" hspace="24" width="158" /> <p><strong>Teach</strong> = Fill their empty heads. <strong>Assess</strong> = See what's inside.</p> <p align="left"><span style="">From the Institute for Research on Learning</span></p> <h4>Constructivism and other theories</h4> <p>Today we realize that learning isn't pouring content into heads. Rather, the real deal is an interaction between what's incoming and what's already there. Learning is rewiring the brain by sculpting new pigeonholes and adding connections.
</p> <p><a href="http://carbon.cudenver.edu/%7Emryder/itc_data/idmodels.html">Instructional Design Models</a> from University of Colorado Denver
</p> <p><a href="http://www.ideaflow.com/ideagen.htm"><span style=";font-family:Verdana,Arial,Helvetica,sans-serif;font-size:100%;" ><span style=";font-family:Verdana,Arial,Helvetica,sans-serif;font-size:85%;" ><span style="color: rgb(255, 102, 0);font-size:130%;" >Compendium of idea generation methods = a palette of techniques
</span></span></span></a></p> <p><a href="http://www.funderstanding.com/about_learning.cfm">Theories of Learning</a>, from Funderstanding, explains constructivism, behaviorism, and so forth simply.</p> <p>Greg Kearsley's <a href="http://tip.psychology.org/">Explorations in Learning & Instruction: The Theory Into Practice Database</a> is an awesome resource. </p> <p>Marc Prensky's <i>Digital Game-Based Learning</i> has a great list of theories of how people learn: </p> <ul> <li class="quote">Learning happens when one is engaged in hard and challenging activities.</li><span class="quote">
</span><li class="quote">Learning comes from observing people we respect.</li><span class="quote">
</span><li class="quote">Learning comes from doing.</li><span class="quote">
</span><li class="quote">Learning is imitation, which is unique to man and a few animals.</li><span class="quote">
</span><li class="quote">Learning is a developmental process.</li><span class="quote">
</span><li class="quote">You can't learn unless you fail.</li><span class="quote">
</span><li class="quote">Learning is primarily a social activity.</li><span class="quote">
</span><li class="quote">You need multiple senses involved.</li><span class="quote">
</span><li class="quote">Learning takes practice, says one. No says another, that's "Drill and kill?</li><span class="quote">
</span><li class="quote">People learn in context. People learn when elements are <i>abstracted </i><span style="font-size:10;">from
context.</span></li><span class="quote">
</span><li class="quote">We learn by principles, says one. By procedures, says the other.</li><span class="quote">
</span><li class="quote"> They can'tt think says the one. They can't <i>add, </i>says the other.</li><li class="quote">Everyone has a different Learning style."</li><li class="quote">We learn X percent of what we hear, Y percent of what we hear, Z percent of what we do.</li><li class="quote">Situated learning, says one. Case-based reasoning, says another. Goal-based learning says a third.
All ofthe above, says a fourth.</li><li class="quote">Learning should be fun, peeps the girl in the corner. Learning is hard work, answers another.</li><li class="quote">We learn automatically, from the company we keep, says another.</li><li class="quote">People learn in "chunks."</li><li class="quote">No, "chunking" removes context.</li><span class="quote">
</span><li class="quote">People learn just in time, only when they need to.</li><span class="quote">
</span><li class="quote">People learn aurally, visually, and kinesthetically.</li> </ul> <p><a href="http://www.apa.org/ed/lcp.html">Learner-Centered Psychological Principles</a>: A Framework for School Redesign and Reform, American Psychological Association, Board of Educational Affairs (BEA) 11/97.</p> <h4><a href="http://www.dlrn.org/library/dl/guide4.html">Bloom's Taxonomy</a></h4> <p><strong>Cognitive learning</strong> is demonstrated by knowledge recall and the intellectual skills: comprehending information, organizing ideas, analyzing and synthesizing data, applying knowledge, choosing among alternatives in problem-solving, and evaluating ideas or actions.</p> <p><strong>Affective learning</strong> is demonstrated by behaviors indicating attitudes of awareness, interest, attention, concern, and responsibility, ability to listen and respond in interactions with others, and ability to demonstrate those attitudinal characteristics or values which are appropriate to the test situation and the field of study. </p> <p><strong>Psychomotor learning</strong> is demonstrated by physical skills; coordination, dexterity, manipulation, grace, strength, speed; actions which demonstrate the fine motor skills such as use of precision instruments or tools, or actions which evidence gross motor skills such as the use of the body in dance or athletic performance. </p> <p>I think of these as training the head, the heart, and the hand.</p> <h3>Practice</h3> <h4>Best Practices</h4> <p>Implementing The <a href="http://www.tltgroup.org/programs/seven.html">Seven Principles of Good Practice</a> </p> <p>Internet Time Group has found that people learn best when they... </p> <ul> <li> Know what's in it for them and deem it relevant </li><li> Have mastered the prerequisites </li><li> Understand what's expected </li><li> Connect with other people </li><li> Are challenged to make choices </li><li> Feel safe about showing what they do and do not know </li><li> Control the pace, navigation, and delivery </li><li> Use a process that matches their preferred learning style </li><li> Receive information in small packets </li><li> Receive frequent progress reports </li><li> Learn things close to the time they need them </li><li> Receive encouragement from coaches or mentors </li><li> Learn from a variety of styles (say, discussion followed by a simulation) </li><li> Confront maybes instead of certainties </li><li> Teach others </li><li> Receive positive reinforcement for small victories </li><li>Screw up </li><li>Try, try, and try again </li><li> Just do it </li> </ul> <p>Excerpts from the <a href="http://www.linezine.com/1/features/bmmclm.htm">LiNE</a> (Learning in the New Economy) <a href="http://www.linezine.com/1/features/bmmclm.htm">Zine</a> <a href="http://www.linezine.com/1/features/bmmclm.htm">Manifesto</a>, Brook Manville and Marcia Conner (6/2000). </p> <ul> <li>Metrics of success for the new learning will be traditional financial and performance measures, not fancy, academic concepts. </li><li>Speed and performance demands in the New Economy will shift starting assumptions from just in case generic to just in time personalized learning?and that?s just fine.</li><li>eLearning will grow in importance, but will be only one part of the rich mix of choice and mass personalized approaches to learning required by knowledge workers.</li><li>The distinction between formal and informal learning will and should evaporate.</li> </ul> <h4>Learning requires engagement</h4> <p> Methods of engagement include:</p> <blockquote> <p>1. Presenting information as tentative, which asks the learner to engage in assessing its veracity.</p> <p>2. Offering opportunities to compare one's views to those of others. "18% of Americans feel public money should not be 'wasted' on art."</p> <p>3. Feeding back information from a group of peers. "In a poll, 32% of you professed to never have seen porn on the web."</p> <p>4. Providing challenges that call on one's exformation. "Exegesis means (a) pulling a tooth, (b) tracking feedback, (c) assembling unrepresentative cases to support one's argument -- what Nietsche often did, or (d) disinterring a body from the grave." Go ahead, take a guess. The answer is <a href="http://www.internettime.com/blog/archives/000023.html#here">here</a>.<a name="back"></a></p> <p>5. Making connections to other contexts, e.g. You want to learn to fly. Let's compare flying to driving a car. Your mind begins mapping the differences and similarites.</p> </blockquote> <h3>Methods of Delivery</h3> <p><span style=";font-family:Arial,Helvetica,sans-serif;font-size:85%;" ><strong>Live face-to-face (formal)</strong>
• Instructor-led classroom
• Workshops
• Coaching/mentoring
• On-the-job (OTJ) training </span> </p> <p><span style=";font-family:Arial,Helvetica,sans-serif;font-size:85%;" ><strong>Virtual collaboration/synchronous</strong>
• Live e-learning classes
• E-mentoring </span> </p> <p><span style=";font-family:Arial,Helvetica,sans-serif;font-size:85%;" ><strong>Self-paced learning</strong>
• Web learning modules
• Online resource links
• Simulations
• Scenarios
• Video and audio CD/DVDs
• Online self-assessments
• Workbooks</span> </p> <p><span style=";font-family:Arial,Helvetica,sans-serif;font-size:85%;" ><strong>Live face-to-face (informal)</strong>
• Collegial connections
• Work teams
• Role modeling </span></p> <p><span style=";font-family:Arial,Helvetica,sans-serif;font-size:85%;" ><strong>Virtual collaboration/asynchronous</strong>
• Email
• Online bulletin boards
• Listservs
• Online communities</span> </p> <p><span style=";font-family:Arial,Helvetica,sans-serif;font-size:85%;" ><strong>Performance support</strong>
• Help systems
• Print job aids
• Knowledge databases
• Documentation
• Performance/decision support tools</span> </p> <p> from <a href="http://www.learningcircuits.org/2003/jul2003/rossett.htm">Allison Rossett</a> </p> <p><a href="http://cde.athabascau.ca/online_book/">Theory and Practice of Online Learning</a> from Athabasca
</p> <p>Internet Time's <a href="http://www.internettime.com/itimegroup/methods.htm">Method Matrix</a> </p> <p> </p> <p><a href="http://www.syllabus.com/syllabusmagazine/article.asp?id=5663">
</a></p> <p><b>Learning Styles for Online Asynchronous Instruction</b></p> <p><span style="font-size:85%;"><b>Apprenticeship</b>
A building block approach for presenting concepts in a step-by-step procedural learning style.</span> </p> <p><span style="font-size:85%;"><b>Incidental</b>
Based on events that trigger the learning experience. Learners
begin with an event that introduces a concept and provokes questions.</span></p> <p> <span style="font-size:85%;"><b>Inductive</b>
Learners are first introduced to a concept or a target principle using specific
examples that pertain to a broader topic area.</span></p> <p><span style="font-size:85%;"><b>Deductive</b>
Based on stimulating the discernment of trends through the presentation of simulations, graphs, charts, or other data.</span></p> <p><span style="font-size:85%;"><b>Discovery</b>
An inquiry method of learning in which students learn by doing, testing the boundaries of their own knowledge.</span></p> <p> </p> <h4>Why schools suck</h4> <p>A <a href="http://www.jaycross.com/jayhoo/germanschools.htm">narrow view</a> of how the American public school system got so screwed up. (The Germans did it.)</p> <p class="quote">Schools may be the starkest example in modern society of an entire institution modeled after the assembly line. This has dramatically increased educational capability in our time, but it has also created many of the most intractable problems with which students, teachers, and parents struggle to this day. If we want to change schools, it is unlikely to happen until we understand more deeply the core assumptions on which the industrial-age school is based.
- Peter Senge</p> <h3>Mechanics</h3> <p> <a href="http://www.hhmi.org/research/investigators/huganir.html">The Neurobiology of Memory & Learning</a> from Hughes </p> <p><a name="here"></a> </p> <a name="motive"></a> <h3>Motivation</h3> <p> <a href="http://www.accel-team.com/motivation/index.html">Employee Motivation in the Workplace</a></p> <hr /> <p>The answer is "C". Both Nietsche and I are guilty of using exegesis to make our cases. <a href="http://www.internettime.com/blog/archives/000023.html#back">BACK</a></p> <hr /> <div align="left"> <table align="" cellpadding="6" width="45%"> <tbody> <tr> <td bgcolor="#f4f4ff">"I hear and I forget. I see and I remember. I do and I understand." -Confucius</td> </tr> <tr bgcolor="#ffffcc"> <td>"If I hear and see and do and teach and practice, I understand even better." -Jay</td> </tr> <tr bgcolor="#cccccc"> <td><s>Information is not instruction.</s></td> </tr> <tr bgcolor="#cccccc"> <td bgcolor="#ffffcc">Yeah, so? <strong>Doing</strong> is what counts. <p align="left"> </p><p>Real learning is not what most of us grew up thinking it was. --Charles Handy</p> <p><a href="http://www.meta-learninglab.com/">Meta-Learning Lab</a></p> <p><a href="http://cw.prenhall.com/dlguide/">The Distance Learner's Guide</a> </p><p>I never allowed schooling to interfere with my education. --Mark Twain</p> <p>Marc Prensky <a href="http://www.internettime.com/itimegroup/gamechart.htm">matches content to learning activity</a> to game styles.</p> <p>"Distance education should be called 'not-so-distant education.'" Bill Clinton, Online Learning, October 1, 2001 </p> <p>"One's mind, once stretched by a new idea, never regains its original dimensions."
-Oliver Wendell Holmes</p> <p><a href="http://www.technos.net/tq_07/4papert.htm">Let's Tie the Digital Knot</a> by Seymour Papert is a wonderfully feisty, common-sense look at education with fresh eyes.
<strong>Paradigmatic Vision</strong> Using an Internet connection in the classroom to enliven the fourth grade math curriculum is a good thing. By all means do it if you are a fourth grade teacher. But do not confuse it with the prescribed activity of developing a vision of the future of learning.
As an exercise of the educational imagination to strengthen your visionary powers, think about a world in which there is:</p> <ul><li> No such thing as fourth grade, because age segregation has gone the way of other arbitrary divisions of people. </li><li> No such thing as a classroom, because learning happens in a variety of settings. </li><li> And no such thing as curriculum, because the idea that everyone should have the same knowledge has come to be seen as totalitarian. </li></ul> <p> </p> <p><a href="http://www.internettime.com/Learning/Leftovers%20&%20Oldies.htm#How">Leftovers & Oldies</a> on this topic</p></td> </tr> </tbody></table> <a name="more"></a>
<span class="posted">Posted by Jay Cross at June 21, 2001 10:54 AM
</span> </div> <div class="comments-head"><a name="comments"></a>Comments</div> <div class="comments-body"> <p>I'm 68 years old, considering enrolling on an online Masters in E-learning at Portsmouth University(UK) and while searching the web on the subject found your site. I'm impressed and encouraged to take the plunge!
Thankyou.
Peter Smith</p> <span class="comments-post">Posted by: <a href="mailto:pjsmith@btinternet.com">peter smith</a> at August 15, 2003 12:00 PM</span> </div> <div class="comments-body"> <p>"We teachers - perhaps all human beings - are in the grip of an astonishing delusion. We think that we can take a picture, a structure, a working model of something, constructed in our minds out of long experience and familiarity, and by turning that model into a string of words, transplant it whole into the mind of someone else. </p> <p>Perhaps once in a thousand times, when the explanation is extraordinary good, and the listener extraordinary experienced and skillful at turning word strings into non-verbal reality, and when the explainer and listener share in common many of the experiences being talked about, the process may work, and some real meaning may be communicated.
Most of the time, explaining does not increase understanding, and may even lessen it."</p> <p>John Holt, How Children Learn</p> <span class="comments-post">Posted by: <a href="mailto:jaycross@internettime.com">Jay</a> at August 28, 2003 08:45 PM</span> </div> <div class="comments-body"> <p>Unlearning:</p> <p>"The greatest obstacle to discovery is not ignorance - it is the illusion of knowledge." </p> <p>Daniel Boorstin
</p> <p>It is impossible for a man to begin to learn what he thinks he knows. ~~ Epictetus</p> <span class="comments-post">Posted by: <a href="mailto:jaycross@internettime.com">Jay</a> at August 28, 2003 09:00 PM</span> </div> <div class="comments-body"> <p>The Encyclopedia of Psychology
http://www.psychology.org
</p> <span class="comments-post">Posted by: <a href="http://www.internettime.com/">jay</a> at October 19, 2003 08:18 PM</span> </div> <p>A great piece on <a>How People Learn</a> from Stephen Downes. A couple of years old, but classics don't age. </p> <p>What do we know about learning? Helen Knibb outlined some features:</p> <p> * Learning starts from what you already know
* Learning provides usable knowledge
* Learning involves learning to learn
* Learning is community centered
* Learning is addresses a "discipline base" of knowledge </p> <p>David Merrill's five principles could form the basis of the Commonplace Book of Learning:</p> <p> * Good learning is problem centered
* It activates previous experience and knowledge
* It relies more on demonstration than on telling
* Learners should be required to use their new knowledge of skill to solve problems
* And it should integrate new knowledge or skills into everyday life
</p> <p>Learning a la Bill Horton, involves:
</p> <span style="color: rgb(153, 0, 0);">listening</span>
<span style="color: rgb(153, 0, 0);">reading</span>
<span style="color: rgb(153, 0, 0);">examining/exemplars</span>
<span style="color: rgb(153, 0, 0);">modeling</span>
<span style="color: rgb(153, 0, 0);">discussing</span>
<span style="color: rgb(153, 0, 0);">researching</span>
<span style="color: rgb(153, 0, 0);">seeking advice</span>
<span style="color: rgb(153, 0, 0);">watching presentations</span>
<span style="color: rgb(153, 0, 0);">crtiquing and feedback</span>
<span style="color: rgb(153, 0, 0);">exploring</span>
<span style="color: rgb(153, 0, 0);">practicing</span>
<p>and i'll add reflecting.
</p>jayhttp://www.blogger.com/profile/16271633210993298646noreply@blogger.com1tag:blogger.com,1999:blog-8217160.post-1101009534396357632004-11-20T19:58:00.000-08:002005-06-12T17:51:04.583-07:00Metrics<p><img src="http://www.internettime.com/images/kbe2.gif" alt="" />
The <a href="http://macromedia.marketing.pr.breezecentral.com/p37074815/">shortest presentation on metrics</a> you will ever hear, a twelve-minute overview of where I'm coming from on metrics and measurements. Macromedia Breeze.<img src="http://www.internettime.com/images/kbelogo.gif" align="right" hspace="12" /></p>First presented at Queens School of Business, Kingston, Ontario, in May 2004.
<hr />
<span style="font-size:130%;">"It is time, once and for all, to drive a stake through the heart of traditional accounting, which is draining the life from business." Tom Stewart, <span style="font-style: italic;">The Wealth of Knowledge</span>
</span><hr />
<img src="http://photos7.flickr.com/6483402_c0b848ad26_m.jpg" align="middle" hspace="36" />
The title of my next presentation was <span style="font-weight: bold;">Decision-Making Memes: Putting a Value on Learning</span>. I explained that while I've been in the training business for nearly 30 years, before that I was a mainframe salesman, Army officer, and Harvard MBA student. I'm a business guy. I understand how business people make decisions. ROI doesn't have a heck of a lot to do with it.
I'm not going to recount the story here. Later I'll put it on the web in narrated form. For now, as promised, here's the <a href="http://www.internettime.com/Learning/Measurement%20Memes.swf">slide deck</a> I used in my presentation.
For more on this topic, visit the <a href="http://abu9.blogspot.com/2004/11/metrics.html">Metrics Page</a> in the KnowledgeBase here.
<div style="text-align: center;"><img src="http://photos4.flickr.com/6418031_2c11537145.jpg" />
</div>
<hr />
Four years ago I attended a how-to-ROI presentation at a major eLearning event and found it so misleading that I began writing about how companies really evaluate project potential and after-the-fact results. <p>Recently I've noticed ROI Workshops popping up. Spend a couple of days and the better part of a thousand dollars. Get a certificate. Such a deal. Unfortunately, neither the workshops nor the conference presentations cover the things I deem important: </p> <ul> <li> Metrics are in the eye of the beholder. They are not simply the application of a rote formula or accounting rule. They are subject to interpretation. This is what makes them worthy of discussion.
</li><li> The internal customer for metrics is your sponsor, also known as the person who pays the bills. When you talk with an executive, you need to talk about execution, not training.
</li><li> The only valid metrics for corporate learning are business metrics. To converse in business terms, it helps to be fluent with the concepts of trade-offs, risk assessment, expected value, focusing on core, changing perspective, the 80/20 rule, and the bottom line.
</li><li> Business goals. Strategic initiatives. Quarterly objectives. New product introductions. Figure out what matters in your organization. Then show the connection between what you do and what matters. It will make you an insider instead of an outcast.
</li><li> Kirkpatrick's four levels are a history lesson, not a guide to action. Imagine telling your sales manager that the sales force was well prepared ("Levels 1 & 2") but simply hadn't sold anything ("Levels 3 & 4"). Good luck in your next job.
</li><li> Most of a company's value resides in the know-how and relationships of its people. Traditional accounting assigns these intangibles a value of zero. Hence, traditional ROI has little credibility with enlightened executives.</li> </ul>
<a href="http://tinyurl.com/x69q"><img src="http://www.internettime.com/store/cover212.jpg" align="left" height="270" hspace="12" width="212" /></a> <p> Rather than update my various white papers and articles, I have consolidated my thoughts into a single one hundred-page eBook called <a href="http://tinyurl.com/x69q">Metrics</a>. Check it out.
</p> <p>Read Carl Binder's review of Metrics in <a href="http://www.internettime.com/blog/archives/001281.html">Performance Improvement</a>.
</p> <p>Metrics 1.0 was a screed against traditional ROI and conceptual argument in favor of a broader approach. I think my readers want something more concrete. In my spare time, I'm looking into Balanced Scorecards, capital-flow assessments, managerial economics, and methods for evaluating intangibles.
</p> <p>My anger at seeing time wasted looking at the wrong end of ROI equations (i.e. cutting costs as opposed to taking advantage of opportunity) that I've been writing about this topic for a while. Some of the favorites:
</p> <ul> <li><a href="http://www.internettime.com/Learning/articles/Learning%20Circuits.htm">A Fresh Look at ROI</a></li> <li><a href="http://www.internettime.com/Learning/articles/People%20Value%20Chain.pdf">Leveraging the People Value Chain</a></li> <li><a href="http://www.internettime.com/Learning/articles/Time%20matters.pdf">Time Matters, Profit Returns</a></li> <li><a href="http://www.internettime.com/Learning/articles/SunTAN_story.pdf">The SunTAN Story</a></li> <li><a href="http://www.learningcircuits.org/2004/apr2004/cross.htm">OpEd: ROI vs Metrics</a>
</li> </ul><a href="https://www.bscol.com/index.cfm">Balanced Scorecard Collaborative</a> - Strategy, not numbers. <h2><span style="font-size:85%;"></span>
</h2> <h2>Power Shift</h2> <p align="left">eLearning infrastructure decisions are climbing up the corporate ladder. A few years ago, eLearning was pigeonholed as a cheaper, faster way to train employees. By default, eLearning decisions fell to the director of training or HR. </p> <p align="left">Now, functional managers are using eLearning to meet business objectives. Managers look beyond employees to customers, suppliers, and distribution channels -- everyone benefits from seeding eLearning throughout the value chain. This is where we are now, with eLearning decisions seesawing back and forth between can-do functional managers anxious to get on with it, and CIOs/CLOs who want to go the next step to enterprise solutions. Still rare but perhaps the next step in this evolution is the CEO who looks at eLearning as a competitive weapon, the way to create a nimble organization, improve customer service, move quickly, and stay ahead of the pack.
</p> <p align="left">Knowledge Advisors <a href="http://www.knowledgeadvisors.com/events.asp">2005 Learning Analytics Symposium</a>: Microsoft, DAU, Nextel, Bersin
</p> <h2>ROI</h2> <p>January 10, 2003. Those of you who've read my thoughts on ROI know that I believe cost/benefit analysis is manditory and most ROI calculations are utterly worthless. Thus, I was delighted to come upon <a href="http://www.clomedia.com/content/templates/clo_col_elearning.asp?articleid=90&zoneid=45">Enough Already! Getting Off the ROI Bandwagon</a> by Kevin Kruse (mistakenly identified as Kevin Kenexa) in the current issue of <a href="http://www.clomedia.com/">Chief Learning Officer</a> magazine. </p> <p>Kevin writes that:</p> <ul> <span style="color:brown;">First came the articles, then the books, and now I see that an entire conference is devoted to the ROI of training. Obviously we're seeing a backlash against the orgy of IT spending of the late 1990s, and against e-learning initiatives that fell short of expectations. Personally, I think it's all hype, and I've had enough. </span><p><span style="color:brown;">First, many senior executives don't care about ROI. In Jack Welch's book, "Straight From the Gut," he tells of his decision to invest millions in GE's new Crotonville training facility, even while undertaking massive layoffs. He didn't have an ROI spreadsheet to tell him training was a good investment; he just knew that investing in talent was critical to GE's future. </span></p><span style="color:brown;"> </span><p><span style="color:brown;">Second, ROI is an imperfect science that often involves making educated guesses at potential savings and gains. Senior executives know this, and they also know that there are many variables that can't be captured by a formula. </span></p><span style="color:brown;"> </span><p><span style="color:brown;">Third, ROI guesstimates are often a cop-out for tougher measurements of results. How about measuring employee engagement scores before and after management training, or doing pilot studies of sales training programs that measure closing ratios and time-to-close? </span> </p> </ul> <h2>Systems Changes</h2> <p>Traditional ROI has suckered corporations into evaluating learning initiatives on a project-by-project basis, and this has lead to supporting each new approach as if it existed in isolation. <a href="http://www.meta-learninglab.com/">The Meta-Learning Lab</a> is developing ways to improve the overall learning process. </p> <p>Take the old cliché of "Give a man to fish and he won't be hungry today. Teach a man to fish and he will never be hungry again." (Excuse the sexism; this dates back several thousand years.) The Meta-Learning Lab's goal is to teach fishermen how to improve their catch.
</p><hr /> <p>Chuck Fred and I are both obsessed with time. Chuck's a former competitive runner and the "breakaway" of his book's title is that point when the winners pull ahead of the also-rans. It worked for Jesse Owens and it works for Wal*Mart. The name of this site is a reflection of my view of time. Time has become the prime business metric. How soon can our team reach proficiency? How can we get there faster? How can we stay ahead of the game? How can we speed things up? How soon will we be ready to execute?</p> <p>The genesis of Chuck's book, Breakaway, was interviews with 300 CEOs. He promised them absolute confidentiality in return for their candor. He maintains these relationships to this day. </p> <p>Late last year, Chuck asked the CEOs about their levels of confidence in the ROI presentations made in suport of training expenditures. Specifically, he asked about purchases of off-the-shelf courseware, training technology & infrastructure, and training-related advisory services. </p> <p><strong>Nine out of ten CEOs said they had no confidence in the ROI of training as presented to them. </strong> You can reach Chuck at <a href="http://www.breakawaygrp.com/">Breakaway Group</a>. </p> <p style="text-align: center;"><img src="http://www.internettime.com/images/itlogo.gif" hspace="12" /><img src="http://www.internettime.com/images/hour_glass1.gif" /></p> <h2>Scientific rigor: The Baloney Detection Kit</h2> <p>How to draw boundaries between science and pseudoscience, or between useful metrics and pure hype. From Scientific American</p> <p>1. How reliable is the source of the claim?
2. Does this source often make similar claims?
3. Have the claims been verified by another source?
4. How does the claim fit with what we know about how the world works?
5. Has anyone gone out of the way to disprove the claim, or has only supportive evidence been sought? </p> <p>6. Does the preponderance of evidence point to the claimant's conclusion or to a different one?
7. Is the claimant employing the accepted rules of reason and tools of research, or have these been abandoned in favor of others that lead to the desired conclusion?
8. Is the claimant providing an explanation for the observed phenomena or merely denying the existing explanation?
9. If the claimant proffers a new explanation, does it account for as many phenomena as the old explanation did?
10. Do the claimant's personal beliefs and biases drive the conclusions, or vice versa?
"Clearly, there are no foolproof methods of detecting baloney or drawing the boundary between science and pseudoscience. Yet there is a solution: science deals in fuzzy fractions of certainties and uncertainties, where evolution and big bang cosmology may be assigned a 0.9 probability of being true, and creationism and UFOs a 0.1 probability of being true. In between are borderland claims: we might assign superstring theory a 0.7 and cryonics a 0.2. In all cases, we remain open-minded and flexible, willing to reconsider our assessments as new evidence arises. This is, undeniably, what makes science so fleeting and frustrating to many people; it is, at the same time, what makes science the most glorious product of the human mind."
</p> <p><a href="http://www.tobincls.com/fallacy.htm">Corporate Learning Strategies</a> by Dan Tobin. "If you start and end all of your learning efforts by focusing on your organization's goals, you will never be asked to do an ROI analysis to justify your budget."</p> <p> </p> <p>There's <a href="http://home.att.net/%7Enickols/evaluate.htm">no cookbook approach</a> to measuring the ROI of training. Fred Nichols is so right about this.
Because the definition and perception of value varies from person to person, so do the purposes of evaluation. Moreover, the various audiences for evaluation frequently act as their own evaluators. If you look carefully about you, or if you reflect upon your own experiences as a "trainee," you will quickly discover that training is being evaluated every day, but by trainees, managers, and executives -- and in accordance with their criteria and purposes. </p> <hr /> <h3>Payback</h3> <p>Technology-enabled learning creates value by speeding things up. Business-school professors compare making big corporate changes to turning around the Queen Mary. Turn the rudder and in a few miles, the ship changes course. These days, organizations that lack the agility to turn on a dime can only go about as far as the Queen Mary (which is moored in cement alongside a pier in Long Beach, California.) </p> <blockquote> <p>A Fortune 50 company used eLearning, knowledge management, and collaboration to bring new-hire sales people up to speed in six months instead of fifteen. Nine months x 1400 new hires/year x $5 million quota = <b>$5 billion incremental revenue</b>. To be sure, better products, sales campaigns, and a host of factors contributed to the gain but a tiny faction of $5 billion still yields a significant ROI. (Here are the details: <a href="http://www.internettime.com/itimegroup/suntan.doc">New-hire training at Sun Microsystems.)</a></p> <p>Ten thousand consultants at a Fortune 100 technical services company earned professional certifications via eLearning. The result? Less attrition, better esprit de corps, and <b>$100 million revenue/year</b> attributable to higher billing rates. </p> <p>A software firm launches a new system into a $250 million global market with eLearning and virtual meetings. This accelerates time-to-market by two months, gives them first-mover advantage over a major competitor, builds a more confident and enthusiastic sales force, and gets the channel up to speed at the same time as the direct sales force. Gain? <b>$80 to $100 million incremental revenue. </b></p> <p>A very large retailer of personal computers realizes that customers are frustrated with their products because they don?t understand the software that accompanies them. The company offers customers free admission to an online learning community created by SmartForce. More than 100,000 customers sign up to learn Windows, Word, and Office apps online. Value of increased customer loyalty? Conservatively, <b>$20 million in repeat business</b> over three years.</p> </blockquote> <p>Often an e-Learning initiative pays for itself right off the bat by eliminating travel and facility costs, but that misses the point, because in comparison, upside gains dwarf cost savings. </p> <hr /> <h3><a name="empire"></a>The eLearning Emperor Has No Clothes </h3> <p>Go to any major conference for trainers and you'll find many sessions on evaluating results and measuring performance. If you're a line manager with no training background, you will at first be confused when participants make statements like, "We evaluate 100% at Level 1, 80% and Level 2, and 40% at Level 3. We're going to shoot for some Level 4 next year."</p> <blockquote> <p>The "levels" come from a taxonomy developed by a budding academic, Donald <b>Kirkpatrick</b>, as his Pd. D. thesis more than forty years ago. Level 1 evaluates trainee reaction (generally via evaluation forms derisively known as "smile sheets.") Level 2 checks retention (can they pass the test?) Level 3 looks at whether theydo what they were trained for. Level 4 is whether the learning creates meaningful results for the organization. <a name="kirk"></a></p> <p>Picture this. A national sales manager is reviewing quarterly sales performance with his boss. He tells her the new sales trainees scored 95% on Level 1, 82% on Level 2, and 9% on Level 3. Unfortunately, Level 4 improvement was infinitesimal. So the sales force loved the sales training, the majority passed the test, and nearly four out of five could demonstrate great sales behavior in a role-play. The only trouble is Levels 3 & 4: they aren't selling. How long would the sales manager keep her job? In business, Level 4 is, in fact, the only thing that matters. No wonder senior managers question the value of training.</p> </blockquote> <p><b>The only valid measure of training is business metrics</b>, not training metrics. </p> <hr style="color:red;"> <p><span style="">As the Godfather said, "This is business." If you can't see a benefit, don't do it.</span></p> <p><span style="">Jack Zigon's <a href="http://www.zigonperf.com/resources.html">list</a> of performance measurement sites</span></p> <p><span style="">Excerpt from Ed Trolley's <i><a href="http://seminar01.smartforce.com/netpodium/smartseminars/related/elearnmkt/traininglikeabusiness.pdf">Running Training Like a Business</a></i></span></p> <p><a href="http://www.internettime.com/itimegroup/woodall.htm"><span style="">Evaluating e-Learning</span></a> <span style=""> by Dorman Woodall</span></p> <p><span style="">Jay's <a href="http://www.internettime.com/itimegroup/roi.htm">notes</a> on making the business case, new ROI challenges</span></p> <p><span style="">The trouble with the "four levels" is that they falter when they go outside of the limited context of training. What happens outside the box is what counts inside the box. You can guess <a href="http://www.internettime.com/blog/archives/000016.html#kirk">how I see this</a>.</span></p> <p><a href="http://www.bnhexpertsoft.com/"><span style="">BNH</span></a><span style=""> on ROI. Their software models simlify complex ROI calculations.</span></p> <p><span style="">Discussion group: <a href="http://www.egroups.com/group/roinet">ROInet</a></span></p> <p><span style=""><a href="http://www.solutionmatrix.com/index.html">The Business Case website</a></span></p> <p><span style=""><a href="http://www.tobincls.com/fallacy.htm">The Fallacy of ROI Calculations</a></span></p> <p><a href="http://www.fastrak-consulting.co.uk/tactix/Features/tngroi/tngroi02.htm"><span style="">Measuring the Success of Training</span></a></p> <p><a href="http://www.stern.nyu.edu/%7Eblev/"><span style="">Baruch Lev</span></a></p> <p><a href="http://www.cio.com/archive/021501/roi.html"><span style="">Measuring the ROI of Training</span></a>, CIO</p> <p><a href="http://www.peterkeen.com/emgbp007.htm"><span style="">Economic Value Added (EVA)</span></a>
</p> <p><span style="font-weight: bold;">Metrics and Web Services</span>
</p> <p><img src="http://www.internettime.com/images/hagelbookpic.jpg" align="left" hspace="12" /> Today, somewhere over Texas, I was reading John Hagel's <a href="http://www.amazon.com/exec/obidos/tg/detail/-/1578516803/qid=1082517221/sr=8-1/ref=pd_ka_1/104-6687161-3866362?v=glance&s=books&n=507846">Out of the Box</a>, a wonderful description of the power of Web Services. The "box" of the title is actually a series of boxes, and the "most insidious box of all ... is the box that we all create in terms of the mind-sets we bring to our businesses."</p> <table border="1" width="80%"> <tbody><tr><td><strong>Web Services</strong> = overlaying legacy systems with interoperable Internet-style concepts to enable computers to understand one another without human intervention. The next step in the evolution of computing. </td></tr></tbody> </table> <p>Business managers are stuck in their ruts. And largely unaware of it. Sweating bullets but not knowing why. Web Services are part of the way out. </p> <a name="more"></a> <p>I'm also in the midst of rewriting <a href="http://www.internettime.com/store/metrics.htm">Metrics</a>, and I found these lines of Hagel's so appropos that it stunned me:</p> <ul> Broadly speaking, managers tend to be most comfortable with mechanistic mental models. Develop detailed blueprints, and then micromanage activities. <p>The advocates of business process reengineering challenged conventional business practices, but at the end of the day, they remained firmly within a mechanistic mental model. Even the language they used shaped, and revealed, their outlook. <em>Reengineering</em> -- could one possibly choose a more mechanistic, top-down, deterministic view of business activities? </p> </ul> <p>Hagel (and I hope he pronounces it "Hegel" and not "haggle") points out that when reegineering types talked about end-to-end, the end of the world was the wall of the enterprise silo. End-to-end didn't encompass raw materials at one end and customers at the other. We don't need no stinking value chain.</p> <p>Web Services are captivating because they can be adopted for demonstrable short-term gains, all the while laying the foundation for radically more malleable business models. </p> <p>All business executives understand financial leverage. Use somebody else's money alongside your own, and you grow faster. You don't leverage yourself to the hilt, for that's risky. But if you don't leverage yourself at all, that's foolish. </p> <p>The flexibility brought on by Web Services creates the opportunity for operational leverage. If I want to grow my business, why shouldn't I have somebody else's assets alongside my own? </p> <p>I flew across the country today to meet with a major client. They requested I book my travel through their travel department. American Express. Why? Because for my client, the travel business would be a diversion. It's not something they would ever get out-sized returns from. So they farm it out and have more assets to put behind their core operations. </p> <p>When Web Services are widely adopted a couple of years hence, companies will be able to swap a lot more than travel administration under or out from under their umbrellas. Hagel suggests that the largest gains will be from transferring major business processes such as maintaining customer relationships, managing infrastructure, and creating & commercializing new products. </p> <p>How does our engineering mind-set manager adapt to that? It's not the old scenario of "draw the blueprint and then manage activities to it". This is more like rewriting the blueprint whenever you see it's to your advantage to do so. We have a name for people who stick to their old plans when new plans would take them further; we call them <b>losers</b>. </p> <p>Now I'm pondering three sorts of >strong>value that make business worth doing. You can measure the first without leaving the enterprise silo. This is value from operations. You boost value by increasing revenues or decreasing costs. You can increase revenue by selling more stuff or selling at higher prices, by selling more through agents and partners, by adding new products or by increasing prices. You can decrease costs by being more efficient, achieving higher quality/fewer rejects, and leveraging intangibles (such as customer loyalty, employee retention, effective work processes, team experience). </p> <p>Shareholders are more interested in a second form of value, market capitalization, i.e. the value of the stock. Share prices are set by the market, based on investors' perceptions of the firm's earnings potential, discounted for risk and time. This in turn rests on competitive advantage as evidenced by innovation, patents, social capital, executive smarts, reputation, market position, confidence, and inspirational management. Market cap is only loosely coupled with profitability. </p> <p>Hagel started me contemplating another sort of value that traverses an enterprise's traditional boundaries. Back to operational leverage. If my company's operations are interoperable with other companies', I can pick and choose what I want to focus on. If I'm truly interoperable, I can farm out just about any business process and use the capitalI would have spent there leveraging my primary business. Or I could consciously set out to capture the highest margin segments of my entire value chain. </p> <p>A company whose IT is built on Web Standards by definition has more options to leverage operations than one saddled with proprietary systems. In time, the equity markets will pay a premium for such adaptability. </p> <p>Three sources of corporate value are:</p> <ol> <li>value from how well the business has operated in the past </li><li>value from investors' perceptions of how well the business will do in the future </li><li>value from changing what the business does -- or having the flexibility to do so</li> </ol> <p>This all sounded a lot more exciting when Hagel wrote about it, but he filled a book rather than a blog entry in the telling.
</p> <h3>Learning at home</h3> <p><i>Training</i> magazine, the March 2000 issue: <b>Train on your own time, not "during work."</b> </p> <blockquote> <p>Sure, moving training from the classroom to the Web can mean reduced travel costs, less learning time away from the job, and certainly lower delivery costs. But most corporate training doesn't require travel, says Paul Reali, president of CyberSkills Computer Training Centers in Winston Salem, NC. And, he points out, no valid study has yet shown that online delivery significantly reduces learning time - actual time spent mastering a skill or acquiring knowledge-compared with instructor-led training of similar quality.
</p> <p>"No one wants to tell you that the 'anytime' of online learning is supposed to be after work and that the 'anyplace' is at home," he says.
Another reason: Despite yellow crime-scene tape barriers and "do not disturb" signs, the cubicle is a tough place to have a quality learning experience. And it's almost impossible to reserve the necessary time and concentration without broad organizational support--and the backing of trainees' immediate managers for regular learning time-outs.</p> </blockquote> This is so true and so short-sighted.
<span style="font-weight: bold;">CapitalWorks</span>
<p>Capitalworks' logic and findings around measuring impract are the best I know of. They inspired my understanding of informal learning and metrics. The Capitalworks material is so compact yet so eloquent that it's almost poetry. Let me amend that. It's poetry if you're conversant with the concepts of finance.</p> <p>Jeff and his partners get it. Jeff contends that "Learning is the single greatest contributor in all enterprises to superior operating performance and robust value creation."</p> <a name="more"></a> <p> Capitalworks stalks Learning Effectiveness, defined as:
</p> <ul> The performance of an organization's applied learning portfolio in contributing to operating performance and value creation. Applied learning includes formal learning (training) and informal learning occurring naturally in social practice. </ul> <p><more_text>Why is learning vital?</more_text></p> <ul> <li>Learning enables flows and exchanges of knowledge through diverse intra- and inter-enterprise interactions. </li><li>Learning transcends hierarchical constraints. </li><li>Learning connects demand drivers. </li><li>Learning accelerates systemic effects.</li> </ul> <p>Learning is the great enabler of flows and exchanges of knowledge. With flow, you are primed. Everyone has workarounds. Workarounds are really positive. Learning transcends hierarchical constraints. Organizations are not optimized to connect demand drivers. In fact, we're living with obsolete, 19th century organizational structures created for an illiterate workforce long before the advent of computers. Jeff points out that "Optimizing dimensions, dynamics and drivers of learning are natural means of transforming costs of coordination in all enterprises and their ecosystems." Learning itself is the ultimate workaround.</p> <p>Learning is one of our primary earning assets and we should manage it that way. Looking at the flows, here's the Value Creation Circulatory System:</p> <p><img src="http://www.internettime.com/images/circsystem.jpg" /></p> <p>It's nonlinear, continuous. Process orientation. Feedback loops are critical. A single measure doesn't get us there.<span style="color: rgb(192, 192, 192);"> (Emergence, emergence....)
</span></p> <p>What enables flow? Self-study contributed as much to job proficiency as instructor-led training programs. Own volition. Regard selves as professionals. Informal learning dynamics contributed 70-to-80% of operating performance. Cohesion of social practice contributed to learning effectiveness, with informal learning as an enabler. Conversations are the primary conduit:</p> <p><img src="http://www.internettime.com/images/capcons.jpg" /></p> <p>Read this one twice if you need to; it's important. "We see contributions by learning, like other intangibles, through value drivers. They enable us to depict causal relationships in the interactions associated with transactions, decision flows, procedures and other normal activities. Value drivers interact in clusters and sets throughout organizational work practices."</p> <p><img src="http://www.internettime.com/images/capdrivers.jpg" /></p> <p><span style="font-size:85%;"><b>Intangibles</b></span>, which we had thought of the sauce, is what it takes to drive performance. </p> <p><img src="http://www.internettime.com/images/capoptimal.jpg" /></p> <p>"Discovery consists of seeing what everybody has seen and thinking what nobody has thought."
<i>Albert Szent-Györgyi </i></p>jayhttp://www.blogger.com/profile/16271633210993298646noreply@blogger.com0tag:blogger.com,1999:blog-8217160.post-1114970432761763612004-05-01T10:13:00.000-07:002005-05-01T12:50:45.740-07:00Site Map<span style="font-weight: bold;">About Us</span><ul><span style="font-size: 80%;"><li><a href="http://www.jaycross.com/">Home Page</a></li><li><a href="http://www.jaycross.com/#aboutjay">About Jay Cross</a> & <a href="http://metatime.blogspot.com/2005/03/greenwood-gazette.html">article</a></li><li><a href="http://www.internettime.com/contact.htm">Contact Jay</a></li><li><a href="ttp://www.jaycross.com/calendar/">Travel Calendar</a></li><li><a href="http://www.internettime.com/admin/About%20Us.htm">About Internet Time Group</a></li><li><a href="http://www.jaycross.com/jayhoo/directions.htm">Driving Directions</a></li></ul></span>
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<li><a href="http://feeds.feedburner.com/blogspot/rKgb">RSS</a> (paragraphs)</span></ul>jayhttp://www.blogger.com/profile/16271633210993298646noreply@blogger.com0tag:blogger.com,1999:blog-8217160.post-1101009614199493982004-11-20T19:59:00.000-08:002005-03-29T01:29:34.490-08:00Psychology<div class="blog"> <div class="blogbody"> <h3 class="title">Psychology</h3> <a href="http://www.authentichappiness.org/">Authentic Happiness</a>, Using the New Positive Psychology to Realize Your Potential for Lasting Fulfillment. <ul>"A revolutionary perspective on psychology, Seligman’s Authentic Happiness is a beacon for human behavior in the new century. Laypersons and professionals alike will find this book enormously enriching. It summarizes a huge literature, it provides concrete self-assessment tools, and it speaks with a joyful voice about what it means to be fully alive." - Mihaly Csikszentmihalyi, author of <em>Flow: The Psychology of Optimal Experience</em></ul> <a name="more"></a> <a href="http://www.internettime.com/blog/archives/001102.html#personality">Personality Factors </a>| <a href="http://www.internettime.com/blog/archives/001102.html#tuckman">Four Stages of Group Development</a> | <a href="http://www.internettime.com/blog/archives/001102.html#sixhats">DeBono's Six Thinking Hats</a> | <a href="http://www.internettime.com/blog/archives/001102.html#berne">Transactional Analysis</a> | <p align="left"> </p> <h2 align="left"><b><a name="personality" id="personality"></a>THE 16 <strong>Cattell</strong> PERSONALITY FACTORS</b></h2> <table style="word-spacing: 0pt; margin-bottom: 0pt;" border="1" cellpadding="6" width="75%"> <tbody><tr> <td> <p align="center"><b>Factor</b></p></td> <td colspan="2" align="center" width="60%"><b>Descriptors</b></td> </tr> <tr> <td align="left" width="30%"><b>Warmth</b></td> <td align="right" width="30%">Reserved</td> <td width="30%">Outgoing</td> </tr> <tr> <td align="left" width="30%"><b>Reasoning</b></td> <td align="right" width="30%">Less Intelligent</td> <td width="30%">More Intelligent</td> </tr> <tr> <td align="left" width="30%"><b>Emotional Stability</b></td> <td align="right" width="30%">Affected by feelings</td> <td width="30%">Emotionally stable</td> </tr> <tr> <td> <b>Dominance</b></td> <td align="right" width="30%">Humble</td> <td width="30%">Assertive</td> </tr> <tr> <td><b>Liveliness</b></td> <td align="right" width="30%">Sober</td> <td width="30%">Happy-go-lucky</td> </tr> <tr> <td><b>Rule Consciousness</b></td> <td align="right" width="30%">Expedient</td> <td width="30%">Conscientious</td> </tr> <tr> <td><b>Social Boldness</b></td> <td align="right" width="30%">Shy</td> <td width="30%">Venturesome</td> </tr> <tr> <td><b>Sensitivity</b></td> <td align="right" width="30%">Tough-minded</td> <td width="30%">Tender-minded</td> </tr> <tr> <td><b>Vigilance</b></td> <td align="right" width="30%">Trusting</td> <td width="30%">Suspicious</td> </tr> <tr> <td><b>Abstractedness</b></td> <td align="right" width="30%">Practical</td> <td width="30%">Imaginative</td> </tr> <tr> <td><b>Privateness</b></td> <td align="right" width="30%">Straightforward</td> <td width="30%">Shrewd</td> </tr> <tr> <td><b>Apprehension</b></td> <td align="right" width="30%">Self-Assured</td> <td width="30%">Apprehensive</td> </tr> <tr> <td><b>Openness to Change</b></td> <td align="right" width="30%">Conservative</td> <td width="30%">Experimenting</td> </tr> <tr> <td><b>Self-Reliance</b></td> <td align="right" width="30%">Group-dependent</td> <td width="30%">Self-sufficient</td> </tr> <tr> <td><b>Perfectionism</b></td> <td align="right" width="30%">Self-conflict</td> <td width="30%">Self-control</td> </tr> <tr> <td><b>Tension</b></td> <td align="right" width="30%">Relaxed</td> <td width="30%">Tense</td> </tr> </tbody></table>
<table style="word-spacing: 0pt; margin-bottom: 0pt;" border="1" cellpadding="6" width="90%"> <tbody><tr> <td align="left" height="30" width="20%"> <p align="center"><b>Factor</b></p></td> <td colspan="2" align="center" height="30" width="80%"><b>Descriptors</b></td> </tr> <tr> <td align="left" height="30" width="20%"><b>EXTRAVERSION</b></td> <td align="right" height="30" width="40%">Introverted, socially inhibited</td> <td height="30" width="40%">Extroverted, socially participative</td> </tr> <tr> <td align="left" height="30" width="20%"><b>ANXIETY</b></td> <td align="right" height="30" width="40%">Low anxiety, unperturbed</td> <td height="30" width="40%">Easily worried and generally tense</td> </tr> <tr> <td align="left" height="30" width="20%"><b>WILL</b></td> <td align="right" height="30" width="40%">Open minded, receptive to ideas</td> <td height="30" width="40%">Resolute and determined</td> </tr> <tr> <td align="left" height="30" width="20%"><b>INDEPENDENCE</b></td> <td align="right" height="30" width="40%">Accommodating and selfless</td> <td height="30" width="40%">Independent and persuasive</td> </tr> <tr> <td align="left" height="30" width="20%"><b>SELF CONTROL</b></td> <td align="right" height="30" width="40%">Free-thinking and impulsive</td> <td height="30" width="40%">Structured and inhibited</td> </tr> </tbody></table> <h2 align="left"><span style="color: rgb(128, 0, 0);"><strong><a name="tuckman" id="tuckman"></a>Bruce Tuckman's FOUR STAGES OF GROUP DEVELOPMENT</strong></span></h2> <h3 align="left"><span style="color: rgb(128, 0, 0);">Stage 1: Forming</span></h3> Individual behaviour is driven by a desire to be accepted by the others, and avoid controversy or conflict. Serious issues and feelings are avoided, and people focus on being busy with routines, such as team organisation, who does what, when to meet, etc. But individuals are also gathering information and impressions - about each other, and about the scope of the task and how to approach it. This is a comfortable stage to be in, but the avoidance of conflict and threat means that not much actually gets done. <h3 align="left"><span style="color: rgb(128, 0, 0);">Stage 2: Storming</span></h3> Individuals in the group can only remain nice to each other for so long, as important issues start to be addressed. Some people's patience will break early, and minor confrontations will arise that are quickly dealt with or glossed over. These may relate to the work of the group itself, or to roles and responsibilities within the group. Some will observe that it's good to be getting into the real issues, whilst others will wish to remain in the comfort and security of stage 1. Depending on the culture of the organisation and individuals, the conflict will be more or less suppressed, but it'll be there, under the surface. To deal with the conflict, individuals may feel they are winning or losing battles, and will look for structural clarity and rules to prevent the conflict persisting. <h3 align="left"><span style="color: rgb(128, 0, 0);">Stage 3: Norming</span></h3> As Stage 2 evolves, the "rules of engagement" for the group become established, and the scope of the group's tasks or responsibilities are clear and agreed. Having had their arguments, they now understand each other better, and can appreciate each other's skills and experience. Individuals listen to each other, appreciate and support each other, and are prepared to change pre-conceived views: they feel they're part of a cohesive, effective group. However, individuals have had to work hard to attain this stage, and may resist any pressure to change - especially from the outside - for fear that the group will break up, or revert to a storm. <h3 align="left"><span style="color: rgb(128, 0, 0);">Stage 4: Performing</span></h3> Not all groups reach this stage, characterised by a state of interdependence and flexibility. Everyone knows each other well enough to be able to work together, and trusts each other enough to allow independent activity. Roles and responsibilities change according to need in an almost seamless way. Group identity, loyalty and morale are all high, and everyone is equally task-orientated and people-orientated. This high degree of comfort means that all the energy of the group can be directed towards the task(s) in hand. <h3 align="left"><span style="color: rgb(128, 0, 0);">Stage 5: Adjourning</span></h3> This is about completion and disengagement, both from the tasks and the group members. Individuals will be proud of having achieved much and glad to have been part of such an enjoyable group. They need to recognise what they've done, and consciously move on. Some authors describe stage 5 as "Deforming and Mourning", recognising the sense of loss felt by group members. <h2 align="left"><a name="sixhats" id="sixhats"></a>DeBono's <span style="color: rgb(128, 0, 0);"><strong> SIX THINKING HATS </strong></span></h2> <table border="0" cellpadding="5" cellspacing="5" width="100%"> <tbody><tr> <td align="right" valign="middle" width="15%"><b>WHITE</b></td> <td valign="middle" width="75%">is neutral and objective, concerned with objective facts and figures</td> </tr> <tr> <td align="right" valign="middle" width="15%"><b>RED</b></td> <td valign="middle" width="75%">relates to anger and rage, so is concerned with emotions</td> </tr> <tr> <td align="right" valign="middle" width="15%"><b>BLACK</b></td> <td valign="middle" width="75%">is gloomy, and covers the negative - why things can't be done</td> </tr> <tr> <td align="right" valign="middle" width="15%"><b>YELLOW</b></td> <td valign="middle" width="75%">is sunny and positive, indicating hope and positive thinking</td> </tr> <tr> <td align="right" valign="middle" width="15%"><b>GREEN</b></td> <td valign="middle" width="75%">is abundant, fertile growth, indicating creativity and new ideas</td> </tr> <tr> <td align="right" valign="middle" width="15%"><b>BLUE</b></td> <td valign="middle" width="75%">is the sky above us, so is concerned with the control and organisation of the thinking process</td> </tr> </tbody></table> <h2 class="style1" align="left"><strong><a name="berne" id="berne"></a><span style="color: rgb(0, 0, 0);">Transactional Analysis</span></strong></h2> <p style="color: rgb(0, 0, 0);" class="style1" align="left"><strong>EGO STATES</strong></p> <div style="color: rgb(0, 0, 0);" class="style1" align="center"> <center> <table style="word-spacing: 0pt; margin-bottom: 0pt;" border="3" cellpadding="6" width="90%"> <tbody><tr> <td rowspan="2" width="20%"><b>PARENT</b></td> <td width="20%">Critical Parent</td> <td width="60%"> <p style="word-spacing: 0pt; margin-top: 0pt; margin-bottom: 0pt;">makes rules and sets limits</p> <p style="word-spacing: 0pt; margin-top: 0pt; margin-bottom: 0pt;">disciplines, judges and criticises</p></td> </tr> <tr> <td width="20%">Nurturing Parent</td> <td width="60%"> <p style="word-spacing: 0pt; margin-top: 0pt; margin-bottom: 0pt;">advises and guides</p> <p style="word-spacing: 0pt; margin-top: 0pt; margin-bottom: 0pt;">protects and nurtures</p></td> </tr> <tr> <td width="20%"><b>ADULT</b></td> <td width="20%">
</td> <td width="60%"> <p style="word-spacing: 0pt; margin-top: 0pt; margin-bottom: 0pt;">concerned with data and facts</p> <p style="word-spacing: 0pt; margin-top: 0pt; margin-bottom: 0pt;">considers options and estimates probabilities</p> <p style="word-spacing: 0pt; margin-top: 0pt; margin-bottom: 0pt;">makes unemotional decisions</p> <p style="word-spacing: 0pt; margin-top: 0pt; margin-bottom: 0pt;">plans and makes things happen</p></td> </tr> <tr> <td rowspan="2" width="20%"><b>CHILD</b></td> <td width="20%">Free (Natural) Child</td> <td width="60%"> <p style="word-spacing: 0pt; margin-top: 0pt; margin-bottom: 0pt;">fun-loving and energetic</p> <p style="word-spacing: 0pt; margin-top: 0pt; margin-bottom: 0pt;">creative and spontaneous</p></td> </tr> <tr> <td width="20%">Adapted Child</td> <td width="60%"> <p style="word-spacing: 0pt; margin-top: 0pt; margin-bottom: 0pt;">compliant and polite</p> <p style="word-spacing: 0pt; margin-top: 0pt; margin-bottom: 0pt;">rebellious and manipulative</p></td> </tr> </tbody></table> </center> </div> <h3 style="color: rgb(0, 0, 0);" class="style1" align="left"><b>LIFE POSITIONS</b></h3> <p style="color: rgb(0, 0, 0);" class="style1" align="left">... the "OK Corral"</p> <div style="color: rgb(0, 0, 0);" class="style1" align="center"> <center> <table border="4" height="300" width="300"> <tbody><tr> <td align="center" width="50%"> <p style="margin-top: 0pt; margin-bottom: 0pt;"><b>I'M NOT OK</b></p> <p style="margin-top: 0pt; margin-bottom: 0pt;"><b>YOU'RE OK</b></p> <p style="margin-top: 0pt; margin-bottom: 0pt;"> </p> <p style="margin-top: 0pt; margin-bottom: 0pt;"><span style="font-size:85%;">"I wish I could do that as well as you do"</span></p></td> <td align="center" width="50%"> <p style="margin-top: 0pt; margin-bottom: 0pt;"><b>I'M OK</b></p> <p style="margin-top: 0pt; margin-bottom: 0pt;"><b>YOU'RE OK</b></p> <p style="margin-top: 0pt; margin-bottom: 0pt;"> </p> <p style="margin-top: 0pt; margin-bottom: 0pt;"><span style="font-size:85%;">"Hey, we're making good progress now"</span></p></td> </tr> <tr> <td align="center" width="50%"> <p style="margin-top: 0pt; margin-bottom: 0pt;"><b>I'M NOT OK</b></p> <p style="margin-top: 0pt; margin-bottom: 0pt;"><b>YOU'RE NOT OK</b></p> <p style="margin-top: 0pt; margin-bottom: 0pt;"> </p> <p style="margin-top: 0pt; margin-bottom: 0pt;"><span style="font-size:85%;">"Oh this is terrible - we'll never make it"</span></p></td> <td align="center" width="50%"> <p style="margin-top: 0pt; margin-bottom: 0pt;"><b>I'M OK</b></p> <p style="margin-top: 0pt; margin-bottom: 0pt;"><b>YOU'RE NOT OK</b></p> <p style="margin-top: 0pt; margin-bottom: 0pt;"> </p> <p style="margin-top: 0pt; margin-bottom: 0pt;"><span style="font-size:85%;">"You're not doing that right - let me show you"</span></p></td> </tr> </tbody></table> </center> </div> <p style="color: rgb(0, 0, 0);" class="style1" align="left">People move around the grid depending on the situation, but have a preferred position that they tend to revert to. This is strongly influenced by experiences and decisions in early life. </p> <blockquote style="color: rgb(0, 0, 0);" class="style1"> <p align="left">"I'm OK, you're OK" people are in the 'get on with' position. They're confident and happy about life and work, and interact by collaboration and mutual respect, even when they disagree.</p> <p align="left">I'm OK, you're not OK" people are in the 'get rid of' position. They tend to get angry and hostile, and are smug and superior. They belittle others, who they view as incompetent and untrustworthy, and are often competitive and power-hungry.</p> <p align="left">I'm not OK, you're OK" is the 'get away from' position. These people feel sad, inadequate or even stupid in comparison to others. They undervalue their skills and contribution and withdraw from problems.</p> <p align="left">I'm not OK, you're not OK" is the 'get nowhere' position. These people feel confused or aimless. They don't see the point of doing anything, and so usually don't bother.</p> </blockquote> <h3 style="color: rgb(0, 0, 0);" class="style1" align="left"><b> TRANSACTIONS</b></h3> <p style="color: rgb(0, 0, 0);" class="style1" align="left">The central concept of TA is that Transactions between people can be characterised by the Ego State of the two participants. What's more, the Ego State adopted by the person who starts the transaction will affect the way the other person responds.</p> <p style="color: rgb(0, 0, 0);" class="style1" align="left">For example, Mr A says "what time will they arrive?", and Mr B replies "at 2pm." This is a simple Adult to Adult transaction.</p> <p style="color: rgb(0, 0, 0);" class="style1" align="left">However, if Mr A adopts a Child state: "I'm worried that they might not arrive on time," that will tend to produce a Nurturing Parent response from Mr B: "Don't worry, we'll still have plenty of time to talk to them."</p> <h3 style="color: rgb(0, 0, 0);" class="style1" align="left"><b> STROKES</b></h3> <p style="color: rgb(0, 0, 0);" class="style1" align="left">We all need and seek care, attention, love and recognition from others, and in TA, a stroke is defined as a unit of recognition. With children, strokes are obviously sought and given: they show off their new toy, or misbehave to get attention, and know the adults will respond right on cue. But grown-ups do the same: working hard, deliberately making mistakes, arriving late, or simply arriving home and sighing "what a day!"</p> <p style="color: rgb(0, 0, 0);" class="style1" align="left">Strokes can be positive or negative, and it's generally better to give a negative stroke than none at all (because that may be taken as negative anyway). But in many business organisations, strokes are subject to a set of unwritten rules:</p> <ol style="color: rgb(0, 0, 0);"><li> <p align="left">don't give positive strokes freely;</p> </li><li> <p align="left">if you give positive strokes, make them conditional;</p> </li><li> <p align="left">don't ask for positive strokes - certainly not directly;</p> </li><li> <p align="left">most positive strokes are insincere ('plastic');</p> </li><li> <p align="left">never give a physical stroke - by touching someone;</p> </li><li> <p align="left">don't miss a chance to give a negative stroke.</p> </li></ol> <p style="color: rgb(0, 0, 0);" class="style1" align="left">The result is a cold, unfeeling environment where normal human emotions are generally suppressed. Even in 'warm' organisations where it's OK to express feelings, strokes are still subject to certain norms - such as not giving them to people above you in the hierarchy.</p> <p style="color: rgb(0, 0, 0);" class="style1" align="left">In the absence of a free exchange of strokes, people manipulate others in order to get the strokes they crave, and start playing games.</p> <h3 style="color: rgb(0, 0, 0);" class="style1" align="left"><b>GAMES</b></h3> <p style="color: rgb(0, 0, 0);" class="style1" align="left">The complexity of the TA model leaves it open to manipulation, or "Games". You adopt a Child state because you want someone's help, or a Parent state to make them do something for you. But often the games end up damaging the relationship, and the type of game someone plays is influenced by his or her life state.</p> <p style="color: rgb(0, 0, 0);" class="style1" align="left">Examples of games players are:</p> <p style="color: rgb(0, 0, 0);" class="style1" align="left">The Persecutor: "if it weren't for you", "see what you made me do", "yes, but".</p> <p style="color: rgb(0, 0, 0);" class="style1" align="left">The Rescuer: "I'm only trying to help", "what would you do without me?"</p> <p style="color: rgb(0, 0, 0);" class="style1" align="left">The Victim: "this always happens to me", "poor old me", "go on, kick me".</p> <h2>Left and Right</h2> <p>
These notes go way back and some are dated. My main champion of the left/right brain thesis (below) has since recanted (see Robert Orstein, <i>The Right Mind</i>.) </p></div></div> <a name="leftright"></a>
<table bg="" align="center" border="1" cellpadding="24" width="90%" style="color:white;"> <tbody><tr> <td><span style="font-size:78%;">left brain
</span>(right side of body)</td> <td><span style="font-size:78%;">right brain</span>
(left side of body)</td> </tr> <tr> <td><p>plan
produce</p></td> <td><p>manage
invent</p></td> </tr> <tr> <td>speech/verbal
logical, mathematical
linear, detailed
sequential
controlled
intellectual
dominant
worldly
active
analytic
reading, writing, naming
sequential
ordering
perception of signicant order
complex motor sequences</td> <td>spatial/musical
holistic
artistic, symbolic
simultaneous
emotional
intuitive, creative
minor
spiritual
receptive
synthetic, Gestalt
facial recognition
simultaneous comprehension
perception of abstract patterns
recognition of complex figures
</td> </tr> </tbody> </table> <h2><span style="color: rgb(255, 0, 0);">The User Illusion</span></h2> <p>In mid-1999, <i><a href="http://www.internettime.com/blog/archives/userillusion.html">The User Illusion</a></i> convinced me that conscious vs. unconscious is a more important split than left vs. right brain. "Inside us, in the person who carries consciousness around, cognitive and mental processes take place that are far richer than consciousness can know or describe. Our bodies contain a fellowship with a surrounding world that passes right through us, in through our mouths and out the other end, but is hidden from our consciousness." The nonconscious is largely in control but the conscious thinks it's in control. An amazing book. It will take me a while to propogate its concepts into the Jayhoo Way. </p> <hr /> <h2>Don't worry. Be happy.</h2> <p>Relativity theory is deterministic, meaning that when given a specific set of conditions, precise outcomes are predictable. Quantum physics, on the other hand, is probabilistic, meaning that when observing a specific set of conditions, change enters into the picture, and predictions can be made only of probable outcomes. Current thinking is that both types of processing, programmed and learned, go on in the brain and similar compatibilities will occur in the marketplace (with today's and neural network computers.)</p> <hr /> <p>From a review of <i>In Pursuit of Happiness</i>: "the invisible foot," says Milton Friedman. "That's the law of unintended consequences." </p> <a name="happiness"></a> <p>Life is about happiness -- which people (when pressed) generally concur isn't a new BMW or an orgasm, but rather lasting and justified satisfaction with one's life as a whole. Happiness includes the self-respect that comes from accepting responsibility for one's life and earning one's way in the world. It flows from realizing your innate capacities by doing productive work and overcoming ever more challenging obstacles, impelled more by your own inner imperatives than by the mere need to make a living.</p> <p>See <i><a href="http://www.internettime.com/blog/archives/finding_flow.htm">Finding Flow</a></i></p> <p>You might also look at my thoughts on <a href="http://www.internettime.com/blog/archives/take_your_own_advice.htm">taking your own advice</a></p> <hr /> <p><i><span style="font-size:78%;">From Healthy Pleasures</span></i><span style="font-size:78%;">, by Ornstein and Sobel...</span></p> <p> Happiness changes little even after delightful or devastating life changes. </p> <p> Man's plight... Human time does not turn in a circle; it runs ahead in a straight line. That is why man cannot be happy; happiness is the longing for repetition.</p> <p> Happiness springs from how much of the time a person spends feeling good, not from the momentary peaks of ecstasy. Simple pleasures are more allied with happiness than are strong, momentary feelings.</p> <p> When we are in a given mood, such as sadness, anger, or joy, we are more likely to recall other times when we were in a similar mood. This is probably why seemingly minor uplifts such as receiving flowers can "make your day." The mind tends to overgeneralize... Small changes in our current contents of mind have great future consequences.</p> <p> Make it a weekly goal to think about positive current events and daily experiences as much as possible. Focus on what you have, not on what you lack. The good feelings are likely to spill over into a healthy, optimistic view of your future.</p> <p> Expecting to be pleased, healthy people cultivate a set of positive illusions. They inflate their own importance and have an exaggerated belief in their ability to control their destiny. They believe that other people hold them in high regard. Human beings never directly perceive the outside world; most judgments are comparative.</p> <p> When bad things happen, as they will, pessimists explain the causes in stable, global, internal terms. </p> <p> We often bet our lives on the stories we tell ourselves about the world, but rarely hear them while they are being told. Try to listen carefully to your continuous internal monologue. If we know that our story of the world controls our life, we can choose to rewrite the unpleasant elements.</p> <p> There is a direct link between good health and knowing what is going on around us, understanding how economic and social forces operate to affect one's life and in general understanding how things work.</p> <p>Some people have censored so much of themselves for so long that they forget what it is they do feel and think.</p> <hr /> <a name="multimind"></a> <p><span style="font-size:78%;">from <i>Multimind</i> by Robert Ornstein</span> </p> <p>"Our illusion is that each of us is somehow unified, with a single coherent purpose and action. That we are consistent and single-minded is a built-in delusion." We do not hear or observe ourselves the way we experience others. </p> <p>"I know my own mind." But we don't know it very well. </p> <p> Some conflicts are nobody's fault -- not caused by the badness or madness of one person; it's between the people. linear cause and effect do not apply here. (generally, if something good comes from a relationship, i figure the contribution is mine; if it doesn't work, that's your fault. it's never my fault, i'm merely reacting.) actually, the problems are the product of the relationship. it's just as you can't reduce the properties of water to the properties of either hydrogen or of oxygen.</p> <p>Ornstein and Erlich: Human culture shaped over a million years; man a sight animal. Focus is on the short-term, visual (mastodon coming); we miss the gradual, invisible (greenhouse effect).</p> <p>Ernest Poser of McGill University in Montreal found in treating schizophrenic patients that randomly selected undergraduates produced more positive change than did psychiatrists and psychiatric social workers. </p> <hr /> <p><span style="font-size:78%;">Robert Ornstein, <i>The Mind Field</i> </span></p> <p>from <i>Do What You Live, the Money will Follow</i></p>
The more we see ourselves as courageous, even in the tiniest choices, the more self-respect we gain and the more distinctive we become. In addition, acting out our authentic desires and values quickly erases a history of holding back and self-abandonment. <hr /><a name="cromagnon"></a> <ul> <p>from a talk by Robert Ornstein:</p><p> Humans were designed to operate in a world of 20,000 years ago.</p><p> We're good at dealing with change (e.g. crack), not constancy (e.g. cigarettes). Cigarettes are six times as addictive as crack!</p><p> Consciousness is a weak force in many people's mind. There are many selves inside.</p><p>Half the people ever born in the history of the earth were born in my lifetime.</p><p>Response after failure shows conquest of embarrassment and confidence in the future; it is a mark of dignity and basic health. Moreover, the analysis of failure is an indispensable activity which demands leisure and time.</p><p>Successful people generally have more errors to their credit, and often bigger ones, than unsuccessful people. They view these in the same way that scientists view failed experiments: not as moral setbacks but as the necessary concomitants of discovery.</p><p>...one of the most difficult problems we face in life: that of distinguishing between the temporary and the lasting things; between the truly urgent issues and the clamor of trifles.</p><hr /><a name="consciousness"></a><p>from a later talk by Robert Ornstein on his newly released <i>The Evolution of Consciousness</i>:</p><p> The mind is a squadron of simpletons.</p><p> Rationality is only one small facet of mind. It's impossible anyway. (A comprehensive truth table will take a lifetime to figure out anything.)</p><p> The primary ability of mind is to adapt to the world. The finishing touches of mind development took place before the cave paintings at Lascaux. </p><p> Our self image of rationality leads us down the wrong path. "Cultural literacy" doesn't help anyone adapt or stay safe in the world.</p><p>Experiment: People asked to contribute to a good cause; 20% give. People get same pitch + "even a penny would help," 60% give. Explanation: one of the simpletons let the guard down. * * * Similarly, Jim Jones requested that folks "Help the poor for just five minutes." He said that once you got 'em, you can get 'em to do just about anything. Foot in the door. * * * Same situation if people asked whether folks can put up a 6' x 8' Drive Safely sign in their front yard (60% yes), IF they've first put up a 3" x 5" card in their window promoting the beauty of California!</p><p>We don't see trends. 540 people die of handgun murders every week in this country and no one cares. 10,000 die every week from smoking tobacco. </p><p>We're only 100 generations from the birth of Christ; no time at all in biological time. </p><p>There are 450 billion tons of humans on earth. (Something's off here: we'd each weigh 90 tones.... Maybe he's counting our dwellings and factories.)</p><p>More people are added to the population every month than existed worldwide at the time of Christ. We need ever-evolving systems of education to cope with these changes.</p><p>Self-consciousness is one of the simpletons. It creates resumes: "I did this, I did that...."</p><p>(At this point, I read The Evolution of Consciousness. My notes follow.)</p><p>SOB - Same Old Brain</p><p>Earliest mental routines were developed for quick action and survival.</p><p>The idea most people have that they are consistent is an illusion. The self is just one of the simpletons--one with a small job.</p><p>Our real history is "written" in our bones, our blood, our neural systems00and was written before we were writers. Physical evolution has had millions of generations to work and we are a mere 100 generations since the time of Christ.</p><p>Mind is on-line, responds to changes. Unexpected or extraordinary events have fast access to consciousness. </p><p>People misjudge others greatly because they interpret temperamental differences--speed of action, cleanliness, messiness, as reflections of the conscious mind. But we have little or no control over these things.</p><p>The world we experience is all a dream of the mind.</p><p>Memories go through a lossy compression algorithm. We uncrunch memories from fragments much as the anthropologist reconstructs the whole skeleton from a few bone fragments.</p><p>The mind ignores large changes because our ancestors could do little about them. A terrible approach in a crowded environment or a long-term relationship. </p><p>You have to learn to observe yourself as though you were another person. This way, you don't keep explaining why you did something, as we usually do. You develop a detachment and start to think of your selves as him and her. </p><p>At the time of the agrarian revolution the total human population was less than 10 million. Today, almost that many people are born each month. (About 10,000 years back)</p><p>We're 2000 generations form Neanderthal, 750 from Lascaux. </p><hr /><a name="roots"></a><p><span style="font-size:78%;">from Ornstein's <i>The Roots of the Self</i></span></p><p>Three main roots:</p><ol><li>Gain -- high or low amplification -- brain stem function. </li><li>Deliberation/liberation --how we organize thoughts and actions -- frontal lobes. </li><li>Approach/withdrawal --positive/negative and sunny/sour -- right or left lobe </li></ol><p>The high gain person is internally aroused; there's enough going on inside. Thus better at tasks that require attention. Not into parties, sex, danger. </p><p>We each have a set point on these dimensions. </p><p>"Human beings are not born once and for all on the day their mothers give birth to them...." <i>Gabriel Garcia Marquez</i></p><hr /><p>We grow through reduction. We are continually pruning our neural connections. <i>Danny Hillis</i> on consciousness from Wired, January 1994</p><p>We'll end up with intelligent beings and not be able to tell any more about how they think than we can tell about how we think. And I think that once the bishop has had a long conversation with them, it will be a very natural step to extend moral law to them.</p><p><b>Consciousness is just a stupid hack</b>. We have a lot of specialized hardware to code and decode grunts--conversation. Presumably you've had this experience of somebody explaining something to you and you misunderstand them, but your misunderstanding is actually much better than what they were trying to explain to you! That's taking advantage of your understanding hardware. Well, ti turns out, since you've got all this hardware sitting around, you use the following stupid hack: Whenever you're thinking, you play the idea out on yourself and you explain it to yourself in hopes that you misunderstand it. You compress it into sort of this encoded representation, and that compressed representation is consciousness. In fact, if you disconnected it, you would only get slightly stupider. But not so as anybody would notice.</p><a name="rightmind"></a><p>Ornstein, <i>The Right Mind</i></p><p><i>Alexithymia</i> is Greek for "no word for emotions." This is a mental disorder in which a person has extreme difficulty in verbally expressing feelings and fantasies. Alexithymia is thought to contribute to psychosomatic illness, alcoholism and drug addiction, post-traumatic stress disorder, and sociopathic personality. And this difficulty is present to a great or lesser degree in many people who are healthy as well as ill. I think that most women consider it a pretty normal male condition…</p><p>Facts are stored and processed in the left hemisphere but the right mind sets the context and makes sense of it all. </p><hr /><p>Leader traits from Warren Bennis </p><ul compact="compact" type="square"><li> vision, integrity, </li><li>willingness to accept risk </li><li>people who are able to express themselves fully </li><li>know who they are, what their s&w are </li><li>know how to fully deploy their strengths & compensate for their weaknesses </li><li>know what they want, why they want it, how to communicate what they want </li><li>know how to achieve their goals </li></ul><p>Leaders operate on instinct, leader strike hard and try everything, leaders are ready to put themselves at some risk, and leaders use chaos to make changes.</p><hr /><a name="optimism"></a><p><i><span style="font-size:78%;">Learned Optimism</span></i><span style="font-size:78%;"> by Martin E. P. Seligman</span></p><p>The defining characteristic of pessimists is that they tend to believe bad events will last a long time, will undermine everything they do, and are their own fault.</p><p>Learned helplessness is the giving up reaction, the quitting response that follows from the belief that whatever you do doesn't matter. Explanatory style is the manner in which you habitually explain to yourself why events happen.</p><p>Inescapable events produced giving up. Clearly, animals can learn their actions are futile, and when they do, they no longer initiate action....</p><p>People who give up easily believe the causes of the bad events that happen to them are permanent: The bad events will persist, will always be there to affect their lives. People who make universal explanations for their failures give up on everything when a failure strikes in one area.</p><p>Depression is pessimism writ large. Normal depression is extremely common . .it's the common cold of mental illness. (The belief that your actions are futile is the cause of depression.)</p><p>Pessimists' explanations for bad events are personal, permanent, and pervasive.</p><p>The belief in self .improvement is a prophecy just as self-fulfilling as the old belief that character could not be changed.</p><p>A = Adversity
B = Belief
C = Consequence
D = Disputation . .argue with yourself (Evidence? Alternatives?)
E = Energizer</p><p>Decatastrophize.</p><p>Use optimism/pessimism scale in choosing sales people.</p><hr /><h3><a name="highiq"></a>High IQ Clubs </h3><p> Mensa 1 in 50 132 IQ</p><p> Intertel 1 in 100 137 IQ</p><p> International Society for Philosophical Enquiry 1 in 1,000 150 IQ</p><p> Triple Nine Society 1 in 1,000 150 IQ</p><p> Prometheus Society 1 in 10,000 160 IQ</p><p> Four Sigma 1 in 30,000 164 IQ</p><p> Titan Society 1 in 100,000 168 IQ</p><p> Mega Society 1 in 1,000,000 177 IQ</p><hr /><a name="shyness"></a><h3>Notes from Zimbardo's <i>Shyness</i> </h3>
Shyness encourages self-consciousness and an excessive preoccupation with your own reactions. Negative feels like depression, anxiety, and loneliness typically accompany shyness. 40% of Americans consider themselves shy. Shyness can be conquered, set aside, or outgrown. <p>"Reticence" is the term that best describes a shy person's reluctance to relate to others. Reticence is an unwillingness to speak unless prodded, a disposition to remain silent, an inclination not to speak freely.</p><p>While publicly the shy person seems to be going nowhere quietly, inside is a maze of thought highways cluttered with head-on collisions of sensations and noisy traffic jams of frustrated desires. The same tendency toward self-analysis and appraisal of one's thoughts and feelings signals psychological disturbance when in becomes obsessive. Shy people often carry it that far.</p><p>Too much nervous energy is expended in anticipation of an event and wasted on minor details of its execution (like me planning out phone calls in elaborate detail).</p><p>Military brats are often shy as a result of having moved around a lot. </p><p>Being able to step out of yourself and into a role, a character behind a mask of anonymity enables a basically shy person to perform in person (Carol Burnett).</p><p>If you are tired of being shy, no longer want to survive on a diet of social leftovers, or feel unhappy seeing people you care about too shy to enjoy the opportunities life is offering, the time has come to change all that. </p> Four basic kinds of charge are called for. Changes in <ol type="i"><li>the way you think about yourself and about shyness </li><li>the way you behave </li><li>relevant aspects of the way other people think and act </li><li>certain social values that promote shyness </li></ol><p>At the core of shyness is an excessive preoccupation with the self, an overconcern with being negatively evaluated. Shyness and low self-esteem go together.</p><p>You must come to recognize the extent to which you are living out other people's scripts. You cannot have a well developed sense of self if you are acting out programs written by or for others.</p><p><span style="font-size:78%;">If you have but one life to live, live it with high self-esteem!</span></p><p>Decide what you value, what you believe in, what you realistically would like your life to be like. Take inventory of your library of stored scripts and bring them up to date, in line with the psychological space you are in now, so they will serve your where you are headed. </p><p>Look for the causes of your behavior in physical, social, economic, and political aspects of your current situation and not in personality defects in you.</p><p>Remind yourself that there are alternative views to every event.</p><p>Never say bad things about yourself.</p><p>Instead of thinking and saying, "I am a shy person," start thinking and talking about yourself in more specific terms; describe specific situations and specific reactions.</p><p>Anxiety, boredom and passivity generate more fatigue than does the heaviest of labors. "Good to see you around." A nod of recognition, a smile, a wave of the hand, a look in the eye. that little action starts your new career as an actor.</p><p>Like a method actor, you must learn to dissolve the boundary between the so-called real you and the role you play. Let your actions speak for themselves and eventually they will be speaking for you.</p><p>Role playing is a vital ingredient in the development of social skills. It involves taking action and experiencing how it feels to take those actions. by suspending the "self" for the "rote," you are granted permission to engage in behaviors that are normally off-limits. Your overbearing, all-monitoring consciousness is not allowed into the show. Enacting a role different from that which is usually for the person results in corresponding private changes in attitudes and values. </p><hr /><a name="eq"></a><span style="font-size:78%;"> </span><h3>Emotional Intelligence</h3> We are of two minds – the emotional mind in the old reptilian brain and the logical mind in the modern neocortex. <p>The emotional mind is associative. It confuses reality and symbols of reality. Perception is reality. It indiscriminately connects things that merely have striking features. The emotional mind reacts to the present as though it were the past. </p><p>The rational mind makes logical connections between causes and effects. </p><p>Because it takes the rational mind a moment or two longer to register and respond than it does the emotional mind, the first impulse in an emotional situation is the heart’s, not the head’s. There is also a second kind of emotional reaction, slower than the quick response, which simmers and brews first in our thoughts before it leads to feeling. This second pathway to triggering emotions is more deliberate, and we are typically quite aware of the thoughts that lead to it. In this kind of emotional reaction there is a more extended appraisal; our thoughts—cognition—play the key role in determining what emotions will be roused. Once we make an appraisal—"that taxi driver is cheating me" or "this baby is adorable." A fitting emotional response follows. In this slower sequence, more fully articulated thought precedes feeling. More complicated emotions, like embarrassment or apprehension over an upcoming exam, follow this slower route, taking seconds or minutes to unfold—these are emotions that follow from thoughts. </p><p>The results reported in emotional intelligence seem too good to be true. Children in Oakland were found more responsible, assertive, popular, helpful, understanding, considerate, harmonious, and democratic. Kids in Washington had better social cognitive skills, self-con troll, effectiveness resolving conflicts, tolerating frustration, working with peers, sharing, socializing, etc. kids in new york city were less violent, more caring, more cooperative, more empathic, and better communicators. </p><hr /><a name="relationships"></a><h3> <i>RELATIONSHIPS Getting Together </i></h3><h3>-- a framework for improving relationships... </h3><p>The goal is a relationship that can deal well with differences. (For some, the goal of a relationship is a make-believe world without any differences.) To achieve our substantive goals, we need effective working relationships, relationships that have a high degree of rationality, understanding, communication, reliability, non-coercive means of influence, and acceptance.</p><p>Be unconditionally constructive. Follow guidelines that will be both good for the relationship and good for me, whether or not you follow the same guidelines. Beware of partisan perceptions; don't forget how differently people see things. ("Where you stand depends on where you sit." We remember information so that it fits a coherent story.) </p><p>Accept responsibility and apologize. We often fail to take responsibility for our feelings because we blame them on the other person in a relationship. Emotions likely to have a constructive impact: security, optimism, confidence, acceptance, respect, concern.</p><p>One way to instill a constructive emotional state in ourselves is to recall a time, place, and circumstances when our morale was high -- and then mentally step back into that situation....</p><p>In some cases, our understanding of a situation creates a problem in our heads that is not there in reality.</p><p>Ongoing relationships often need a fresh look.</p><p> HOW GOOD IS OUR RELATIONSHIP?
A Checklist</p><p>GOAL Am I trying to win the relationship or improve it? How well do we resolve differences? How often do I think about improving the process of working together over the long term?</p><p>GENERAL STRATEGY Do serious substantive issues disrupt our ability to work together? Do I tend to retaliate by doing things that weaken our ability to deal with each other in the future? Do I ignore problems or sweep them under the rug rather than deal with them?</p><p>pp. 178-79 for more</p><p> <b> CONGRUENCE</b></p><ul><li>Don't just think about them -- care; they matter.</li><li>Understand their views before judging them.</li><li>Speak with them, not about them.</li><li>Deal with them to reduce the risks.</li><li>Respect their right to differ. Take them seriously.</li><li>Use emotion to persuade, not to coerce.</li><li>Understand them in order to persuade them more easily.</li><li>Acknowledge good points. Speak for ourselves; don't put words into their mouths.</li><li>Avoid overstatement and deception.</li><li>Don't let emotions make us unpredictable.</li><li>Assess the actual risks of trusting them.</li><li>Be honest; disclose areas we are not discussing.</li><li>Acknowledge feelings. Be aware of others.</li><li>Consult. Inquire. Listen actively.</li><li>Understand empathetically.</li></ul><p> * * * *As mediator, get each side to present the other side's point of view until the other side agrees they've got it right.* * * *</p><hr /><p>Great place to work is defined by relationships: trust of those worked for, enjoyment of those worked with, and pride in the job done. <a name="needs"></a> </p><h3>FUNDAMENTAL HUMAN DESIRES AND VALUES</h3><ol><li>Curiosity: desire to learn </li><li>Food: desire to eat </li><li>Honor (morality): desire to behave in accordance with code of conduct </li><li>Rejection: fear of social rejection </li><li>Sex: desire for sexual behavior and fantasies </li><li>Physical exercise: desire for physical activity </li><li>Order: desired amount of organization in daily life </li><li>Independence: desire to make own decisions </li><li>Vengeance: desire to retaliate when offended </li><li>Social Contact: desire to be in the company of others </li><li>Family: desire to spend time with own familySocial </li><li>Prestige: desire for prestige and positive attention </li><li>Aversive Sensations: aversion to pain and anxiety </li><li>Citizenship: desire for public service and social justice </li><li>Power: desire to influence people </li></ol><p> http://www.newswise.com/articles/GOALS.OSU.html</p><a name="mbti"></a><h3><b>MBTI</b></h3><p>At least 12 of the 15 fundamental desires seem to have a genetic basis, Reiss said. Only the desires for citizenship, independence and fear of rejection don't appear to have a genetic component. "Most of these desires are similar to those seen in animals, and seem to have some survival value," Reiss said. "This indicates they are genetic in origin." Myers-Briggs Types I'm an INTJ; Uta is an ESFP. </p><p> <b>Source of Energy</b></p><p>E Extrovert 75% of the populationenergized by people, need lots of contactshoot from the hip, spontaneouswants to change the worldgeneralists, lots of interest, lots of balls in the air, superficialedits on the fly</p><p>I Introvert 25% of the populationenergized by thoughts, need time to reflectthink twice before they talk oncegreat actorswants to understand the worldspecialists, depth, focusedneed time to preparethe "internal messenger"...wannabe correct</p><p>according to the Chronicle's Grab Bag on 4/27/91, time passes quicker for the introvert</p><p> <b>How Things are Found Out</b></p><p>S Sensing 75% of the populationexperience things from the senses, practical, need lots of datanow people, grounded in reality, focus on the actualfacts, just the factsinductive/Edison</p><p>N Intuition 25% of the populationintution, inspiration, innovation, want little datadeductive/Einsteinfuture-oriented, speculative, hunchesideas, not factsimagination</p><p> <b>The Deciding Process</b></p><p>T Thinking 50% of the populationlogical, objective decision-making, impersonalprinciples: laws, policy, justice, standardsdoesn't show feelingsfocus on task</p><p>F Feeling(s) 50%subjective decision-makerlikes harmonyvalues: social values, extenuating cirucmstances, devotionfocus on relationshipshows emotion easily, warm</p><p> <b>How We Structure Our World</b></p><p>J Judging 50% of the populationsettled, seeks closure, decisivefixed, quick to judge, get show on the roadwork ethic, outcome-orientedplanner</p><p>P Perceiving 50%pending, keep options open, tentativeflexible, plenty of time, gray areasplay ethic, less seriouslet it happen</p><p> <b>Exercises to Develop Extraverted Preference Skills</b></p><p>become actively involved in a grouptalk out an idea with someone as it's being formulatedintroduce self to strangersshare a private thought with a non-friendshare process as it is happening--feelings, thoughts, desires, fantasies</p><p> INTJ's order of preference is intuition, thinking, feeling, sensing. In other words, feeling and sensation are de-emphasized.</p><p>Common pitfalls are appearing so unyielding that others are afraid to approach or challenge me. Criticizing others in their striving for the ideal. Ignoring the impact of my ideas or style on others. </p><p>To develop, I need to solicit feedback and suggestions, learn how to appreciate others, learn to give up impractical ideas, focus more on the impact of my ideas on people.</p><p> Topic 95: Re .design the sdc conference?# 57: Tue, Sep 8, '92 (19:17) </p><p> <b>Introverts and Extroverts...</b></p><p> Introverts essentially feel their internal worlds (and the internal worlds of others) are relatively static, and the external world needs to be "adjusted" in order to compensate for discrepancies between their internal state and the outer world. That is to say, an introvert feels that changing the outer world is easier than changing their inner world. This compensation can often occur simply via withdrawal, which is why the introvert is commonly thought to be inward .directed, though this is somewhat misleading, as my wife noted later. Extroverts, on the other hand, view the external world as relatively static, and their internal worlds (and that of others) as essentially dynamic. In the face of external pressure their first assumption is to either adjust themselves, or attempt to convince others to adjust themselves (usually via dialogue or debate of some kind).</p><p> To my mind, introverts and extroverts can have successful interactions when and if both types respect the other's dynamics. Introverts often find extroverts to be insensitive and painful to interact with; this is because the extrovert is often asking the introvert to change themselves, something seen often as almost a physical threat to an introvert, and they perceive the extrovert's request for change as a fundamental lack of respect. Extroverts, on the other hand, find introverts to often be stubborn and "selfish"; an extrovert may feel that the introverts' attempts to control their external environment as insensitive in itself. However, both perceptions are simply misunderstandings. The introvert is not being selfish, but simply reacting to what seems to be a direct threat to their personal integrity and self .image; the extrovert is not being insensitive, but simply asking the introvert to do what seems to them to be quite reasonable (something they are able to do themselves quite easily).</p><p> introverts prefer to interact with people who either already share their views, or with other introverts who will respect the sanctity of their internal worlds and not "invade" them (or "violate" them) with invasive ideas or presentations. </p><p> Introverts have a hard time accepting the behavior of extroverts as anything but invasive and rude; extroverts have a hard time accepting introverted behavior as anything but selfish and stubborn. Both concepts have to be thrown out the window before real progress can be made. Extroverts have to cool it, introverts can try to ignore the more annoying aspects of extroverted behavior.</p><p>reading david keirsey's please understand me II, I'm glad to see him both build on and distance himself from isabelle myers and her jungian theory trip. </p><p>· the starting point for keirsey (as for myers, earlier) is delightfully humanist. we are indeed different from one another. and there's nothing wrong with that. but of course. what carter saw as weaknesses were probably my strong points. more important for me to find a fertile and appreciative environment than to try "shape up" to someone else's standards.
· keirsey starts with historical roots (aristotle, plato…frank baum, pygmalion, eric fromm, etc) and goes on to identify two defining human fundamentals: how we deal with words and how we deal with tools--- </p><table border="1" width="75%"> <tbody><tr> <td>
</td> <td>
</td> <td colspan="2"> <div align="center"><b>words/thoughts</b></div> </td> </tr> <tr> <td>
</td> <td>
</td> <td>ABSTRACT </td> <td>CONCRETE</td> </tr> <tr> <td rowspan="2"><b>tools</b></td> <td>CONFORMIST/ COOPERATIVE</td> <td> <div align="center">NF
idealists</div> </td> <td> <div align="center">SJ
guardians</div> </td> </tr> <tr> <td>PRACTICAL/ UTILITARIAN</td> <td bgcolor="#ffff99"> <div align="center">NT
rationals</div> </td> <td> <div align="center">SP
artisans</div> </td> </tr> </tbody></table><p>
tools
</p><p>· taking keirsey's measurement device, I come up more solidly INTJ than ever before: </p><p>I 70%
N 85%
T 80%
J 65%.
· the two-by-two matrix is sufficiently simple to use in offering different paths through instruction for learners. the same approach might offer tailored EPSS. </p><hr /><a name="pro"></a><h3><b>Professionalism</b></h3><p>"Thinking like a professional means sticking to the basics. The basics are founded on common sense, and they include: being on time, never missing a deadline, speaking when spoken to, shutting up when not spoken to, being honest about expenses and other funds, giving your time and entry to the job without reservation while you are on the job, showing consideration for your colleagues, seeking solutions, not perpetual conflict--and last but not least, being willing to go out on a limb and push for an idea you truly believe in.</p><p> --Asa Barber</p><hr /><a name="share"></a><p><b>Shared Understanding </b> "Genuine knowledge resides and proliferates where people live and work, not in some abstract formal realm. Good tools should support and augment that knowledge as it is rather than attempting to 'engineer' it to fit some model-theoretic framework entirely divorced from the work itself. We desperately need more and better software tools whose design reflects this fundamental insight, and that will therefore aid our best people in articulating, modifying and improving their understanding of the work environments they inhabit. Most crucially, we need tools that will substantially assist knowledge workers -- and today this category should include nearly all workers -- in sharing their understanding across the currently rigid boundaries of functional specialization."</p><p> Christopher Locke and John West, "Concurrent Engineering in Context," Concurrent Engineering, November-December, 1991.</p><b> <p>Teaming and Learning</p> </b><p> "Business is finally recognizing that division of labor is increasingly ineffective as the basis for an organization in an environment of constant rather than occasional change.... Management control is replaced by management coordination of the work of others who may know more than the manager, and decision making occurs in the team rather than in the hierarchy."</p><p> Peter G.W. Keen, <i>Shaping the Future: Business Design Through Information Technology</i>, Harvard Business School Press, 1991.</p><hr /><p>"The growing emphasis on high-technology production means greater demands on the competence of each individual employee. And so the element of comprehensive, life long learning for all members of the enterprise will probably turn out to be the most characteristic feature of work in the 21st century."</p><p> Robert B. McKersie and Richard E. Walton, "Organizational Change," in <i>The Corporation of the 1990s,</i> Oxford University Press, 1991.</p><hr /><p>Cognitive psychology--which treats people as information-processing creatures--was not a field until recently. </p><p><b><a name="personality"></a>Personality</b> -- from a site at the Annenberg School</p><p>"Know thyself," advised an inscription on the ancient Temple of Apollo at Delphi. But what is it that you know when you know yourself? How do you gain this knowledge, and what should you do with it? Such questions are at the core of personality psychology, which explores both self-knowledge and knowledge of others. </p><p>Some personality psychologists compare everyday life to a play in which we put on different faces or play different roles for different audiences. In fact, the word personality comes from the Latin root persona, meaning "mask." The impression we make on others-or the mask we present to the world-determines how people feel about us. </p><p>Our everyday "performances" have a profound effect on our lives, so it pays to understand how others see us. But are the acts we put on for others an indication of who we really are? Do our outward behaviors reflect our true personality? A complete picture of personality includes a look at thoughts and feelings, the unconscious, genetics, and society. </p><p>When our own opinion of ourselves is at odds with what other people think, we tend to assume that no one knows us better than we know ourselves--I must be right, and they must be wrong. This egocentric position makes little sense, especially when a large number of people all agree about what kind of a person you are. Perceptions from one observer are inherently less reliable than the consensus from ten observers, even when you are the one observer. </p><p> </p> </ul>jayhttp://www.blogger.com/profile/16271633210993298646noreply@blogger.com0tag:blogger.com,1999:blog-8217160.post-1111210610742459322004-03-18T20:47:00.000-08:002005-03-18T21:45:40.626-08:00On Demand, In the Soup, on the Path to Glory<span style="font-size:85%;">by Jay Cross</span>
Forbes magazine (March 14, 2005) throws cold water on IBM's On Demand computing strategy and grid computing in general, quoting a hardware-hawking competitor that "The utility computing model is bull. Hardly anybody is buying that way."
Forbes reports that IBM CEO Sam Palmisano is now pushing "business process transformation," and continues...
<blockquote>In addition to that, there is a market called "business process outsourcing." Instead of simply running computers, IBM hopes to operate entire parts of a company's business, such as personnel or accounting. Last year at a meeting with Wall Street analysts, Palmisano touted this kind of outsourcing as a $500 billion market of which IBM dreamt of someday getting 10%.</blockquote>Is IBM smoking something? We think not. Sam is merely ahead of his time.
When every business is getting exponentially quicker and more connected, who's to say we should evaluate future potential by the conventional calendar?
Permit me to describe the inevitable convergence of some very powerful forces from the perspective of the Workflow Institute.
<span style="font-weight: bold;">SMART SYSTEMS</span>. Business software is becoming sentient; it knows what’s going on. Networks are linking to networks like topsy. As long as every new node adds disproportionate value, the grid will continue to expand like kudzu. As if the existence of the internet were not enough, organizations are linking customers, suppliers, partners, and workers. Businesses are forging deeper links to one another. Sensors inform the net of physical conditions. We're approaching an information singularity, the point when membership in the net becomes so valuable that joining will be irresistible and the resulting wealth inestimable.<span style="font-weight: bold;"><http:>
BUSINESS PHILOSOPHY</http:></span>. To maximize shareholder value, invest in core and outsource everything else. Sort of. That's what you'd do in a world without friction. I'd hire a yard guy to mow my lawn so I could do something more productive. But I haven't done that. I'd have to drive down the hill to pick up a migrant, negotiate his pay for the job, monitor his work, and, if I planned to seek elective office, pay a nanny tax or something. Outsourcing business functions sounds great until you face the transfer costs. But IT is poised to make those costs go away.
<span style="font-weight: bold;">INTERNET OPERATING SYSTEM</span>. All commercial software development is informed by the example of the internet. Adopt simple standards, be open, make connections, simplify, let it flow. Think virtual. Java runs on a virtual machine; the internet operates in a cloud. The adoption of internet principles and standards is called Service-Oriented Architecture. (I know, stupid name.) Instead of Client-Server Architecture, where one computer's in control and another is doing its bidding, SOA is democratic, and interactions among software agents control the show. SOA is flexible and robust, more like a school of minnows than a whale. Having a hive mind but separate bodies enables the minnows/agents to reconfigure themselves, something we call....
<span style="font-weight: bold;">LOOSE COUPLING</span>. The minnows of business are processes. In an old-style organization, the processes were all glued together. (Legacy stickiness is why every business isn't outsourcing whole hog already). A set of standards called Web Services makes it possible to pull business processes apart and reconnect them with a universal socket and plug. Mind you, this is all in software; it's virtual. The result is an organization that resembles a Tinkertoy set. You can take off a piece and replace it with another. Maybe you decide to remove your payroll department and replace it with ADP. Why not? You're not in the payroll business. Thanks to loose coupling, ADP's payroll is now wired into your systems. From a reporting standpoint, you can't tell the difference.
<span style="font-weight: bold;">BUSINESS PROCESS MANAGEMENT</span>. All the virtual stuff in the world isn't going to make a dent unless it's connected to the real world, and that's where we get to the concept of business process. This is a field of limitless acronyms, so I'll try to describe it by analogy instead of TLAs. Imagine you are seated in front of a triple-size touch-screen monitor upon which is displayed a map of the processes in your organization. You zoom in on, say, credit approval. The color alerts you to a chokepoint. You see a way to route around the problem by jumping to an outside credit bureau during peak times. You run a quick what-if scenario and find out the change will save $5,600 a year. Here's the magic: you change the process on screen -- and the underlying code changes simultaneously. Hold your applause, but in that instant, business units wrest the power to improve processes from the clutches of the IT.
These five things, all in prototype now, spray organizational WD-40 on the couplings of business processes and make Sam Palmisano's dream of frictionless business process transformation come true. Business executives can optimize workflow by swapping functions in and out. They'll be able to model the benefit of doing so in advance. Bots will work through the night optimizing business structure. This is the ticket of entry to the next higher level: reconfiguring the business to exploit new opportunities.
But I get ahead of myself. What about the people? How are they supposed to adapt to this world? I go to work at the fish store and by the end of the day it has morphed into an upscale market research firm. Maybe not, but you get the idea -- keeping up with change will be one hell of a challenge. Within a few years, the amount of information in the world will be doubling every week! Enter workflow learning technologies.
<span style="font-weight: bold;">RICH CLIENTS</span>. No, not Warren Buffet and the Sultan of Brunei. We're talking portals. The intelligent front-end. Instead of a static jump page (Yahoo or your intranet, for example), a rich client portal is a dynamic, smart connection to people, news, processes, alarms, learning, and more. Rather than worry about locating experts, monitoring the work I'm responsible for, accomplishing routine tasks, and everything else, it's all there when I need it. Remember Apple’s vision for the Knowledge Navigator? A Rich Client is the Knowledge Navigator grown up. This sort of technology will be built into the IT woodwork. That frees up my thinking to ponder…
<span style="font-weight: bold;">WORKFLOW LEARNING</span>. Training is a lousy way to cover over design flaws. The first performance support tools were developed in lieu of training, to simplify the task rather than train people in something needlessly hard to do. It was a great concept; unfortunately it was ahead of its time for realization. Take the principles of performance support, real-time workflow monitoring through a rich client, connections with all the people/process/tools one needs, and voilà:<span style="font-weight: bold;"> workflow learning -- learning that finally returns to where it belongs, embedded in the work itself.
</span> <div style="text-align: center;"><span style="font-weight: bold;"><img src="http://www.internettime.com/images/wf_zip.gif" /></span>
</div>
When the work process moves on, the related learning hooks accompany it. Work and learning, bound together as tightly as protons in the nucleus of an atom. Some of us have been waiting for this moment for a long time.
Granted, this is enough to make your head spin. My friend Wayne Hodgins likes to live five years in the future. I try to live in the present, but I find that my optimism has me putting things in the "real" category a couple of years before they arrive. I have no doubt that what I'm describing will be commonplace in the near future.
But why, one wonders, has Sam Palmisano bought in to this? He's going to have to show revenues. Soon. His On Demand vision requires businesses made of interchangeable parts with people who can adapt to jarring change. I can dream it, but he must deliver. Why now?
<span style="font-weight: bold;"><img src="http://photos3.flickr.com/2349902_cfb035452a_t.jpg" align="left" hspace="6" />TIME, TIME, TIME</span>. The answer is time. The time is right. The pace of business is ever faster. There's no going back. Yesterday's differentiating advantages of shortening time-to-market or being lowest cost producer don't count for much when everything's cheap and can be delivered by FedEx tomorrow.
Organizations that cannot morph at the speed of change are toast. Sam Palmisano has the only game in town that's working on all the pieces of the puzzle. Can he make it? Business is never just a day at the beach. If not IBM, who? If not now, when? Thank goodness someone is looking ahead more than one quarter.
<div style="text-align: center;"><img src="http://photos2.flickr.com/2208479_77d93348ba_m.jpg" />
</div>jayhttp://www.blogger.com/profile/16271633210993298646noreply@blogger.com0tag:blogger.com,1999:blog-8217160.post-1104651430128325782004-01-01T23:30:00.000-08:002005-03-08T23:35:09.716-08:00Writing<img src="http://www.jaycross.com/jayhoo/images/crossink.jpg" align="right" hspace="12" />George Orwell's rules for writing well in English.
* Never use a metaphor, simile, or other figure of speech which you are used to seeing in print.
* Never use a long word where a short one will do.
* If it is possible to cut a word out, always cut it out.
* Never use the passive where you can use the active.
* Never use a foreign phrase, a scientific word, or a jargon word if you can think of an everyday English equivalent.
* Break any of these rules sooner than say anything outright barbarous.
"It is easier and less costly to change the way people think about reality than it is to change reality," says Morris Wolfe, a press critic.
Writing tips from author and teacher Oakley Hall, general director of the Squaw Valley Community of Writers, a summer program for talented young novelists.
1. Write every day
2. Observe and listen
3. Employ all the senses
4. Use strong verbs
5. Detail!
6. A specific always beats an abstraction
7. Describe people and places in terms of motion
8. Anglo-Saxon words are usually more effective than Romance-language-based words
9. Fiction is dramatization; dramatization is point-of-view, sense impressions, detail, action and dialogue
10. In dialogue keep speeches short
11. Look for likenesses, parallels, contrasts, antitheses and reversals
12. Beware of use of the habitual case (would), the passive voice and the word ``there.''
13. Plotting is compulsion versus obstacles
14. In the second draft start deleting adverbs
15. Borrow widely, steal wisely
Most persuasive words in our culture are: you, money, save, new, results, health, easy, safety, love, discovery, proven, guarantee
To become a better writer, become a better person. --Brenda Euland
<span style="margin: 10px 15pt 10px 0px; padding: 0pt; float: right; width: 250px; font-style: normal; font-variant: normal; font-weight: normal; line-height: 24px; font-size-adjust: none; font-stretch: normal; color: rgb(51, 51, 51); text-align: center;">If you want to be a writer, write. --Epictetus (55-135 AD)</span>
"I found your essay to be good and original. However, the part that was original was not good and the part that was good was not original." --Samuel Johnson (1709-1984)
"Asking a working writer what he thinks about critics is like asking a lamppost how it feels about dogs." --Christopher Hampton
Anybody who thinks clearly should be able to write clearly and vice versa. (Info Anxiety)
"To be a good writer, you have to kill your babies." -- Iris Murdoch (Appearently swiped from Disraeli)
Great journalism site: <a href="http://poynter.org/">Poynter Online</a>
<a href="http://poynter.org/column.asp?id=52&aid=78068">Writing Hacks</a>
<p><a href="http://www.quinion.com/words/">World Wide Words
</a></p> <p><a href="http://www.writing-world.com/">Writing World.com</a></p> <p><a href="http://www.sourcetext.com/grammarian/" add_date="1006453502" last_visit="0" last_modified="0">The Underground Grammarian</a></p> <p><a href="http://www.textism.com/">Textism</a></p> <p><a href="http://home.t-online.de/home/toni.goeller/idiom_wm/index.html" add_date="1006453502" last_visit="0" last_modified="0">English Idioms</a> </p>
<span style="font-style: italic;">If You Want to Write,</span> a 1938 book by Brenda Ueland Sometimes say softly to yourself: "Now...now. What is happening to me now? This is now.
When writing, you should feel like a child stringing beads in kindergarten--happy, absorbed, and quietly putting one bead on after another.
Behind the words and sentences, there is this deep, important, moving thing--the personality of the writer. And whatever that personality is, it will shine through the writing and make it noble or great, or touching or cold or niggardly or supercilious or whatever the writer is. The only way to become a better writer is to become another person.
Leonardo da Vinci said that if a man paints a portrait, it will always look like himself, the painter, as well as the sitter.
Read your writing aloud to yourself. As soon as your voice drags, cross that part out.
The two most engaging powers of an author are to make new things familiar, familiar things new. --William Makepeace Thackeray
From Safire, country words: whole- (as in whole-wheat), split (Split-pea), fallow, furrow, sweetwater, post-and-beam, hominy, deep-dish, daisy, sassafras, muslin, dappled, quilt....
From <span style="font-style: italic;">Writing Down the Bones</span>...
* Keep your hand moving.
* Don't cross out.
* Don't worry about spelling, punc, grammar.
* Lose control.
* Don't think. Don't get logical
* Go for the jugular.
<span style="margin: 10px 0pt 10px 15px; padding: 0pt; float: left; width: 250px; font-style: normal; font-variant: normal; font-weight: normal; line-height: 24px; font-size-adjust: none; font-stretch: normal; color: rgb(51, 51, 51); text-align: center;">At any point, we can step out of our frozen selves and our ideas and begin fresh. That is how writing is. Instead of freezing us, it frees us. </span>Composting. Our bodies are garbage heaps: we collect experience, and from the decomposition of the thrown-out eggshells, spinach leaves, coffee grinds, and old steak bones of our minds come nitrogen, heat, and very fertile soil. Out of this fertile soil bloom our poems and stories. But this does not come all at once. It takes time.
The problem is we think we exist. We think our words are permanent and solid and stamp us forever. That's not true. We write in the moment. Every minute we change. At any point, we can step out of our frozen selves and our ideas and begin fresh. That is how writing is. Instead of freezing us, it frees us.
Use detail in your writing.
Timing your writing adds pressure and helps to heat things up and blast through the internal censor. Also, keeping your hand moving and not stopping add to the heat, so a beautiful cake may rise out of the mixture of your daily details.
If you want to become a good writer, you need to do three things.
1. Read a lot,
2. listen well and deeply, and
3. write a lot.
There is fine line between precision and self-indulgence. Stay on the side of precision; know your goal and stay present with it.
Don't tell, but show. When you write, stay in direct connection with the senses.
We are very arrogant to think we alone have a totally original mind. We are carried on the backs of all the writers who came before us.
Forget yourself. Disappear into everything you look at. Writing is an act of burning through the fog in your mind. Even if you are not sure of something, express it as though you know yourself.
<span style="font-weight: bold;">My Favorite Books on Writing</span>
<span style="font-style: italic;">Write to the Point</span> by Bill Stott
Find your voice.
<span style="font-style: italic;">On Writing Well</span> by William Zinsser
It's a process.
<span style="font-weight: bold;">Bird by Bird</span> by Anne Lamott
Get in the spirit.
<span style="font-weight: bold;">Wombats and Lombards </span>
WOMBAT Waste of Money, Brains, and Time
LOMBARD Lots of money, but a real dickhead [courtesy of The Economist].
GSYFILS Go stick your finger in light socket
RTFM read the (f-word of your choice) manual
YMMV your mileage may vary
TMOT trust me on this
<span style="font-weight: bold;">Listening</span>
If you're really listening, Alice Waters' pop says you should be able to:
1. repeat the essence of what has been said;
2. repeat the feeling with which it was said;
3. sum up what you have heard to the satisfaction of the person who was talking
<span style="font-weight: bold;">JOURNAL</span>
I have kept a journal since the mid-80's. Also scrapbooks documenting travels and interesting events.
Now I record most thoughts and ideas directly into the computer. My journal has become the General Ledger of my personal knowledge base, the spot where most everything passes on its way to a web page, powerpoint presentation, or article.
The Journal is handy for reflecting on the past, enjoying memories and looking for patterns; for interpreting the present, using words to make the ethereal explicit; and doodling, for I'm always drawing, diagramming, and playing with white space.
from <a href="http://www.jaycross.com/jayhoo/time%20and%20art%20of%20living%20by%20grudin.htm"><span style="font-style: italic;">Time and the Art of Living</span></a>
Try to make the present memorable; or, failing this, review daily what is important about the present period in your file. In so doing, you will enrich time.
Journal entries are letters we send into the future. To do this regularly and intelligently is to expand our being in time.
Few fallacies are more dangerous or easier to fall into than that by which, having read a given book, we assume that we will continue to know its contents permanently or, having mastered a discipline in the past, we assume that we control it in the present.
Philosophically speaking, "to learn" is a verb with no legitimate past tense.
In writing your journal give primary attention to detail; for it is detail which organizes and preserves experience for your future self or some other reader.
General statements like "We had a wonderful time" or "It was a dismal morning" make a mockery of the whole procedure, for they evaluate experience without recreating it. --Grudin
<span style="font-style: italic; font-weight: bold;">Writing for the Web</span>
There's an idea.
The current mantra is...
* be brief
* prep for skimming
* some eye-candy
In four years, the web has gone from:
* text-only
* text with a few over-large gratuitous images
* ransom-note, trippy colors, confusing backgrounds, blink tags
* backlash from designers (David Siegel et alia)
* Wired and outrageous lack of clarity
* ultra-backlash (I'm thinking Roger Bloch and his red-white-black atrocity pages)
* advertising-like sophistication
* and God knows what else
Perhaps the future is poems.
Whatever
it
takes.
<span style="font-style: italic;">Writing for the Web </span>from Jakob Nielsen. Prepare to be scanned. Four years of research showed that:
* users do not read on the Web; instead they scan the pages, trying to pick out a few sentences or even parts of sentences to get the information they want
* users do not like long, scrolling pages: they prefer the text to be short and to the point
* users detest anything that seems like marketing fluff or overly hyped language ("marketese") and prefer factual information.
Nielsen's guidelines for writing on the web:
* Be succinct: write no more than 50% of the text you would have used in a hardcopy publication
* Write for scannability: don't require users to read long continuous blocks of text
* Use hypertext to split up long information into multiple pages
Like Nielsen, <a href="http://www.contentious.com/articles/1-1/cip1-1/cip1-1.html">Cut the Fluff!</a> favors spare, limited graphics sites.
<p><span style="font-weight: bold;">WRITING ELECTRONICALLY:</span>
<a href="http://www.press.umich.edu/jep/08-01/ferris.html"><span style="font-weight: bold;">The Effects of Computers on Traditional Writing</span> </a></p> <p>by SHARMILA PIXY FERRIS
in <a href="http://www.press.umich.edu/jep/">The Journal of the Electronic Publshing</a></p> <p>Writing for the web is different from writing for publication -- you can feel it in your bones. I was really looking forward to exploring those differences with this article but I came away feeling it had only scratched the surface. I'll quote a few passages (the <span style="color:brown;">brown text</span>), following up with observations of my own.</p> <p><span style="color:brown;">Electronic writing is characterized by the use of oral conventions over traditional conventions, of argument over exposition, and of group thinking over individual thinking. The oral conventions are evident in the way people subvert or abandon traditional conventions of grammar and punctuation in electronic writing. Meaning is very often conveyed by cues recognized only by users of computer-mediated communication. Some examples are acronyms like BTW (by the way) and IMO (in my opinion), and specialized use of typography -- for example, *word* to signify italics and the use of nonverbal icons or emoticons like a smiley face :-) -- which differ from traditionally recognized textual cues. </span></p> <p>The oral part. Well, yeah. A new medium frees authors of the traditional constraints of tradiitonal print media. But smileys and acronyms and *asterisks* were ways to overcome the limitations of ASCII text. I've written hundreds of thousands of words in my blogs, often pushing the limits of grammatical convention and getting in authority's face, but I've managed to do so without so much as one smiley. In a GUI world, I can have <b>bold </b>without the asterisks, so I don't use many of them either. </p> <p><span style="color:brown;">Scholars have been fascinated by the uninhibited, sometimes even aggressive approaches in computer-mediated communication...</span> (e.g. flamers, trolls.)</p> <a name="more"></a> <p>Now flaming is an interesting psychological phenomenon, as are cracking and viruses, but I don't think it has that much to say about writing. Remember John Seabrook's article in New Yorker, <i>My First Flame</i>? He received an email that ripped him a new one in the coarsest street language imaginable. It left him reeling. </p> <p>More interesting than the nature of the writing are issues of interacting from behind a veil of anonymity, hearing from people under the influence of drugs or personal demons, watching others act out their fantasies, and so on. Cool! Let's watch the freaks. </p> <p><span style="color:brown;">Finally, computer users often treat electronic writing as an oral medium: communication is often fragmented, computer-mediated communication is used for <a href="http://www.internettime.com/blog/archives/000337.html#phatic">phatic</a> communion, and formulaic devices have arisen. </span></p> <p>This, I think, is a benefit. Writing that says what it means. Thoughts that are not distilled through the school-imposed filters of archaic written forms. Tell it like it is. Cut the crap. Get to the point. It's the <a href="http://www.cluetrain.com/">Cluetrain Manifesto</a>'s message: <b>Be honest. </b>As Martha used to say, "It's a good thing."</p> <p><span style="color:brown;">Due to its emphasis on connectivity rather than linearity, hypertext discourages the use of coherent narrative (Gibson, 1996a, Gibson, 1996b). Traditional writing delivers a coherent narrative in large chunks of text; large chunks of text defeat the purpose of hypertext. Hypertext allows writers to organize information loosely, rather than in a well-developed thesis. Many Web pages are, in fact, simply loose collections of links thrown together by their creators to reflect, for example, a "few of my favorite things." Those favorite things may be of interest to their creator, but do not always clearly express a common thesis relevant to the reader.</span></p> <p>WTFIGO? (Computerish acronym for What's Going On?) </p> <p>Hypertext gives me the freedom to hop around; it doesn't force me to do so. </p> <p>"Well-developed" is not always good, particularly if the author is not trying to sell his or her conclusion so much as to arouse curiosity or throw an issue open to debate. </p> <p>And what, pray tell, is this article, if not a few of the author's favorite things? Its paragraphs may be of interest to the writer, but do not always necessarily express a common thesis relevant to this reader.</p> <p><span style="color:brown;">Reading traditional texts is a passive and solitary activity; reading electronic texts is an active and engaging process, as the reader makes choices about where to go, and then navigates using links and online forms to get there. Additionally, as Bolter (1991) observes, a reader who follows links is interpreting the author and the medium. Because the reader has a choice of which links to follow (and even whether to follow the links), the reader becomes the author's partner in determining the meaning of the text.</span></p> <p>This strikes me as very important. If I can be the author's partner in discovery, I receive greater rewards than simply being an adoring fan. Our intellectual mission in life is to grow, is it not?</p> <p>I enjoy writing online. While given short shrift in the article in JEP, I enjoy being able to process the words, i.e. to return to the original text to make it better. This also makes me a fearless writer, knowing that when I put on my editor hat, I'll tame down the words that could land me in jail.</p> <p><img src="http://www.internettime.com/images/Image7.jpg" align="left" hspace="6" />I <span style="font-size:85%;">love</span> having control over the appearance of my output. Wow. How can one complain about having more tools with which to do the job?</p> <p>I should know better than to read academic journals in my leisure time. Their obfuscation and unwillingness to make a commitment drive me up the wall. This early paragraph should have tipped me off that I was going to be disappointed.
</p> <p><span style="color:brown;">The computer, developed in the mid-twentieth century, is undeniably a product of a literate and technological society. Prominent scholars like Bolter (1996), Heim (1987), and Ong (1982) consider computers to be late developments of the print age. Yet to consider computers merely an extension of the printed page is to ignore their unique nature (Ferris & Montgomery, 1996; Langston, 1986). </span></p> <p><span style="font-size:85%;"><a href="http://www.internettime.com/blog/archives/000337.html#ROTFL">ROTFL</a></span>.</p> <p>
<a name="phatic"></a>________________________</p> <p>Phatic = of, relating to, or being speech used for social or emotive purposes rather than for communicating information. (I had to look it up.)</p> <p><a name="ROTFL"></a>________________________</p> <p>ROTFL = Rolling on the floor laughing.</p>
<img src="file:///C:/DOCUME%7E1/JAYCRO%7E1/LOCALS%7E1/TEMP/moz-screenshot.jpg" alt="" />
<h3>screening information</h3>from The Moment of Complexity
What does it mean if the electricity in our heads conforms to the rules of complex adaptive systems? The author doesn't ask that directly. Instead, he writes several pages worthy of Castaneda's brujo after a double-dose of peyote:
<blockquote><div class="quote">I, Mark C. Taylor, am not writing this book. Yet the book is being written. It is as if I were the screen through which the words of others flow and on which they are displayed. Words, thoughts, ideas are never precisely my own; they are always borrowed rather than possessed. I am, as it were, their vehicle. Though seeming to use language, symbols, and images, they use me to promote their circulation and extend their lives. The flux of information rushing through my mind as well as my body (I am not sure where one ends and the other begins) existed before me and will continue on flowing long after I am gone. "My" thougths--indeed "my" self--appears to be a transient eddy in a river whose banks are difficult to discern.</div></blockquote><div class="quote"></div> <p>Wow. That's one hell of a paragraph. I read it three times. Web without a weaver. Nothing new under the sun. Reproducing, not producing. Nobody will re-engineer this one. Unless they look at it as denial of responsibility. Or taking on a new religion which submerges the individual. Or Mark smoking something.</p> <div class="quote"><blockquote>As boundaries become permeable, it is impossible to know when or where this book began or when and where it will end. Since origins as well as conclusions forever recede, beginnings are inevitably arbitrary and endings repeatedly deferred. One of the few things that is clear even if not obvious is that all writing is ghostwriting. This work, like all others, is haunted by countless specters. The silent noise of ghosts clamoring for attention transforms me into a "colony of writers."</blockquote></div> <p>Gotta love this one:</p> <div class="quote"><blockquote>Writing, it seems, is the obsession of the possessed. For the possessed, writing is a search for <em>je ne sais quoi.</em></blockquote><em></em></div> <p>Oh, God. Kill me before I write again!</p> <div class="quote"><blockquote>All of this takes time; thinking has rhythms of its own--it must simmer and cannot be rushed. It is impossible to know just how much time is required for thought to gel because I am not in control of this process--nor is anyone else. Thought thinks through me in ways I can never fathom. Much--perhaps most--of what is important in the dynamics of thinking eludes consciousness.</blockquote></div>Better not rush things.
<span style="font-weight: bold;"></span> <h1><span class="suffix"><a href="http://www.googlism.com/index.htm">Googlism</a> for:</span> writing</h1> writing is good for your health
writing is a social act
writing is for you
writing is murder
writing is easy
writing is different
writing is indispensable to success in today's world
writing is like house painting
writing is a mothefucker
writing is an art
writing is a sensation
writing is on the whiteboard for traditional training service
writing is an ideologically constrained set of practices
writing is in their blood
writing is rewriting
writing is finding moments of truthre
writing is not enough
writing is never a waste of time
writing is a mess
writing is a winding road
writing is just part of the process
writing is not the result of obedience to prescriptive rules
writing is life itself
writing is an emotional activity
writing is an act of free choice?jayhttp://www.blogger.com/profile/16271633210993298646noreply@blogger.com0tag:blogger.com,1999:blog-8217160.post-1104604993115256942004-01-01T10:29:00.000-08:002005-03-06T17:54:15.736-08:00Restaurants<span style="font-size:85%;"> <img src="http://www.internettime.com/images/pjbottle.gif" align="middle" height="75" hspace="12" width="33" />Restaurants in the San Francisco Bay Area </span>
<a href="http://abu9.blogspot.com/2004/01/restaurants.html#east">East Bay</a> | <a href="http://abu9.blogspot.com/2004/01/restaurants.html#penin">Peninsula</a> | <a href="http://abu9.blogspot.com/2004/01/restaurants.html#marin">Marin</a> | <a href="http://abu9.blogspot.com/2004/01/restaurants.html#sf">San Francisco</a> | <a href="http://abu9.blogspot.com/2004/01/restaurants.html#wine">Wine Country</a> | <a href="http://abu9.blogspot.com/2004/01/restaurants.html#mont">Monterey</a> | <a href="http://abu9.blogspot.com/2004/01/restaurants.html#other">Others</a>
<a href="http://www.sanfran.com/dining/?PHPSESSID=ffe6ca22ed62efa0356884a26fa5c1c4">
</a><a href="http://www.sanfran.com/dining/?PHPSESSID=ffe6ca22ed62efa0356884a26fa5c1c4">San Francisco Mag</a> | <a href="http://www.sfgate.com/eguide/food/">SF Gate</a> | <a href="http://www.zagat.com/index.asp">Zagat</a> | <a href="http://www-rnc.lbl.gov/Restaurants/Restaurants.html">Restaurants in Berkeley</a>
♥ = love it | ♠ = haven't tried yet | ♣ = | ♦ =
<hr style="color:red;"><span style="font-family:Trebuchet MS,Arial,Verdana;"><a name="east"></a>East Bay Restaurants</span>
<h2>Berkeley/Oakland</h2>
A Cote, College, Rockridge classy wine bar
***<a href="http://www.ajantarestaurant.com/">Ajanta</a>, 1888 Solano Avenue, Berkeley 510.526.4737 ♥
Asmara Restaurant Oakland 547-5100
Battambang 850 Broadway 839-8815
**Bay Wolf, 3853 Piedmont. 655-6004 ♥
Blue Nile Berkeley 540-6777
Bucci's Emeryville 547-4725
***<a href="http://www.chezpanisse.com/cafemenu.html">Cafe at Chez Panisse. 548-5049 ♥</a>
<a href="http://cafedelapaz.net/">Café de la Paz</a> 1600 Shattuck Ave. at Cedar 843-0662
Cafe Eritrea d'Afrique Oakland 547-4520
Cafe Grace Berkeley 842-2409
<a href="http://www.caferouge.net/">Cafe Rouge</a> 1782 Fourth St 525-1440
** <a href="http://www.eastbayexpress.com/products/2116/index.html">Cha Am</a> 848-9664
<a href="http://www.barcesar.com/">César</a> 1515 Shattuck Ave. next to Chez Panisse 883-0222
**Christophers Nothing Fancy Albany 526-1185
Citron 5484 College Avenue 653-5484 evenings
Cugini wood-fired pizza 558-9000
<a href="http://www.fondasolana.com/">Fonda </a>1501-A Solano Ave. in Albany 559-9006
Kathmandu 1410 Solano 526-3222 5:30-10:00 daily reserve
Kirala Berkeley 549-3486
** Lalime's 1329 Gilman 527 9838 dinner www.lalimes.com
**<a href="http://www.liaisonbistro.com/">Liaison</a>, Shattuck & Hearst bistro, fun, a little pricey
longlife nooddle company & jook joint, 2261 shattuck, 548 8083 open daily
11:30 - 10:00 chain
**Mangia Mangia 526-9700 755 San Pablo closed mondays
**Nizza la Bella 526 2552 5:30 pm every day but Monday
Norikonoko 548-1274
***<a href="http://www.themenupage.com/ochame.html">O Chame</a> Berkeley 841-8783 ♥
Oliveto, 5655 College. 547-5356
<a href="http://www.picantecocina.citysearch.com/">Picante Taqueria</a> 1328 6th St. south of Gilman 525-3121
Pyramid Breweries 527-9090
*Renee's Place 1477 Solano Ave Albany, CA (510) 525-2330
Rivoli 526-2542 Solano at Peralta 5:30-10:00
***Soizic, 300 Broadway & Third , Oakland. 510 251-8100 closed mondays ♥
Spenger's Fresh Fish Grotto 1919 4th St. just north of University 845-7771
Spettro, 465 8320 Oakland
Tachibana College Avenue/Rockridge 654 3668
Thornhill Cafe 5761 Thornhill Drive Oakland 339-0646
**Townhouse, 5862 Doyle Street, Emeryville 510 562 6151 Lunch Mon-Fri
Toyo 843-3768
**<a href="http://www.caffevenezia.com/">Venezia </a>1799 University 849-4681
<span style="font-weight: bold;">NEW & UNTRIED
</span><span style="font-weight: bold;">Bendean </span>
1647 Solano Ave., near Ventura 526-3700
A new restaurant on Solano Avenue, with a chef who has returned to the neighborhood after a few years in the city. He has created a most welcoming space, simple but warm. Personnel are outstandingly friendly. The menu is seasonal California-Mediterranean, with a few Mexican touches. Prices are high end, but the quality and the talent in the kitchen makes it all worthwhile. Popular from day one, you should reserve. This should become a winner! <span style="color: rgb(255, 0, 0);">Uta found it overpriced.</span>
<span style="font-weight: bold;"><a href="http://www.cafecacao.biz/">Café Cacao</a> </span>
914 Heinz Ave. 843-6000
In an out of the way location, within the Scharffen Berger chocolate factory, you will find this new cafe, open for breakfast, lunch and dinner, with pastries and drinks throughout the day. There's a shady patio too. The decoration is industrial chic, with high ceilings and exposed rafters. The food is tasty and fresh, although the dinner menu is limited and the prices are high end. Do make a trip to the restroom, where the aroma of chocolate is enchanting.
<hr style="color:red;"><a name="marin"></a><span style="font-weight: bold;">Marin Restaurants
</span><b>Sausalito</b>
Avatar -- "Marindian" cuisine. Try a Punjabi Caribbean jerk chicken tostada. Noisy, snack-bar ambiance. Innovative dishes. Great flavors. $6-$12. ♥
Tommy's Wok -- Contemporary Chinese fare. Sometimes overcrowded. Walking distance.
Pricey for Chinese -- $8$10. 3001 Bridgeway. 332-5818.
Kitti's Place -- Pad Thai, chicken enchiladas, pasta, sandwiches. Lunch $5-$7. Experienced chef, great flavors. Clean, friendly lunch spot. No atmosphere. Across Bridgeway at 3001. 331-0390.
Caruso's -- in the Sausalito Marina -- funky bait store-fish market-snack bar. Sit outside while enjoying your calamari burger. $5.
<b>Mill Valley</b>
Piatti -- on the west side of 101 near Seminary (just north of Sausalito). 625 Redwood Highway, Mill Valley. Italian restaurant facing lagoon. Pizza, pasta, grilled items. Extensive menu. Jerry Garcia ate his last meal here. Walk next door to look at the Ferraris after lunch.380 2525 ♥
Piazza D'Angelo 22 Miller Mill Valley Charming upscale Italian restaurant in the heart of Mill Valley. 388-2000 ♥
Mountain Home Inn -- past the Muir Woods turnoff at 810 Panoramic. Stunning views back to the Bay from the slopes of Mt. Tam. Deck. Snacks and light meals. Mon-Fri lunch & dinner, Sat-Sun brunch & dinner. Closed Mondays November thru April. 381-9000.
<b>Corte Madera</b>
Il Fornaio Cucina Italiano. Delightful ristorante, the mothership of the Il Fornaio chain. Corte Madera 927-4400
<b>Larkspur</b>
**Left Bank, Magnolia, Larkspur. Formidable. Roland Passot's bistro evokes memories of the French countryside. Fantastic food more than makes up for occasional lapses in service. 927 3331
***Lark Creek Inn, 234 Magnolia, Larkspur. Chef Bradley Ogden's upscale California cuisine experience. In good weather, ask for a table outside by the creek.924-7766.
**Fabrizio, Magnolia, Larkspur. Very pleasant neighborhood Italian. A bit noisy.
<b>Tiburon</b>
Guaymas, 5 Main. 435-6300. Innovative Mexican.
Sam's Anchor Cafe. The traditional seafood place.
<b>San Anselmo</b>
Bubba's Diner, 566 San Anselmo. 459-6862. Gotta try this. American all the way. Breakfast, lunch & dinner every day but Tuesday.
<b>San Rafael</b>
Cafe Monet, 100 Smith Ranch Road, San Rafael 94903 415/499-8668
Striking salads, innovative lunches, bistro ambiance.
<hr color="red"><span style="font-weight: bold;">Pensinsula Restaurants</span>
***Zibibbo 20, 21, 18, $36
430 Kipling St. (bet. Lytton & University Aves.), Palo Alto, CA,
94301-1529 (650) 328-6722
**Evvia 24, 23, 21, $37
420 Emerson St. (bet. Lytton & University Aves.), Palo Alto, CA,
94301-1604 (650) 326-0983
For "Greek food raised to an art form", try this "taverna-like" Palo
Alto spot with "wonderful" "nouvelle Hellenistic" cuisine; throw in
"transporting decor" and it becomes a "feast for the senses"; the only
complaint is that it's one of the "toughest reservations" in the area
to score.
Flea St. Cafe 22, 19, 21, $35
3607 Alameda de las Pulgas (Avy St.), Menlo Park, CA, 94025-6213
(650) 854-1226
"Marvelous" Menlo Park New American offering "cleverly prepared" food
made with "fresh ingredients" and served by a "personable" staff; a
recently redecorated dining room (relax, it's still like "eating at
home"), and new chef Mark Stark may make Flea fans jump even higher.
**Viognier 25, 22, 21, $43
222 E. Fourth Ave. (bet. B St. & Ellsworth Ave.), San Mateo, CA,
94401-4079 (650) 685-3727
"A food lover's restaurant", this San Mateo Med (located upstairs
from Draeger's "super supermarket") is "one of the few worth a trip
down 101"; while star chef Gary Danko is now at his own spot in SF,
his legacy lives on in the "imaginative, delicious" cuisine; with its
"wonderfully spacious" dining room, "friendly service" and "good wine
list", it's "a repeater."
------------------
Amber India
2290 W. El Camino Real #9
(between Rengstroff and Ortega aves.)
Mountain View, CA
(650) 968-7511
Bistro Elan
448 California Ave.
(between El Camino Real and Ash)
Palo Alto
(650) 327-0284
California, French
Culinary creativity rules at this four-year-old Palo Alto bistro with sparkling ambience that makes you feel French.
Blue Chalk Cafe
630 Ramona St.
(between Hamilton and Forest)
Palo Alto, CA
(650) 326-1020
Southern, Cajun/Creole
Play pool and sample imaginative southern comforts at a unique and fun restaurant/hangout.
Caffe Riace
200 Sheridan Ave.
(at Park)
Palo Alto, CA
(650) 328-0407
Italian
A pleasant Italian eatery with outdoor seating and simple but very satisfying food.
Crescent Park
546 University Ave.
(between Webster and Cowper)
Palo Alto, CA
(650) 326-0111Mediterranean
South Bay residents welcome this Mediterranean establishment to their neck of the woods.
Gordon Biersch Brewery Restaurant (Palo Alto)
640 Emerson St.
(between Forest and Hamilton)
Palo Alto, CA
(650) 323-7723
California
Fresh beer and good food attract Stanford folks and professionals to this spot in tony downtown
**L'Amie Donia
530 Bryant St.
(at University)
Palo Alto, CA
(650) 323-7614
French, Bistro
The Palo Alto bistro has won an ardent cult following among well-heeled Stanford
intellectuals and those homesick for the foods of France. Dinner only.
<hr color="red"><img src="http://www.jaycross.com/jaylinx_files/mich2.jpg" align="right" hspace="24" /><a name="sf"></a><span style="font-weight: bold;">
San Francisco Restaurants </span>
Sam's Grill. ancient. crusty waiters. best fish in town. plain, grilled Yugoslavian style. ask for a private room. a block from Bank of America building. Belden Alley, off Bush at Kearny Street.
Farallon, 40 Post, 956-6969 ♥ fantastic seafood experience. expense account.
Rubicon, 558 Sacramento, 434-4100. Coppola. expense account.
Silks, Mandarin Oriental.. California cooking iwth Asian accents. 986-2020. expense account.
**Bizou, 598 Fourth (Brannan) lun weekdays 415 543-2222
**Hawthorne Lane, 22 Hawthorne. 777-9779 $$$ ♥
Crustacean California & Polk 776-2722
Fringale 570 Fourth. bistro 543-0573
Helmand 362-0641 Ethiopian
Sol y Luna 296-8191
Favorites
***La Folie, 2316 Polk St. Roland and Jamie Passot. Magnifique. 776-5577 ♥
**Zuni, 1658 Market.552-2522. ♥ very SF
**Moose's 989-7800 ♥ Italian, heart of North Beach
**Greens 771-6222. best vegetarian in the world. at Fort Mason.
Il Fornaio 986-0100. Levi Plaza. Consistent Italian.
Kyo-Ya, Palace Hotel, 546-5090. Japanese.
Ristorante Ecco South Park 495-3291 cozy
Pan Pacific Grill 771-8600
South Park Cafe, 108 South Park. 495-7275.
Tommy Toy, 655 Montgomery. 397-4888.
Fog City Diner, 1300 Battery. 982-2020
Fleur de Lys, 777 Sutter. Hubert Keller. Expensive, marvellous French. 673-7779. ♥
Boulevard lunch & dinner daily 415 543-6084
More Italian...
Pazzia, 3rd betw Folsom & Harrison
authentic pizzeria-girarrosto
cheap & informal
512-1693 same block as Max's
Laghi, 1801 Clement. Mama-papa trattoria. 386-6266.
Buca Giovanni, 800 Greenwich. Rabbit. 776-7766.
Palio d'Asti, 640 Sacramento. Yummy. 395-9800.
Armani Cafe, One Grant. lunch daily 415 677-9010
Expensive
Sherman House 2160 Green (Fillmore/Washington) 563-3600
tres chere Discovery Menu $65
PlumpJack Cafe, 3127 Fillmore. 563-4755.
Masa's 989-7154
Ritz-Carlton Dining Room, 296-7465
<hr color="red"><a name="wine"></a><span style="font-weight: bold;">Wine Country Restaurants</span>
Sonoma
Eastside Oyster Bar and Grill, 133 E. Napa St. 707 939-1266.
Sonoma Valley
Brava Terace, 3010 N St Helena Hwy, St Helena. Fred Halpert. Provencal. 707
963-9300
Cafe Citti, Kenwood. Tuscan. 707 833-2690.
Chateau Souverain, Geyserville. 707 433-3141.
Napa Valley
***Bistro Don Giovanni, 4110 St Helena Hwy (former Table 29 location) 707 224-3300 ♥
Catahoula, Calistoga. 707 942-2275. Jan Birnbaum. Cajun. Rooster gumbo! Boar
sausage!
The French Laundry, 6640 Washington, Yountville. 707 944-2380.
Mustards Grill. Cindy Pawlcyn. Great food at reasonable prices. 707 944-2424
Tra Vigne, St Helena. Think Italian garden. 707 963-4444.
Terra, Italian, 1345 Railroad Ave., St. Helena 707-963-8931
Domaine Chandon, 1 California Dr., Yountville 707-944-2892
Trilogy, French (Classic), 1234 Main St., , St. Helena 707-963-5507
Further North
Boonville Hotel, Boonville, 707 895-2210
Willowside, 3535 Guerneville Rd, Santa Rosa. 707 523-4814.
<h3><a name="mont"></a><span style="font-weight: normal;">Monterey Restaurants</span></h3>
<span style="font-weight: bold;">Carmel</span>
Rio Grill 408 625-5436
Robert Kincaid's Bistro, Crossroads Shopping Center. "A must." Lunch weekdays,
dinner Mon-Sat. 624-9626
California Thai, San Carlos and Fourth. Dinner. 622-1160
Flying Fish Grill, Mission. Clay pot cookery. 625-1962
Avenue, Ocean at Lincoln. Lunch and dinner daily. 624-4395
Restaurant at Mission Ranch, 26270 Dolores (near Rio Road and Mission), Sat
lunch, dinner nightly. 625-9040.
Roy's at Pebble Beach, Inn at Spanish Bay. Glamorous. open every day/every meal.
647-7423
<span style="font-weight: bold;">Pacific Grove</span>
Joe Rombi's La Mia Cucina, 208 17th. Elegant, reasonable. Dinner wed-sun. 373-2417
Monterey
Montrio, 414 Calle Principal. Good for lunch. Mon-Sat lunch & dinner, Sun
dinner. 648-8880
Monterey Fish House, 2114 Del Monte. basic, casual. lunch Mon-Fri, dinner nightly.
373-4647
<h3><a name="other"></a><span style="font-weight: normal;">Other Areas</span></h3>The Baltic, Pt Richmond
deck, nice atmo
Bridges, Danville 820-7200
44 Church lunch Saturday
Blackhawk Grille 736-4295
lunch daily
<span style="font-weight: bold;">Richmond</span>
Ristorante Salute 1900 Esplanade 215-0803 Mon-Sat 11-11jayhttp://www.blogger.com/profile/16271633210993298646noreply@blogger.com0tag:blogger.com,1999:blog-8217160.post-1101009457342627702004-11-20T19:57:00.000-08:002005-01-21T14:25:01.276-08:00Implementation<h3 class="title">Making It Work (Implementing)</h3> <img src="http://www.internettime.com/images/impcenter.gif" align="right" hspace="12" /> <table cellpadding="12" cellspacing="0"> <tbody><tr> <td>Change
Management </td> <td>+ </td> <td>Consumer
Marketing </td> <td>= </td> <td><img src="http://www.internettime.com/book/cover_tiny_micro.gif" alt="" height="113" width="84" /></td> </tr> </tbody> </table> <p align="left">Why this community? Organizations implement eLearning to improve the performance of their people. The successful ones gain organizational backing through change management and ground-level support through internal marketing. </p> <p align="left">We set up this site to build upon the concepts in our book, describe new findings and insights, and give our readers the opportunity to share best practices. Welcome! </p> <p><a name="free" id="free"></a><img src="http://www.internettime.com/book/chap10.jpg" alt="" align="right" height="280" width="268" /></p> <h3>Template for Developing an eLearning Implementation Action Plan </h3> <p>Twenty pages of forms, checklists, and text. </p> <p>Fill in the form to complete your comprehensive plan. </p> <p>FREE <a href="http://www.internettime.com/book/request.htm">Download </a></p>
<h3><a name="conferences" id="conferences"></a>Conference Presentations </h3> <p>Lance & Jay's PowerPoint <a href="http://www.internettime.com/Learning/presentations/ASTD%20ICE%202003.ppt">slides </a> from the ASTD Conference in San Diego, May 2003 <img src="http://www.internettime.com/images/l.gif" alt="" height="19" width="16" /></p> <p>Watch the video of Jay and Lance's keynote <a href="http://www.techlearn.net/content/101.wvx">presentation </a> at TechLearn 2002 <img src="http://www.internettime.com/images/l.gif" alt="" height="19" width="16" /></p> <hr /> <h3>Implementing eLearning, the Director's Cut</h3> <p>Find out what didn't get into the book. Typos, far-out ideas, and topsy-turvy presentation. This is unedited. From the heart. <span style="background: yellow none repeat scroll 0% 50%; -moz-background-clip: initial; -moz-background-origin: initial; -moz-background-inline-policy: initial;">Unexpurgated.</span></p> <ul> <li><a href="http://www.internettime.com/book/unexpurgated/introduction.doc">Introduction </a></li><li><a href="http://www.internettime.com/book/unexpurgated/marketing_design.doc">Marketing Design </a></li><li><a href="http://www.internettime.com/book/unexpurgated/brand.doc">Brand </a></li><li><a href="http://www.internettime.com/book/unexpurgated/positioning.doc">Positioning </a></li> </ul> <ul> <li><a href="http://www.internettime.com/book/unexpurgated/segmentation.doc">Segmentation </a></li><li><a href="http://www.internettime.com/book/unexpurgated/promotion.doc">Promotion </a></li><li><a href="http://www.internettime.com/book/unexpurgated/fundamentals_dmp.doc">Fundamentals </a></li> </ul>
<table cellpadding="12" cellspacing="0"> <tbody><tr> <td width="73%"><h3>Tips & Best Practices Examples </h3></td> </tr> <tr> <td width="73%"><a href="http://www.internettime.com/book/NCR%202001%20Communication%20Plan.doc">Communications plan </a> for NCR University from George Brennan </td> </tr> <tr> <td width="73%"><a href="http://www.internettime.com/book/Pharmacia%20Brochure2.pdf">eLearning Brochure </a> for Pharmacia from Donald Oguin. Also <a href="http://www.internettime.com/book/Pharmacia%20TableTents17Feb.pdf">Cafeteria table tents </a> & <a href="http://www.internettime.com/book/Pharmacia%20Posters2.pdf">Poster </a> ( <a href="http://www.adobe.com/products/acrobat/readstep2.html">pdf </a>) </td> </tr> <tr> <td width="73%"><p><a href="javascript:popUp('http://buybox.amazon.com/exec/obidos/redirect?tag=internettimeg-20&link_code=xsc&creative=23424&camp=2025&path=/dt/assoc/tg/aa/xml/assoc/-/1562863339/internettimeg-20/ref=ac_bb3_,_amazon')">Decades of Marketing in 5 Minutes </a> from Internet Time Group </p> <p><a href="http://www.boxesandarrows.com/archives/002890.php">Customer Experience Meets Online Marketing at Brand Central Station </a> from Boxes & Arrows </p> <p><a href="http://www.marketingprofs.com/Faqs/index.asp">The Marketing FAQs </a></p> <p><a href="http://hbsworkingknowledge.hbs.edu/pubitem.jhtml?id=3162&sid=0&pid=0&t=entrepreneurship">Survey Says? Identify Your Objectives </a> from HBS Working Knowledge </p> <p>"Make no little plans. They have no magic to stir men's blood." Daniel H. Burnham </p> <p><a href="http://home.att.net/%7Enickols/change.htm">Change Management 101 </a> by Fred Nichols </p></td> </tr> <tr> <td width="73%">Please contribute to our community. If you're really proud of your team's accomplishments, send your stories and artifacts to us: <a href="mailto:jaycross@internettime.com">jaycross@internettime.com </a> or <a href="mailto:ldublin@pacbell.net">ldublin@pacbell.net </a></td> </tr> </tbody> </table> <hr /> <p><a href="http://www.internettime.com/itimegroup/crit_capp.htm">Critical Success Factors: eLearning Solutions </a>, Cappuccino, Deloitte </p> <p><a href="http://www.cisco.com/warp/public/10/wwtraining/elearning/educate/longterm.html">Cisco's e-learning development vision </a> - It's a process with up's and down's.
</p> <h3><strong><a name="best" id="best"></a>Best practices: people </strong>
</h3> <p align="left"><a href="http://www.learningpeaks.com/instrcomp.html"><em>Online Instructor Competencies </em></a> from Learning Peaks, Patti Shank. A good online instructor wears many hats.
<a href="http://www.internettime.com/itimegroup/etrainer.txt">What's an eTrainer? </a> & <a href="http://www.internettime.com/itimegroup/people/guide.htm"> New Role: eLearning Guide </a>, Internet Time Group 2/2000
<a href="http://www.fastcompany.com/online/34/happy.html">Smile, Everyone! </a> It's Time for Your Computer Training, Fast Company, 5/2000. Empower the learners and let them have fun! </p> <h3><strong>Worst practices: people </strong></h3> <p align="left"><img src="http://www.internettime.com/images/trainingcenter.jpg" alt="" height="261" width="406" /></p> <p align="left"><a href="http://www.insighted.com/trweenie.html"><em>The Training Weenie Syndrome </em></a>: Five Foolish Things Trainers Do To Demote Training © INSIGHT ED Patti Shank Trainer, don't shoot yourself in the foot. </p> <p align="left"> The Lie of Online Learning, <a href="http://www.trainingmag.com/"><em>Training </em></a> magazine, March 2000. "Let?s move learning out of the workday and into the employees? own "uncompensated" time. No one wants to tell you that the <em>anytime </em> of online learning is supposed to be after work and that the <em>anyplace </em> is at home."
<a href="http://www.realworld.org/">Learning in the Real World </a>. Skeptics' views on why we should be cautious about putting computers into children's schools. "In the real world we can teach, explore and learn the patterns of connection which link different people, plants, animals and places. If education software even attempts to deal with these crucial concepts, the limits of the media may make the presentation inflexible, superficial, and inadequate." Much of this reasoning applies to computer-mediated training of adults as well.
<a href="http://www.cio.com/archive/060100_erp.html">ERP Training Stinks </a>, CIO (6/00). "The average ERP implementation takes 23 months, has a total cost of ownership of $15 million and rewards (so to speak) the business with an average negative net present value of $1.5 million. And the news gets worse."
"But the consensus that's emerging is that the training that matters isn't techy, "this field shows this; this button does that" training. In fact, what we normally call training is increasingly being shown to be relatively worthless. What's called for, it seems, is an ability to figure out the underlying flow of information through the business itself. The traditional view of training may blind the unwary to its significance and to the tightly woven links that exist between training, change management and staff adequacy."
"The first problem is that word: <em>training </em>. It conjures up images of dogs jumping through hoops. This is not helpful." </p> <h3><a name="motivation" id="motivation"></a>Motivation </h3> <p><a href="http://www.internettime.com/itimegroup/Is%20it%20Time%20to%20Exchange%20Skinner%27s%20Teaching%20Machine%20for%20Dewey%27s.htm">Is it Time to Exchange Skinner's Teaching Machine for Dewey's Toolbox? </a> (Yes.) </p> <p><strong></strong><a href="http://www.internettime.com/test/itimegroup/people/guide.htm"><strong><img src="http://www.internettime.com/images/personalcon.gif" alt="" height="248" width="311" /></strong>
A New Role: eLearning Guide </a></p> <p>Learntivity's <a href="http://www.learnativity.com/attention.htm">Attention Links </a><img src="http://www.internettime.com/images/redsquare_0000.gif" alt="" height="10" width="10" /><a href="http://www.doblin.com/new/zounds.html">Zounds </a> - Compelling Experiences </p> <p><a href="http://www.internettime.com/itimegroup/Motivation%20in%20Instructional%20Design.htm">Motivation in Instructional Design. ERIC Digest </a></p> <h3><a name="eq" id="eq"></a>Emotional Intelligence </h3> <p><a href="http://www.geocities.com/%7Eemiq/">Emotional Intelligence Services </a>
<a href="http://www.eiconsortium.org/">Emotional Intelligence Consortium </a>
</p> <p><a href="http://www.eiconsortium.org/technical_report.htm">Bringing EQ to the Workplace </a> (research paper) </p> <p>What Daniel Goleman calls <em>emotional intelligence </em> is the source of ROI, human happiness, responsible behavior -- well, what more could you want? It's taken a backseat to such mundane issues as IT training because its payoff is not immediate, engineers don't get it, and it's a tough nut to crack. This is a major opportunity. </p> <h3><strong>Technical </strong></h3> <p><a href="http://www.cisco.com/warp/public/10/wwtraining/elearning/learn/whitepaper_docs/network_arch.doc">
Network Architectures For E-Learning Applications </a> tells how Cisco wires things together in support of content on demand, broadcast, and virtual classrooms. <a href="http://www.research.microsoft.com/research/barc/Telepresence/">Microsoft Research on Telepresence </a></p> <p align="left"><img src="http://www.internettime.com/images/cisco_felc.jpg" alt="" height="401" width="483" /></p> <a href="http://www.internettime.com/itimegroup/FrmRep1.pdf">Adoption and barriers to eLearning </a>& <a href="http://www.internettime.com/itimegroup/FrmRep2.pdf">Approaches to Implementation </a>, both from David Simmonds at Forum Corporate <p><a href="http://www.brandon-hall.com/whitpaponcha.html">Change Management and eLearning </a> by Tom Werner </p> <p><a href="http://www.binder-riha.com/skm_paper.htm">Sales Knowledge Management </a> by Carl Binder </p> <h3>Benchmarks for Success in Internet-Based Distance Education </h3> <p>A study of distance learning benchmarks at six colleges prepared by The Institute for Higher Education Policy for the NEA and Blackboard. April 2000. </p> <p>While the methodology is a bit dodgy (literature review followed by ratings from administrators, faculty, and students), the study is provocative. </p> <p> The benchmarks considered essential for quality Internet-based distance education are: </p> <ul> <li><strong>Institutional Support </strong> -- a technology plan that addresses security, backup, system integrity; technical reliability; and central support for infrastructure </li><li><strong>Course development </strong> -- periodic updates, require students to engage in analysis, synthesis, and evaluation </li><li><strong>Teaching/Learning </strong>-- interaction between student and faculty (voicemail and/or email suffice), constructive and timely feedback, students learn research methods </li><li><strong>Course structure </strong> -- triage up front to cull out unsuitable candidates, supplemental course nfo that outlines objectives, concepts, ideas, learning outcomes, library resources (virtual is okay), common expectations for tme to complete assignments and receive feedback </li><li><strong>Student support </strong> -- hands-on training in system use, help line, rapid turn on answers </li><li><strong>Faculty support </strong>--- technical assistance in course development, instructor training, written resources to deal with issues arising from student use of electronic data </li><li><strong>Evaluation and assessmen </strong>t - use several standards, learning outcomes are reiewed regularly to ensure clarity, utility, and appropriateness. </li> </ul> <p><a href="http://www.ihep.com/quality.pdf">Quality on the Line </a></p> <h3><a href="http://www.peer.ca/form1.html">Coach Roles </a></h3> <p>goal articulation
acting as a role model
challenging questions
achieving results
personal growth
gaining and keeping balance
giving expert advice
dealing with adversity
making tough decisions
social skill development
improving skills
inner peace and reflection
lifestyle decisions
finanical or economic well being </p> <h3><a href="http://www.uidaho.edu/evo/dist9.html">Strategies </a> for Learning at a Distance
</h3> Morgan (1991) suggests that distant students who are not confident about their learning tend to concentrate on memorizing facts and details in order to complete assignments and write exams. As a result, they end up with a poor understanding of course material. He views memorization of facts and details as a ?surface approach? to learning and summarizes it as follows: <ul> <li>Surface approach: <ul><li>Focus on the "signs" (e.g., the text or instruction itself).
</li><li>Focus on discrete elements.
</li><li>Memorize information and procedures for tests.
</li><li>Unreflectively associate concepts and facts.
</li><li>Fail to distinguish principles from evidence, new information from old.
</li><li>Treat assignments as something imposed by the instructor.
</li><li>External emphasis focusing on the demands of assignments and exams leading to a knowledge that is cut-off from everyday reality.
</li></ul> </li> </ul> Distant students need to become more selective and focused in their learning in order to master new information. The focus of their learning needs to shift them from a ?surface approach? to a ?deep approach?. Morgan (1991) summarizes this approach as follows: <ul> <li><strong>Deep Approach: </strong> <ul><li>Focus on what is "signified" (e.g., the instructor?s arguments).
</li><li>Relate and distinguish new ideas and previous knowledge.
</li><li>Relate concepts to everyday experience.
</li><li>Relate and distinguish evidence and argument.
</li><li>Organize and structure content.
</li><li>Internal emphasis focusing on how instructional material relates to everyday reality. </li></ul> <p><img src="http://www.internettime.com/images/edevolution.jpg" alt="" height="228" width="407" />
</p> </li> </ul> <h3><a name="improving" id="improving">Improving Distant Learning </a></h3> <p>The shift from surface to deep learning is not automatic. Brundage, Keane, and Mackneson (1993) suggest that adult students and their instructors must face and overcome a number of challenges before learning takes place including: becoming and staying responsible for themselves; "owning" their strengths, desires, skills, and needs; maintaining and increasing self-esteem; relating to others; clarifying what is learned; redefining what legitimate knowledge is; and dealing with content. These challenges are considered in relation to distance education: </p> <ul> <li> "Becoming and staying responsible for themselves" . High motivation is required to complete distant courses because the day-to-day contact with teachers and other students is typically lacking. Instructors can help motivate distant students by providing consistent and timely feedback, encouraging discussion among students, being well prepared for class, and by encouraging and reinforcing effective student study habits.
</li><li>"Owning one's strengths, desires, skills, needs" . Students need to recognize their strengths and limitations. They also need to understand their learning goals and objectives. The instructor can help distant students to explore their strengths/limitations and their learning goals/objectives by assuming a facilitative role in the learning process. Providing opportunities for students to share their personal learning goals and objectives for a course helps to make learning more meaningful and increases motivation.
</li><li>"Maintaining and increasing self-esteem" . Distant students may be afraid of their ability to do well in a course. They are balancing many responsibilities including employment and raising children. Often their involvement in distance education is unknown to those they work with and ignored by family members. Student performance is enhanced if learners set aside time for their instructional activities and if they receive family support in their academic endeavors. The instructor can maintain student self-esteem by providing timely feedback. It is critical for teachers to respond to students? questions, assignments, and concerns in a personalized and pleasant manner, using appropriate technology such as fax, phone, or computer. Informative comments that elaborate on the individual student?s performance and suggest areas for improvement are especially helpful.
</li><li>"Relating to others" . Students often learn most effectively when they have the opportunity to interact with other students. Interaction among students typically leads to group problem solving. When students are unable to meet together, appropriate interactive technology such as E-mail should be provided to encourage small group and individual communication. Assignments in which students work together and then report back or present to the class as a whole, encourage student-to-student interaction. Ensure clear directions and realistic goals for group assignments (Burge, 1993).
</li><li>"Clarifying what is learned" . Distant students need to reflect on what they are learning. They need to examine the existing knowledge frameworks in their heads and how these are being added to or changed by incoming information. Examinations, papers, and class presentations provide opportunities for student and teacher to evaluate learning. However, less formal methods of evaluation will also help the students and teacher to understand learning. For example, periodically during the course the instructor can ask students to write a brief reflection on what they have learned and then provide an opportunity for them to share their insights with other class members.
</li><li>"Redefining what legitimate knowledge is" . Brundage, Keane, and Mackneson (1993) suggest that adult learners may find it difficult to accept that their own experience and reflections are legitimate knowledge. If the instructor takes a facilitative rather than authoritative role, students will see?their own experience as valuable and important to their further learning. Burge (1993) suggests having learners use first-person language to help them claim ownership of personal values, experiences, and insights.
</li><li>"Dealing with content" . Student learning is enhanced when content is related to examples. Instructors tend to teach using examples that were used when they received their training. For distance learning to be effective, however, instructors must discover examples that are relevant to their distant students. Encourage students to find or develop examples that are relevant to them or their community. </li> </ul> <p>Learning for purposes of IT Certification must combine the motivational and social reinforcement academia is working on with the PI/simulation approach of traditional IT training. </p> <h3><a name="6240090031PM" id="6240090031PM"></a>Enabling Learning in a Digital Age, 1998 </h3> <p><em>This is about kids but applies to adult learning equally well. </em></p> The model that education has used for centuries considers the student a vessel to be filled at regular intervals with knowledge. The alternative I hope you´ll strive for is seeing the student as co-discoverer of knowledge and the teacher responsible for seeing that the discovery takes place. This model may mean we don't need to be confined to a classroom if discovery can take place in different spaces, even cyberspace. The impact of today's information revolution on schools goes vastly beyond replacing the old blackboard with a shiny whiteboard. Technology is revolutionizing the very nature and dynamics of the conventional classroom experience; this new learning environment, by design, emphasizes students, autonomy and independence.Classroom learning will become student-driven, interactive, experiential and collaborative - all goals long-cherished by many educators but never before attainable. Students will no longer passively receive information but will manage and synthesize it and even contribute it.They become not only takers, but givers – creators -- of information. This level of interaction will herald new types of student communities of practice.The world need more problem-solvers. It needs more explorers. <p>It needs more rough edges. </p> <p>Enable learning, don´t teach. a good teacher doesn´t teach at all. They enable students to teach themselves. And it´s not just symantics. Enabling learning is entirely different from teaching. </p> <p>While a significant part of learning certainly comes from teaching, much comes from exploration, from reinventing the wheel and finding out for oneself. Until the computer, the technology for teaching was limited to audiovisual devices and distance learning by television, which did little more than amplify the activity of teachers and the passivity of children. </p> <p>The computer changed this balance radically. Suddenly, learning by doing has the potential to become the rule rather than the exception. Since computer simulation of just about anything is now possible, one need not learn about a frog by dissecting it. Instead, children can be asked to design frogs, to build an animal with frog-like behavior, to modify that behavior, to simulate the muscles, to play with the frog. </p> <p>The opportunity is an unrealized potential. </p> <p><a href="http://www.futurefile.com/vsb.htm">The Future File </a></p> <a name="more"></a> <span class="posted"><a href="http://www.internettime.com/scgi-bin/mt-fatback.cgi?__mode=view&entry_id=25" onclick="OpenTrackback(this.href); return false"></a> </span>jayhttp://www.blogger.com/profile/16271633210993298646noreply@blogger.com0tag:blogger.com,1999:blog-8217160.post-1101009686032150402004-11-20T20:01:00.000-08:002005-01-08T22:24:21.206-08:00Social Software<p><a href="http://www.corante.com/many/">Many-2-Many</a> on Corante</p> <p><a href="http://www.shirky.com/">Clay Shirky</a></p> <p><a href="http://ross.typepad.com/blog/">Ross Mayfield </a>& <a href="http://socialtext.com/">Socialtext</a> </p> <p><a href="http://radio.weblogs.com/0110772/">Seb's Open Research </a> </p> <p><a href="http://www.internettime.com/blog/archives/000554.html">Are you ready for social software?
</a></p> <p><a href="http://socialsoftware.weblogsinc.com/">The Social Software Weblog</a> and their awesome <a href="http://socialsoftware.weblogsinc.com/entry/9817137581524458/">Social Software Meta-List </a>
</p> <p>This is a nascent category here. The topic is mushrooming. Social software is bigger than social software. 1/2005
</p> <p>
</p> <p>Alas, in early 2005, Deloitte drove the wooden stake through the heart of <a href="http://www.internettime.com/blog/archives/000572.html">Cappuccino</a>, a favorite, feistry read with the good taste to print things like:
</p> <p><blockquote>When it comes to knowledge management and learning, "we may be witnessing the death throes of the command and control organization," according to Berkeley, California-based author and researcher Jay Cross. "The pendulum seems to be swinging from an institutional, top-down model to an individual, or bottom-up, model," he said. Learning, according to Cross, can be defined as optimizing the performance of your social network. You want to find information faster and cut out the less useful, or underperforming parts of your network. Social software makes this happen. "Reputation has to factor into it," he added. The eBay model for feedback may be relevant beyond the online auction business.</blockquote> </p> <a href="http://www.collaborate.com/publication/newsletter/publications_newsletter_september03.html">Models of Collaboration</a> By Timothy Butler and David Coleman <div class="comments-body"> <p>the majorty of collaborative environments to fit into one or more of five primary collaboration models:</p> <p> * Library
* Solicitation
* Team
* Community
* Process Support</p> <p>A framework for analyzing and designing collaborative systems can be built based on an understanding of the pure models and how they may be combined. </p> <span class="comments-post"></span> </div> <div class="comments-body"> <p><a href="http://www.isnae.org/">Institute for Social Network Analysis of the Economy</a></p> <span class="comments-post"></span> </div> <div class="comments-body"> <p>Visit www.livingnetworksbook.com for information about Living Networks, written by Ross Dawson, CEO Advanced Human Technologies. </p> <span class="comments-post"></span> </div> <div class="comments-body"> <p><a href="http://www.weblogsinc.com/">Weblogs, Inc</a> is creating a new layer on top of traditional business-to-business media that:</p> <p> 1. saves professionals the time associated with reading dozens of trade publications by providing a non-stop, top-level summary of the news;
2. provides analytical tools that give readers the ability to sort and search stories by topics within an industry;
3. gives users the ability to participate by engaging in discussions, ranking stories and by submitting their own “blogs” (i.e., pointers and summaries of stories on other sites); and
4. promotes fairness and truth in reporting by acting as a public forum where industry professionals can participate.
</p> <span class="comments-post"></span> </div> <p><a href="http://socialarchitect.typepad.com/musings/">Musings of a Social Architect</a>, a blog by Amy Jo Kim.
</p> <p><span style="font-weight: bold;">Social Network Analysis</span>
</p> <p><a href="http://www.wired.com/wired/archive/12.11/view.html?pg=4">in science</a>, from Wired
<span class="sans"></span></p>jayhttp://www.blogger.com/profile/16271633210993298646noreply@blogger.com0tag:blogger.com,1999:blog-8217160.post-1101009742283196552004-11-20T20:02:00.000-08:002005-01-04T15:54:32.480-08:00String Theory<div style="text-align: left;"><img src="http://www.internettime.com/images/twine.jpg" hspace="50" vspace="50" />
from the Edge:
<a name="more"></a>
</div> <span style="font-family:Verdana, Arial, Helvetica, sans-serif;font-size:85%;color:#003366;"><strong><a href="http://www.edge.org/3rd_culture/bios/anderson.html">PHILIP W. ANDERSON</a>
</strong> <em><span style="font-size:78%;color:#000000;">Physicist and Nobel laureate, Princeton University</span></em></span> <span style="font-family:Verdana, Arial, Helvetica, sans-serif;font-size:85%;"><img src="http://www.edge.org/q2005/images/anderson100.jpg" align="left" height="100" width="69" />Is string theory a futile exercise as physics, as I believe it to be? It is an interesting mathematical specialty and has produced and will produce mathematics useful in other contexts, but it seems no more vital as mathematics than other areas of very abstract or specialized math, and doesn't on that basis justify the incredible amount of effort expended on it.
My belief is based on the fact that string theory is the first science in hundreds of years to be pursued in pre-Baconian fashion, without any adequate experimental guidance. It proposes that Nature is the way we would like it to be rather than the way we see it to be; and it is improbable that Nature thinks the same way we do.</span>
jayhttp://www.blogger.com/profile/16271633210993298646noreply@blogger.com0tag:blogger.com,1999:blog-8217160.post-1103223879606639832003-12-16T11:04:00.000-08:002004-12-27T00:00:22.796-08:00test case<!-- --><form id="b-search" action="http://www.google.com/search"><div id="b-more"><div id="b-this"><input id="b-query" name="q" type="text"><input name="ie" value="UTF-8" type="hidden"><input name="sitesearch" value="metatime.blogspot.com" type="hidden"><input src="http://www.blogger.com/img/navbar/1/btn_search.gif" alt="Search" value="Search" id="b-searchbtn" title="Search this blog with Google" type="image"></div></div></form>
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jayhttp://www.blogger.com/profile/16271633210993298646noreply@blogger.com0tag:blogger.com,1999:blog-8217160.post-1101011495517406112004-11-20T20:30:00.000-08:002004-12-26T16:26:12.890-08:00Community <p class="highlight">Building community is like gardening: you plant the seeds and pray something worthwhile happens. Fertilizer helps. Care is indispensable. But you can't force them to grow.
<span style="color: rgb(255, 0, 0);"></span>
<a href="http://www.internettime.com/Learning/The%20Other%2080%25.htm">Informal Learning -- the Other 80%</a>
<a href="http://www.clomedia.com/content/templates/clo_col_effectiveness.asp?articleid=315&zoneid=107">Connections: The Impact of Schooling</a>
<a href="http://www.clomedia.com/content/templates/clo_col_effectiveness.asp?articleid=519&zoneid=105">Who Knows?</a>
</p> <p class="highlight"><a href="http://macromedia.marketing.pr.breezecentral.com/p51746849/">Collaboration Supercharges Performance</a> (presentation)
<span style=""><a href="http://macromedia.marketing.pr.breezecentral.com/p27089656/">Trends in Collaborative Learning</a> (Macromedia Breeze)
</span><span style=""><span style=""><a href="http://macromedia.marketing.pr.breezecentral.com/servlet/lmsproxy?qbase=/p60628816/flash/&aicc_url=http%3A%2F%2Fmacromedia.marketing.pr.breezecentral.com%2Fservlet%2Fverify%3Faction%3Daicc%26airspeed%3D1%26sco-id%3D156614&aicc_sid=244280"> Silicon Valley, The DNA of a Community of Practice</a>
</span></span></p> <p class="highlight"><span style=""><span style=""><center><img area="70576" src="http://www.internettime.com/images/hiveorg.jpg" />
</center>
</span></span></p> <p class="highlight"><a href="http://www.ensemblecollaboration.net/" target="_blank">Ensemble Collaboration</a>
</p> <p><a href="http://www.camworld.com/essays/communities.html">Online Community Technologies and Concepts </a>by Cameron Barrett </p> <blockquote> <p>reputation management
content management
mail list management
document management
categorization
collaborative filtering</p> </blockquote> <p> </p> <p><img area="97844" src="http://www.internettime.com/images/informal.gif" align="middle" height="244" hspace="12" width="401" /></p> <p><img area="99588" src="http://www.internettime.com/images/mooreclut3.gif" height="258" hspace="12" width="386" /></p> <p><span style="background: yellow none repeat scroll 0% 50%; -moz-background-clip: initial; -moz-background-origin: initial; -moz-background-inline-policy: initial;"><img area="18760" src="http://www.internettime.com/images/clicktopausevideo-thumb.jpg" align="left" hspace="12" /><span style="font-weight: bold;">Robin Good</span> is Mr. Online Collaboration. </span> He spends more than half his time online and probably knows more about online collaboration tools than anyone else on the planet. The Robin Good/Robin Hood connection is apt, for he shares lots of information on his sites: <a href="http://www.kolabora.com/">Kolabora</a> and <a href="http://www.masternewmedia.org/">Master New Media</a>.
</p> <p><a href="http://www.internettime.com/blog/archives/001374.html">Robin Good</a> kicks off Competitive Edge. We are there.
</p> <p>
<a href="http://www.blueoxen.org/papers/0000D/">A Manifesto for Collaborative Tools</a> by Eugene Eric Kim
</p> <p>
</p> <p><span style="color: rgb(255, 0, 0);">Internet Time Group</span> on <a href="http://www.internettime.com/itimegroup/people/community.htm">building community</a> (dated)</p> <blockquote> <p><a href="http://www.arsdigita.com/pages/beyond-one-to-one">Beyond One-to-One</a>: The Power of <i>Purposeful</i> Communities, ArsDigita
<a href="http://www.arsdigita.com/books/building-community/">Building an Online Community</a> (book), ArsDigita</p> <p><a href="http://www.learnativity.com/community.html">Learnativity on Building Community</a>
</p> <p><a href="http://www.onlinecommunityreport.com/">Online Community Report</a>
</p> <h3><a href="http://www.naima.com/community/intro/intro3.html">Nine Timeless Design Strategies for Community Building</a> </h3> <p>(Amy Jo Kim)</p> <p>Doblin Group's community <a href="http://www.doblin.com/new/index.html">bibliography</a></p> <p>Joel Udell's <i><a href="http://software-carpentry.codesourcery.com/Groupware/report.html">Internet Groupware for Scientific Collaboration</a></i> is a comprehensive guide to software for coordinating events, discussing issues, publishing findings, and making & distributing news.</p> <p><i><a href="http://www.fastcompany.com/online/36/teamsites.html">These Sites Make Teams Work</a></i>, Fast Company's comparison of five Web-based tools that are designed to help teams work better. </p>
<a href="http://www.cudenver.edu/%7Ebwilson/dlc.html">Distributed Learning Communities</a>, CU Denver
<a href="http://www.doblin.com/new/natureofnets.pdf">The Nature of Nets</a>, Doblin Group
<a href="http://www.collaborate.com/publications/publications.html">Collaborative Strategies</a> -- great case studies and astute analysis by SF consulting firm. groupware gurus.<p></p> <p><a href="http://www.theworldcafe.com/knowhow.html">Cafe Knowhow</a> from The World Cafe (Juanita Brown)
<a href="http://www.rheingold.com/associates/">Howard Rheingold</a> handpaints his shoes, here's his <a href="http://www.rheingold.com/vc/book/">Virtual Community</a>
<a href="http://www.groupjazz.com/">group jazz</a> hosts events
<a href="http://www.cc.gatech.edu/elc/">Electronic Learning Communities Research Group at Georgia Tech</a>. (Amy Bruckman)
<a href="http://www.contentious.com/articles/V2/2-3/feature2-3a.html">Online Discussion Groups</a> </p> <p><a href="http://www.emoderators.com/moderators.shtml">Resources for Moderators and Facilitators</a> of Online Discussion (Collins and Berge) </p> <p align="left">Yet, there are times when people need to see each other face-to-face for optimal learning. What are these? </p> <blockquote> <p>Teambuilding—True teambuilding means being together—at the same place. Building trust, a sense of purpose, and commitment to outcomes requires an intimacy not possible through technology at this time. </p> <p>Personal coaching—Feedback and coaching around performance issues is difficult, if not impossible, if the climate of trust and respect hasn’t been built in real-time, face-to-face. </p> <p>Networking/Teaming—Getting a sense of an individual, exchanging thoughts and ideas, and crafting the invisible links that tie a network together require engaging the senses in the interaction. </p> <p>Building culture—Organizational culture is built on a shared commitment to values. The shaping of these values to inspire and motivate performance need multiple face-to-face contacts with all involved—thinking, doing, acting, and reacting to embed the cultural values in each person. </p> </blockquote> <p><a href="http://home.att.net/%7Ediscon/KM/invisible_key.htm"><i>The Invisible Key to Success</i></a>, Fortune, Tom Stewart (1996)</p> <p>Denham Grey's <a href="http://www.voght.com/cgi-bin/pywiki?KnowledgeCommunity">Knowledge Community</a> has a great and growing selection of links on communities of practice, who's doing what, and who the players are. See also his <a href="http://www.voght.com/cgi-bin/pywiki?CollabTools">Collaboration Tools</a> (How can you have community without collaboration?)</p> <p>Convergence is coming....</p> <p align="center"><img area="56280" src="http://www.internettime.com/images/hurwitz.gif" align="absbottom" height="201" width="280" /></p> <p><a href="http://ifets.ieee.org/periodical/vol_3_2000/v_3_2000.html">On-line Collaborative Learning Environments</a>, a special issue of Journal of International Forum of Educational Technology & Society</p> <p>Is "virtual community" just a <a href="http://www.internettime.com/blog/archives/001080.html#ponzi">Ponzi scheme</a>?</p> <p><a href="http://www.well.com/"><img area="8906" src="http://www.internettime.com/images/well.gif" border="0" height="61" width="146" /></a>
Participating on The WeLL taught me more about community than anything since. <s>They have a <a href="http://www.internettime.com/itimegroup/www.well.com/affil/friend2friend.html%20">deal</a> (until 3/31/01) where you can try it out for $2. Use me as your reference (jaycross@well.com)</s>.The WeLL was acquired. The only way I could maintain my email address and access was to purchase Salon Premium. Good bye, old friend. </p>
<p><a href="http://www.rheingold.com/Associates/index.html">Rheingold Associates</a><img area="23290" src="http://www.internettime.com/images/cbow.jpg" align="right" height="170" width="137" /></p> <p> </p> <p><a href="http://www.amazon.com/exec/obidos/ASIN/0201874849/qid%3D921302959/sr%3D1-96/002-8361491-0441805/naimaA/002-2558572-7571456">Community Building on the Web</a> : Secret Strategies for Successful Online Communities by Amy Jo Kim. ISBN: 0201874849 . $29.99. Check out the <a href="http://www.naima.com/community/">companion web site</a>.</p> <p>Don't leave out the fun.</p> <p> <img area="56759" src="http://www.internettime.com/images/galwey.gif" border="2" height="211" hspace="24" width="269" /></p> <p><a href="http://www.slofi.com/"><i><span style="font-size:78%;">The Social Life of Information</span></i></a>
<img area="13160" src="http://www.internettime.com/images/sociallife.gif" align="right" height="140" width="94" />
by John Seely Brown and Paul Duguit (2000). </p> <p>Well-written argument that ontent is not king. The refuge of simplistic infocentric futurists: demassification, decentralization, denationalization, despacialization, disintermediation, and disaggregation. </p> <p align="center"><span style="">Jay's notes on <a href="http://www.internettime.com/itimegroup/soclife.htm">The Social Life</a></span></p> <h3><span style="color: rgb(102, 102, 102);font-size:78%;" ><a name="wenger" id="wenger"></a></span>Communities of Practice: The Organizational Frontier </h3> <p><span style="color: rgb(102, 102, 102);"><i>Harvard Business Reivew</i>, 1/1/00
by <a href="http://www.ewenger.com/">Etienne C. Wenger</a> & William M. Snyder
</span></p> <p><span style="color: rgb(102, 102, 102);">A new organizational form is emerging in companies that run on knowledge: the community of practice. And for this expanding universe of companies, communities of practice promise to radically galvanize knowledge sharing, learning, and change. A community of practice is a group of people informally bound together by shared expertise and passion for a joint enterprise.</span> </p> <p><span style="color: rgb(102, 102, 102);">Communities of practice can drive strategy, generate new lines of business, solve problems, promote the spread of best practices, develop people's skills, and help companies recruit and retain talent. The paradox of such communities is that although they are self-organizing and thus resistant to supervision and interference, they do require specific managerial efforts to develop them and integrate them into an organization.</span><span style="color: rgb(128, 128, 128);">
<img area="227005" src="http://www.internettime.com/images/sociallearn.gif" height="415" width="547" /> </span></p> <p>
<a href="http://home.att.net/%7Ediscon/KM/CoPs.htm"><span style="">Fred Nichols on Communities of Practice</span></a><span style=""> (2000)</span></p> <p> <span style=""><a href="http://www.co-i-l.com/coil/knowledge-garden/cop/dimensional.shtml">Nurturing Three Dimensional Communities of Practice</a>: How to get the most out of human networks, Knowledge Management Review, Richard McDermott, PhD (1999) </span></p> <p><span style=""><a href="http://www.tfriend.com/hypothesis.html">Key Hypotheses</a> in Supporting Communities of Practice by John Sharp (1997)
</span></p> <p><span style="">
In February 2004, I finally got an opportunity to hear <span style="font-weight: bold;">Etienne Wenger</span> in person and spend a little time chatting with him.
</span></p> <p>Etienne Wenger is a social learning theorist who cut his teeth at the Institute for Research on Learning. He is best known for popularizing the concept of communities of practice. His presentation spoke to me deeply.</p> <p>Communities of practice are not new. The earliest version may have been cavemen sitting around a fire talking about the best way to hunt bears. That’s the way “communities” work: practitioners in a field or practice come together to share, nurture, and validate tricks of the trade. Apprentices have always done this. Sometimes we mistakenly thought most of the learning was going on between master and apprentice. In fact, most apprentices probably learn more from one another.</p> <p>Question: What does a flower know about being a flower? And what does a computer know about being a flower? Stumped? That’s because neither flowers nor computers are members of the human community, and it’s community that harbors knowledge. </p> <p>A friend of Etienne is a wine professional. Describing a wine, the friend said it was “purple in the nose.” This meant absolutely nothing to Etienne, because he is not a member of the wine-tasting community. </p> <p>Now imagine the wine-tasting friend is with his fellow wine tasters. He discerns a new element in the wine which he describes as a convergence of fire and gravity. If others in the group buy in, the fire & gravity meme is legitimized. Here we have the two primary aspects of any community: participation and reification.</p> <p>By the way, the concept of community is value-neutral. The word community has a warm and fuzzy feel to it, but we’re talking about groups that can impede progress, engage in group think, or neglect their responsibilities to the larger organization. I recall being shut out of a community of instructional designers because I was perceived as a business man, not a designer.</p> <p>Now let’s think about how eLearning might be a transformative force. Learning in a community involves answering four questions:</p> <p>• Identity: Who are we becoming?
• Meaning: What is our experience?
• Practice: What are we doing?
• Community: Where do we belong? </p> <p>Learning by sharing knowledge in a community leads to what Etienne calls the “horizontalization” of learning. In school or workshops, the learning relationship is vertical: there’s a provider on top and a recipient. In a horizontal community, peers learn from one another. </p> <p>First generation knowledge management failed because it was top down. (Identify the critical knowledge and stuff it in a content management system. Nobody took ownership because no community embodied the knowledge. Now that we appreciate that knowledge lives in communities, we can facilitate KM by nurturing their development. Etienne quotes Pasteur, saying “Chance favors those who are prepared.”</p> <p>Etienne suggests scrapping our industrial model of training and the notions that go with it. Learning will become an internal part of live itself. Teaching will fade in importance. Progress along a trajectory of development will replace skills training.</p> <p>The three aspects of social learning are the Domain, the Practice, and the Community. What, how, and who.</p> <p>Related links: <a href="http://www.internettime.com/blog/archives/000282.html">What is Knowledge</a>, <a href="http://www.internettime.com/blog/archives/001080.html">Building Community</a>, and <a href="http://www.internettime.com/Learning/The%20Other%2080%25.htm">Informal Learning</a>.</p> Googling out these references to past entries here, I found that I'd already recorded many of the concepts Etienne presented in Edinburgh. No matter. It took an hour of live presentation for them to take hold in a transformative way.
<img area="114800" src="http://www.internettime.com/images/cop7.jpg" />
<a href="http://www.cpsquare.com/">cp square</a>
<hr style="color:darkgray;"> <p><b><span style="font-weight: bold;"></span>
</b></p> <p><b>Peter Senge: "Knowledge generation really only occurs in teams, where people engage in doing meaningful work." </b>Teams are task-oriented and fleeting; they don't last. As the teams dissolve, people go off and reform in other teams. But they keep those networks of relationships, and they maintain those community ties." <i>The Fifth Discipline</i>... "was really about team learning and not very much about organizational learning. It took all our experience with member companies to recognize that communities are the place where this knowledge moves into, gets tapped, accessed, diffused and shared. Knowledge is contextual; it comes in the context of doing work. We send people off to training, we educate them, we give them tools and ideas. But that's not really knowledge generation. The real question is what happens when people try to use their training?" </p> <p><a href="http://world.std.com/%7Elo"><span style="">Learning Organization</span></a><span style=""> (but read the above)</span></p> <p><span style=""><a href="http://www.fieldbook.com/">Dance of Change</a></span></p> <p>Peter Henschel, in <a href="http://www.linezine.com/6.2/articles/phuwnes.htm">LiNEzine</a></p> <p>The manager’s core work in this new economy is to create and support a work environment that nurtures continuous learning. Doing this well moves us closer to having an advantage in the never-ending search for talent. </p> <p>By sheer force of habit, we often substitute training for real learning. Managers often think training leads to learning or, worse, that training is learning. But people do not really learn with classroom models of training that happen episodically. These models are only part of the picture. Asking for more training is definitely not enough—it isn’t even close. Seeing the answer as “more training” often obscures what’s really needed: lifelong, continuous learning in work and at work. </p> <p>That is one reason why preserving the integrity of these informal communities is so important. The worst effects of downsizing and reengineering come from their complete disregard for communities of practice. The fact that training deals only with explicit knowledge, while the value is often in tacit knowledge, is another reason training can get at only part of what is understood to be effective. The other main limitation of traditional classroom training is that it is episodic and mostly relies on “push” (we want you to know this now) rather than “pull” (I need to know this now and am ready to learn it). </p> <p>Another dimension to the community idea is seldom discussed, but critically important: Learning is powerfully driven by the critical link between learning and identity. We most often learn with and through others.</p> <p>What we choose to learn depends on:</p> <ol><li>Who we are</li><li>Who we want to become</li><li>Which communities we wish to join or remain part of.</li></ol> <p>So, not wanting to be like “them” can be enough to keep someone from learning. That fact seems to hold whether we are talking about company apprentices, high school gangs, or seasoned software engineers.</p> <p>But it gets even more interesting: IRL studies, among others, have shown that as much as 70% of all organizational learning is informal. Everyday, informal learning is constant and everywhere. If this insight is true even in a bare majority of enterprises, why would we leave so much learning to sheer chance? </p> <p><a name="ponzi" id="ponzi"></a><a href="http://slashdot.org/article.pl?sid=00/09/25/0235227&mode=thread"><span style="font-size:85%;">Slashdot</span></a>
Posted by JonKatz on Tuesday October 03, @12:00PM</p> <p> <span style="">from the de-bunking-the-utopians dept.</span>
Berkeley scholar Joseph Lockard (a doctoral candidate in English Literature) claims the idea of the virtual community is a Ponzi scheme, promoted by benighted utopians and elitists who equate access to the Net and the Web with social and democratic enlightenment. This myth has been virtually unchallenged for years, he says, and in a provocative and interesting essay called Progressive Politics, Electronic Individualism, and the Myth of Virtual Community, Lockard claims that it's nothing more than a bunch of hooey. Does anybody out there think virtual communities are real? </p> <p>Lockard's essay scores more than once. He's right in going after the hype that has surrounded the idea of the virtual community for years now. The tech world is rich and elitist, and becomes more so daily. Apart from developments like open source, which has done much to try and make technology more inclusive (though very few people will ever be able to successfully program) there are few signs yet that the Net is re-vitalizing democracy, or that virtual communities are supplanting or improving upon real ones. online, we see little organized concern for the technologically-deprived, or worry about the inevitable social divisions created by classes of empowered and tech-deprived people. It's already obvious that people with access to computing and the Net will have enormous educational, social and business advantages over those who don't; the latter face menial, low-paying jobs all over the planet. </p> <p>Lockard also accurately points out that <b>the largest communities forming online are corporate, not individualistic, and their agenda is marketing, not community</b>. He calls the very idea of a "virtual community" an oxymoron. </p> <p>"Instead of real communities, cyber-communities sit in front of the [late but not lamented] Apple World opening screen that pictures a cluster of cartoon buildings which represent community functions (click on post office for e-mail, a store for online shopping, a pillared library for electronic encyclopedias, etc.)" Such software addresses only a desire for community, Lockard writes, not the real thing. </p> <p align="center"> </p> <p>...Certainly there are bulletin boards and mailing lists -- from sex sites to San Francisco's WELL, from media-centric gatherings from pet rescue forums to AOL's Senior Net -- that have functioned for some time as very real communities that foster conversation and mutual understanding, spawn friendships, generate support for members in trouble. Topical, community oriented Websites -- everything from Camworld.com, Kuro5shin and myvideogames.com to Slashdot -- function as information or true cultural communities as well -- sometimes for idea-sharing, sometimes for material support and information. </p> <p>The early cyber-gurus definitely got carried away by notions that everything would become virtual, a mistake now shared by all sorts of panicked businesses -- publishing comes to mind -- and starry-eyed utopians. Cyberspace is definitely a new kind of space, but there's as yet no reason to believe that it won't compliment or co-exist with the material kind. So far at least, virtual communities suggest a Middle Kingdom, existing somewhere in the middle between the utopian fantasies and Lockard's dismissive jeers. </p> <p>Online people do make powerful connections and the virtual realm does permit us to share information (including software), research and commerce and and encounter all sorts of people in all kinds of places -- something that has never been possible before. But when the dust settles, and if the history of technology offers any clues, people will always hang out with their friends, get drunk. They'll still be logging off their computers to have sex, get married, fight with their parents, send their kids off to school and go to the movies, and seek out the company of human beings to meet human needs. The best virtual communities have always complimented that need, not supplanted it. </p> <div> <div class="Section1" align="center"><a name="culture" id="culture"></a> </div> <p class="Section1"><a href="http://www.strategy-business.com/culture_change/00103/page1.html"><span style="font-size:85%;">Corporate Culture in Internet Time</span></a> </p> <p class="Section1">By Art Kleiner </p> <p class="Section1">Anyone who has tried to create a culture knows it can't be done on Internet time. Cultures aren't designed. They simmer; they fester; they brew continually, evolving their particular temperament as people learn what kind of behavior works or doesn't work in the particular company. The most critical factor in building a culture is the behavior of corporate leaders, who set examples for everyone else (by what they do, not what they say). From this perspective, the core problem faced by most e-commerce companies is not a lack of culture; it's too much culture. They already have two significant cultures at play - one of hype and one of craft.</p> <p class="Section1">...during most of the 20th century, as companies matured into mainstream corporations, other cultures - those of finance, labor relations, marketing and managerial bureaucracy - eclipsed and overwhelmed the cultures of hype and craft. </p> <p class="Section1">It is currently fashionable to say that the old, tightly knit mentoring relationships of bricks-and-mortar companies are dead, that individuals are now responsible for their own development and career growth. Unfortunately, this view is not sustainable; there are too many risks, even in a high-growth economy, and too much human waste. The task of developing people will move away from companies, since they are not stable enough; it will move to the team level. In other words, if success depends on building a new "culture," that effort will have a lot more effect at the team level than on any company-wide level. It's reasonable to expect, in the turbulent e-commerce business environment, that companies won't necessarily evolve intact cultures. But teams do; as one e-commerce veteran puts it, they're "islands of stability in a place where nothing else is stable." </p> <p class="Section1">Ultimately, I suggested to Jane, all the organizational-learning techniques in the world wouldn't do her any good unless she were willing to go to her bosses, the startup's founders, and say something like this: </p> </div> <blockquote> <div> <p class="Section1">"If you let me build my own team, and choose and develop the people, I'm willing to take on [name of tough, challenging project here]. But I want to take our own development seriously. I want to try some new ways of organizing the work, regularly evaluate them, and try to learn how to manage ourselves in this new territory. After a few months, we'll come back together and see what we've accomplished, and which of those innovations might apply to the other teams around here. But it will only work if you give our team enough autonomy to learn from our experiments."
</p> <p class="Section1"><img area="142002" src="http://www.internettime.com/images/astd04preso8.jpg" />
</p> <p class="Section1"><span arial="arial">12 Principles for Designing an Online Gaming Community </span></p> <p> </p> <h3 class="Section1"> </h3> <p> </p> <ul><li> <p class="Section1"><span arial="arial"> Define the community's purpose </span> </p> </li><li> <p class="Section1"><span arial="arial"> Create distinct gathering spaces </span> </p> </li><li> <p class="Section1"><span arial="arial"> Provide rich communications </span> </p> </li><li> <p class="Section1"><span arial="arial"> Implement a rankings ladder </span> </p> </li><li> <p class="Section1"><span arial="arial"> Evolve member profiles over time </span> </p> </li><li> <p class="Section1"><span arial="arial"> Provide online hosting and support </span> </p> </li><li> <p class="Section1"><span arial="arial"> Offer guidance to new members </span> </p> </li><li> <p class="Section1"><span arial="arial"> Provide a growth path </span> </p> </li><li> <p class="Section1"><span arial="arial"> Support member-created subgroups </span> </p> </li><li> <p class="Section1"><span arial="arial"> Anticipate disputes </span> </p> </li><li> <p class="Section1"><span arial="arial"> Hold regularly scheduled events </span> </p> </li><li> <p class="Section1"><span arial="arial"> Acknowledge the passing of time </span> </p> </li></ul> <h3 class="Section1"><span arial="arial" style="color: rgb(0, 0, 0);font-size:78%;" >It's Not What You Know, It's Who You Know</span></h3> <p class="Section1"><span arial="arial" style="color: rgb(0, 0, 0);font-size:78%;" >Work in the Information Age
</span><span arial="arial">First Monday, 5/2000
http://firstmonday.org/issues/issue5_5/nardi/index.html#n1 </span> </p> <p> <span class="Section1"><span arial="arial">"It's not what you know, but who you know," could, paradoxically, be the motto for the Information Age. We discuss the emergence of personal social networks as the main form of social organization in the workplace. </span> </span></p> <p class="Section1"><span arial="arial">NetWORK is our term for the work of establishing and managing personal relationships. These relationships can involve a rich variety of people including customers, clients, colleagues, vendors, outsourced service providers, venture capitalists, alliance partners in other companies, strategic peers, experts such as legal and human relations staff, and contractors, consultants, and temporary workers. These are fundamental business relationships in today's economy. As we have noted, studies that focus on narrowly scoped "teams" miss the vital work that goes into relationships that enmesh workers in a much wider, more complex social framework. </span> </p> <p class="Section1"><span arial="arial">To keep their network engines revved, workers constantly attend to three tasks: </span> </p> <ol><li class="Section1"><span arial="arial"> Building a network: Adding new nodes (people) to the network so that there are available resources when it is time to conduct joint work; </span> </li><li class="Section1"><span arial="arial"> Maintaining the network, where a central task is keeping in touch with extant nodes; </span> </li><li class="Section1"><span arial="arial"> Activating selected nodes at the time the work is to be done. </span> </li></ol> <p class="Section1"><span arial="arial"> NetWORK is an ongoing process of keeping a personal network in good repair. In the words of one study participant, "Relationships are managed and fed over time, much as plants are." </span> </p> <p class="Section1"><span arial="arial"> The reduction of corporate infrastructure means that instead of reliance on an organizational backbone to access resources via fixed roles, today's workers increasingly access resources through personal relationships. Rather than being embraced by and inducted into "communities of practice," workers meticulously build up personal networks, one contact at a time. Accounts of the "virtual" organization and organizations with flattened hierarchies have stressed the benefits of the streamlined, nimble, democratic workplace, responsive to contingency, empowering workers to make decisions quickly and independently. It seems however, that these transformed organizations also mean reduced institutional support, and that individual workers incur some of the costs associated with these corporate gains. In the Information Age, workers meet the challenges of diminishing organizational resources through who they know.</span></p> </div> </blockquote>It is this discussion that has captured the categories we use to analyze the social impact of the Internet. The Internet has been drafted to serve duty as yet more evidence of the disintegration of "community", etc. As is sadly always the case in American intellectual discourse, complex social and historical issues get reduced as quickly as possible to simplistic binary oppositions which exclude by definition all the really interesting choices and developments (a good analogy here is our reduction of the categories used to analyze sexual behavior to either promiscuity or monogamy). <p> I do not believe the internet is an effective facilitator of community. And this fact is largely irrelevant to how we judge its impact on society. Instead, what the internet facilitates is friendship, and it does this in a very 19th century way - through writing. The modern replacement for traditional community is a web of self-chosen relations that can now span the globe. In this respect we are recreating the relations that existed among scholars and humanists in Europe before the modern era, except that now it is no longer just the elite that have this opportunity. </p> <p> The development of friendship in this manner is I believe a very good alternative to traditional community, which, for all the "meaning" it bestows on life, is more often than not coercive, intolerant and closed-off. I see the disappearance of the one and the ascent of the other as a good thing, not something to lament. (Most of the intellectuals today whining about community would never put up with one in reality for a second, since they would never assent to the restrictions on their personal freedom that communities traditional require). </p> <hr color="red"> <h3><a href="http://www.useit.com/alertbox/9708b.html">Participation Inequality</a> </h3> <p>from Jakob Nielsen</p> <p>A major reason why user-contributed content rarely turns into a true community is that all aspects of Internet use are characterized by severe participation inequality (a term I have from Will Hill of AT&T Laboratories). A few users contribute the overwhelming majority of the content, while most users either post very rarely or not at all. Unfortunately, those people who have nothing better to do than post on the Internet all day long are rarely the ones who have the most insights. In other words, it is inherent in the nature of the Internet that any unedited stream of user-contributed content will be dominated by uninteresting material. </p> <p>The key problem is the unedited nature of most user-contributed content. Any useful postings drown in the mass of "me too" and flame wars. The obvious solution is to introduce editing, filtering, or other ways of prioritizing user-contributed content. One idea is to pick a few of the best reader comments and make them prominent by posting them directly on the primary page, while other reader comments languish on a secondary page. It is also possible to promote the most interesting postings based on a vote by other readers who could click "good stuff" or "bozo" buttons. </p> <p><span style="font-size:85%;">Collaboration</span> is a lot more than communication and will eventually split off into a separate topic. </p></blockquote> <p> </p> <table border="1" cellpadding="6" cellspacing="0" height="271" width="579"> <tbody><tr> <td valign="top" width="102"> <p class="Normal"><b>Culture</b></p></td> <td valign="top" width="88"> <p class="Normal"><b>Value discipline</b></p></td> <td valign="top" width="139"> <p class="Normal"><b>Where it shines</b></p></td> <td valign="top" width="142"> <p class="Normal"><b>Source of shareholder value</b></p></td> <td valign="top" width="131"> <p class="Normal"><b>Global focus</b></p></td> <td valign="top" width="125"> <p class="Normal"><b>End stage</b></p></td> </tr> <tr> <td valign="top" width="102"> <p class="Normal"><b>Cultivation</b></p></td> <td valign="top" width="88"> <p class="Normal">Discontinuous innovation</p></td> <td valign="top" width="139"> <p class="Normal">Early market</p></td> <td valign="top" width="142"> <p class="Normal">Infectious charisma</p></td> <td valign="top" width="131"> <p class="Normal">Shared vision</p></td> <td valign="top" width="125"> <p class="Normal">Cult</p></td> </tr> <tr> <td valign="top" width="102"> <p class="Normal"><b>Competition</b></p></td> <td valign="top" width="88"> <p class="Normal">Product leadership</p></td> <td valign="top" width="139"> <p class="Normal">Early, bowling alley, tornado</p></td> <td valign="top" width="142"> <p class="Normal">Pierce competitiveness</p></td> <td valign="top" width="131"> <p class="Normal">Measurement & compensation</p></td> <td valign="top" width="125"> <p class="Normal">Caste systems</p></td> </tr> <tr> <td valign="top" width="102"> <p class="Normal"><b>Control</b></p></td> <td valign="top" width="88"> <p class="Normal">Operational excellence</p></td> <td valign="top" width="139"> <p class="Normal">Tornado, Main Street</p></td> <td valign="top" width="142"> <p class="Normal">Relentless improvement</p></td> <td valign="top" width="131"> <p class="Normal">Business Planning</p></td> <td valign="top" width="125"> <p class="Normal">Bureaucracy</p></td> </tr> <tr> <td valign="top" width="102"> <p class="Normal"><b>Collaboration</b></p></td> <td valign="top" width="88"> <p class="Normal">Customer intimacy</p></td> <td valign="top" width="139"> <p class="Normal">Bowling alley, Main Street</p></td> <td valign="top" width="142"> <p class="Normal">Perceptive adaptation</p></td> <td valign="top" width="131"> <p class="Normal">Customer focus</p></td> <td valign="top" width="125"> <p class="Normal">Club</p></td> </tr> </tbody> </table> <p><img area="156546" src="http://www.internettime.com/images/orderofciv.jpg" align="middle" height="351" width="446" />From <i>Clock of the Long Now</i></p> <p> </p> <p><a href="http://www.learninghistories.com/">The Learning HIstory Project</a> is a combination of story telling and corporate culture. Very much in tune with the work we did at Oral History Associates. </p> <a name="more"></a> <div class="comments-body"> <p><a href="http://www.worldbank.org/devforum/toolkit.html">The e-Discussion Toolkit</a>, suggestions for setting up and implementing online problem-solving discussions. "Since 1998 electronic discussions have played a valuable role at the World Bank. By promoting consultations with the public, they have furthered the vision of the Knowledge Bank, which is about putting in place systems for capturing knowledge more effectively.""</p><span class="comments-post"></span> <a href="http://www.utne.com/web_special/web_specials_archives/articles/2977-1.html">The Salon-Keeper's Companion</a>
</div> <div class="comments-body"><p> An Utne Reader Guide to Conducting Salons, Council and Study Circles
—By Eric Utne</p> <p>Throughout this guide the word salon is used to describe a wide range of ways groups can interact.</p> <p> * Traditional salons like those that seeded the French Revolution tend to emphasize spirited group discussion.
* Council, derived mainly from Native American traditions, emphasizes "devout listening" and unpremeditated speaking.
* Study circles tend to involve reading and focused group discussion.</p> <span class="comments-post"></span> </div> <div class="comments-body"> <p>www.downes.ca/cgi-bin/website/view.cgi?dbs=Article&key=1075564356</p> <span class="comments-post">
</span> </div> <div class="comments-body"> <p>About Corporation for Positive Change</p> <p>Corporation for Positive Change (CPC) is dedicated to the design and development of Appreciative organizations - those capable of sustaining innovation, financial well-being and market leadership by inspiring the best in human beings. CPC provides consultation and training based on the principles and practices of Appreciative Inquiry. For more information about CPC, or to contact any of our principal consultants, please visit our web site at www.positivechange.org. </p><span class="comments-post"></span>David Bohm on <a href="http://www.muc.de/%7Eheuvel/dialogue/dialogue_proposal.html">Dialogue</a></div>jayhttp://www.blogger.com/profile/16271633210993298646noreply@blogger.com0tag:blogger.com,1999:blog-8217160.post-1101011662495555962004-11-20T20:34:00.000-08:002004-12-16T13:38:35.926-08:00Design<div class="blogbody"> <h3 class="title">Design</h3> <p><a href="http://www.internettime.com/blog/archives/001083.html#did">Instructional</a> | <a href="http://www.internettime.com/blog/archives/001083.html#uid">User Interface</a> | <a href="http://www.internettime.com/blog/archives/001083.html#objects">Learning Objects</a> | <a href="http://www.internettime.com/blog/archives/001083.html#graphic">Graphic</a> | <a href="http://www.internettime.com/blog/archives/001083.html#web">Web</a> | <a href="http://www.internettime.com/blog/archives/001083.html#infoarch">Information Architecture</a> | <a href="http://www.internettime.com/blog/archives/001083.html#viz">Visual Thinking</a> | <a href="http://www.internettime.com/blog/archives/001083.html#software">Software</a> | <a href="http://www.internettime.com/blog/archives/001083.html#industry">Industrial</a></p> <blockquote> <h1>I am a designer.</h1> <p> <a href="http://www.longnow.org/10kclock/clock.htm">Design Principles</a> for Clock of the Long Now (Hillis)</p> <p><b>design</b> is not merely an indicator of esthetic taste, but a social phenomenon that both mirrors and shapes how we think. Whereas objects of art reflect the personal vision of their makers, manufactured goods - which are designed to be salable and profitable - tend to embody more generalized beliefs about society, and so ''can cast ideas about who we are and how we should behave into permanent and tangible forms.'' Modern office equipment in ''bright colours and slightly humorous shapes,'' for instance, can help perpetuate the myth that office work is fun; just as modern, streamlined kitchen appliances can underline the contemporary faith in progress and technological salvation. <a href="http://search.nytimes.com/books/search/bin/fastweb?getdoc+book-rev+book-r+7024+10+wAAA+design">SOURCE</a></p> <p><b>design tradeoffs</b></p> <p>Balance...............................................Instability
Symmetry..........................................Asymmetry
Regularity...........................................Irregularity
Simplicity...........................................Complexity
Unity..................................................Fragmentation
Economy...........................................Intricacy
Understatement..................................Exaggeration
Predictability.......................................Spontaneity
Activeness..........................................Stasis
Subtlety..............................................Boldness
Neutrality...........................................Accent
Transparency......................................Opacity
Consistency.......................................Variation
Accuracy............................................Distortion
Flatness..............................................Depth
Singularity.........................................Juxtaposition
Sequentiality......................................Randomness
Sharpness..........................................Diffusion
Repetition..........................................Epicodicity</p> <p><a href="http://www-3.ibm.com/ibm/easy/eou_ext.nsf/publish/561">IBM on Design</a></p> <blockquote> <div class="Section1"> </div> </blockquote> <div class="Section1"> <p><a href="http://www.asktog.com/menus/designMenu.html">AskTog Design Section</a></p> </div> <p>Tog's First Principles of Design</p> <a href="http://www.asktog.com/basics/firstPrinciples.html#anticipation">Anticipation
</a><a href="http://www.asktog.com/basics/firstPrinciples.html#autonomy">Autonomy</a>
<a href="http://www.asktog.com/basics/firstPrinciples.html#Anchor-Color-33869">Color Blindness</a>
<a href="http://www.asktog.com/basics/firstPrinciples.html#consistency">Consistency</a>
<a href="http://www.asktog.com/basics/firstPrinciples.html#defaults">Defaults</a>
<a href="http://www.asktog.com/basics/firstPrinciples.html#efficiencyOfUser">Efficiency of User</a> <a href="http://www.asktog.com/basics/firstPrinciples.html#explorableInterfaces">
Explorable Interfaces</a>
<a href="http://www.asktog.com/basics/firstPrinciples.html#fitts%27s%20law">Fitts's Law</a>
<a href="http://www.asktog.com/basics/firstPrinciples.html#humanInterfaceObjects">Human-Interface Objects</a>
<a href="http://www.asktog.com/basics/firstPrinciples.html#latencyReduction">Latency Reduction</a>
<a href="http://www.asktog.com/basics/firstPrinciples.html#learnability">Learnability</a>
<a href="http://www.asktog.com/basics/firstPrinciples.html#limitTradeOffs">Limit Tradeoffs</a> <a href="http://www.asktog.com/basics/firstPrinciples.html#metaphors">
Metaphors</a>
<a href="http://www.asktog.com/basics/firstPrinciples.html#protectUsersWork">Protect the User's Work</a>
<a href="http://www.asktog.com/basics/firstPrinciples.html#readability">Readability</a>
<a href="http://www.asktog.com/basics/firstPrinciples.html#trackState">Track State</a>
<a href="http://www.asktog.com/basics/firstPrinciples.html#visibleInterfaces">Visible Interfaces</a> <p><a href="http://www.enteract.com/%7Emarc/web99/livewithusers/index.htm">Living with Your Users</a> by Marc Rettig. This is the way all major projects should be planned. Absolutely wonderful. </p> <div class="Section1"> <p>The <b>Ferrari</b> 355 F1 has a clutch but no clutch pedal. A computer changes gears, using data downloaded from Michael Schumacher's Formula One races. Floor it and you experience Michael's greatest hits -- shocking, slamming shifts that expand one's sense of the possible.</p> <p><a href="http://designhistoryinabox.net/">Design History in a Box</a> </p><p><i>The <b>Design Dimension</b>, Product Strategy & The Challenge of Global Marketing</i>, Christoper Lorenz, 1986</p> </div> <blockquote> <div class="Section1">The designer's personal attributes and skills are:</div> <ul><li> <div class="Section1">imagination -- the ability to visualize in 3D</div> </li><li> <div class="Section1">creativity -- a natural unwillingness to accept obvious solutions</div> </li><li> <div class="Section1">communication -- in words & sketches</div> </li><li> <div class="Section1">synthesis -- bringing it together into a coherent whole</div> </li></ul> <div class="Section1"> <p>Design & marketing -- united in the search for meaningful distinction</p> </div> </blockquote> <div class="Section1"> <div class="Section1"><b> Shaker Design Guidelines </b> </div> <ul><li> <div class="Section1"><b>Industry</b>: Do all your work as if you had a thousand years to live and as if you were to die tomorrow.</div> </li><li> <div class="Section1"> <b>Honesty</b>: Be what we seem to be; and seem to be what we really are; don't carry two faces.</div> </li><li> <div class="Section1"> <b>Functionalism</b>: That which in itself has the highest use possesses the greatest beauty.</div> </li></ul> <div class="Section1"> </div> </div> </blockquote> <p>Less is more.</p> <p>Form follows function.</p> <p>The one-size-fits-all approach to training ignores that people learn in fundamentally different ways. Most current training is highly discriminatory. <i>Howard Gardiner</i></p> <p><i><span style="">"The most outstanding design is that which is perfectly appropriate to what is trying to be accomplished."</span></i></p> <p><i><span style="">"Design is one of the few tools that for every (dollar) you spend, you actually say something about your business." -- Raymond Turner, exec, BAA</span></i></p> <p>"The designer's purpose is to stimulate curiosity, amusement and affection."</p> <p>Achilli Castilgioni
<i>Alessi, Art & Poetry</i></p> <p>Everything should be made as simple as possible, but not simpler.</p> <p><a href="http://www.jaycross.com/jayhoo/beauty.htm">Beautiful Things</a> & <a href="http://www.jaycross.com/jayhoo/ugly.htm">Ugly Things</a></p> <p>Design is in everything we make, but it's also between those things. It's a mix of craft, science, storytelling, propaganda, and philosophy."
<i>Erik Adigard</i></p> <p>Good design is a renaissance attitude that combines technology, cognitive science, human need, and beautry to produce something that the world didn't know it was missing.
<i>Paola Antonelli
</i></p> <p style="color: rgb(153, 0, 0);">Bruce Sterling <a href="http://www.iconic-turn.de/staticpages/index.php?page=StreamSterling">lecture</a> on <span style="font-weight: bold;">Shaping Things to Come
</span></p> <p style="color: rgb(153, 0, 0);"></p> <blockquote> <p style="color: rgb(153, 0, 0);">An intriguing vision of design in a virtual world...<span style="font-weight: bold;">
</span></p> <p style="color: rgb(153, 0, 0);"><span style="font-weight: bold;">Interactive chips</span> can identify anything.Once we name things, we can track them throughout their lifetime. Bruce called them spimes. It has a history, a trajectory. The recorded history of objects will be more valuable than the objects themselves. Imagine bar codes on objects. 30 years they didn't exist and now they are everywhere. Barcodes enabled accurate inventory, better market analysis, better flow of goods, and fewer human errors. 5 billion were scanned today. However, paper barcodes are obsolete.
</p> <p style="color: rgb(153, 0, 0);">Traditional barcodes tell only two things: the maker and the sort of object it is. Braun_coffeemaker. It is vulnerable to fraud, abuse, and degredation. The electronic product code will be more vulnerable -- but it will be 1000s of times more efficient.
</p> <p style="color: rgb(153, 0, 0);">Barcodes identify only a class of things. There's no fine detail. Far better with electronics to identify individual objects. RFIDs (pronounced R-fids) are tiny, cheap combinations of computers and radios. This enables an "internet of objects." Some protest. RFIDs create dossiers. The object is inert, the system that tracks it is alive; the tracking system is more valuable.
</p> <p style="color: rgb(153, 0, 0);"><span style="font-weight: bold;">Local & global positioning. </span><font>Locative technology. RFIDs have radar. You can hear them while they move. An RFID inventory can be automated. <span style="font-weight: bold;"><span style="font-weight: bold;">
</span></span> <span style="font-weight: bold;">Powerful Search Engines. </span><font>Google local beta. In the internet of objects, a search engine will be able to tell you where anything is.
<span style="font-weight: bold;">Virtual design. </span><font>We can work with the electronic plans of the objects. Before those objects physically exist. Often a virtual model (interactive, weightless, manipulable) serves me better. Gravity, friction, raw material...I don't need any of that. I can change, copy, restore, and save digital models as many times as I want.I have an object processor. I can email this.
<span style="font-weight: bold;"><span style="font-weight: bold;">
</span></span> <span style="font-weight: bold;">Computer fab. </span><font>I'll use a 3D printer, a fabricator. My virtual model has become the crucial part of the object. The model is the command and control aspect of the object; it is the entity. Say it's 30 years from now. You call up a Spime. It's not created until you want it to me. After the purchase, manufacture, and delivery of your object, a link is made to a list of its ingredients, history of design, position history, recipes for customization, a public forum for discussion of your Spime, and the Blue Book value, should you care to sell it, and links to service centers.
<span style="font-weight: bold;">Cradle-to-cradle recycling. </span><font>At the end of its useful life, it is deactivated. It is smart garbage. It's data lives on for analysis, but the object is put back into the manufacturing stream. The Spime is a set of relationships first and always, and an object only now and then.
</span></span></span></span></span></p><span style="color: rgb(153, 0, 0);"><font><font><font><font> </span></span></span></span></span><p><font><font><font><font><font><font><span style="color: rgb(153, 0, 0);">Imagine my shoe is a Spime. No product lasts forever. Once my shoe is a Spime, fully trackable from beginning to end; the shoe is a momentary entity, a pause in time. It evanesced. History is our one inexhaustible resource.</span></span></span></span></span></span></span></p></blockquote><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font><a href="http://www.jumpola.com/designersjumpola/">Designer's Jumpola</a></span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><div class="Section1"><font><font><font><font><font><font> </span></span></span></span></span></span><h3 class="MsoNormal"><span class="bullet"><span style=""><span style="color: rgb(255, 0, 0);"><font><font><font><font><font><font>The Psychology of Everyday Things</span></span></span></span></span></span></span><font><font><font><font><font><font><u>
</u>by Don Norman</span></span></span></span></span></span></span></span></h3><font><font><font><font><font><font> </span></span></span></span></span></span><p class="MsoNormal"><span class="bullet"><span style=""><font><font><font><font><font><font><b>keys to good design:</b></span></span></span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p class="MsoNormal"><span class="bullet"><span style=""><font><font><font><font><font><font> 1. provide a good conceptual model</span></span></span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p class="MsoNormal"><span class="bullet"><span style=""><font><font><font><font><font><font> 2. make things visible</span></span></span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p class="MsoNormal"><span class="bullet"><span style=""><font><font><font><font><font><font> 3. good mapping</span></span></span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p class="MsoNormal"><span class="bullet"><span style=""><font><font><font><font><font><font>4. feedback</span></span></span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span></div><font><font><font><font><font><font> </span></span></span></span></span></span><blockquote><font><font><font><font><font><font> </span></span></span></span></span></span><div class="Section1"><span class="bullet"><span style=""><font><font><font><font><font><font>A reminder is (1) a signal and (2) a message.
(use different signals with different messages....)</span></span></span></span></span></span></span></span></div><font><font><font><font><font><font> </span></span></span></span></span></span></blockquote><font><font><font><font><font><font> </span></span></span></span></span></span><div class="Section1"><font><font><font><font><font><font> </span></span></span></span></span></span><p class="MsoNormal"><span class="bullet"><span style=""><font><font><font><font><font><font><b>why designers go astray:</b></span></span></span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span></div><font><font><font><font><font><font> </span></span></span></span></span></span><blockquote><font><font><font><font><font><font> </span></span></span></span></span></span><blockquote><font><font><font><font><font><font> </span></span></span></span></span></span><div class="Section1"><font><font><font><font><font><font> </span></span></span></span></span></span></div><font><font><font><font><font><font> </span></span></span></span></span></span><div class="Section1"><span class="bullet"><span style=""><font><font><font><font><font><font>1. aesthetics put first</span></span></span></span></span></span></span></span></div><font><font><font><font><font><font> </span></span></span></span></span></span><div class="Section1"><font><font><font><font><font><font> </span></span></span></span></span></span><p><span class="bullet"><span style=""><font><font><font><font><font><font>2. they're not typical users</span></span></span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span></div><font><font><font><font><font><font> </span></span></span></span></span></span></blockquote><font><font><font><font><font><font> </span></span></span></span></span></span></blockquote><font><font><font><font><font><font> </span></span></span></span></span></span><div class="Section1"><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font><b><span class="bullet"><span style="">principles for design:</span><span style=""> </span></span></b></span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span></div><font><font><font><font><font><font> </span></span></span></span></span></span><blockquote><font><font><font><font><font><font> </span></span></span></span></span></span><div class="Section1"><span class="bullet"><span style=""><font><font><font><font><font><font>1. use both knowledge in the world and knowledge in the head.</span></span></span></span></span></span></span></span></div><font><font><font><font><font><font> </span></span></span></span></span></span><blockquote><font><font><font><font><font><font> </span></span></span></span></span></span><div class="Section1"><font><font><font><font><font><font> </span></span></span></span></span></span><p><span class="bullet"><span style=""><font><font><font><font><font><font>design model <-> system image <-> user's mode</span></span></span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><span class="bullet"><span style=""><font><font><font><font><font><font>"In the best of worlds, the manuals would be written first, then the design would follow the manual."</span></span></span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span></div><font><font><font><font><font><font> </span></span></span></span></span></span></blockquote><font><font><font><font><font><font> </span></span></span></span></span></span><div class="Section1"><span class="bullet"><span style=""><font><font><font><font><font><font>2. simplify the structure of tasks</span></span></span></span></span></span></span></span></div><font><font><font><font><font><font> </span></span></span></span></span></span></blockquote><font><font><font><font><font><font> </span></span></span></span></span></span><blockquote><font><font><font><font><font><font> </span></span></span></span></span></span><blockquote><font><font><font><font><font><font> </span></span></span></span></span></span><blockquote><font><font><font><font><font><font> </span></span></span></span></span></span><div class="Section1"><span class="bullet"><span style=""><font><font><font><font><font><font>Short term memory can't hold more than 5 (some say 7) unrelated items at once; the mitations of long term memory mean that info is better and more easily acquired fi it makes sense, if it can be integrated into some conceptual framework. moreover, retrieval from long term memory is apt to be slow and contain errors. limitations on attention are also severe.
</span></span></span></span></span></span></span></span></div><font><font><font><font><font><font> </span></span></span></span></span></span><div class="Section1"><span class="bullet"><span style=""><span style=""><span style=""><font><font><font><font><font><font><img area="100" src="http://www.internettime.com/itimegroup/redsquare.gif" height="10" hspace="6" width="10" /></span></span></span></span></span></span></span></span><font><font><font><font><font><font> provide mental aids.
<span style=""><img area="100" src="http://www.internettime.com/itimegroup/redsquare.gif" height="10" hspace="6" width="10" /></span> use technology to make visible what would otherwise be invisible.
<img area="100" src="http://www.internettime.com/itimegroup/redsquare.gif" height="10" hspace="6" width="10" /> automate but keep the task much the same.
<img area="100" src="http://www.internettime.com/itimegroup/redsquare.gif" height="10" hspace="6" width="10" /> change the nature of the task</span></span></span></span></span></span></span></span></div><font><font><font><font><font><font> </span></span></span></span></span></span></blockquote><font><font><font><font><font><font> </span></span></span></span></span></span></blockquote><font><font><font><font><font><font> </span></span></span></span></span></span><div class="Section1"><span class="bullet"><span style=""><font><font><font><font><font><font>3. make things visible: bridge the gulfs of Execution and Evaluation
</span></span></span></span></span></span></span></span></div><font><font><font><font><font><font> </span></span></span></span></span></span><div class="Section1"><span class="bullet"><span style=""><font><font><font><font><font><font>4. get the mappings right</span></span></span></span></span></span></span></span></div><font><font><font><font><font><font> </span></span></span></span></span></span><blockquote><font><font><font><font><font><font> </span></span></span></span></span></span><blockquote><font><font><font><font><font><font> </span></span></span></span></span></span><p><span class="bullet"><span style=""><font><font><font><font><font><font>Exploit natural mappings. make sure that the user can determine the relationships: between intentions and possible actions, between actions and their effects on the system, between actual system state and what is perceivable by sing/sound/feel, between the perceived system state and the needs, intentions and expectations of the users</span></span></span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span></blockquote><font><font><font><font><font><font> </span></span></span></span></span></span><div class="Section1"><font><font><font><font><font><font> </span></span></span></span></span></span></div><font><font><font><font><font><font> </span></span></span></span></span></span></blockquote><font><font><font><font><font><font> </span></span></span></span></span></span><div class="Section1"><span class="bullet"><span style=""><font><font><font><font><font><font>5. exploit the power of constraints, both natural and artificial
</span></span></span></span></span></span></span></span></div><font><font><font><font><font><font> </span></span></span></span></span></span><div class="Section1"><font><font><font><font><font><font>6<span class="bullet"><span style="">. design for error (Murphy's always there)
</span></span></span></span></span></span></span></span></div><font><font><font><font><font><font> </span></span></span></span></span></span><div class="Section1"><span class="bullet"><span style=""><font><font><font><font><font><font>7. when all else fails, standardize</span></span></span></span></span></span></span></span></div><font><font><font><font><font><font> </span></span></span></span></span></span><blockquote><font><font><font><font><font><font> </span></span></span></span></span></span><blockquote><font><font><font><font><font><font> </span></span></span></span></span></span><div class="Section1"><font><font><font><font><font><font> </span></span></span></span></span></span><p><span class="bullet"><span style=""><font><font><font><font><font><font>The nice thing about standardization is that no matter how arbitrary the standardized mechanism, it has to be learned only once. People can learn it and use it effectively.</span></span></span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><span class="bullet"><span style=""><font><font><font><font><font><font>Remember, standardization is essential only when all the necessary information cannot be placed in the world or when natural mappings cannot be exploited. The role of training and practice is to make the mappings and required actions more available to the user, overcoming any shortcomings in the design, minimizing the need for planning and problem solving.</span></span></span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span></div><font><font><font><font><font><font> </span></span></span></span></span></span><div class="Section1"><span class="bullet"><span style=""><font><font><font><font><font><font>Always design a thing by considering it in its next larger context--a chair in a room, a room in a house, a house in an environment, an environment in a city plan.--Eliel Saarinen</span></span></span></span></span></span></span></span></div><font><font><font><font><font><font> </span></span></span></span></span></span></blockquote><font><font><font><font><font><font> </span></span></span></span></span></span></blockquote><font><font><font><font><font><font> </span></span></span></span></span></span></blockquote><font><font><font><font><font><font> </span></span></span></span></span></span><h3><span style="color: rgb(255, 0, 0);"><font><font><font><font><font><font><a name="did"></a>Instructional design</span></span></span></span></span></span></span><font><font><font><font><font><font> </span></span></span></span></span></span></h3><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font>
<span style="color: rgb(255, 0, 0);"><img area="340" src="http://www.internettime.com/images/itimelogo.gif" align="middle" height="20" hspace="3" width="17" />Internet Time Group</span> <a href="http://www.internettime.com/itimegroup/methods.htm">Methods of delivering</a> eLearning
<a href="http://www.nwlink.com/%7Edonclark/hrd/history/history1.html">Time Capsule of Training and Learning</a> from Big Dog
<a href="http://www.internettime.com/itimegroup/Project%20Life%20Cycle.htm">Product Development Process</a> from Payback Training (now Avaltus)
<a href="http://www.internettime.com/itimegroup/characteristics.htm">Characteristics</a> of a Complete eLearning System (Hambrecht)
<a href="http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm">Instructional Design and Learning Theory</a>
<a href="http://www.gwu.edu/%7Etip/backgd.html"><b>Theory into Practice Database</b></a> 50 theories relevant to learning and instruction </span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font>from the University of Denver School of Education: <a href="http://www.cudenver.edu/%7Emryder/itc_data/theory.html">Theoretical Sources </a>| <a href="http://www.cudenver.edu/%7Emryder/itc_data/idmodels.html">Instructional Design Models</a>
<a href="http://ide.ed.psu.edu/idde/References.htm">Instructional Design in Distance Education</a> (IDDE) database of instructional theories and tactics to support the design of effective distance education </span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font>
Training magazine's April 2000 issue had a wonderful article debunking the effectiveness of traditional instructional systems design (ISD). Why is ISD obsolete?</span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><ul><li><font><font><font><font><font><font>It's too slow and clumsy to meet today's training challenges. </span></span></span></span></span></span></li><li><font><font><font><font><font><font>There's no “there” there. </span></span></span></span></span></span></li><li><font><font><font><font><font><font>Used as directed, it produces bad solutions. </span></span></span></span></span></span></li><li><font><font><font><font><font><font>It clings to the wrong world view. </span></span></span></span></span></span></li></ul><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font>here's <a href="http://www.internettime.com/itimegroup/deathofisd.htm">more</a> on the subject...</span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font>Roger Shank's delightful <a href="http://www.ils.nwu.edu/%7Ee_for_e/nodes/NODE-283-pg.html">Top Ten Mistakes in Education</a>
</span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font>The <a href="http://cleo.murdoch.edu.au/ajet/ajet15/mcloughlin.html">implications of the research literature on learning styles</a> for the design of instructional material, Australian Journal of Educational Technology, 1999</span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p align="center"><font><font><font><font><font><font><img area="137459" src="http://www.internettime.com/images/taxonomy.gif" height="269" width="511" />
<a href="http://www.cisco.com/warp/public/10/wwtraining/elearning/learn/whitepaper_docs/rlo_strategy_v3-1.pdf">source: Cisco</a></span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font><a href="http://www.ispi.org/">International Society for Performance Improvement</a>
<a href="http://www.pignc-ispi.com/articles/education/brief%20history.htm">History of Instructional Design</a>
<a href="http://www.nwlink.com/%7Edonclark/hrd.html">Big Dog</a> and <a href="http://www.nwlink.com/%7Edonclark/hrd/sat3.html">Glossary</a>
<a href="http://info.med.yale.edu/caim/manual/intro/design_strategies.html"><img area="75330" src="http://www.internettime.com/images/yalevenn.gif" align="middle" border="0" height="243" hspace="12" width="310" /></a> <a href="http://info.med.yale.edu/caim/manual/contents.html">Yale Web Style Guide</a> </span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font><img area="114080" src="http://www.internettime.com/images/lotusmodel.gif" height="310" width="368" />
<a href="http://www.thespaceforlearning.com/lidlwp.html">Distributed Learning: Approaches, Technologies and Solutions</a>
Lotus Institute (1996)</span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><span style="color: rgb(255, 0, 0);"><font><font><font><font><font><font>Fred Nichols</span></span></span></span></span></span></span><font><font><font><font><font><font> </span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font> (This is why HPT won't work. It's Taylorism in new clothing.) </span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><blockquote><font><font><font><font><font><font> </span></span></span></span></span></span><div align="right"><font><font><font><font><font><font><img area="134983" src="http://www.internettime.com/images/idextreme.gif" height="347" width="389" /> </span></span></span></span></span></span></div><font><font><font><font><font><font> </span></span></span></span></span></span><center><font><font><font><font><font><font> </span></span></span></span></span></span><p align="center"><font><font><font><font><font><font>(It's a joke. Don't get bent out of shape.) </span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span></center><font><font><font><font><font><font> </span></span></span></span></span></span></blockquote><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font> Remember: knowledge work must be configured not prefigured. </span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font> It is the day-to-day stuff of leading people, not of managing them or their work, that really affects productivity; it's the hand-holding, the encouraging, the going to bat for people, and the sharing of the hardships, the risk, the recognition, and the rewards that tempts people to contribute and sustains them as they strive for excellence. These leadership behaviors must themselves be configured not prefigured. In other words, conformity at the executive level is as deadly as compliance at the working level. </span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font> To sum it up, the era of compliance has ended, and with it has ended the dream of engineering individual human performance. The era of individual contribution has just begun and we don't even have a vocabulary suited to discuss the issue let alone formulate decisions and then carry them out. </span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><hr /><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font><img area="14375" src="http://www.internettime.com/images/rogers.gif" align="middle" height="125" hspace="12" width="115" /><a href="http://www.internettime.com/itimegroup/schank_capp.htm">Roger Schank</a> interview with Cappuccino, Deloitte</span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><hr /><font><font><font><font><font><font> </span></span></span></span></span></span><p><span style="color: rgb(255, 0, 0);"><font><font><font><font><font><font><a name="objects"></a>Learning Objects</span></span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font>"Object-orientation highly values the creation of components (called "objects") that can be reused in multiple contexts. This is the fundamental idea: instructional designers can build small (relative to the size of an entire course) instructional components that can be reused a number of times in different learning contexts. Learning objects are generally understood to be digital entities deliverable over the Internet, meaning that any number of people can access and use them simultaneously (as opposed to traditional instructional media, such as an overhead or video tape, which can only exist in one place at a time). Moreover, those who incorporate learning objects can collaborate on and benefit immediately from new versions. These are significant differences between learning objects and other instructional media that have existed previously." </span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font>So states the online version of <i><a href="http://reusability.org/read/">The Instructional Use of Learning Object</a></i><a href="http://reusability.org/read/">s</a>, a complete book on learning objects by David Wiley, David Merrill, Wayne Hodgins, and a host of others. Wiley: "Atoms, not Legos."</span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p align="center"><font><font><font><font><font><font><a href="http://www.cisco.com/warp/public/10/wwtraining/elearning/learn/whitepaper_docs/rlo_strategy_v3-1.pdf">Cisco's Reusable Learning Object Strategy.</a> <img area="134733" src="http://www.internettime.com/images/Cisco_RLO.gif" height="291" width="463" /></span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p align="left"><font><font><font><font><font><font><a href="http://www.fastrak-consulting.co.uk/tactix/features/objects/objects.htm">Objects of Interest</a>, a nice intro</span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><hr color="red"><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font>Terms like <i>classes</i> or <i>courses</i> don't capture the essence of personalized learning. I'm starting to think in terms of learning <i>experiences</i>. Here, between the section on instructional Design and User Interface Design, is the ideal spot to point out a really practical site, <a href="http://www.goodexperience.com/">Good Experience</a>.</span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><hr color="red"><font><font><font><font><font><font> </span></span></span></span></span></span><p align="center"><font><font><font><font><font><font>Instructional
Systems
Design</span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><div align="center"><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font>1. Assess
2. Design
3. Develop
4. Instruct
5. Evaluate</span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p align="left"><font><font><font><font><font><font>Instructional Design grew up building courses. Courses are being supplanted by eLearning experiences. A new discipline is called for, <b>Instructional Infrastructure Design</b>. For most enterprises, you buy this from someone else. You can build your own from components, but often that's about as practical as assembling your own Chevy from bags of gadgets you buy at the auto parts store.</span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font><a href="http://hagar.up.ac.za/catts/learner/lindavr/lindapg1.htm">Constructivism</a> </span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font><a href="http://www.webbyawards.com/nominees/index.html#education">The Webby Awards for Education</a></span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font><a href="http://www.elearningmag.com/elearning/article/articleDetail.jsp?id=6705#">Impact of different learning media</a></span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span></div><font><font><font><font><font><font> </span></span></span></span></span></span><h3><font><font><font><font><font><font><strong><span style="color: rgb(255, 0, 0);"><a name="uid"></a></span></strong><span style="color: rgb(255, 0, 0);">User Interface design</span><strong>
</strong></span></span></span></span></span></span></h3><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font><a href="http://www.hcibib.org/">Human Computer (HCI) Interface Bibliography</a>
<a href="http://tech-head.com/info.htm">Information Design
</a>Nathan's <a href="http://www.nathan.com/resources/index.html">Interaction Design </a>Bibliography
<a href="http://www.amptone.com/hypernav/infoaxcs.htm">Information Presentation for Rapid Knowledge Transfer</a>
<a href="http://www.jaycross.com/jayhoo/inmates.htm">Review</a> of Alan Cooper's <i>The Inmates are Running the Asylum
</i><a href="http://www.iarchitect.com/mdesign.htm">Interface Design and Usability Engineering</a> from Isys Information Architects provides great examples of what to do -- and what not to do -- in interface design.<i>
</i>Hans de Graaff's <a href="http://is.twi.tudelft.nl/hci/">HCI Index</a>, Jakob Nielsen's <a href="http://www.useit.com/books/uibooks.html">Recommended UI Books</a>
<a href="http://www.mit.edu/%7Ejtidwell/common_ground.html">Common Ground, a Pattern Language for HCI</a> -- iffy, incomplete.</span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font><a href="http://www.personalization.org/">Personalization Consortium</a></span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font><a href="http://www.jnd.org/" add_date="931040790" last_visit="931071600" last_modified="931040792">Don Norman -- human-centered design</a> </span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><span style="color: rgb(128, 128, 128);"><font><font><font><font><font><font>...major improvements in interface design are both profitable and moral — profitable because a good interface is cheaper to implement, is more productive, is easier to maintain, has lower training costs, and requires less customer support than a bad interface — moral because it brings smiles to the faces and erases furrows from the brows of users. One can do good and yet do well by rethinking interface design. </span></span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p align="right"><span style="color: rgb(128, 128, 128);"><font><font><font><font><font><font>Jef Raskin, <i><a href="http://www.jefraskin.com/">The Humane Interface</a></i></span></span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p align="left"><span style="color: rgb(128, 128, 128);"><font><font><font><font><font><font><a href="javascript:openWin('qfutnie.htm', '', '', 500, 500, RESIZABLE,SCROLLBARS,UPPERRIGHT);">Future UI</a></span></span></span></span></span></span></span></p><font><font><font><font><font><font> "The art of being wise is knowing what to overlook" -- William James </span></span></span></span></span></span><h3><span style="color: rgb(255, 0, 0);"><font><font><font><font><font><font><a name="graphic"></a>Graphic Design</span></span></span></span></span></span></span></h3><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font><a href="http://public.logica.com/%7Estepneys/bib/nf/tufte.htm">Edward Tufte</a> Graphical excellence consists of complex ideas communicated with clarity, precision, and efficiency. Graphical excellence is that which gives the viewer the greatest number of ideas in the shortest time with the least ink in the smallest space. Avoid chartjunk! Burn USA Today. See also Tufte's <a href="http://www.internettime.com/itimegroup/thought%20bin/tuftelizt.htm">reading list</a>. </span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font><a href="http://hillside.net/patterns/patterns.html" add_date="930366285" last_visit="931071600" last_modified="930366286">Patterns</a> are a vocabulary for design. Christopher Alexander coined the term "Pattern Language" to emphasize his belief that people had an innate ability for design that paralleled their ability to speak. His book <i>A Timeless Way Of Building</i> defines a 'pattern' as a three part construct. </span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><ul><li><font><font><font><font><font><font>First comes the 'context'; under what conditions does this pattern hold. </span></span></span></span></span></span></li><li><font><font><font><font><font><font>Next are a 'system of forces'. In many ways it is natural to think of this as the 'problem' or 'goal'. </span></span></span></span></span></span></li><li><font><font><font><font><font><font>The third part is the 'solution'; a configuration that balances the system of forces or solves the problems presented. </span></span></span></span></span></span><p><font><font><font><font><font><font>P.S. Christopher Alexander finally admits that he's <a href="http://www.nytimes.com/2000/11/23/living/23ALEX.html">not a designer</a>. (His website demonstrates this well, as does the house directly across the street from mine.)</span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span></li></ul><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font>What is <a href="http://www.incent.com/insite/cdp.html">Contextual Design</a>? </span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font><a href="http://www.nigelholmes.com/home.htm">Explanation Graphics</a>, Nigel Holmes</span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><hr color="red"><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font><img area="9801" src="http://www.internettime.com/images/eames.jpg" height="99" width="99" /></span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><h3><font><font><font><font><font><font>The Master</span></span></span></span></span></span></h3><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font><b>Charles Eames</b>: the intersection that maintains the designer's enthusiasm. </span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font><img area="175392" src="http://www.internettime.com/images/eames.png" height="348" width="504" />
</span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font>Charles and Ray achieved their monumental success by approaching each project the same way: Does it interest and intrigue us? Can we make it better? Will we have "serious fun" doing it? </span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font>They loved their work, which was a combination of art and science, design and architecture, process and product, style and function. </span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font>"The details are not details," said Charles. "They make the product." A problem-solver who encouraged experimentation among his staff, Charles once said his dream was "to have people working on useless projects. These have the germ of new concepts." from <a href="http://www.hermanmiller.com/us/index.bbk/2303">Charles and Ray Eames</a></span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font><a href="http://www.powersof10.com/">Powers of Ten</a></span></span></span></span></span></span></p><font><font><font><font><font><font> <a name="more"></a>
<span class="posted">Posted by Jay Cross at November 9, 2003 04:03 PM | <a href="http://www.internettime.com/scgi-bin/mt-fatback.cgi?__mode=view&entry_id=1083" onclick="OpenTrackback(this.href); return false">TrackBack</a>
</span> </span></span></span></span></span></span></div><font><font><font><font><font><font> </span></span></span></span></span></span><div class="comments-head"><font><font><font><font><font><font><a name="comments"></a>Comments</span></span></span></span></span></span></div><font><font><font><font><font><font> </span></span></span></span></span></span><div class="comments-body"><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font><a href="href://www.idonline.com">ID magazine online</a>. Check out the contest winners.
<a href="http://www.idonline.com/qa/">I.D. interview with Edward Tufte</a>. The information design guru offers a few choice words about PowerPoint.</span></span></span></span></span></span></p><font><font><font><font><font><font> <span class="comments-post">Posted by: <a href="mailto:jaycross@internettime.com">jay cross</a> at December 15, 2003 10:34 AM</span> </span></span></span></span></span></span></div><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font>from Lilia:</span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font>Quality that emerges in action .:new</span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font>I know that I'm not going to catch up with all interesting posts from Internet-cafe, but I'm still trying :)</span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font>John Moore (and long chain of others) point to a quote from Art & fear:</span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font>The ceramics teacher announced on opening day that he was dividing the class into two groups. All those on the left side of the studio, he said, would be graded solely on the quantity of work they produced, all those on the right solely on its quality. His procedure was simple: on the final day of class he would bring in his bathroom scales and weigh the work of the quantity group: fifty pound of pots rated an A, forty pounds a B, and so on. Those being graded on quality, however, needed to produce only one pot -albeit a perfect one - to get an A. Well, came grading time and a curious fact emerged: the works of highest quality were all produced by the group being graded for quantity. It seems that while the quantity group was busily churning out piles of work - and learning from their mistakes - the quality group had sat theorizing about perfection, and in the end had little more to show for their efforts than grandiose theories and a pile of dead clay.</span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font>
John adds a connection with the book Changing Conversations in Organisations by Patricia Shaw. </span></span></span></span></span></span></p><font><font><font><font><font><font> </span></span></span></span></span></span><p><font><font><font><font><font><font>This is such a fantastic book I can't do it justice here, but essentially Shaw discusses
(moving from a) thought-before-action, design-before-implementation, systematic, instrumental logic of organizing, towards a paradoxical kind of logic in which we see ourselves as participatingin the self-organizing emergence of meaningful activity from within our disorderly open-ended responsiveness to one another</span></span></span></span></span></span></p><font><font><font><font><font><font> Shaw is talking about how we talk to each other, the story is about making pots; they're both about recognising that it is misleading to think we can entirely separate thinking from doing - an insight that may trouble a great many management thinkers.</span></span></span></span></span></span>jayhttp://www.blogger.com/profile/16271633210993298646noreply@blogger.com4