Personal Blogs

Analogical thinking, from Churchill's 'iron curtain' to the invention of Velcro.

(Indeed neurologists believe there is a gene that causes human beings to think in metaphors and that it is exactly this that allows us to invent, in fact  creativity in the face of adversity still rings true today, though we are not  facing a Sabre-toothed tiger at the entrance to the cave, or changing climate  with the onset of the ice age.)

Analogy - transfer of an idea from one domain to another.

Metaphor - resemblance or flavour. A way of making the strange familiar p.85. Or the hard to comprehend (trees, ecosystems, architecture, traffic lights).

Morgan (1986)

Kinds of metaphor:

·         Mechanistic

·         Ecological

·         Social

·         Cognitive

·         Systematic

Metaphors as labels:

Manager as captain or conductor.

Morgan (1986, 1997)

·         Machine

·         Organism

·         Culture

·         Brain

·         Political System

·         Psychic prison

·         Flux

·         Transformation

·         Instrument of domination

ACTIVITY 4.1

1) Pick three metaphors (a, b, c) for organisations, for instance the organisation as machine, organism or political system.

2) List the characteristics you associate with each.

3) Try and relate each characteristic to a feature in an organisation that you know.

4) What features of organisations do these characteristics highlight, and what do they conceal?

A) As an orchestra, ABB, 1999. A corporate cliché I have seen applied to Abbey National and others. Visually it may have resonance, though the cost of featuring musicians, let alone playing a piece where used is prohibitive to all but the largest organisations. The characteristics are of complementary divisions 'playing the same tune' with woodwind, strings and brass, for example representing the different businesses. With a single conductor it may better fit the largely privately owned enterprise, say a Richard Branson and Virgin, or a Russian Oligarch, though no longer News International and the Murdochs. The features perhaps work for News International with newspapers and TV interests, even having a go with MySpace being largely media, whilst Branson is more the empirical Napoleonic conqueror of anything going?

B) As a strawberry plant, i.e. a federal organisation that has grown organically rather than by acquisition, perhaps like a clearing bank? Perhaps like a franchise such as Kall-Kwik. Or a retail chain, appropriately, such as Body Shop. The characteristics I think of are independently managed businesses that sell the same range of products, with common branding and sales materials, though with some localisation. This works well in relation to the plant performing differently on a variety of local soils/climates i.e. the same organism but in different settings/opportunities to flourish or not.

An empire

C) As an empire, where a holding company or private equity group has gone on the acquisition trail buying up businesses for the opportunity, rather than as sets of businesses that complement each other, so take over, create economies of scale in management and Head Office functions. The characteristics here feel as if it should be military with no good outcome, ala 'Wall Street', though there are or nave been more benevolent, squid give groups or holdings companies in the past such as the long gone Ferguson Industrial Holdings PLC, or perhaps Unipart Group of Companies (UGC). This suggests a dictator at the top, though the leaders can be benevolent even if a tall pyramid is the business structure.

If the organisation doesn't fit the metaphor, it is too simplistic a metaphor!  

The metaphor can intone a favourable or negative bias. For example, if asked in research to describe the organisation you work for as a car do you want it to be a Citroen 2CV, or a VW Golf, a Rolls-Royce or Ford Escort, a 1980s Ford Cortina or a Triumph Stag?

A business that is a machine I the digital age is surely going to get left behind through its rigid bureaucracies and hierarchies, a predilection for quantitative measures (ROI and KPIs) too?

(My concpetion of the School of Communication Arts. Which one am I?)

In the past I used successfully the idea of 'nurturing' to represent first a school (Arts College) and then my own services to graduate recruiters.

In 2011 it seems archaic to think of teachers or tutors in this way, people who are moderators, coaches or facilitators. (The ecological metaphor is used with a cartoon not dissimilar to my own p.88 not shown here for copyright reasons, to represent people as seedlings or potted plants).

From Table 4.1 metaphors of businesses in relation to:

• Character
• Flair
• Structure
• Climate
• Style
• Authority
•  Form
•  Control
• Decisions
• Strategy
• Adaptability
• Orientation
• Approach
• Procedure
• Attitude

ACTIVITY 4.2

Take expressions of the above for a 'Machine like business, as 0 on a scale and

'Organic' as 10, then decide where:

a) you place your own organisation and b) yourself.

ACTIVITY 4.3

I'll do this one offline.

Other metaphors might include:

• Brain
• Knowledge
• Learning

Network (Morgan, 1993) business as a spider-plant.

Federal (Handy, 1989) business as shamrock

Chaos and complexity.

Brains and cities.

Supporting 'patterns of transformation that emerge spontaneously in complex adaptive systems'. (Henry 2006:95)

Complex adaptive systems: termites, flock movements,  (anecdote of the aeroplane simulator managed by parts of an audience that  collectively cancels out the oddball, incompetent, inattentive or would-be plane-crashing individuals) p96 (Berreby, 1998:45 and Clark, 1997:75).

Self-organisation

'people do not need to be told what to do: they are intelligent agents continuously learning and modifying their behaviour on the basis if feedback'. Handy (2010:97)

See DVD 2, Video 3

N.B. The metaphors chosen tend to reflect the chooser's values. (Henry 2006:98)

Activity 4.4

What metaphor would you use to describe your organisation?

Activity 4.5

Describe the process of management as you experience it.

• Warlike
• Sporting
• Spiritual

Activity 4.6

A metaphor to describe my management style.

Activity 4.7

Note metaphors to describe daily management styles.

Activity 4.8

Take a current task, associate with it an appropriate metaphor then give it  another that is far removed from the first.

Organisational paradigms p.104

Functionalist paradigm - world as an objective reality.

Kolb (1984) drawing on Pepper (1942)

Four ways of thinking about the world:

1. Mechanistic
2. Realist
3. Organicist
4. Pragmatic

And thinking styles:

• Assimilator
• Converger
• Diverger
• Accommodator

Table 4.2 Organisational metaphors and paradigms

Activity 4.9 WHAT METAPHOR WOULD YOU OFFER FOR MANAGEMENT IN THE 21st CENTURY?

 I've experienced many, including from the table:

·         Chaos/postmodern/play

 I know of:

·         System/participatory/co-create

 I like the sound of:

·         Drama/interpretive/enact

For the 21st Century I like the model of the modern ideas lab in which innovative ideas are trialled, developed then kicked out with a chunk of financing to thrive however turns out best! 

This is the sink or swim analogy.  

But after suitable teaching/coaching. Or perhaps a metaphor of procreation, raising and nurturing a child then letting them go? So organic or animal (or in particular mammalian or human).

Stacy (1996) and danger of controls, procedures and Pre-specified objectives.

FURTHER READING

Morgan, G. 'Paradigms, metaphors and puzzle-solving', C9 in Henry (1999a)

FROM MY OU STUDENT BLOG

'Consider this medium as like talking with your fingers - half-way between spoken conversation and written discourse.' (Hawkridge, Morgan and Jeffs, 1997,  quoted in Salmon 2005)

Salmon, G (2005) E-moderating. The Key to teaching and learning online.

REFERENCE

Berreby, D (1998) 'Complexity theory: fact-free science or business tool?

Strategy and Business, No. 10, pp. 40-50.

Clark, A (1997) Being there. Cambridge, MA. MIT

Henry, J & the MBA Course Team (2006, 2010) B822 'Creativity, Innovation and Change'  Book 1 'Creativity, Cognition and Development'. The Open University Business School

Morgan, G. (1986 2nd 1997) Images of Organisation 

'Externalisation is a process of articulating tacit knowledge into explicit concepts. It is a quintessential knowledge- creation process in that tacit knowledge becomes explicit, taking the shapes of metaphors, analogies, concepts, hypotheses, or models. When we attempt to conceptualise an image, we express its essence mostly in language - writing is an act of converting tacit knowledge into articulable knowledge'. (Emig, 1983).

REFERENCE

Emig, J (1983) The Web of Meaning. Upper Montclair. N.J.

I am listening through a 28 minute audio on creativity, innovation and change.

This is part of the OU MBA programme, but for me an elective 30 credits as part of the Masters in Open in Distance Education having already taken H807, H808 and H800.

I need a transcript.

I would skim read it, then listen once.

Instead, on the third listening I find I am writing a transcript, bullet points becoming sentences, sentences becoming paragraphs, those interviewed gaining a picture from Google Images and a resume from the institute where they are currently based.

Where the interviews intercut, I am taking them back to FOUR single interviews.

I am deconstructing, as if I had conducted the interviews myself.

(Two hours later I have a fourth listen. Why? Because I believe that the effort made to extract learning from these audio tracks will pay dividends. The ideas will begin to mean something)

(24 hours later I have the Media Book that supports the audio. Not the transcript that I desire, but notes from the Course Chair Jane Henry. I am struck both by what I HAVE picked up from the audio, as well as arguments/opinions that totally escaped me, that I'll have to seek out simply to be sure that these things were ever said. As I am currently on Jury Service I am struck how we as humans are, indeed have to be, selective regarding what we see and hear. We cannot take it all in. Context is everything. We are not a sponge, at best a Gouda cheese).

Creativity. Innovation and Change

Charles Handy (born 1932) is an Irish author/philosopher specialising in organisational behaviour and management. Among the ideas he has advanced are the ...

Two major things:

1.Globalisation: organisations have got bigger to be there and smaller to be human

2.From things to knowledge/ideas.

People are identifiable people with names who have to be cossetted.

Reorganise into projects and teams so that people know each other.

• Importance of informal contacts.
• People reach out to people.
• Inside and outside organisations.
• Groups are there to deliver something.
• Informal cells made official.
• Managers can say what is wanted at the end of the project, but not how to get there.
• Creativity will blossom.

People will have to reinvent themselves.

• People want to feel they are giving their lives, or a bit of it, to something that matters.
• What is it that people need?
• Businesses that grow out of frustrations (Michael Young, Richard Branson)

Prof. Rossabeth Moss Kanter

Professor Kanter holds the Ernest L. Arbuckle Professorship at Harvard Business School, where she specializes in strategy, innovation, and leadership for change. Her strategic and practical insights have guided leaders of large and small organizations worldwide for over 25 years, through teaching, writing, and direct consultation to major corporations and governments.

Interviewed for the Open University's module B822 'Creativity, Innovation and Change' Module she talks for the need for:

• Less bureaucracy
• Emphasis on team work
• On sharing leadership
• Emphasis on customer responsive decisions … working on feedback directly from customers.

To be like leaders of volunteers.

• I’m the leader here’s my vision, so that you can bring to it the best that you can do.
• A sense of mission.
• Motivated by the chance to learn.
• Or if you have to leave.
• An enhanced reputation.
• You’ll get recognition.
• People being owners of the business, to share in the value they create.

The ladders aren’t there anymore.

What’s my profession? What’s my skill set.

__________________________________________________

The Hollywood model

• Where you get the best producers and directors, and some investors and actors. These sets of projects can be in the same company … if the company is providing.

______________________________________________________

For me this is a concept that rings most true having contemplated how to assemble a team of people with different skills, indeed, why a variety of skills are necessary and that these should be distinguishable and come from the contrebutions of several people. Currently, social media, is vested in one person, whereas it should be shared across several skill sets. The creative teams in advertising are made up of a copywriter and art director, in a web agency we had an editor, designer and programmer. In each case a producer is required too.

_________________________________________________________________

• Employment relationships are shorter term. Employees have to recommit each year.
• Engaging the minds and hearts of the people.
• On leadership

Prof. Charles Hampden Turner. The Judge Institute, University of Cambridge.

Charles Hampden-Turner (a dilemma enthusiast), they talk these days not so much of country stereotypes as the need to understand individuals. He received his masters and doctorate degrees from the Harvard Business School and was the recipient of the Douglas McGregor Memorial Award, as well as the Columbia University Prize for the Study of the Corporation.

Networks and accelerating returns.

• A critical moment when the network becomes incredibly valuable.
• The concept of the employee society is going to die.
• A buffalo and being hunted down by Indians again ?!
• Vs. being fad proan.
• Think in terms of paradox.
• Time and motion studies.
  But it ran to its own limits.

____________________________________________

Professor Henry Mintzberg, OC, OQ, FRSC (born in Montreal, 1939) is an internationally renowned academic and author on business and ...

• People who are truly empowered don’t need to be empowered by managers. It doesn’t bring about more creative organisations.
• Learning organisations as they have a healthy culture.
• Build cultures that support maverick, a ‘why not?’ culture that a ‘Why?’ culture.

(See more about organisational configurations)

What makes a highly effective leader?

SELF-AWARE

Initiative Strategic Vision A thirst for constructive criticism A self-depreciating sense of humour Play to strengths. But most important of all Emotional intelligence.

SELF-REGULATE VS Impulsive behaviour.

Self-regulation that frees us from being prisoners of our feelings (2006:126) Creating an environment of trust.

MOTIVATION

Motivated to achieve. Passion for the work itself Keep track of scores. Committed to the organisation

EMPATHY

Thoughtfully considering the employees feelings. Coaching and feedback.

SOCIAL SKILLS and rapport

N.B. emotional intelligence can be taught.

REFERENCE

Goleman, D (1998) What makes a leader? Harvard Business Review, November, 93-102

A few paragraphs into my first course book after a year of having everything online and I am once again drawn to reflect on the pace, scale and scope of technological advance on the one hand, while people don't change one jot, even to the degree that toppled dictators are shot in the back of the head (scenes my 13 year old son guiltily admitted to following on YouTube without the slightest concern for what my generation would have called a snuff movie and have censored all images, still and moving).

40 years ago: 'No mobile phones, no satellite television, no bio-engineered plants, Cloned animals, Micro-surgery or precision missiles that can hit a ventilation shaft from thousands of miles away'. Henry 2010:13

Just 10 years ago and there is no Facebook nor Google, no YouTube either.

It's getting to the stage when the speed of change is so swift that looking back only 4 years feels like a glimpse of another era without Twitter or iPads. I went from following the Japanese tsunami on various satellite channels, BBC24, CNN the Japanese NHK, to watching it from Smartphone content uploaded to YouTube.

Didn't people once fear that travelling at over 30 mph in a train they would disintegrate ?

Personally I feel that my mind risks disintegration trying to keep up with the rate of change, my mind fed by Zite and Stumbleupon, the spherical probably the latest thing to capture my attention and sustain my interest for longer than a week.

1970-2010

Growing up in the 1970s I often bemoaned the fact, and into the 1980s, that compared to my Grandfather (born 1896, died 1993), that 'not much had happened' OK, I had no desire to wish two world wars on us, but I didn't think colour TV, Stylophones and Space Hoppers were significant (A man or five on the moon was an achievement of course).

By comparison what had 1870-1910 seen?

Age 14 my Grandfather started work as the Office Boy, they had telephones, cars had appeared and were already hogging the roads, Airoplanes  were up and Bleriot had crossed the English Channel .There was no QWERTY keyboards, but movies were stretching to a second reel. 

The forty year stretch 1910 to 1950 saw the establishment of motor vehicles, Airoplanes and telephones,  cinema burgeoned and radio was everywhere with TV in  the wings.

REFERENCE

Ask via Google Yahoo by way of Google

Henry, J (2010) Creativity, cognition and Development. Book 1: 'Creativity, Innovation and Change'.

Wikipedia via Google 

CHAPTER 1 CREATIVITY (pp13-30)

What a fool. I always thought of business as boring.

I was a creative, an actor or performer, a writer or director, a visualiser. Yet beyond the antics of the undergraduate each of these can only happen in the context of a business: they have to be financed.   Perhaps for too long I toyed unsuccessfully with the idea of being alone in a space with paints or pens (actually a MAC and a Wacom board).

I take notes, pen onto paper, while reading from an iPad. I will get home and find a box of books and will then read from paper and take notes on the iPad. My inclination is to have TWO tablets, one in my left hand to read (a Kindle if it will take the PDFs) the iPad under my right hand so that I can type in notes as I go along.

MY NOTES:

* developments so fast that they are unpredictable.

* expect the unexpected (Handy, 1991)

* increasing competition

* increasing pace of change

* need to add value through continual innovation

* globalisation

* creativity, knowledge & innovation over capital, labour & land

*growth in value of intangible assets

*

I can see that B822 complements H807 'Innovations in E-learning'.

In truth this already is closer to what I perceived H807 would be as there is substantial use of audio and video.

Table 1.0 Innovations with major impact on human history
I want to return to this, add to it and include images.

Plenty will be available under Creative Commons and Google Images.

ACTIVITY 1.1 How would I define creativity?
Innovative problem solving (business, technical, communications, aesthetic) with the outcome a product or artefact that is unique and possibly challenging or controversial.
WHAT ASSOCIATIONS DOES CREATIVITY HAVE FOR YOU?
The arts and media, from TV to film and music, theatre, art, books, ceramics and sculpture to creativity in commerce with advertising and architecture. Even putting up a pedestrian bridge can be a creative endeavour. Or making a sandcastle.
WRITE DOWN WORDS AND PHRASES THAT IT SUGGESTS TO YOU
illustration  Design Copywriting Inventiveness Innovative Clever Head turning Memorable Unique Controversial Skilled
ALSO THINK OF:
Problem solving (appropriate) New Novelty is relative Lasting impact
ACTIVITY 2.1
WHAT DO YO THINK CAUSES CREATIVITY, AND WHERE DO NEW IDEAS COME FROM?
In adverting a creative team, a copywriter and art doctor sit together to come up with ideas to sell a product based on a Creative Brief that answers the question 'what is the problem?' in this respect creativity is about solving problems, indeed movie producers and directors define film making as solving problems. Greyson Perry, the ceramicist, argues that 'creativity is mistakes', indeed creativity needs to be a challenge and a risk if the requisite innovation is to occur. For me creativity therefore comes from the desire to overcome a problem, which applies as much to composing a new song, writing copy or a book, designing a new machine, simplifying source code, drawing a sel-portrait, even making a meal with left-overs from the cupboard.
Creativity can be taught and engendered in everyone. The 'genius' is rarely born with a god-given gift, often a parent has pushed them to acquire and practice skills from a very early age. The successful 'creative' may well put in far more hours than Others, even possess a keener, more urgent desire and curiosity. 
1950s an ability  1960s mental flexibility 1970s relevant experience 1980s intrinsic motivation 1990s work culture
(Engestrom's ideas of activity systems are worth bringing in here).
ACTIVITY 1.3
Think about two or three people fro the worlds of: Science: Prof. Brian Cox - his ability to communicate the complex in a clear and memorable way. Art:  Stephen Appleby - transvestite cartoonist. Caravagio, but perhaps not the Pre-Raphaelites. Jackson Pollock, Salvador Dali and Picaso. Music: Bjork - weird and wonderful, Gary Neuman, David Bowie ...  Business: Dyson - from the cyclone vacuum cleaner to the air-blade. Sport: George Best - I don't even follow football but at times his skill looks inventive, playful and in control. Some skiers and skaters. Literature: Haruki Murakami - he has a voice of his own. Henry Miller, Will Self ...  And any others: The Saatchis for their advertising in the 1980s; Terry Gilliam and the Monty Python Team. Fashion: Jean-Paul Gaultier - how he dresses, what he design. Architects such as Richard Rogers and Zaha Hadid.
QQ. What do I think is creative about them or what they produce?
It can be outrageous, it works, it solves a problem, it leaves a lasting impression. They may be extrovert, outrageous self-publicists or introvert, even quite 'normal' like James Dyson, Terrance Conran or John Hegarty (Bartle Bogle, Hegarty). They persevere, they are confident or know no better than to be themselves writ large. They learnt their trade from the bottom up and stuck with it.
ACTIVITY 1.4
Think of someone creative people you know, and from work: a friend, relative or child. 
What sort of people are they and how do they do thing?
They are observers and can be set apart. They can be egotistical and rubbish at time keeping and the everyday and mundane. They think a lot. They draw upon multiple references. They are highly intelligent. They may be troubled souls in conflict with themselves and the world. They care about their craft skills. Are they performers of sorts seeking cognition as well as reward for what they do? They are the first to do it? They are focused and goal driven.
But the truth, in a business setting might be quite different, with the 'creative' in this setting the good listener and team player?
REFERENCE

Handy, C. (1991) 'The Age of Unreason' in Henry (1991)

Henry, J., Mayles, D., Bell, R., et al (2010) Book 1, Creativity, Cognition and Development.

Let's say I'm going to blog this one by the day; not at all hard to do.

I am an habitual diary-writer with a 37 year track record. Can I, however, make this more of a tool and less of a toy, this is after all a module from the Business School and according to discussions (in the 'Open University Business & Law School') 'transformative' (alumni rave about it) i.e. more reflection and less indulgent 'stream of consciousness' monologue spoken through my QWERTY fingertips?

I stumbled into the module pages as an alert on my Student Home pages indicated that a message had been posted.

It looked ominously playful with each sentence a different Rainbow red, orange, purple or blue.

That's a first!

The Course Chair likes his e-crayon set.

(He did kindly resist using multiple fonts, though, research has shown that making something physically difficult to read improves retention of the information expressed because the mind has to work at extracting meaning).

To course notes

I ALWAYS make the a space of my own by cutting out and posting elsewhere the bits that matter to me: here is how my six months will be spent; two months each of:

1. an introduction to the module concepts that focuses on the individual level of creativity, cognition, style and development.
2. team-based and individual approaches to creative problem management.
3. ways of developing organisational innovation and climate.

A box of resources, books and maybe a DVD awaits me at home (I away from home during the week) Let the FUN commence!

Kathryn Tickell was at The Stables, Milton Keynes last night.

The music was wrapped around the stories of shepherds and farm labourers on the hills of the North Tyne valley. My father's great grandparents and several of my mother's too came off the land above Hexham, from Newton, to Chatton and Alnwick, to find work on Tyneside in the mid to late 19th century.

For a while my father lived in Chollerford, on the North Tyne and I was at school for five years down the road at Newton.

Trips out to Kielder, before and after the reservoir, were common. We often drove into Scotland over the fells via Wooler and Jedburgh.

In the 1920s my grandmother and her sisters would go and stay in Rothbury for the summer.

Northumberland, you could say, has some resonance for me.

I have a book of memoirs from 100 years ago which were brought up to date with stories of dreadful winters in 1963 which I don't remember and of 1979 that I do as I often struggled trying to get from my father's place in the Eden Valley, to my girlfriend in Wylam then home to Gosforth.

Picnic spots, school camping trips, parties in Church Halls and even singing in The Tynedale Festival and in churches in Hexham, Corbridge, Matfen and Alnwick.

Do I hanker after it?

The brackish water, bogs and ferns? a drive along the Military Road below Hadrian's Wall would be enough.

There are good reasons to encourage more people to do this, to share thoughts and ideas online, to reflect on their work, to aggregate ideas (like a portfolio), to generate and share content.

What do you think?

Why have YOU embarked on this journey?

What will motivate you to keep doing?

How about every day for a year?(the goal of us early bloggers in 1999).

We'll have dropped the suffix 'e' with a year and the descriptors such as 'digital' sooner.

Learners should not be defined by the technology they use, whether books, TV, computers, or interactive web-content; they should be defined by the processes of myelination that is going on regardlessly, in it's most mysterious ways, under our thick skulls.

Who indeed is the 'digital scholar', an academic now an 'e-reader' in 'Enter Subject Specialisms Here'.

Some answers are offered in Martin Weller's book 'The Digital Scholar'.

My favoured observation post is to watch out for this slippery fish in the OU Student Blog Roll, more a stream of fish-fry commencing their online, 'electronically-enhanced' learning journey, than a mere list, more news feed, though refreshing from the perspective of the new, rather than the rehearsed and practises mind.

Once a fish, now a fisherman?

I have another 12 months in these waters, more if I postpone completing the MA (more by accident than design, I've not registered for the next module yet - whatever that might be).

The choices are bewildering, not least because I can drift off to do something with a different Faculty.

Part of the brilliance of The OU to enable such choices. Creativity and Innovation with the Business School is attractive.

If Boyer's four main scholarly functions were research, application, integration and teaching, then I would propose that those of the digital scholar are engagement, experimentation, reflection and sharing'.

Weller (2011 in Chapter 4, 20% of the way through, Kindle Location 1005. Is there a page number related to a print version? Amazon say not in a polite, informative and lengthy e-mail. What therefore is the answer to this referencing conundrum?)

Does Weller's suggestion make anyone who keeps a student blog and shares it openly like this a scholar?

Making us all digital scholars?

(I love the term as a hundred years ago in Census Returns it was used to describe anyone attending an academic institution, whether school or university).

Goals of the Scholarly Activity

• Provide students with an opportunity to employ their unique skills and talents to pursue a project of their choosing under the mentorship of an expert in the field.
• Provide mentorship and guidance for students interested in careers that integrate research, teaching, and clinical service (academic medicine).
• Foster development of analytical thinking skills, rational decision making, and attention to the scientific method.
• Enhance communication skills.
• Enhance self-directed learning.

Reference

Boyer, E.L. 1990. Scholarship Reconsidered: Priorities of the Professoriate. The Carnegie Foundation for the Advancement of Teaching, Princeton, NJ.

Weller, M., (2011) The Digital Scholar