Fig. 1. Touch Typing Basics
Thank you Ourania Kuomi for pointing me towards this; I have a few foibles to fix with my touch typing. I also need a larger keyboard.
She's writing a comprehensive blog on her MBA experiences too. Worth a read.
Re-reading the Steve Jobs biography with four months in hand before another MAODE module I am struck by what it tells you about Gates and Jobs and how self-evidently one is an adaptor 'doing things better' while the other is an innovator 'doing things differently'.
This drawn from doing a KAI personality inventory and all the reading around these tests for B822.
I came out at 144 on a scale of 160; I'd envisage Jobs as somewhere on the outer edges of 150 while Gates gets a 20 or 30, neither would be in the 60-130 zone for two thirds of respondents.
If they ever did one of these are the results known?
As most managers do observation and experience of a person's behaviour and responses must suffice.
I can do this through the 1000+ entries I have here and by refreshing my mind from the current and archived blogs of others blogging here currently (though few if any blog there way through the MBA programme and I am yet to find anyone blogging about B822).
Faced with an exam this is what I do. Here is Block 1, ostensibly Part 1 of a three part examination.
I've grouped sets of ideas and reduced them to a mnemonic or phrase.
These become the 'peg' from which I recreate something not dissimilar to the above on a sheet of Rough Paper.
In practice, never having done an OU exam before, I used an ENTIRE question book, filling it with part 1, part 2, and part 3 doodles and lists such as these.
When I saw the questions I took out a coloured pen, they happened to be red, orange and yellow.
I then circled those chunks of ideas that I planned to use for that question
a) seeing that per question I was essentially sticking to the appropriate block and
b) ensuring that there was no (or mininmal) over lap.
In fact 'SPICES' and 'CHALKPR' (as I rephrased it) cover some of the same ground in defining a creative organisation so I used the first in one question and the latter in another.
Did it work? We'll see.
As for the learning experience?
However much I dislike exams I am reminded of the extraordinary value of having to refresh, consolidate and build your knowledge. It had to stick for a few hours for an exam, but I feel that without the exam I would never have compressed my thinking or seen how many of the ideas are remarkably straightforward.
Were I designing learning I would certainly want an examination during and at the end.
Not just the written paper, but multichoice, open debate, a testing tutorial designed to get the synapses working ... many ways to get students to engage with the cotent and make it their own so that it can be applied and remembered.
What does this mean for distance learning?
Is this why the odd residential school becomes such a focus and a vital memory? On the MAODE modules there are no tutor groups, nor any residential schools.
Does this make the Tutor Group Forum and the Elluminate sessions all the more important to get right?
The tutorial system of the Oxbridge Colleges does two things: it ties the learning to the personality of a tutor and it socialises learning within a small tutor group from (usually) a single college where the annual cohort may be as low as 30 and generally not far over 100.
How can this be replicated online?
The tutor relationship matters. Better and immediate tools engender the possibility of a closer relationship but the OU isn't geared up for it.
Are Associate Lecturers chosen for the e-moderating skills?
Done and sent!
I can trim 100 words and a final check of grammar, punctuation and sense will do no harm.
It adds nothing to the word count and appears to entertain the tutors so I illustrate my assignments. Well, I add pertinent photos, charts and diagrams. The use of photos should be encoruaged, indeed in the MAODE aren't we able to submit multimedia? I remember an assignment that some presented as a short video.
Unusually for me I have 12+ hours in hand. I also have a day in London seeing production companies. I'll take in a print out. If I'm inclined to do so, or want of a few marks or just making my tutor's life easier, I'll edit and re-submit before the midnight deadline.
For all my MAODE modules that would be it. This being an elective that comes from the OU MBA means there is an exam at the end of April
The EMA is due on Monday.
Instead of writing the penultimate draft from the notes, earlier drafts, diagrams and pics I have assembled I am spinning through people's blogs. On the MAODE modules this served a purpose because there are always a handful of people who get into the blog thing on H800, H808, H807 and H809. However I have only ever come across TWO people doing any MBA module here and never anyone who is doing or has done B822 'Creativity, Innovation & Change'. All I need, or benefit from is the knowledge that I am in the same place they are or were ... or are reaching, to help clear the fog so that I can give the thing some certain shape. One trick, I've done this, is to write my TMA into this blog space ... never publish, but somehow I feel, momentarily, I have grabbed my space on the Church Hall platform and I have no choice but to talk through what I've got.
What have I got?
(P.S. At some stage I'll be wandering around the Hockney at the RA if anyone wants to meet up)
I wouldn't usually do this kind of thing, but you can do the OU a favour, prove a point to the world and be in line to win an iPad 3. Just go along to the OU Facebook page and 'like', for further Brownie Points add a comment.
Combined this sets us against other univwrsities. somehow we were beaten to the top slot in 2011.
I started in 2001, then took a break.
Back for the last two years with an MA a module away and more to follow for certain: MRes? MBA? Another MA in History of Art or Creative WritinG.
B822 Techniques Library : Random Stimuli of Various Kinds
1) Identify what it is you want ideas for.
2) Grab an idea from a paper, from looking out of the window, or by throwing dice. (In our case the facilitator had a collection of odd items for this purpose).
3) Connect this idea back to the issue, if necessary using Free Association or Excursion.
4) If it doesn't work try something else.
Could pick a fixed or specific element of the problem and do the same.
* Select grammatically appropriate stimuli: noun+verb, adjective+noun, but make bizarre combinations (which is how David Bowie often wrote song lyrics).
* Deliberately do something different, or speak to someone new or travel home in a different way.
* Allow the idea to incubate while going about your normal day.
We took a business problem and defined this in a way that was clear.
WRITTEN UP ON FLIP CHART
Various items were picked out from a selection brought to the workshop by the tutor for this purpose. He picked out a small, smiling lobster ornament as the stimuli and passed it around. We then played collective word association writing our word onto a PostIt note that the facilitator then put onto a set of double doors.
Once we had around 70 ideas and we had fairly exhausted our thoughts we stopped.
The role of the facilitator was to ensure that everyone offered ideas, that no one dominated. Collectively we put the words into groups and labelled these groups.
We took ONE theme and put it on a triple A1 sheet of paper.
We drew, collectively, a mind map still trying to generate ideas.
Finally, from these ideas the person whose problem it had been was invited to see if any answers had been offered.
The solution that was of most interest was indeed something that would not otherwise been thought of.
Whiting (1958), Taylor (1962), de Bono (1970), Rickards (1974) and VanGundy
A dream in which people set value in 'winning' the right to be assessed only once they have undertaken a challenge or initiation in which they have to run into an 'arena' where a coach & horses (think Wild West) is speeding around the circuit and like a game of tag must stamp their fist/hand on the roof of the carriage.
For reasons unknown seemingly because it is the end of the 'season' (period, ers, term) or ere are no (or very few) people about (audience) as the driver of one of these carriages I can, and do slow right down.
To disavow you of the apparent risk or danger the pony and carriage might be somehing brought into the 'ring' (it was open air, dusty and improvised) by a clown or dwarf (though it wasn't) as, looking at it, you can reach its roof at shoulder height, in other words, this 'carriage' could only carry one person (such as a child) I may sit atop to 'drive', or lead it/run it around the circuit, even though it is carriage-like in look and behaviour I don't recall any horses or ponies, biut it is powered (electric car or internal combustion engine).
Having 'enrolled' or help or enable a number of people to achieve/ do this task and so 'join' or have this chance to be part of the 'scene/group/exercise or 'assessment' the suggestion is, to give a particular well-known 'somebody' a chance to 'register' for the first time. I should slow right - might even come to a stop and go off for a while. The character who then raps/taps his hand/fist on the top of the 'carriage' is a 'Bill Wyman' type.
Elsewhere in this blog I have a set of 27 or so probing questions that are designed for me, the dream 'owner' to extract meaning and value - as I perceive it. I will do this exercise and PERHAPS offer it as a separate document. However, as this will of necessity touch on facets of who I think I am, the personal not just the public me, and potentially my work set-up (people-and institution) I must of course be wary of such 'exposure' and 'disclosure'.
Importantly, for B822 'Creativity, Innovation and Change' this has or will prove to be an exercise that I can offer for my next TMA; what I don't expect are colleagues to start sharing their dreams with me because to do so is highly personal. The context, people forget when considering a dream and its interpretation is the inner workings of a person and their feelings which are often contorted and exaggerated and reflect the interplay between their conscious and subconscious, their genetic make-up, and their upbringing and personal history.
There's a warning on this activity, that the techniques may draw up uncomfortable events from your past.
This also highlights a major problem with such techniques:they can throw up the unexpected.
I like to think I have ample experience 'working with dreams' ; I have used them to develop story-lines and ideas, even to some degree for personal cognisance so it felt like an obvious one to give a try.
Context is vital, picking the right activity or game for the people you are working with.
How well do you know them?
It also makes me realise that I'd like to be in a working environment with the kind of colleagues and friends where I could employ such techniques.
I feel like a big fail; there are two activities suggested for problem solving, or creativity, innovation and change: keeping a dream diary and this, which offers ways to explore a dream's meanings and to re-enter and work with this environment created by your subconscious.
There's plenty troubling me at the moment but I find repeatedly that holding onto a dream is like chasing autumn leaves in a stiff breeze.
Take this morning; just a few moments awake I recall I had been dreaming and that it had been a 'good one': vivid but apparently not memorable enough. I tried all the tips in the book to recover or return to the dream: you have to place yourself exactly as you were as you had the dream. I still can't get it; I feel like MacBeth clutching at the dagger; it is always just out of reach.
By way of example I have a snippet of a dream from a few days ago: returning to the campsite after some kind of trip or activity in the woods I find my tent has gone: everything has been removed, as if I had never been there. The plot is bare. Why should I be thinking this as I return to work after a two week break?
The 'activity' is then to work with and develop your feelings about this moment, been to re-enter the dream, not simply to see what happens next but to change or influence the outcome. This then MAY offer a solution or at least an understanding of your feelings so that you can deal with them.
How to work with a dream or metaphorical image:
Appreciating, reflecting, looking forward and emerging
P.S. I just returned to work and couldn't have entered a more friendly environment, my desk as I'd left it.
P.P.S. I realise why I am 'losing' my dreams: stress. I'm waking up with a jolt, some unpleasant thought in the back of my mind.
Steve Jobs was hugely influenced by Zen Buddhism; this I understand would play to the importance of intuition. Intuition alone is not enough; this for Jobs was also the product of intense effort to get his head around an issue; he immersed himself in it until, to paraphrase the historian E.H.Carr he could 'hear it speak'.
20 LIFE LESSONS FROM STEVE JOBS
Glouberman, D. (1989) Life Choices and Life Changes Through Imagework, London, Unwin, pp. 232-6
Isaacson, W. (2011) Steve Jobs. Little Brown.
All goes quiet as the first Tutor Marked Assignment (TMA) of B822 'Creativity, Innovation and Change' looms. It's a report not an essay (this is an MBA module) that uses various tools that I employ to understand who I am, various methods to see the organisation in terms of its 'creativity' and concludes with where and if I am a fit or a misfit.
As well as SIX tables, TWO inventories and several charts (like the one above) I will also include photographs.
It may make my assignment look like a Year 9 Homework assignment but none of these affects the word count while making my point.
We're asked to consider this as part of the MAODE; it may even be a component of the EMA in H800, yet after three modules I had not experienced a face to face anything - the MAODE (Masters in Open and Distance Education) is entirely (stubbornly?) online.
It has been with trepidation and fascination that I find myself attending group tutorials or seminars, booking in for a Residential School and having to face an exam.
These are part of an elective, a 30 point module that forms part of the OU Business School MBA (Master of Business Administration).
I can say with complete conviction that there is no competition, though evidentially different, both the online and face-to-face tutorial meet the same objectives, albeit with significant differences. Both should be experienced before you pass judgement.
There are pros and cons to each.
Two face-to-face tutorials of two and a half hours each had me in a group of first 16, then 11. We listened a bit but interacted a good deal. I took notes but am still writing them up. Online you talk with you fingertips; I have met up with fewer at a time, six or less on Elluminate, more asynchronously in a forum. There have been threaded discussions of 100+ posts running to 16,000 words or more.
On the other hand, travelling to a tutorial 63 miles from home last week I lost a good piece of the day, caught in a traffic accident going in and a worse one on the M25 coming back. Then again I've had tutor group forums that have been badly attended by both the tutor and fellow students.
Research (Richardson, 2005-2011) shows that satisfaction rates for online or face-to-face tutorials are now matched: electing for or receiving one or the other, from the OU at least, students are just as satisfied.
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.
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.
Ask via Google Yahoo by way of Google
Henry, J (2010) Creativity, cognition and Development. Book 1: 'Creativity, Innovation and Change'.
Wikipedia via Google
My fourth module and some 12 days before we officially start.
I neither hang back, nor do I wade in; I appreciate that the person who finally makes it on 1st November may feel left out or left behind.
I leave nothing in the cafe area where no fewer than two course tutors have introduced themselves. Elsewhere I am one of four to have made it to the door.
There will be books, though thus far I am downloading PDFs are reading them off the iPad.
In order to take motes it strikes me that a second tablet would be an advantage so that I can have two screens. Two hinged like a book?
I sense a different tone, a sense that there is a team present to supervise our first moves rather than a single tutor.
The print-like lay-out of the texts lifts the words away from the VLE too, subtle yet recognisable differences. Already the reading impresses: I could spend the next ten years giving the many creative techniques a go and not get to the end.
This is something that has impressed me with each OU module that I have done, you could never want for something to do, ample to fill 12-15 hours a week, yet room to spend 20 or more hours if you wished.
On a totally different matter I agreed to complete and submit my old Swimming Club's Swim21 application, something that I had done for the last three years. In this way I can at least keep my interest in swim coaching alive even if I am no longer poolside (for now).
And then in my inimitable way I go to the Harvard Business Review, as invited, to download 'How to Kill Creativity' only to spot 'The Rise of the E-lance' instead which takes a 1998 look at the opportunities then arising for the freelance in an IT rich world.
I download this into iBooks only to find a 2011 PDF on Webinars of most immediate interest, afterall I am this week an next seeing people about putting on Webinars for us. Some self-discipline is required, getting the required reeading done first during time I set aside to do so, rather than last.
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:
A box of resources, books and maybe a DVD awaits me at home (I away from home during the week) Let the FUN commence!
Monday 26th Submit EMA (by previous Friday preferably) then a day off everything. I may go for a swim.
Tuesday 27th Have no choice but to accept that having been 34 for the last 16 years I am now 50. Take part in a conference call to discuss webinars. Birthday lunch or dinner, or both.
Wednesday 28th (if I am still living) get stuck into MOOC 2011 while attending 'The World of Learning' if only to speak to Laura Overton about benchmarking through 'Towards Maturity'.
Thursday 29th Attend and video an inaugural lecture. (Cherie Blair QC)
Friday 30th Supervise uploading between 6 and 15 interviews with our new MBA students to our website (Business School).
Saturday 31st fly to Grenoble, pick up hire car and head to Tignes for a weekend skiing on the glacier where I asked my wife to marry me 20 years ago.
Spend a fortnight skiing various European glaciers.
Some of the above is wishful thinking
(Three days later I have not submitted my EMA; I am working on it today. I should be doing a paper edit of some student interviews then will be cut in my absence on Monday. I need also to finish a script for an MBA workshop.)
A call from a colleague with a major corporate and we talk social media learning for nearly three hours.
During this time I repeatedly search this blog, using the e-portfolio that it has become, sending charts and grabs from Picasa and from the iPad, creating a mind-map in Bubbl.us and balancing how the MA in Open and Distance Learning compares to the OU MBA he completed last year and the MRes he is doing now.
Just a phone call. We could have gone to Skype, Elluminate or even Google+. The phone freed up the laptop. Several photos picked up from workshops, as well as screen grabs, were emailed from the iPad which was also running.
Fig.1. Social Media Learning Mind Map
Timely as I am procrastinating over the ECA which will be on the use of Forums and Mobile devices in e-learning.
A reminder of how a synchronous conversation can achieve so much, especially when there were items set before our eyes to discuss.
We also discussed (I hadn't the energy to take many notes. In retrospect I wish I'd recorded it):
It was invaluable to have the external point of view, someone from a global comany of thousands talking about social media learning. Looking at the devices we now have, such as smartphones and tablets, it was particularly interesting to be reminded of human nature, how devices may be used for things and in ways that they were not designed.
Whilst the iPad permits mobility, we often use it when static: in our favourite chair, recumbant on the sofa, even in bed or in the bath. Is this mobile learning? It's hardly getting out of the house, drawing down data on the run using augmented technology to enhance the environment your in. And simply having content on an iPad so that you can using the touch screen to open and close the text, enlarging text, flipping the screen size between portrait and landscape all the time - the joy of its tactile nature. Unable to sleep I use the light from the iPad as a torch to sneak away from the marital bed and passed the children's bedrooms and to find my way downstairs withouth having to put the landing light on.
It also was clear how both devices and approaches to learning cannot be isolated, we got our joint heads around Engestrom's 'Activity Systems'. The technology is complementary, the move to personalise everything through device and software choices.
I'd played Devil's Adocat a couple of times suggesting that 'nothing had changed' only to come away agreeing that many of my behaviours were/are different as a direct result of Web 2.0. I have gone from learning in private, hunched over my books never showing it to anyone to a situations where, more like someone tending a public garden, or at least one seen from the street, people can see my thinking. Ironically, it is the end result that often fails to appear because I'm not about to post TMAs and ECAs online.
Some authors I quoted/cited during the conversation:
To which I subsequently add as a result of browsing the blog and so re-engaging with my own experience within the chronology of the module; it is this, after all, that is to be examined, rather than my knowledge from this and the preceding modules. A learning design fault?
I quoted Swift as saying (paraphrasing) 'I don't know what I mean until I hear myself speak'. If anyone has any idea how to cite this please do offer your thoughts.
More authors to consider in this context (mobile learning, forums, e-learning, web 2.0):
Other topics that we should have discussed:
BEING DEVELOPED FURTHER HERE
Too much theory without practice was described by the owner of a successful specialist engineering firm in Germany today as 'like trying to learn to swim from a book.'
Apprenticeship in Germany run for 3 1/2 years of which 8 months a year is practical. The remainder of the year they go to a special school. 'If you only learn theory it is like learning swimming from reading a book so you need both.' Leonardo Duritchich, Chief Technial Water, Sief Steiner Pianos. The Today Programme, 27h36, Wednesday 17th August.
I agree, though when it comes to swimming, there are some great books made all the better in electronic form. This is 'The Swim Drill Book.'
Putting into practice what you learn, learning construction rather than simply knowledge acquisition; I believe this to be the case with something like The OU Business School MBA, something I needed each time I started businesses in the 2980s and 1990s.
As a swimming coach it matters that you swam competitively and/or still swim. A flightless bird cannot teach a bird to fly. So engineers learn through doing, often from apprenticeship. Junior Doctors need to put in the hours, solicitors start as trainees, the list goes on. It is particularly the case in the TV business where after starting as a trainee producer I was happier with kit, shooting, editing and drafting scripts, learning my trade, something that an a degree had not prepared me for.
I was in this cohort, working full-time, on H802 but not using a PDA. I lacked the wherewithal to get content a palm M105. I had a Psion in my pocket and side by side on my desk were a MAC and a PC.
More on the academic stuff from Way-out & Kukulska-Hulme ( 2001-3)
This Palm using MAer had created their 'university in their pocket'.
Coming from the agency side working across platforms in TV and the Web I had been asked to provide ideas to a UK company that had the UK licence to create content for handheld devices; I should have been speaking to AKH.http://blogs.ft.com/mba-blog/2011/06/22/distance-learning-or-nearness-learning/#axzz1WbbnlExG LINKS http://www3.open.ac.uk/media/fullstory.aspx?id=21782
Enneagram Test Results type score summary
Fives are basically on some level estranged from the rest of the world, consequently, their mind is usually their best friend.
They like to analyze things and make sense of them (that is their anchor), this makes them great inventors and philosophers. The immense inner world of fives can cause them to lose touch or interest in reality.
Sevens are optimistic thrill seekers that see life as an adventure.
They are always thinking of new possibilies and adventures. This constant zest for life is often just escapism. Once things lose there fun they are no longer interested, so many projects go unfinished. Essentially, they avoid the difficulties of life because they fear being overwhelmed by them.
Fours are all about being unique and creating their own distinct culture.
They experience the highs and lows of life more intensely than other types. This makes them great creative forces (artists, writers, filmmakers). Fours often feel like misplaced children, and they long for a sense of real family.
Ones are idealistic perfectionists.
They are rooted in morals and ethics. They live with an overbearing internal critic that never rests. They can be very judgemental and don't understand how most people can be such slackers. Other people don't understand why they are so uptight.
Threes derive self worth from success in the external world.
They are highly skilled at adapting themselves in whatever way necessary to achieve success.
This external success driven image often comes at a price of having a personal identity and they may lose site of who they really are.
Twos are defined by their empathy of other people.
They are uniquely gifted at tuning in on the feelings of others. This makes them great networkers. They feed on their connection to others, love of friends and family. However being too caught up with other people can drain them, and cause them to lose track of their own personal well being.
Sixes are defined by anxiety.
They are gifted in their ability to see the dark and light sides of life (and of people and situations around them). This insight into possible outcomes makes them useful planners. However since they are never sure what will prevail they are always on edge and cling to predictable structures/systems for peace of mind.
Eights are natural leaders.
They are straight forward, direct, large personalities, that are unlikely to back down to adversity. They have a talent for motivating others. They have a strong sense of justice and are often protectors of the weak. However, they also have short fuses and can become domineering tyrants.
Nines are open minded optimists.
They are able to see everyones point of view, and have a natural desire for making peace. Consequently, they are effective mediators. They often live by the 'go along to get along' creed. However their openess to other people can cause them to lose site of themselves and their own happiness. Traditionally, the personality type you score highest on is considered your Enneagram type, so you are a:
(In truth, you are a combination of all the personality types so examine all your scores.)
And there is a difference between WHO you are and HOW you behave, especially if you behaviour has been modified by NINE years of boarding prep and public school, a virtually all male university college (Balliol College, Oxford in the 1980s).
And Cognitive Behavioural Therapy that I have used to undo and reknit who I am and want to be.
What can you share?
I come from a family where the person who goes to work is not the person at home, where lives are distinct.
Or were meant to be.
As a swimming coach I have taken Sunday evening sessions for the last three years.
I still work Sunday evenings covering all my social media bases as conversations at this time of the week a far more likely to be quasi-synchronous.
i.e Not obliging you to be present as in messaging, nor as abstract as an asynchronous forum or picking up comments in a blog such as this hours or days after the event.
Indeed I've been communicating with an OU MBA alumni Luke Firth Philidelphia on and off for the last couple of hours.
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