13:51 11/06/2004 Mathemagenic: Mathemagenic
on personal productivity in knowledge-intensive environments, weblog research, knowledge management, PhD, serendipity and lack of work-life balance...


  Friday, August 30, 2002


Few posts/links to think about:

More on: blogs 

  Blogs to support community

John Robb's Radio Weblog continues pointing to old posts in Yahoo! Groups: klogs: this time it is K-Log community services. Includes a collection of ideas of using K-logs as a community tool in corporate settings.

More on: blogs in business 

  Making mistakes in public

Stand Up Eight in Learning with Confidence:

An unwillingness to make public mistakes often arises from a learner's ideas about intelligence. If intelligence is believed to be a fixed asset, risk-taking holds little value ("I either get it or I don't. If I don't, I probably never will, so why risk looking like a fool?"). Conversely, if the learner believes that intelligence is a dynamic attribute that can be affected by effort, the risk of public stumbles are not as likely to hold them back from trying. This all speaks to the need to incorporate mechanisms into learning environments that will assist the learner and the teacher in discovering these preconceptions and in working to modify/correct them if necessary.

More on: e-learning 

  Releasing PhD ideas to the wild

As I promised I added my PhD ideas. I want to look for the connections between KM and formal training, or as I put it - between informal and formal learning. 

This is a short-term solution as I want to write something more readable that includes recent thinking. And I would love to have link to comments with it (so far I didn't found how it could be done).

I'm scared to put it on-line: so far not so many people have commented on it. But I'm lost, I'm trying to find the right focus for my research and I need more input to make up my mind. I've already found blogging helpful, so may be this will take me further. May be not.

I hope that KM Summer School will help me as well. I'm at the stage when I have to discuss my ideas to get them clear.

  Random quotes of Don Norman talking about learning

Exploring recent elearningpost links:

'Besides avoiding travel, the only reason to use technology is to enhance learning' says Don Norman.
I fully agree.

He also speaks about accretion, tuning and restructuring components of learning - I've heard about this theory, but didn't have time to go for more details. I guess I should do it now: I would like to look for connections between restructuring and knowledge creation. I think that there are some.

In another interview Don distinguishes between activity-driven and content-driven learnining. Interesting... As a trainer I used to think about learning design in terms of activities first (of course, after objectives :), and only then about content to support them. Now I'm examining my own (informal) learning: in many cases it's content-driven (e.g. reading mailists). Something to think about.

Something else, on edutainment:

The problem is this: We do not want the gaming industry to go into instruction. The gaming industry knows nothing about pedagogy and learner-centered design. But what we want to do is to capture the excitement and concentration of those into playing games. We want to that in the same way when we are learning. But we haven't made much progress in this regard.

And about on-line and classroom instructor:

First I think the classroom instructor is better than the online instructor. The major role of an instructor is to give guidance and encouragement; to be a mentor and guide. These are as much social issues as they are instructional. And being physically in the same place really helps.

There are situations where you cannot be physically together. So here we must use online instructors. Here too, we do not believe that online instruction is very good if the instructor gives a lot of reading material. We believe that the online instructor should also be a coach and a mentor. This can work well, but the tools that we have available today are not very good. So, I feel that although online instruction is essential in online courses, it is still better to meet your instructor in person.

  Use of RSS in corporate settings

Knowledge Streams (Yahoo! Groups: klogs via John Robb's Radio Weblog) provides a good desription of using RSS subscriptions in a corporate settings (more than blogging). Something to come back later.

More on: blogs in business RSS 

  Thursday, August 29, 2002

  Before it will get too long :)

Don't know why I was waiting for the whole day to do it: I'm subscribed to almost all the blogs and could see it growing. 

More mobius blogging.

My contribution to the thread...

Mobius blogging.

I'm in, but just because Joe recently did and McGee usually will blog an entire post of mine. I wonder if Alwin can come out to play?

Life in the Aggregator.

An Experiment: Life in the Aggregator. How far can it travel?  Please play by passing it along, including all source links... [jenett.radio]

I'm willing to play

The trick with this one would be not just settling for a lame-o "me, too" response as this meme continues, and remembering to leave your own breadcrumb link. I suspect that may become harder as it grows...[gRadio]

This activity fascinates me...and makes me think I need to come up with a standard for referencing the content of others. I have all too often seen posts on a weblog that I believed to be by the weblog maintainer, only to find out later that they had simply entered an entire post from someone else's blog on theirs. [Stand Up Eight]

Agree, I want to have quotation agreements as well.

  Blogs to improve writing

Klogs can improve the value of what you write as a follow-up for this post 

But there are other options, for example a Radio weblog with liveTopics adds another dimension for relating posts together to create a train of thought.  You can follow a topic from a post into a table of contents where you can see other posts referencing that topic.  You can also see, for each post, other topics that were associated with it allowing you to hop from one subject of conversation to another.

I saw liveTopics and I'm curious to try... After coming back from KMSS.

  Audio blogging

Here's a scenario:
For each blog post (my scipt) I record my words and attach them to the posting.
On my weblog, read the posting, or click to hear me read it for you. "Perhaps You'd like to hear all of today's updates?" [Adam Curry about audio blogging]

Something to do with yesterday's ideas of voice recognition as an input (e.g. for a blog).

More on: blogs 

  Business blogs: consulting

John Robb's Radio Weblog:

This is something I posted last November on K-Logs:  "Consultants and K-Logs"

He suggests two ideas of blogs in consulting:

  • blogging + RSS as a service (e.g. industry reports)
  • blog as a log of consultant's activities and discoveries in a company
More on: blogs in business 

  Pull vs. push strategies for sharing knowledge

Yesterday I shared my blogging experience with a colleague. She asked why people would blog ideas rather than share them in a community. When I realised a couple of things:

  • Blog is mine. I feel free to express myself there. I capture ideas and make them availiable for others. It's their choice to visit or subscribe.
  • I don't have this comfort with e-mail or on-line communities: often I'm not sure how relevant is the message, and I don't want to overload others with that.

Recently someone wrote about it, but my own feeling came only yesterday.


Quotes of the Day

Whenever I'm caught between two evils, I take the one I've never tried. Mae West

More on: quote 

  Teaching and knowledge sharing (3): coaching and knowledge sharing

I came from a presentation of friend's Master  project with an idea: coaching is much better term then teaching for teaching vs. knowledge sharing discussion.

She also had some interesting ideas about skills for knowledge sharing. I hope to read her thesis and write a summary.

More on: KM&learning 

  Tuesday, August 27, 2002

  Confidentiality vs. sharing

Digging Ideas Out of People's Heads via McGee's Musings

I worry sometimes about the public expression of information that should be kept confidential, but I worry more about the exponentially worse problem of keeping confidential that which should be publicly expressed.  I can think of ways to solve the first problem, but I can't dig ideas out of people's heads.  They must be expressed to be used.  [Windley's Enterprise Computing Weblog]

See also Interorganisational communities and knowledge leaking

  Blog to catch ideas

McGee's Musings here

I find that creating knowledge is hard work. And, I've found that keeping a weblog is one absolutely essential tool for helping me catch ideas before they slip away and then working to develop them into something useful.

  Making people smarter isn't the point

Making people smarter isn't the point (commenting You cannot make people smarter):

The question of whether you can make people smarter or not isn't the point. That suggests that only smart people can benefit from knowledge management or other initiatives?

No, that suggests that at the end people learn by themselves :)))

It's Alan Kay's old point - point of view is worth IQ points (the actual number being in dispute as is the relevance of raw intelligence to the discussion). Maybe it's a philosophical point. For me, if you're still alive, you're learning. If you're learning, you're at least potentially getting smarter in some practical sense.

  Blogging by sale reps

Curiouser and curiouser! describes klogging by sale reps.

We are discussing problems with establishing communities between sales/marketing peopls. I wonder if klogging could be an alternative?

In any case I expect motivation to be the main problem...

More on: blogs in business 

  Blog changing way we meet people

John Robb's Radio Weblog:

I really didn't expect weblogs to change the way I met with people.  This was a surprise.

You already know them. Similar as googling changes dating :)))

More on: blog networking 

  Supporting informal learning

The discussion continues here

Something to add to my question about "can we support informal learning". Supporting often means formalizing... [Mathemagenic]

For me, supporting informal learning largely means making it easier for people to find and pull whatever knowledge they need at a given time. It means giving them the freedom to select the ways that suit them. It means providing a varied array of powerful tools, but not forcing any particular one on them. Putting a learner in a wagon on a predefined track is not the way to go. Sadly that's what they still do in schools everywhere. That's the price to be paid for maintaining (a semblance of) order. [Seb's Open Research]

A piece from my (not finished) report:

Contrary to formal, informal learning looks as something that organisation can't manage. This is only partly true: research on informal learning says that a lot can be done in organisation to facilitate and to steer informal learning:

First, informal learning can be influenced. It is occurring virtually all of the time; because we know why it occurs and what direct and contextual factors affect it, we can create opportunities for it to occur as well as remove its obstacles. Secondly, this research tells us which skills are learned in each specific daily work activity. This means that then a particular skill is lacking in an organisations, we know which activities, if properly incorporated into daily work, will provide a forum for learning that skill (Center for Workforce Development, 1998: 257)

This study suggests several interrelated ways to support informal learning: 

  • alignment of organisational and individual goals, so individual motivation to learn is naturally focused on organisational needs for employee competency development,
  • embedding learning opportunities and learning facilitation within working activities,
  • changing contextual factors (e.g. organisational culture and norms).

I would love to hear more ideas, examples or thoughts about informal learning.

  Project blogging

John Udell about on the writeable web, the uses of storytelling, and project weblogging (via Radio Free Blogistan and KMpings):

Nice "sanitized picture" of the projects weblog with a commentary

  •  Time line. In the weblog tradition, recent items appear at the top, and older ones rotate out to archive pages.

  • Commentary. Entries on the time line refer to, and comment on, landmark documents.

  • Categorized items. The time line generates narrative flow, but it doesn't categorize items along other important dimensions which are, at the moment, hot issues to resolve, and agreements on how to resolve them. So, these appear in their own columns, and expand on the teasers that appear in the time line.

  • Directory. Names, e-mail addresses, phone numbers.

  • Files. These include PDFs, spreadsheets, Word documents, HTML documents, and -- crucially -- selected e-mail messages that I have intercepted and promoted to the status of landmark documents.

It looks like a newspaper and, indeed, serves a similar purpose...

More on: blogs in business 

  Blog capture ideas, but it's still difficult to find them Curiouser and curiouser! in There's a hole in my bucket....

As a klogger, over the past 3 months or so, I have recorded & published tens if not hundreds of thoughts.  I doubt if I shared one quarter of output during the last 6 years I worked at various companies.  Oh I would probably have emailed here and there, spoken up during meetings.  But I wonder just how much knowledge is being lost, second by second, in most companies by each employee.  Then multiply up...

But even if they would catch those thoughts, it's going to be very difficult to find something relevant and to understand it our of the context. More or less like forum discussion: you have to follow for some time to make sense of it.

Going through blog archives is not easy... So far I benefit more from the distributed dialog and from the collective filtering. So, blogs is more for sharing, rather than capturing...

  Corporate guidelines for personal weblogs Stephen Downes comments on corporate guidelines for personal weblogs

...That said, these guidelines are good, common sense guidelines for weblogs. Of course I'm not going to spill confidential info on this weblog (conversely, I am very careful about what I allow to be classified as confidential). And of course I am respectful to my employers - not because of any guideline, though, but because they deserve it. But these are rules that ought to apply everywhere, including, for example, the corner pub - and you don't see guidelines for pub behaviour

"guidelines for pub behaviour" sounds nice :)))

More on: blogs in business 

  Hyperlinks are the currency of the internet

Weblogs and the people that write with them, copy each other's words frequently, sometimes even automatically, and have an informal crediting system of mentioning sources. RSS even carries 'source' information.

This system works by power of the hyperlink. If you don't credit me as a source, then I can stop linking to you, or write you up on my weblog etc. In the end, we both know that Hyperlinks are the Currency of the Internet.

Wow, an organic digital rights management system! Beautiful. [Adam Curry, via John Robb's Radio Weblog]

  Monday, August 26, 2002

  Blended Learning Models

Blended Learning Models by Purnima Valiathan - includes ideas and lessons plans for blended learning in three different flavours (bold is mine):

  • skill-driven learning, which combines self-paced learning with instructor or facilitator support to develop specific knowledge and skills
  • attitude-driven learning, which mixes various events and delivery media to develop specific behaviors
  • competency-driven learning, which blends performance support tools with knowledge management resources and mentoring to develop workplace competencies.

More on: e-learning learning 

  Budget KM

The 99 cent KM solution (via elearningpost): David Weinberger advocates simple KM solutions: mailing lists, personal pages, blogs, and suggests ideas for using them.

A couple of pieces I like:

...I am not opposed to big, expensive, all-embracing KM solutions. I'm just suspicious of them. There is a difference. And I get more suspicious of them as they promise to automate more. On the other hand, the ones that offer to put me in touch with more people bring a rosy glow of happiness to my face...

...By the way, not only allow but encourage the creation of "off topic" mailing lists. The world is so connected that nothing is off topic any more...

...Then there are the non-digital ways of encouraging the creation and sharing of knowledge. Leaving office doors open. Weekly pizza parties. Brown bag lunchtime lectures by employees on what they care about. A free library with monthly book club meetings. Learning to listen. Shutting up once in a while...

More on: KM 

  Blogging for Dollars

Blogging for Dollars (via elearningpost) discusses corporate blogging, gives an example of marketing team blogging, and points to two business blogging products.

More on: blogs in business 

  InFORMing I came to Doc Searls weblog via John Robb and then I found this piece:

A few weeks ago, when I was talking with Tim O'Reilly about the patent mess, we deconstructed the noun information. Clearly it derives from the verb inform, which derives from the verb form.

So in conversation, we observed, we don't just "deliver information" back and forth. We form each other. When I learn something new from you, and what I learn is meaningful -- that is, I can't forget it -- you have literally formed me. In other words, we are authors of each other. What's more, we are in the market to be formed. We demand it. Otherwise we wouldn't learn a damn thing [this post]

Something to do with yesterday's discussion about forming vs. training/developing. Calls other discussions as well.

More on: KM 

  Sunday, August 25, 2002

  Weblog citations

Stand Up Eight about confusion with weblog citations. I have the same problem, and I'm inventing some quidelines for myself:

  • add link to the post (almost always)
  • add link to the author's name or weblog homepage (sometimes; if I'm not lazy or have that in my shortcuts)
  • use blue indented style for the citations
  • add "via this weblog" if I can track from there it came

But in some more difficult cases I'm not sure what to do: all the participants have different styles of citing and it gets totally difficult for the reader to recognise the original discussion.

I would be happy with some kind of general tags that describe each element of a citation:

  • author + link to the page
  • blog title + link to the homepage
  • post title + permalink
  • cited text
  • may be more...

Than each author can specify more specific style for a citation in blog templated. In this case if I would cite citings of others they would be formatted with the same style as I use.

This is a bit complicated solution, probably it's easier just to have agreed guidelines and to use them :)

See also a follow-up post Recurse, Reuse, and Problems with Proper Attribution by gRadio

More on: blog writing 

  Knowledge is a noun, learning is a verb

Knowledge is a noun, learning is a verb (via SynapShots). This article by Ian Herbert distingushes between different concepts:

As the business world becomes increasingly littered with buzzwords and jargon, students must be careful that any terms are used correctly when answering examination questions. This article attempts to demystify the concepts behind some of the popular terms.

By the end of the article you should understand:

Alright, I apologise for the title. As students of grammar would rightly point out, ‘Learning’ as in ‘a centre of learning’ can also be a noun. However, for the moment, let us assume for that learning is about doing, (a process) and that knowledge represents an accumulation of previous learning (facts, events and experiences). In accounting terms we could say that knowledge is an asset, a form of work-in-progress to a company.

I love the title, I will definetely read it properly, but I'm already missing individual learning. At the end there are people who learn, and for me (given my background in adult learning theories) this is something that I would call learning.

More on: KM KM&learning 

  Personal Website and Weblog Guidelines

Personal Website and Weblog Guidelines (via Gurteen Knowledge-Log): Ray Ozzie provides an example of corporate policies regarding personal publishing. I already though that I should talk to someone in my company to make sure that they don't mind me blogging.

More on: blogs in business 

  Documenting mistakes publicly Documenting mistakes publicly [Seb's Open Research]

Looking at the print literature would have you believe that everyone succeeds everything on the first attempt. "Here's what we wanted to do, here's what we tried, and look, it worked." False starts and blind alleys are almost never documented. But they're there. Lots of them. If we knew what it was we were doing, it would not be called research, would it?

Now I guess the next question is, how many scientists are willing to admit to making mistakes? And among those, how many will go to to the lengths of conscientiously documenting them, in a public manner? I hope these brave souls are out there; but I know a lot of scientists who wouldn't for the life of them do it. This is an incursion into Science Taboo-land.

Actually this is bound to be a big issue in corporate knowledge management also. Documenting mistakes is obviously desirable from the point of view of the company, but it may not be perceived as such by individuals.

More on: knowledge sharing 

  Barriers for common language

Sébastien Paquet in Building bridges between knowledge transmission efforts comments on e-learning, KM, HRD - where am I belonging? 

Trying to identify different flavours (knowledge acquisition, knowledge management, communities of practice, e-learning, information architecture, library science...) only obscures the simple fact that we're all trying to solve that difficult core problem of finding effective ways to transmit knowledge from mind to mind - in other words, communication between people. Let us take down the language barriers that prevent us from combining our forces; let's work as one large, powerful group. I'm sure we can pull it off.

Agree that we talk about same processes from different perspective, but I guess that there is more than language barriers: different theories and models, different networks of people, different conferences and journals... Finally, when it comes to the organisational level, there are different departments responsible and a variaty of unrelated technology tools (we did a small study on KM/e-learning connections in companies, I'm waiting for the results to go public to post it here).

It's not going to be easy, but I believe in common language, and I'm looking for practical steps to build bridges...

More on: KM KM&learning 

  Links Recent k-log links:

  Saturday, August 24, 2002

  I'm not a potato :)

Living in the Blog-osphere (via Stephen Downes)

Motives include a blogger’s need for attention, a mania to share information and, above all, a desire to be a participant and not a potato.

More on: blog writing motivation 

  Learning communities Stephen Downes comments on the same article about learning communities

...The article correctly identifies the need for online learning communities as a means of capturing the informal or tacit knowledge that circulates within an organization or group. But then, like most accounts of online learning communities, it describes a fairly structured or formal approach to their creation, so much so that the resulting product would resemble a classroom much more than a community...

...I think there are two major things to remember, things that dictate a very different approach than is recommended here. First, informal learning is informal, so don't try to structure it with roles and behaviours. Second, informal learning is not separate, but rather, integrated into day-to-day activities. The learning is a part of and a natural outgrowth of other activities. Putting it into a nice formalized box somewhere separate from everything else simply ruins it...

Something to add to my question about "can we support informal learning". Supporting often means formallising...

  Friday, August 23, 2002

  Lessons learned from a large-scale K-logging implementation

Sebastien Paquet in "A K-log is..." and lessons learned from a large-scale K-logging implementation:

Funny how so many people (myself included) have been talking about K-logs in the absence of an explicit definition. Yesterday, in my referers, I found a google search on the phrase "A K-log is". Follow the link and see how pitiful the results are. But the last result, on the second page, is actually the best one, and helped me find a very interesting (but sadly, abandoned) weblog.

"A K-log is a knowledge-management weblog, where you use weblogging tools (like Blogger, Manila, or Radio) to write about your work, what happens, and what you know about. Presumably everybody else does too -- or some reasonable portion of "everybody else". Then you might use RSS to aggregate all this content, and you have the core of a knowledge management system." writes Pete Harbeson.

Now that's the kind of definition I like: to the point and understandable. I'm putting that in my knowledge repository.

OK. Here comes the part where you should pay attention, because this is the first time I've seen something like this since I've been following the K-log world, and it seem pretty relevant. Pete has experience with implementing k-logging in a large company. He says:

"It turns out that I've been building a system to do this for the past year or so. It's not yet very distributed throughout my client's company (yet), but we've reached about 1.7 million hits on a site that's available only behind a corporate firewall. It's a big company, but not that big. We've also found that other groups in the same company are doing similar things; this is clearly something an organization needs when it reaches a certain level of complexity.

I've learned a few lessons along the way, with (I'm sure) many more to come. They are:

  • Posting the information is a small problem. Organizing and retrieving it is a big problem. We're working on a shared ontology and RDF metadata.
  • Most people don't like to write. We've had a difficult time designing interfaces that encourage adding information instead of just reading.
  • There's no substitute for good, accessible writing. We have several people who write consistently for the system. The logs show that postings from one writer get far more attention and prompt far more linking than those from the other writers. "

All three points confirm the intuitions I had. The rest of his blog ("On explaining and explanations") is also very interesting and well-written (Lilia, you should definitely have a look at it). I really hope Pete comes back to blogging soon. Looks like he'd have a lot to contribute.

  Asking questions Came via SynapShots: Learning How to Ask Powerful, Probing Questions
More on: asking questions 

  e-learning, KM, HRD - where am I belonging?

Came via elearningpost - Building Communities--Strategies for Collaborative Learning

First thought: nice, finally Learning Circuits write something about communities.

Second thought: it is only about learning communities, not communities of practice. Do they know about all KM experiences in this area? Are they starting from scratch?

Third thought: I identified myself with KM camp. Half a year back I was in e-learning camp. I’m definitely looking for some bridges.

Last thought: And there is HRD (human resources development) camp as well. I want bridges...

Follow-up thought: I promise to add two things to my blog - my bio with interests and my PhD ideas. Within one month.

More on: e-learning KM KM&learning 

  Differences between teaching and knowledge sharing (2)

Follow-up for You cannot make people smarter:

Not every organisation believes that, e.g. the amount of money spent each year on training that doesn't work.

I was curious to browse links a bit. Nanette Miner says about three reasons:

  1. The training is created by individuals with limited experience and background in the field of training and development.
  2. The training is created by subject matter experts.
  3. The training is designed without clearly thought-out objectives.

I guess, there are more reasons, but I'd like to focus on one of them: why subject matter experts are not good in creating training (formatting is mine).

The misguided logic of the Paulette Principle is this: If you are good at what you do, you must be able to teach others to do it. Training designed by subject matter experts spells disaster in one of two ways:

(1) Basic information is left out because the subject matter expert does not recognize what basic means anymore, or

(2) the subject matter expert is so hot on their topic that every possible nuance of the topic is included in the training.

It illustrates my idea about differences between teaching and knowledge sharing. Even if someone wants to share knowledge, it's not necessary that he can help others to learn.

  More on connections between learning and teaching To teach is to learn by Curiouser and curiouser!

What an excellent question: "What connections exist between learning and teaching?"

To sides of the same coin?  Not sure.  Rather I see that when you care about teaching something to someone you make a commitment that requires deep understanding to fulfil.  The act of committing to teaching is the act of committing to understanding, to learning.

As an example Stephen Covey advises everyone who wants to learn about the 7 habits of highly effective people to begin teaching it within 24 hours of starting to learn.  Of course I had no-one to hand so I had to use my cats.  Have you ever tried teaching a cat to "Think win-win"?  Go on, I dare you!

Maybe this is why I find the 7-habits so hard...

I love this example :)

  Klogs as a reporting tool

Lunch break: switching from work to reflection...

Curiouser and curiouser! in You cannot make people smarter:

Thanks to [DG] for putting me on to Mathemagenic.

"You cannot make people smarter."

I believe this to be true.  However I also think that:

  1. Not every organisation believes that, e.g. the amount of money spent each year on training that doesn't work.
  2. Not every organisation cares how smart it's people are (no matter how much they spend on investors in people logos)

Probably, those who don't believe in smart people, don't believe in KM as well... Or, believe that good IT infrastructure will solve KM problems.

My fear is that klogging will only thrive in organisations that are healthy, and that there may not be enough of them.  Or, worse, that klogging will thrive as a control mechanism imposed by insecure and fearful management.  I don't want to be a part of that.

I don't think that klogging could be imposed: in "no trust culture" even if someone asks me what I'm thinking about, I can always say something else. If imposed, klogs can only capture formal activities, that in many cases go to all kinds of reports in any case.

Klogs can turn in a new kind of reporting tool. This could be not so bad if it replaces all other reports. If we think about klogs as project management tool, why not to extent it to the reporting tool?

Finally, I would put it broader: I don't want to be a part of unhealthy (in cultural sense) organisation. I simply wouldn't be able to realise my ambitions in this case.

More on: blogs in business KM 

  Differences between teaching and knowledge sharing

I wonder about the differences between teaching and knowledge sharing (corporate context). My rough version:

  • Sharing = get it out of my head to let others learn
  • Teaching = make sure that others learn

The second one requires a bit more skills, but I think that ideally “knowledge sharing=teaching”: I’m open for others, I spot their needs and I make sure that they can learn from my experience.

Related: BRINT discussion teaching skills for everyone?

  Learning and knowledge sharing (2)

Seb's Open Research: on Learning, sharing, and doing both:

... I wonder what connections exist between learning and teaching, or, in KM context, between learning and sharing. Are those who dare to share and eager to learn are the same people? Are these two sides of the same coin? May be it’s a coincidence in my case :-) [Mathemagenic]

I believe that all sharers are learners. However from my experience there are perhaps five to ten times more people who can learn but won't teach than there are people who'll do both. The implication would be that you can only klog 10-20% of an organization. But watch the generation of kids who are going to grow up with the medium.

And Matt Mower follow-up in Can teach. Won't teach.

I'd be interested in any conjecture about the, possibly many, reasons why those people won't teach?

Teaching is a tricky term: it has too much to do with school and formal settings. I would look for something short with meaning intentional facilitation of learning instead of teaching. But so far I continue to use teaching…

So, why people don't teach? I guess the main reason is the they can't imagine themselves as school teachers.

Ok, why people don't share? Some answers could be found in reasons for not sharing and BRINT discussion about knowledge sharing incentives. I would summarise it simply: people don't see the fun and the value of sharing (for a variaty of reasons), or don't have right skills and right environment to support knowledge sharing.

But I still have a feeling that the answers are not here yet... I hope we will get the topic of motivation for knowledge sharing in our research agenda.

  Thursday, August 22, 2002

  Learning and knowledge sharing: two sides of the same coin?

Follow-up thinking from previous post.

Sometimes I catch myself wishing to do some kind of teaching (training, coaching). Although I’m in research now, previous few years of helping others to learn has impacted me badly. I miss it, and I use any opportunity to do it even as an extra workload.

I was curious about a driving force behind it. I thought about this energy and excitement I get when people are growing with my help, but this was not explaining the whole. Now it gets clear: this is my own way to learn. It also explains why I’m not so eager to give the same course more than three times: probably this is enough to understand.

I wonder what connections exist between learning and teaching, or, in KM context, between learning and sharing. Are those who dare to share and eager to learn are the same people? Are these two sides of the same coin? May be it’s a coincidence in my case :-)

  Why asking commitment to teach someone works well?

From David Gurteen comments to Uncovering the implicit (a bit late to notice :-)

One of the things that Stephen Covey does before a workshop is to get the members of the audience to commit to teaching within the next week or so - the material they are about to learn - as this changes their mindset when they are learning becuase they know they need to understand it well if they are to teach it and they will furthr consolidate that learning wehn they come to teach it ... there is probably a good reference or quote from Stephen somewhere - I will look out for one ...

First, as David says it helps to get more serious attitude towards learning. Next, it helps with learning transfer and application, as teaching someone else

  • requires to come back to the material and to do it in the work settings (why it works)
  • requires being a role model and gives extra motivation for practicing
  • creates a group of people “talking one language”, which makes it easier to apply new knowledge and skills rather than simply returning to the old habits.

So powerful! Definitely something to use in my practice.


Seb's Open Research in Matt Mower: klogging = Tacit Knowledge Publishing:

... Then it occurred to me to cut to the chase:

klogging = Tacit Knowledge Publishing

This captures both the personal element that I think is so important, and the collaborative element. It also supports the storytelling metaphor which I am coming around to in a big way. [Curiouser and curiouser!]

This resonates well with the conversation I'm having with Lilia and Anders (here's Gurteen's take). Talk about synchronicity...

For me have always been the criteria to find people "on the same wave". Being teenager I was impressed that once you find someone you happy to talk with, you will find similar interests as well: believes, books, music, places... The best thing is that the circle of interests is never the same, and you can find new things that kind of "preselected" according to your own interests.

This is like defining a set of interesting books by "Amazon"'s "customers who bought this book also bought"…

...like reading blogs of people “on the same wave”...

More on: synchronicity 

  Gurteen Knowledge Cafe - going virtual?

Gurteen Knowledge Cafe. Well the invite has just gone out to the first meeting of my [Knowledge Cafe].

[...]The meeting is on Thursday 5th September 6:30pm - 8:00pm at the Strand Palace Hotel in central London.

It doesn't take much to travel to London, but I need a visa :))) There is another KM club in Moscow, I don't need a visa, but it's too far. Probably, there is a KM club in the Netherlands, but my Dutch is far from being good.

Those face-to-face meetings are so powerful... I wonder if virtual cafe would work? Otherwise I have to find other ways for networking. By blogging?

More on: learning event 

  KM Summer School, conference blogging and vacation

I'm going to KM Summer School in a couple of weeks. I like the way they prepare the event: apart from taking care of all the formalities, the discussion is started at Knowledge Board for exchanging improductions and expectations.

From my expectations:

I’m starting a PhD, so most of my expectations from KMSS are related to it. I would like to look for possible connections between KM and formal learning initiatives (e.g. between communities and training programs), and to discuss what kind of research in this area is needed and feasible. Next to it, I’m looking for improving my “KM literacy”: getting more systematic view on KM concepts, practices, and key players.

I'm going to continue blogging from France, at least as far as my "mail-to-weblog" will work. I'm not sure that I can keep my PC working all this time.

I wish Radio would have an opportunity for server-based blogging - at least for a few days of conference. If we talk about klogs for knowlegde sharing, what could be better than instant posting of conference notes? 

Next to it I hope to find some time to get a bit of tend: I'm living in RainyLand and I didn't manage to have vacation this summer. I'm going to catch up with taking a week off after the conference. Nice combination to get back to work: new ideas and new contacts from KMSS combined with sun, sea and new impressions... Counting days...

More on: KMSS 

  Wednesday, August 21, 2002


I did quite a lot today to have nicer blog. To become happy now I need a very small thing: to get working this theme and yellow background.

Discussing this issue at Radio forum

More on: Radio 

  My blog - to do list

Via Roland Tanglao: KLogs and Matt MowerScotts Radio

Some nice tips about dealing with Radio. But, frankly, I need more.

  • get rid of All posts category - I decided to use "Mathemagenic" instead
  • write introductory stories, list other blogs, links and so on
  • understand how KMpings work and subscribe properly
  • add referrers to the pages

This thing were in the list, but I fixed them today

More on: Radio 

  Tuesday, August 20, 2002

  Taxonomies to digest knowledge in klogs

Via Seb's Open Research: discussion about Klogging roles turns into discussion about The natural progression for knowledge: from K-logs to well structured forms.

Blogs is definetely worse than simple disscussion board to give proper credits to all who participated. I would just cite some ideas:

Roland Tanglao: K-Log => (FAQ or other knowlegebase article) => directory.

a klog apart: Self-review is a powerful tool for learning. Going over my own posts for the past week, month, and quarter has shown patterns I missed, ideas I was skirting but never wrote outright. It reinforced brief social connections, blogs to which I linked to and people with whom I briefly corresponded. It takes concentrated time and effort. It helps me to print out all the pages on my blog for that period; something about shuffling through paper.

Seb's Open Research: Phil has a point here. But I'm afraid that even expert authors are seldom able to fight entropy in the manner described, unless they have plenty of time and motivation to do synthetic work. In the academic world the ratio of resesarch paper authors to survey/textbook authors is perhaps 50:1. But in time, as the overall quantity of knowledge grows and grows, ultimately almost everyone will feel lost and the usefulness of "mappers" ought to be better recognized.

I treat blog as my external brain more than a publishing tool (at least so far). Could you imagine someone trying to digest knowledge stored in several brains to get something meaningful out of it? Could be funny :)))

From another side, there is at least one editor who might want to digest posts in blog - it's me. At first, blog helps me to capture ideas by articulating them, but then I want to look for patterns and connections that emerge. This would be something to do for the smart tools.

Date, time and categories are definitely not enough for me. I want something like this:

However, it is possible, once a K-Logging culture is in place to utilize taxonomy tools (tools like Wikis and Traction Software) to organize K-Log generated information into a larger whole.  The key to success is to first lay the groundwork with a K-Log network and then leverage it after it begins to produce results. K-Logging puts the knowledge into a format that makes it easier to manipulate by a taxonomy tool.  Longer term, I think most organizations will use combinations of the two types of tools to turn the Intranet into a rich, vibrant, and growing knowledge repository. (John Robb on K-Logs and Taxonomies in Yahoo! Groups: klogs)

  Monday, August 19, 2002

  Formal/informal interplay

Matt Mower raises some unresolved Klogging issues:

  • Klogs can overlap with existing formal systems - does klogging means that the same thing is not reported in formal way?
  • Decentralised klogging vs. organisational trends to control. 
  • Does klog makes it easier to control you?
  • As klogs are not really secure, could you post anything anything sensitive?
  • Are big-KM vendors missing the point?

I love this issue popping up again and again: how control and formal structures can coexist with natural informal networks. I'm not sure that I want to tackle the whole issue, but at least I want to look at the learning side of it.

[from my PhD proposal] Learning is best described by the metaphor “you can lead horse to the water, but you cannot make it drinking”, or as Joseph Kessels says “you cannot make people smarter”. Even in the case of formal learning an organisation does not have control over employee’s brain and heart, so in order to benefit from employee learning, companies have to find the way to support and encourage it without full control. The author believes that the answer lies in supporting interplay between individual and organisational needs by relating and integrating employee-driven informal learning and organisation-driven formal learning.

  Uncovering the implicit

Professions in the blogosphere: is there a pattern? from Seb's Open Research:

Thinking about the professions that are well-represented in the blogosphere...

I've been trying to articulate out what these professions have in common that could explain why weblogging has become an especially popular practice in those areas. I'm not finished thinking about it yet, but I think the commonality has to do with uncovering the implicit. 

Software developers patiently explain to a machine things for which humans wouldn't need an explanation. Journalists take threads from different places and build a coherent story out of them. Teachers patiently explain to students things for which trained specialists wouldn't need an explanation. Librarians gather and organize explicitly material that is only implicitly connected. Lawyers, whenever they seek to correctly interpret the intent of a law, need to uncover its spirit which is almost always implicit. All of them are not just pattern recognizers, they are also pattern explainers.


I would add KM people who are trying to uncover and understand grassroots knowledge flows and then enhance them to add business value. I also thought about usability professionals (for me Alertbox was a starting point to think about something like blog), although I'm not aware if there are a lot of blogs by them.

For me, blog is something for articulating ideas. They get some shape once they get out of my brain, and it becomes easier to deal with them. Blog is something for catching those difficult to catch things...

I'm thinking why such articulation is so powerful? I guess this is something to do with another thing: teaching someone else is the most effective learning method (don't have the reference). Explaining things is the best way to understand them...

More on: blog research bloggers 

  Quotes From Quotes of the Day:

Always be nice to those younger than you, because they are the ones who will be writing about you.

Cyril Connolly

Opportunity is missed by most people because it is dressed in overalls and looks like work.

Thomas A. Edison

In real life, unlike in Shakespeare, the sweetness of the rose depends upon the name it bears. Things are not only what they are. They are, in very important respects, what they seem to be.

Hubert H. Humphrey

Laziness is nothing more than the habit of resting before you get tired.

Jules Renard

If the facts don't fit the theory, change the facts.

Albert Einstein, (attributed)

I wonder how much this selection of quotes can say about me...
More on: quote 

  Friday, August 16, 2002

  Klogging roles Klogging roles via Matt Mower
    1. Catalyst. Alpha blogger. Someone who klogs well, leads by example, provokes and inspires others to join a klogging community. If you've used Blogtree, naming your inspirations, you know what I mean.
    2. Coach. The person who helps newbies, builds internal FAQs, nurtures laggards, acknowledges great posts. Soft skills, communication and social skills, are not evenly distributed. The coach helps everyone join and get better. Chief metablogger.
    3. Armorer. Works with IT to develop configs, scripts, integration with enterprise apps and messaging services. Power macros. Engaging templates. Technologist and architect.
    4. Practice leader. Informal leaders of subcultures in larger organizations. The one in legal who drives the whole department to start klogging. The rep in the Cincinatti sales office who gets her colleagues to start customer-specific blogs. Watch for lists of like-minded colleagues. They may also connect to like-minded communities at suppliers, customers, and the wild blogosphere.
More on: blogs in business 

  Link Via Gurteen Knowledge-Log:

Web logging can serve many roles. Good article by Paul Andrews of the Seattle Times on "corporate weblogs" and their potential in organizations.

I checked the original: it dicusses Macromedia blogging. I was hoping for more examples :)

More on: blogs in business 

  Thursday, August 15, 2002

  Where would I start learning?

One more issue from TechLearn TRENDS

Where Do I Go To Start Learning?  Where does a learner start an e-Learning experience?  Do they go to a website called My Learning and start or resume a learning module?  Do they go to a specific URL for that course, which may have arrived in an email, clicking and launching?  Is there an icon on the desktop that displays a learner's current courses? Should learning be launched right from a worker's calendar program?  We would love your experience and ideas on this topic.  Can you send me an email to emasie@masie.com and we will roll this up into an article in a few weeks.

I wrote to Elliott about my ideas. Here it is (+links and a bit of editing)

For me this question is closely related to the issue of tacit on-line learning you raised recently: ideally I would think about a smart tool that keeps track of my learning experiences (on- and off-line) regardless how formal they are. I would like to have something that has links to the courses I subscribed, workshops, community discussions, links to the documents, notes from readings and courses I took... Ideally it should be linked to scheduling and communication tools, as well as to the competency assessment tools. 

I'm dreaming about my personal competency/knowledge/contacts/learning management tool. Hope to get it one day :)

I'm trying to work out some ideas in my work, researching connections between formal and informal (tacit) learning, as well as their organisational support, which comes from T&D, e-learning and knowledge management domain. I think that looking for hybrid between e-learning and knowledge management tools can be a starting step for my "personalised learning tool". Next to it I'm looking for using blogs as personal knowlegde-learning diaries - there is an ongoing discussion about it in the knowledge management community...

More on: e-learning 

  Wednesday, August 14, 2002

  Reusing blog Although I didn't write for a couple of days, I used my klog extensively to access older posts. Have to find time for template editing to insert search function: it's ready, but I wasn't able to find a place for it.

  Monday, August 12, 2002

  Innovation in R&D Something to check later: a collection of papers about innovation in R&D context from Eindhoven Centre for Innovation Studies
More on: innovation 

  Sunday, August 11, 2002

  Time to reflect: my uses of weblog

I'm klogging for around 1,5 months, so it would be nice to reflect a bit about my uses of blog. So, I use it

  • for making notes about things I read
  • for saving pointers to the delayed reading. When I have time I add notes and remove the post from to read category
  • for capturing ideas and thoughts
  • for (occasional) reading news from others
  • as my representation in internet. At least I had something to refer to David Gurteen expressing my interest in knowledge-logs

So far this is not a tool to discuss my ideas with others - I'm not too active in blog-networking, I want to have a good content to share first and better usability. I wonder when it will come.

I have an unexpected effect as well - old friend was able to find me easily by googling (nice word he used :)

I'm not so happy with it as I could be - I want more flexibility in terms of customisation of my blog, and I don't have time to go into Radio technical issues.

  Friday, August 09, 2002

  Life is what happens to you while you're busy making other plans From Quotes of the Day:

Life is what happens to you while you're busy making other plans.

John Lennon, "Beautiful Boy"

More on: quote 

  Links Something for the future projects* from Curiouser and curiouser!

Integrating klogs with Big-KM - some practical ideas of integration at the systems' level

Klogs for project visualization - ideas of using blogs in project management

PM is about the conversation more than formal modeling. It is how we come to appreciate project dreams and know project reality. We discover our colleagues' capabilities and limits. We negotiate commitments. We make the thousand mid-course corrections to the project plan.

* Funny, I write as I'm sure that I will do something with it

More on: blogs in business 

  Thursday, August 08, 2002

  ID for learner-oriented training

From August issue of Play for performance (bold is mine):

Why am I against training people in a structured, organized fashion? Here are my reasons:
  • This approach treats all pieces of content as equally important. It presents too much information to the user.
  • This approach focuses on the structure of the content rather than the needs of the user.
  • This approach is boring. The user is presented with lots of information before being able to perform anything meaningful.
  • This approach encourages trainers to stick to the sequenced presentation. Most of the time, trainers take the users through their collection of electronic slides.
  • This approach punishes users for asking questions based on their needs. They end up getting a lecture about things they are not interested in.
  • This approach reflects the expert's mind and ignores the beginner's mind.

If all of this is true, then why do have so much resistance from subject-matter experts, instructional designers, and trainers? Here are some reasons:

  • This is the way most people are taught.
  • This is the way information about a new product is transmitted from the designer, to the salesperson, to the user.
  • Most instructional designers are analytical people. They assume that the whole world is exactly like them.
  • From grade schools to instructional-design courses, people are admonished to prepare logical outlines before they begin to write.
  • People believe that there are no alternatives to this type of presentation.

We know that there are alternatives. Instead of organizing the content into topics and subtopics, we can organize it in terms of challenges from the field and how experienced practitioners handle them. Instead of mass producing bullet-point slides, we can use the case method, simulations, and roleplays to get people closer to the real world. Instead of making presentations, we can answer questions.

I love this piece. I wonder how Thiagi's approach can take place of all kind of ID books that teach something that you never use in practice...

  Links Trying to refer to the recent Stephen Downes post: I'm not able to find permanent link to this week, and I don't want to refer to the specific posts.

So, just to remember: there are few nice links to standards and reuse of e-learning articles. Other links from there:

How to Manage the E-Learning Development Team (this is from July Learning Circuits - I have to read my maillists in time :)

Inexorable and Inevitable: The Continuing Story of Technology and Assessment

Distance Learning Styles - I checked it briefly, it says that there are e-learning styles, while Peter Honey did not find them

Weblogs in Education - Edublogs? - he refers to eCLIPSE which is in my e-learning reading list as well

eBusiness in Education: Case Studies on the Effective Use of Electronic Business in the Education Sector - something to do with e-learning future trends as we discussed them

More on: e-learning 

  Customer e-learning

Came via TechLearn TRENDS #239: (bold is mine)

1. Customer Learning Growth:  I just returned from a Customer Learning Seminar in Chicago at a CRM conference.  It is amazing to watch the rate at which e-Learning is being deployed in the Customer Learning arena.  We are seeing three major trends in Customer Learning implementations in the past ten months:

a) Revenue Growth - Upselling Through Learning:  The deployment of Customer Learning as a strategy to enrich the prospects full understanding of the products they are considering purchasing.  Salesforces, both field and office based, are being equipped with targeted e-Learning modules that can be launched at customers to help close the deal or upsell additional products.  A learning customer is a highly engaged customer and a best prospect customer.

b) Expense Reduction:  The use of learning as a tool to reduce the labor intensive dimensions of call center and other forms of pre and post sales support.  If a learner can access high quality, engaging learning modules, as an alternative to long-duration support calls (or waiting on hold for a while), the company wins in both satisfaction and reduction of labor costs.

c) Customer Loyalty:  The use of learning as a tool to increase customer loyalty and to position the corporation as a source of affiliation and knowledge. This is even extending to the building of communities of practice amongst customers, to provide peer to peer persepctives and support.

This is something to think about in our KM project.

Something else - was so pity to miss TechLearn last year (everything had been arranged, but my passport got stolen). Now our budgets are cut and this is not my primary focus any more, so the probability of going is low... And I have their invitation card on my table.

More on: e-learning KM&learning 

  Wednesday, August 07, 2002

  Accessible weblog

Came via w3future.com to days 30 days to a more accessible weblog

This is something to read and to think about. The only problem is that my knowledge about usability is better than my knowledge of HTML, XML and the rest of things I need to make it more usable or accessible.

More on: Radio 

  LMS and knowledge mapping

Line56.com Five reasons people don't tell what they know reader comments

A well managed and organized LMS (learning management system) database of Learning Events (formal training, on-the-job traianing, single point lessons, mentoring, etc) that each employee has participated in can tell where the knowledge of a workforce "should" reside. Good data mining can then reveal where pockets of certain types of knowledge should reside. These pockets can then be tapped for special projects and assignments. This in conjunction with the proposals put forth in this article could be very powerful.

  Reasons for not sharing knowledge

Something from left to read

Line56.comFive reasons people don't tell what they know

1. People believe that knowledge is power

...When a company's evaluation, promotion and compensation are based on relative numbers, the perception is that sharing knowledge will (always) reduce the chance of personal success...

So, (1) change the reward system and (2) use other motivators than money.

2. People are insecure about the value of their knowledge

...There are mini-cultures in every organization. Regardless of the overall corporate culture, individual managers and team leaders can nurture a climate for collaboration within their own work group or staff. And the best of these leaders do so by taking the time and effort necessary to make people feel safe and valued. They emphasize people's strengths while encouraging the sharing of mistakes and lessons learned. They set clear expectations for outcomes and clarify individual roles. They help all members recognize what each of them brings to the team. They model openness, vulnerability and honesty. They tell stories of group successes and personal challenges. And most of all, they encourage and respect everyone's contribution...

3. People don't trust each other

People need to trust each other to share, and building this "social capital" takes time

4. Employees are afraid of negative consequences

...Knowledge is highly contextual. It is triggered by circumstance, such as when the "right people" happen to meet at the right time and discover, in the course of conversation, that each has information needed by the other. So two things seem evident: 1) Knowledge sharing has an elusive, circumstantial quality, and 2) It is in the combination (and collision!) of ideas that creative breakthroughs most often occur...

When challenging and stupid ideas are not criticises...

5. People work for other people who don't tell what they know

...Today, informed collaboration is seen as essential for organizational success, and leaders need to make sure that every employee has access to every fact about every aspect of the business--terrifying or not--including finances, competitive products/services and organizational strategy. Moreover, this calls for an increased investment in educational and personal development programs so that all employees have enough practical background to utilize the business data being shared...

In addition, there are more ideas from readers' comments

  • people often don't share because they assume there is no need to
  • they are isolated physically, mentally and/or socially
  • language barriers
  • legal issues, particularly when you have joint ownership of companies
  • international situations, such as embargos

  Student evaluation

We had a heated discussion about student assessment yesterday after dinner. A few points:

I do not agree with the point that if instructor comments and student follows these comments this means higher mark. For me giving 9 (Dutch system) means that student is independent in understanding material, transforming it and expressing new ideas. If he (she) is building only on my comments, this is not independent, so it's only 8.

Giving measurable criteria for observing such independence and measuring the quality of someone's own ideas is not an easy task (at least for me). I still rely on intuition - somehow I know it. It works like that for all my courses, in spite of very detailed assessment system with a lot of criteria and certain amount of points for them, I don't really calculate the mark - I know it.

I think that clarifying evaluation criteria is a joint responsibility of student and instructor, so if student would ask "why you did not tell us before?" I would answer "why you didn't ask?" (In fact I'm not so bad and trying to articulate as much as possible, but it not always work).

Hmmm, my evaluation of students is so biased…

  Blogs in reseach

Came via Yahoo! Groups: klogs - The Case for using K-logs in Research

It gives ten reasons why klogging fits academic culture and six reasons to resist it. As I could expect it also links to article Blogging thoughts: personal publication as a research tool, the one that encouraged me to start my own log.

There are a few links to follow and read:

In any case I should find some time to read more about wiki

  Reading priorities

Was cleaning my table: I have enormous amount of print outs to read. Trying to set up some priorities. Would be something like:

  • KM/HR connections
  • communities/training connections
  • informal learning (but it's too much!!!)
More on: reading 

  Tuesday, August 06, 2002

  Sharing knowledge

Something from recent Gurteen knowledge letter:

Knowing how much Bob Buckman is interested in 'knowledge sharing' - I recently sent him this quote from Peter Senge:

"Sharing knowledge is not about giving people something, or getting something from them. That is only valid for information sharing. Sharing knowledge occurs when people are genuinely interested in helping one another develop new capacities for action; it is about creating learning processes."

  Monday, August 05, 2002

  KM and HRM Finally I was reading KM and Human Resources Management article and changing old post about it to add a review. I found out things that I didn't like - there were no proper references!

I'm becoming a scientist :)

More on: KM&learning 

  KM in small R&D company Something to come back later: discussion at BRINT about starting KM in small R&D company
More on: KM R&D 

  Thursday, August 01, 2002

  Found in internet

Free courses

From white paper collection

Free online sessions about a variety of e-learning topics

More on: e-learning 

  Our findings about relating KM to HR/learning efforts

E-linCC study

  • KM and learning are perceived to be closely related, but
  • informal learning is addressed by KM, while formal learning - by HR
  • interventions and technologies that address formal or informal learning are rarely related
  • do we need integration?

CKO study

  • there is a fusion between KM an organisational learning: similar goals and organisational conditions
  • CKO and CLO: roles, responsibilities, and daily activities are similar 
  • cooperation between KM and HR is expected to grow within next few years
  • examples of cooperation

Communities study

  • linking to formal learning is definitely one of possible directions for the future of communities
  • examples of relations between communities and formal learning
  • also reflected in communities and courses

I'm definetely going to write about it.

Later: I did it! See Converging knowledge management, training and e-learning: scenarios to make it work

More on: KM&learning 

© Copyright 2002-2007 Lilia Efimova Click here to send an email to the editor of this weblog.

This weblog is my learning diary. Sometimes I write about things related to my work, but the views expressed here are personal and do not necessarily reflect the views of my employer.

Last update: 3/25/2007; 10:27:44 AM.