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Mathemagenic ...giving birth to learning... |
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Mathemagenic
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 Keeping found things found on the web
Jones, W., Bruce, H., & Dumais, S. (2001). Keeping found things found on the web. Proceedings of CIKM’2001, 119-126. This paper describes the results of observational study into the methods people use to manage web information for reuse. If I think about my own experiences I'm not surprised to see that they found out that sending e-mails with links or printing web pages is more common than using bookmarks. What I find especially valuable is the functional analysis the authors provide to explain uses of different methods. For example, a web address pasted into a self-addressed email can provide an important reminding function together with a context of relevance. The email arrives in an inbox which is checked at regular intervals and the email can include a few lines of text that explain the URL's relevance and the actions to be taken. On the other hand, for mort users in the study, the bookmarking tool [...] provided neither a reminding function nor a context of relevance. (p.119) Identified functions
The authors use these functions to compare different methods in a nice table (see the paper). It immediately made me thinking about weblogs (linkblogs ;) as a method to access online information for reuse (more on it later). I also find this paper useful from a research perspective: the data collection method is well described and worth thinking about when doing similar studies. And it also says something very much inline with my thinking about focusing on user rather than on using specific tools. People exibit great flexibility and creativity in their choice of methods and in their overall practice of information re-use. We begin to glimpse this flexibility and creativity only when we move away from a study of individual tools and their use and towards a study of what the user, by whatever means, is trying to accomplish. (p.125) See also Keeping Found Things Found project for more publications, bibliography and other useful things (e.g.survey of Web keeping methods). |
Thursday, October 30, 2003|
Knowledge worker spaces
A bit more knowledge networker thinking for my PhD research (I'm looking at weblogs as a case to understand knowledge workers). I distingush between three directions of weblog use by knowledge workers (slightly different earlier version with more details):
This makes me thinking that it may be more useful to consider knowledge work not as creating-learning-sharing-applying knowledge, but as system of activities in three interrelated spaces:
More on: knowledge networker PhD
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Recently online on knowledge workers
As I promised: recently online about knowledge workers. "CIO knowledge worker" series by Davenport:
Jim McGee's letter commenting on Davenport - Knowledge Workers Should Watch Themselves (thanks to Jack Vinson): knowledge work can not be automated and knowledge workers are only those who can judge the quality of it Dave Pollard posts a paper about The future of knowledge managament with practical suggestions for improving knowledge worker productivity. More on: knowledge networker
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Knowledge worker paradox
I guess I'm part of the broader KM trend: writing about knowledge worker productivity :) I wrote a story, Knowledge worker paradox, where I try to explain why "When it comes to knowledge workers, we pretty much hire smart people and leave them alone" (Davenport). One sentence summary: organisations focus on things they can control and can measure, thus knowledge work is left to knowledge workers. Please note:
More on: knowledge networker PhD
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Tuesday, October 28, 2003|
Explosive energy, fish and blogging
Recent discovery: La NuiT's Surfing (RSS feed). For example this post - Hybrid media and its resultant explosive/implosive energy: McLuhan writes, "The hybrid or the meeting of two media is a moment of truth and revelant from which new form is born. For the parallel between two media holds us on the frontiers between forms that snap us out of the Narcissus-narcosis. The moment of the meeting of media is a moment of freedom and release from the ordinary trance an numbness imposed by them on our senses." (Understanging Media, pg. 55.)I feel that it somehow correlates with MonsterMedia - monstrosity in the face of weblogs, but I can't explain how. Check also post on bloggers as fish: So what do fishes have to do with blogging? Wouldn't you say we are all swimming in a current that we find difficult to grasp, like a fish doesn't really know that he is swimming in water until he is left on land? This post also appears on channel weblog research More on: blog new blog research
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What Matrix Persona Are You?
It says that I'm Morpheus :) More on: fun
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Hard lessons learnt
I'm still disconnected. I've learnt a lot about DNS these days, especially that it takes ages to get your domain name back once it switched off. I don't think I will forget to pay my domain name costs another time :) So, what do I miss:
I feel disconnected and invisible, like I don't exist anymore. I know this is not true, I do exist, I enjoy autumn sunshine and I'm happy to reply to all the worried messages saying that it's just a technical problem and my weblog should be back. Still, writing this and knowing that it will not go in the air feels like trying to speak and realising that no word can reach others (thinking of the moment in The Matrix when Neo tries to speak and his mouth dissappears). Anyway, autumn sunshine is still here, back to work and be patient... More on: blog organising blog writing
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Monday, October 27, 2003|
Book writer connections
From Lisa Williams If you type an author's name into GNOD's Map of Literature, you'll get a little scatter plot with that author's name in the center. Surrounding them will be authors whose readership overlaps with theirs -- the closer the next name is, the more the overlap. More on: fun
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'Being yourself' rather than 'misbehaving'
The headline of misbehaving.net, a weblog about women and technology, says "Well-behaved women seldom make history." --Laurel Thatcher Ulrich I have mixed feelings about the topic and especially the title of this blog. From one side, I know that it's not so easy to be a women in technology-related fields. I like the provocative style of this weblog and I enjoy reading it... From another side, I feel that there is a broader issue behind this: accommodating diversity, those different from the majority. I've been in situation "woman in dominantly male environment", but it's not much different from my other experiences of being different: being much younger than expected, being a foreigner, being an innovator. Probably, there is a lot to do with specific "women and technology" problem, but I would rather focus on embracing diversity, as from my experience "different-friendly" environments are "women-friendly" as well. And I also don't feel easy with "misbehaving" approach. For me it means fighting with existing rules. And for me fighting is not feminine... It looks a bit paradoxical - trying to get your own space in a different world by actually playing its rules. I would rather go for "being yourself" approach rather than "misbehaving". Fighting for what ever good reason makes your opponent stronger. I believe that there is more value in crafting your own way of doing things than in fighting existing structures. And who knows, may be one day being a woman in IT will be considered as "behaving well".
Later: Liz in What does it mean to "misbehave"? (read the whole post) Most of the women I know and respect, in and out of the technology field, have the battle scars to show for their misbehavior. But at the end of the day, you have to learn to pick your battles. And how to work within the system, not attack it from the outside. I believe women know well how to do it. I often think about Russian saying that "husband is a head, but his wife is a neck", meaning that he can think he is controlling things :) More on: blog new
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Sunday, October 26, 2003|
Leadership on the web
David Weinberger in Why The Web Has No Leaders So, what lessons do we learn about leadership on the Web? That the people we pay attention to are the ones who speak not at us and not to us but with us. We listen to them carefully because they are so interesting, so wise, and even so funny. We learn that leadership isn't a quality that necessarily spreads across all areas and topics: the person who is worth listening to about, say, technology may be just another jerk when it comes to raising children. And we learn the lesson that is most troubling to marketers, businesses and real-world leaders of all sorts: We learn that we, talking together, are smarter, wiser, and more interesting than any single leader could ever hope to be. More on: leadership
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Saturday, October 25, 2003|
Impermanence of weblog writing
Just came across series on permalinks in Weblogging for Poets by Shelley Powers (Burningbird):
From the last part: We edit each other's memories all the time. Two old friends get together and they talk about old times and one says, "Hey remember when..." and the other goes, "That's not what I remember...". Memory of a shared conversation is a negotiation, a give and take and by the time all parties are finished, the memory isn't exactly as it happened, but is no less real. That's how conversations work -- we are not heads of state to have every word in every exchange recorded, permanently. Somehow it correlates with another piece, by Jay Rosen: Sure, weblogs are good for making statements, big and small. But they also force re-statement. Yes, they're opinion forming. But they are equally good at unforming opinion, breaking it down, stretching it out, re-building it around new stuff. Come to some conclusions? Put them in your weblog, man, but just remember: it doesn't want to conclude. This post also appears on channel weblog research |
Friday, October 24, 2003|
More on reading weblogs
Frank Schaap asks What do you read? Q: When you first visit a new weblog, what do you read? Of course, you take in the whole design, maybe scroll up and down a bit, but do you a) read the main content/main entries, b) just read some headers, c) read the sidebars, d) read "about me" info, e) some combination of the above, f) EVERYTHING, g) something else entirely? 1. I read entries that catch my attention and check categories that look interesting. Then if the blog looks promising I check the sidebars and "about me". If I'm still interested I subscribe to RSS feed and give it a try. The rest is described in reading weblogs. 2/3. I read most of weblogs using RSS readers (two at the moment). I use browser only to read really interesting exepts in full or for a follow-up reading from blogs I read via RSS. This post also appears on channel weblog research More on: blog reading blog research
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Thursday, October 23, 2003|
Blog is down
Not being able to access my weblog is a good case to reflect on my dependence on it: I really use it as an ouboard brain, so my life is difficult without it. More on: personal knowledge management
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Friday, October 17, 2003|
Multidisciplinarity
Was cleaning papers on my table and thought about fields that I had to look at during last two years in my current job... Deepening my "old" topics:
New topics:
"Old" topics that I'm not doing much about:
Hope I'll be able to build meaningful connection between all these things without loosing focus :) More on: personal knowledge management
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Learning: communities vs. courses (4) - learners' skills and motivation
Another turn on Learning: communities vs. courses - 1, 2, 3: George Siemens summarises the discussion in Learning Ecology, Communities, and Networks. It's a great overview (and it's very good to have someone rethinking and summarising bits of distributed ideas), but I'm thinking on implementation challenges. I wouldn't come back to my concerns that some educational goals may not work with community dynamics, this time it's about learners themselves, as "The simple fact of membership in one or seventeen networks specifies little about content of knowledge and nothing about degree of mastery" (Spike Hall). This point links the discussion about learning in a community with another stream on learning with weblogs. Spike Hall notes that introducing weblogs as a learning tool is not about the technology, but about "passing over the deuterolearning (aka meta-learning and learning-to-learn) torch" and lack of meta-learning skills of students. He also adds that we are likely to overlook it: I thought I might mention this because those already deep into a) weblogging / journaling, or b)research and development, as two examples, are already deep into self-directed growth and may take their own skill for granted. This taking-for-granted sets up a certain blindness to the total set of attitudes and skills that go into high levels of active and self-directed learning. And this blindness, in turn, can render the teacher/developer incapable of isolating and teaching the subskills and attitudes that are involved. Though I certainly see the potential of personal Webpublishing to be turned into "a major self-uplift machine" (actually a good part of my paper for BlogTalk 2003 was trying to examine the possibility to conceptualize personal Webpublshing as a powerful tool for self-organized learning), I keep bumping into missing "subskills and attitudes" of adult learners whenever I try to integrate personal Webpublishing practices into formal course settings. Sebastian points that it's difficult to change existing learning habits and attitudes of adults and that there is a variety of ethical questions around it. At the end his asks: What can we really do to promote more self-teaching and self-organized learning? I would add: Can we decide being a self-organised learner is a good thing for someone who is comfortable learning in other ways? It's quite a paradox: we want learners to be self-directed and this is one small thing we will decide for them... I believe that reflection and meta-learning skills are increasingly important in our days. My questions is: how do we facilitate others going there without forcing them? Coming back to learning in communities: given the lack of structure and guidance in communities it's personal meta-learning and communication skills that make learning possible. And, as Spike Hall notes, those who have these skills tend to take them for granted and expect that everyone will learn given the opportunity to do so. I don't think so and I don't have ready an efficient and ethical roadmap of developing these skills. Related: earlier post on Developing reflexivity. |
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Learning: communities vs. courses (3) - experts vs. novices and competition
Something that I missed in my Learning: communities vs. courses link collection - Martin Dugage on the motivation for learning is the desire to access a community The traditional professor-student relationship in a classroom setting, with grades, diplomas and the like still makes sense as a prerequisite to entering a learning community. It is a question of managing time and attention. If we start bringing in newbies who haven't acquired the fundamentals required to participate in the learning activities of the community, we might end up annoying the top experts of the community, who might then leave for better places where people will make better use of their precious time. I guess this comment of Martin comes from practical experiences of facilitating communities in corporate context. There are more insights on "how communities work" in the knowledge management field and sometimes I feel very sad that these experiences are not known or not recognised in educational discussion about communities (lack of interaction between these two fields is my old frustration and overcoming it directs much of my thinking). Anyway, there is a connection between Martin's concern and Sebastien's recent post on experts and novices pointing to Joe Cothrel observation about opportunities that weblogs provide in enabling novices learning from "gurus" without making them frustrated with depth and scale of interactions. I belive this is the direction worth exploring. Final comment of Martin: I believe learning economies (and the web is definitely one) are economies of access and not economies of transaction, meaning that you had rather pay, and very dearly sometimes, to obtain free access to a community of people that you would like to resemble, than for some of the discrete services that the best of these people could offer you. Or to put it differently, you may be prepared to work like crazy to graduate from MIT, but going through MIT's courses without being recognized (a.k.a. branded) as an MIT student is worth far less.There are two sides here: people compete (try to get accepted) in communities that provide better learning/networking environments for them and communities compete between each other to get attention of "best" members. More on: communities KM&learning learning informal
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Thursday, October 16, 2003|
Directory of weblog research
Does anyone know about a directory (or wiki or something else) of weblog research? I'm interested to know about:
Update: Sebastien posts his list and starts weblog research channel. I'd love to have a wiki (or whatever collaborative space) to work on it. Anyone to host it? More on: blog research
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Wednesday, October 15, 2003|
A Brief Overview of the Linguistic Attributes of the Blogosphere
A research paper by Stephanie Nilsson - A Brief Overview of the Linguistic Attributes of the Blogosphere [via Mario, tout de go...; see also others who linked to it via Blogdex] I only scanned it, but it looks like an interesting reading for both findings and research method.
Later: final version of this paper and other papers More on: blog ecosystem blog research
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BlogTalk paper: final version and a bit of reflection
Something I was supposed to post long time back: final version of my BlogTalk paper - Blogs: the stickiness factor (.pdf). I finished it only a couple of weeks back: I was too lazy to rewrite parts of it and managed to get organised only before final-final deadline for print version. I'll be sending e-mails to the participants tonight. There is more in the data about blogging I collected than I was able to analyse and to write about. I'll be using bits related to knowledge work in my "under construction" paper and I'll see if I come up with more ideas. Doing that study was a great experience. It started almost accidently when I discovered a way to connect my interest in weblogs with my PhD exploration. At that moment it was a way to test some ideas I had and I didn't think that I would seriousely look at weblogs in my PhD research. Well, you never know: Life has more imagination than we carry in our dreams. Discovering blogging - writing a weblog, reflecting on my own process, reading others' reflections, sparks of comments and discussions, studying it - all these things contributed in somehow invisible way to my thinking about knowledge workers and my PhD research. At the certain moment two themes that make me passionate collapsed in one. And I've got my PhD focus, in one day, after struggling for months. My new PhD focus is not approved yet, but at least I know what and why I'd like to study. This may change again and I guess I have more struggling ahead, but at least now I feel very happy to see how bits of ideas are getting into coherent whole. So, thanks for participating in that study: you did more than you may think. More on: BlogTalk paper knowledge networker PhD
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Blogs in Russia
Wired - Russia: Dial 'H' for Hostage [via browsing started by Waypath plug-in] - a year old article about LiveJournal as an alternative to mainstream media. It also says about LiveJournal: "Of the site's 700,000 users, more than 6,000 are Russian." I wonder what is the real number as Blogcensus shows only 900+ Russian language blogs. |
Tuesday, October 14, 2003|
Blogging turns web pages into people
Playing with old quote by Sebastien Paquet in blogs and Googling people (cited a lot by others): Finally, I note that blogging itself is actually in the process of making people as easy to find as web pages on Google -- it turns them into web pages! I think the opposite is more important: blogging gives voice and face to web pages and turns them into people. More on: bloggers
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Topic-based RSS feeds from K-Collector
K-Collector provides RSS feed for aggregated topics. I loved the idea, went to subscribe to Knowledge Management and knowledge work, but was dissapointed to find there mainly weblogs I read anyway :) More on: blogging tools k-collector
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Learning: communities vs. courses (2)
Follow-ups on Learning: communities vs. courses George Siemens summarises main benefits of communities and courses and suggests that "good" elements of courses can be supported in communities. I'm not so sure. Structure and focus of courses have something to to with teacher's authority (courses are other-directed), while in communities there is no real authority (ok, there are respected experts, but respecting someone is not enough to discipline yourself :) I'm not sure that a combination of both will work. Jeremy Hiebert reflects on his own learning in different forms (read it!) and describes three main reasons to join formal learning program: credentials, discipline and feedback. I especially liked parts on feedback in courses and in blogging community. On feeback in blogs: The blogging community talks a lot about the interaction of blogs, and we've all seen some great quasi-conversations emerge across several sites at once, but the type of feedback you get on your writing tends to be somewhat impersonal, even if you get to know the personalities behind the writing. Comments might point you somewhere for more info, or disagree with something you've written, but they rarely give you a sense of how you're doing overall. You might know that Person B disagrees with your stance on standardized testing, and that a study exists to refute one of your points, but you probably won't get help in improving the articulation of your arguments or research skills. Bill Brandon summarises problems with communities: 1. Accountability: with formal instruction, someone is accountable for results; and 2. Bad information drives out goodHe also adds, "Much of what is learned informally is wrong, and there is no easy way to correct it." [related: piece on why articulation of implicit learning is important in implicit learning] Oliver Wrede suggests that not only who is learning, but also what is to be learnt is important for making choices between communities and courses. |
Monday, October 13, 2003|
Paper abstract: a weblog case to understand knowledge workers
I'm writing a paper and have to submit extended abstract in two days. I would appreciate any comments on it - What's in it for me? Using weblogs to understand knowledge workers (.doc) I'll post paper draft as well once it's more readable :)
Update: final version of the paper - Discovering the iceberg of knowledge work: A weblog case More on: blog research knowledge networker PhD
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Sunday, October 12, 2003|
Weblog and paper blind review
I wonder, if I submit a paper abstract for a conference and it is supposed to go through a blind-review is it a good idea to post it to a weblog too? From one side, I'd love to share my current writing to get a feedback. From another side, I'm writing about weblogs and knowledge management, so if reviewers are curious to learn more about the topic they can easily find it and it's not 'blind' anymore. Next to it I'm not sure if I can share submitted abstract (it's usually clear "no" about papers, but I'm still not well with academic standards...) Any experiences or ideas? More on: blog research
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Learning: communities vs. courses
There is an interesting post by George Siemens and follow-up discussion on learning communities vs. courses. I guess it reflects well educator's frustrations about courses and fascination by communities. Why communities are not good? Communities are nightmares for novices: lack of clear roles or structures, overflow of information, discussions that you join in a middle, strange language... Communities could be good to stay updated in the field or get specific questions answered, but they are hell if you want to get solid understanding of the domain. Communities are difficult for those who are not self-directed learners yet or choose not to be self-directed in specific context (I believe in the right to choose not to be self-directed :) And finally, to learn in a community, you have to be open for unexpected opportunities to learn (see related thoughts about not learning in a community). Why courses are good? Good course instructors take into account learners needs and level of being (choosing to be) self-directed and provide guidance that makes our path through learning exciting and efficient. Courses provide context that makes us more 'disciplined' then we would be by ourselves: pushing to learn things we would never consider important, doing assignments to articulate silent ideas or connect loose ends, initiating brainstormings that should lead to some tangible results and not only random thoughts. Courses provide structure to make learning about complex things easier. Finally, good courses develop our abilities to become self-directed learners. I believe that both courses and communities (and other forms to support learning) provide good conditions for learning in some cases. The problem is that we don't know much what are those cases and how learners and those who facilitate learning can make good choices for combining different environments for learning. Effective learners are developing their own (often unconscious) strategies to make these choices, but I haven't seen much research on it. I would explain lack of research in this area by two factors. First, the scale and importance of informal learning are quite recent discoveries (as far as I know from 1979 study of Allen Tough on personal learning projects). Second, the focus of most thinking about learning: educational institutions and companies think in terms of activities or environments that support learning of many. In this case even when learners' needs and preferences are taken into account they result in events and programs optimised to help learning of many at the same time, rather than to optimise learning of one person across different contexts. Related reading: Jay Cross: The Other 80% for an overview on informal learning. Some of my posts: formal vs. informal learning, Supporting informal learning, Virtual communities as learning networks, Bricolage learning and longer story on synergies between formal and informal learning. More on: communities learning informal
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Saturday, October 11, 2003|
Perseus weblog study (2)
Some follow-ups for Perseus weblog study
Check links to the survey at Blogdex if you want more. Also: Russian translation of survey results (without caveats!) More on: blog research Russia
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Friday, October 10, 2003|
Challenges of studying knowledge work
Just to summarise some of my thinking behind previous post. I believe that there are several challenges of studying knowledge work:
Were you able to guess that I'm writing a paper? I am :) More on: knowledge networker
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Knowledge work as discretionary behaviour
This paper was long in my "to blog" list: Kelloway, E. K. & Barling, J. (2000). Knowledge work as organizational behavior. International Journal of Management Reviews, 2, 287-304 (if you can't get access to it you can check earlier report on-line). Abstract says: Knowledge work has been defined as a profession, a characteristics of individuals, and as an individual activity. We review and critique these definitions of knowledge work and propose that knowledge works is best understood as discretionary behaviour in organizations. As such knowledge work is understood to comprise the creation of knowledge, the application of knowledge, the transmission of knowledge, and the acquisition of knowledge. Each of the activities is seen as discretionary behaviour. Employees are likely to engage in knowledge work to the extent that they are the (a) ability, (b) motivation, and (c) opportunity to do so. The task of managing knowledge work is focused on establishing these conditions. Organizational characteristics such as transformational leadership, job design, social interaction and organisational culture are identified as potential predictors of ability, motivation and opportunity. Implications for further research and practice are identified. This paper has the best overview of the literature on knowledge work I've seen so far. It contains an interesting model that describes connections between organisational characteristics (predictors'), 'mediators' (ability, motivation and opportunity) and knowledge work activities, as well as extensive discussion on 'predictors' and 'mediators'. The authors build on the idea of employees as 'investors' of their knowledge, referring to work of Steward (1998) and Drucker (1999): As investors, employees choose whether or not to invest their skills in a given company. Perhaps more to the point, as investors, employees choose when to invest their knowledge, and how much of their knowledge to invest. Moreover, employees choose to withdraw their investment in the workplace when the 'pay-off' falls below acceptable levels. [...] Importantly, simply employing an individual is not a guarantee that the investment will be made. (p.293) And related piece that I loved: In advancing the position that knowledge work is discretionary behaviour, we explicitly deny any direct link between employees' knowledge and intellectual capital of the firm. Put simply, the organization does not and cannot 'own' the knowledge of employees, and to categorize such knowledge as an 'asset' is fundamentally misleading. (p.293) Personally, I subscribe to the definition of knowledge work the authors propose and to the values behind this definition, but there are a few things to comment as well. First, according to the authors (based on the literature) knowledge work takes at least four forms: finding (learning is here), creating, packaging (sharing is here) and applying knowledge. I have a few problems with it:
Second concern is much lighter. The authors address difference between physical and knowledge work: It is relatively easy to coerce and control physical labour that by definition is observable and measurable. [...] In contrast, knowledge work is fundamentally unobservable – one observes the outcomes, not the process of knowledge work. (p.293) I'm curious if this statement is true (because if process of knowledge work is unobservable and unmeasurable we can not study it :) It may be difficult to lurk in the brains of people, but we can find some ways to get insights about specific activities that people engage into to get to outcomes. For example, looking at the learning theories we can find many models to explain learning process and some ways to measure it. And, of course, I'm coming to weblogs here because I believe that they may improve our understanding of process of knowledge work (I'm under strong influence of Jim McGee's Knowledge work as a craft work). Anyway, must read article for anyone interested in knowledge work. More on: knowledge networker PhD transparency
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Understanding and developing knowledge work practices
In one of the discussions about knowledge management someone asked if we were thinking of supporting "knowledge workers as they are" or some kind of "ideal knowledge workers". I guess it's true that most of people now have some elements of knowledge work in their job, but most of us are too far from what could be considered an ideal case. We are still in the process of trying to understand what knowledge work is, how do we do it and what do we need to do it better. At the same time we want to make knowledge work more effective. I would say that we are targetting at understanding and developing knowledge work practices at the same time. See also Is knowledge work improvable? by Jim McGee and Peter Schutt on knowledge worker productivity. More on: action research knowledge networker PhD
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Thursday, October 09, 2003|
Uses/benefits of blogging for knowledge workers
This another slide of my presentation, but this one is probably the most important for me as this is the frame I use to think about weblogs in my PhD research trying to summarise (possible) uses/benefits of blogging for knowledge workers. What's in it for me?
More on: blogs in business knowledge networker PhD
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Weblogs from a business perspective
I just posted edited slides for my internal presentation on weblogs in business. I don't think that there is much new in it, may be just my way to explain weblogs :) The presentation has two parts: explaining weblogs and discussion on weblogs from a business perspective. Below is a summary of some "business" slides. What's in it for business? Releasing and "channelling" personal passion
Choices
Specific questions
More on: blogs in business
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Wednesday, October 08, 2003|
How to start blogging?
I'm constantly finding myself in trouble when people ask what they should do to start blogging. I don't have any good step-by-step approach and I don't know any good text on it that would satisfy me. May be you know something... The prerequisites are:
More on: blogging tools blogs
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Tuesday, October 07, 2003|
Presentation on weblogs and business: links
Follow-up links for my presentation on weblogs and business (slides, public version).
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Was searching for 
I'm alive, I just wasn't writing for a few days and forgot to pay for my domain name. It should be fixed if you are able to see this post.