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Showing posts from October, 2012

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The 12 loops of Goodbye

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  The Twelve Loops of Goodbye The fluid rises. The cryo-hiss is deafening. And then... the program starts. Twelve times. The system cycles, and twelve times I see you. It starts the same. The image freezes in the dark. It’s you, BK. Or... It’s your idea. You’re wearing the rig. The goggles are locked on me. I try to say your name, but my mouth is filled with ice. I love you. God, I love you. But you don’t blink. The Neural Glitch. Something is wrong. The memory corrupts. I see "corrupted code" trying to stabilise across your face. Your eyes... behind the lenses... they twitch. Microscopically. Are you hurting? Or is that my pain rippling through the connection? A low-frequency pulse warps your skin. You look like a stranger. You look like the machine. The Shuddering Breath. This is the one that breaks me. Total stillness. Then... a faint mist forms at your mouth. Condensation beads on the goggles. I scream at you to breathe! Just breathe! But it’s slow. Irregular. It’s a ...
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Project Management - celebrate small achievements

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Purpose of this Blog To encourage professional workers to recognize their small achievements, celebrate the small achievements, and share the small achievements across the work unit. Project Management - the importance of celebrating small wins at work Managing projects can be a complex process involving time, risk, and priority management. Managing multiple projects that involves working with a multitude of clients and within a hierarchy of positions, over distance, and involves "wicked problems" requires strong hard and soft management skills. Soft management is more difficult to identify and yet it has a significant impact on the success of a project. This blog discusses soft management skills. It focusses on enabling achievement recognition to benefit the individual and the work unit. Recognizing achievements and failures affect the personal attachment to the project and in general the potential successful outcomes. Most importantly it affects the ...
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21st Century: The Learning Challenge Part 2

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PISA (Programme for International Student Assessments) results are aligned with 21st-century skills (critical thinking and problem solving) The future of learning will focus on problem-centered instruction and will dismiss the 20th-century methods and curricula that are based on basic skills. Teachers need to dismiss instruction that outputs master memorizers, regurgitation, and fact toters (testing for the correct answers). Teachers need to enable instruction that outputs problem solvers.   Teachers need the skills to manage “ill defined" problem-based learning programs. Students as problem-solvers need to have critical and creative skills. Students need to access technologies that support problem-solving. Technologies cannot be limited to a standardized "one size fits all". The present situation in schools is that instruction is largely 20th century based.  Most teachers prerequisite learning ...
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