Entries categorized as ‘modelling’
2009 November 11 (Week 46: Wednesday) · Leave a Comment
So Twitter and LinkedIn are interconnecting. What is the background to this and where is it leading?
Twitter
Twitter seems to have caught many people’s mindshare because it is fundamentally different from most other services; its asymmetric “follower” relationship is more complex and flexible than simple connections on LinkedIn or friends on Facebook. Other services are now following(!).
Personal fun is not the whole storey; some major businesses are using Twitter for customer service. Dell, BT, and PayPal have all been reported to be benefitting from its use. And let’s not forget that the current President of the US is unlikely to have been elected without his use of social media.
LinkedIn
LinkedIn began as a fairly straightforward and solid service for keeping track of colleagues. As LinkedIn is used mainly by people for professional purposes, the relationship with Twitter is particularly interesting and potentially complementary.
Collaboration
This partnership may be the first significant example of collaborative connection between social networking/media services.
In the end, it is probable that they will all need to take part in some form of open interconnection or they will be isolated from the mainstream.
Future directions
Today’s social media feels like the early days of email when people were on CompuServe or AOL or some other “walled garden” system and only communicated with others on the same service. Eventually, that situation dissolved into general purpose internet email, as the commodity aspect of each service’s communication became subsumed into a layer accessible to all.
Management of addresses is the usual constraint on its rate of adoption.
These are interesting times for individual and organizational communication!
Categories: modelling · social media · social networking · software
2009 June 4 (Week 23: Thursday) · Leave a Comment
My interest in learning, and in the ways in which we can enable it, makes conversations like this really interesting.
This is my (very rapidly composed) take on it. I write it here because my intended comment in that conversation grew in size so fast that, before I could get it out, it seemed to have become too large for a comment; that, also says something about the medium/channel communication!
So here goes … (more…)
Categories: learning · modelling · software
2009 April 2 (Week 14: Thursday) · Leave a Comment
“That makes no sense!” … ”How can that possibly work?” … “There is no way that I am trying that!
Are these the kinds of comments you have heard from beginners at … well anything that they consider “counter-intuitive”? (more…)
Categories: aviation · children · learning · modelling · training
2009 February 11 (Week 07: Wednesday) · Leave a Comment
O’Reilly are publishing a new book “97 Things Every Software Architect Should Know”. This caught my attention for a variety of reasons. One is an interest in trying to get to the bottom of what the issues commonly labelled as “software architecture” are really all about! Another reason is that there are a couple of contributions from Kevlin Henney, with whom I have worked and who frequently comes up with a “different take” on any situation. (more…)
Categories: modelling · software
2009 January 19 (Week 04: Monday) · Leave a Comment
Among the reactions to the article on sequences of learning is a post from Brett McLaughlin on the O’Reilly Radar blog, that poses questions about the design of the sequence.
Learning is important to us all in so many ways; so learning (yup!) more about learning seems to be particularly important! However there are a considerable range of contexts in which learning occurs; and sometimes this causes the generic lessons to be more difficult to uncover. (more…)
Categories: learning · modelling · research · training
2009 January 8 (Week 02: Thursday) · Leave a Comment
Over many years, as an instructor of training courses, my recognition of the importance of the sequence in which we learn things has been continually increasing. Every time there is a problem with someone learning something, the starting point is the sequence.
As we guide learners through the process of opening the Pandora’s box (more…)
Categories: learning · modelling