Kari's BLOG

Full Circle - Deceptively Simple

2005-04-12T17:23:00.000-07:00

Looking back from the beginning of the class to now, the end, I'm thinking about where I started versus where I am. Coming from a business background and not having much experience with curriculum design, I was particularily excited about this class but also a little intimidated since many of the people in the program had worked with curriculum a lotand had background in design. Initially reading "The Big Picture" was almost life changing for me, but definately eye opening. I love its simplicity. I've always been a fan of simplicity but one thing I realized is that when it seems simple, it's really hard. In other words, whether it be curriculum design or the performance of a musical composition or a book, the simpllist ones are somteimes the most well thought out and meaningful ones. When a designer, composer, writer, or performer creates something that to the outsider, seems simple often it is indicitive of a well planed and orchestrated work. I remember in Gary's class we talked about this in relation to music and that often performances that sounded "easy" was a sign of a lot of practice. Making something sound easy took a lot of work and planning and practice. I think this applies to curriculum as well. The curriculum that seems so simple that you wack yourself in the head because you can't believe how simple it is, really takes a lot of planning, practice and work.

THe ABC's and the concept of backwards design is so engrained in my, that I've found it creeping into other thing too. For example, I taught a crystal reports class today and all of the sudden the light bulb appeared above my head and the bell went off at the same time when I realized while I was teaching report design, the same concepts hold true for curriculum design, database design, etc....if you begin with the end in mind, you create a lens to view all the other components. You create a framework which allows you to make decisions on what to include and not include.

So my goal is to continue to work hard to make things seem easy for others using the many tools I have become aware of for resources.

That is all the deep thoughts I have for tonight.

12:00 Flashers

2005-03-25T05:29:00.000-08:00

When I was in a training about 2 years ago, a train the trainer session on a software program, the trainer referred to the “non-technical” people as the 12:00 flashers.

I googled "12:00 flashers" and I found this:

"Techies sometimes talk about a group of people they call 12:00 flashers. They call them 12:00 flashers, because their houses are filled with appliances with a flashing 12:00. What they mean by the term '12:00 flasher' is something deeper than just 'someone whose appliance clocks happen not to be set'.

"What they mean by '12:00 flasher' is someone who wants the benefits of technology, but is not willing to try to understand how technology works or how to use it. Their appliances flash 12:00 because they will not in a million years spend five minutes experimenting with the buttons or read the manual to see how to set a clock. This mindset affects every bit of technology they own, and invariably something will break -- quite possibly because it was misused -- and then they will invariably wait until the last minute, when there is an emergency, and ask a techie to "just tell me how to fix it." The 12:00 flasher is involved in a desparate attempt to cut a steak with a screwdriver, and when a techie begins to try to explain why he needs to set down the screwdriver and get a knife, the 12:00 flasher tensely replies, 'I don't have time to put down this screwdriver and go get a knife! I just need you to tell me how to cut this steak!'

So why don’t thiese people program their vcr clocks? Most of us can read the diretions of hit enough buttons to figure it out but why do some people do it and others not? What is it about technology that intimidates or scares some people but intruiges others? All things in life have those that like it and those that don’t but technology seems to be it’s own beast. It seems with any thing, if a person wants to learn it, they can, which makes the common denominator of knowledge to be “desire” or attitude. Technology, however appeals to every person and almost any subject matter. It might be compared to the telephone? Do you think that when phone’s were introduced some people boycotted them like some boycott technology? Sure there must have been early adaptors but did some just say “no” it’s too complicated? What makes technology any different?

Clearly, it is more complicated, but is it relatively the same as phones being introduced in their time? Surely phones seemed confusing and “hi-tech” at the time?

is technology really more efficient?

2005-03-16T18:26:00.000-08:00

In one of my technology coaching sessions with senior executives, the exec told me a story. He said, I'm always ready to learn technology and somethings that will make me more effective but sometimes people assume if it involves technology, that it will automatically be faster and more efficient, that isn't always the case. He proceeded to tell me about how 5-10 years ago he was in an airport and there was a fellow businessman that needed to look up a telephone number. He had all his phone numbers on his laptop so he took out his laptop, started it up, went through the boot process, opened the program etc. Meanwhile, the exec I was coaching, took out his handy dandy paper address book and in the time that he had already completed the call, the man looking up the phone number on the computer was still waiting for his computer to boot, etc.

He continued on telling me computers and technology aren't always faster or better. In this instance I agree, if the task is to look up a phone number while traveling, clearly the time it takes to boot the computer and look it up on there takes much longer than someone who is ttrying to look it up in a hand sized paper address book.

This reminds me of people using technology without really evaluating technology. Just doing it because if you can do it using technology, it must be better. I think it is important to remember that computers are a tool and they should be used when it is more efficient and it makes more sense, when the user can get a benefit by using the computer they can't get otherwise. I think this simple statement is often overlooked and computers are used to reproduce a system they could do using paper. I think the process should be analyzed not just use computer to do the same thing you did before computers.

Attaining Course Goals

2005-03-07T18:00:00.000-08:00

Course Goals: Each student will...
1) create his/her own essential questions regarding learning objectives and teaching objectives (these questions should evolve through reading, doing, discussing, reflecting, exploring, succeeding, failing, picking yourself up, dusting yourself off, and starting all over again)
I think have definately progressed in this area of questioning learning objectives, however I also think I haven't quite articulated it yet. I feel the questions are culminating but I don't have the words yet. I feel like the final project will be the culmination for me for defining some of these questions. I do feel I have a much better grasp on curriculum in general. The ABC's exercise and the U-101 was invaluable for me. I think the questions, although these may seem generic, are "deceptively simple" to coin Dr K's phrase. What are the big ideas of the learning objectives? What experiences can I either offer or simulate that will help them construct this knowledge? Does technolgy add value? Can it add value?

2) create authentic tasks which incorporate technology skill(s) in a learning/training situation
This is a hard one for me to pick apart or distinguish for some reason. I feel like this is one of the things I already do and since the majority of what I do IS TECHNOLOGY training, it is hard for me to distinguish not incorporating technology. The biggest reinforcement I have gotten through this class in regards to this objective is, authentic experiences are crucial. In much of the training I do, fake data or fake companies are used. I have been a HUGE proponent of using real data whenever possible and feasible on the classes I teach. The difference in retention that I have seen has been tremendous. I didn't have the words or the theory to support why I thought this, but now I do. Although, pure constructionism is idea, the reality is that often times these training engagements which I lead are short in time and the best case scenario is to have real data to use in the simulation which is still better than fake data altogether. I have learned the value and have become more adiment in my feelings about authenticity but also realistic that it isn't always feasible.

3) incorporate reflection of personal use of technology as a learning tool (intended or unintended) for the self and those in the immediate surroundings through blogging (we will discuss this in class #1)
This has been fun for me. I must admit, sometimes I really have to think hard about this but I've had some fun deconstructing some everyday situations and thinking about the learning or teaching part of the situation. Not all of my deconstructions have been technology related but some have. I have really learned a lot. As I'm re-reading this goal, I'm remembering myself processing it differently, not necessarily with technology attached so I think I've focused more on the learning itself but this has been fun.
4) identify when technology is and is not an appropriate tool for learning and/or communication AND be able to articulate the reasoning for making this judgment This one is hard for me as well, since again almost all my training and teaching is actually training on a technology product. I do think I have broadened my scope on this, however to be able to think critically about how technology enhances an experience or maybe IF it enhances an experience or not.

5) identify what is really being learned by the use of technology in particular situations
I definately think this goes hand in hand with #4. Being able to articulate when technology is a good choice also means being able to articulate and understand when it's not a good choice. Again, these have been the harder goals for me with my background but I do believe through the course of this class, that I have begun a process of deeper understanding about this. Another application of both of these objectives is when and when not to use technology in general. When does it make sense and when doesn't it? Some people just assume, always use technology, and I must say I tend to be a little that way but understanding when it makes sense in every day life is also important. When is it more effective or when does it bring value to the situation and when does it unncessarily complicate it?
6) meld the first 5 goals into the culmination project and be able to articulate where each of these goals lives within the project during an on-line presentation
TBD
7) be prepared to examine, revisit, construct, and deconstruct the following questions and your answers...
Guess we are doing this now...

My 3 year old says "that's ridiculous" to a symbolic tool belt

2005-03-02T17:38:00.000-08:00

As I've blogged about before, I have 2 sons, one is 3 and the other is almost 2. My 2 year old is strating to talk but we mostly don't understand him. My 3 year old is quickly mastering the english language. It's amazing actually. It always strikes me at how much he has learned in his short life time. First I ask myself, why is that so amazing? For some reason we think these words are reservered for older people. Do we think only when you are a certain age, can you attain a certain level of knowledge. As you get older everyone thinks you get smarter but then at a ceratin age, that stops, does it reverse? Stereotypically, elderly people don't usually understand the ins and outs of our complex world, why is this? so is knowledge like a peaked line on a graph with an incline and a decline?

When I think about my 3 year old struggling over big words, I laugh to myself because it sounds so cute to hear such a big word come out of such a little mouth. It reminds me of the book by Frank Smith, Learning and Forgetting. Kids learn these words because they are immersed into an environment where the words are used in "authentic" ways. They listen and try the words out and constantly get feedback from those around them. As we get older, this changes, we are expected to "know" a certain amount of words and we are afraid of trying a word we don't know because of what people will say or think if we use the word incorrectly. We don't get the positive reinforcement like we do when we are "3". Again, when and why does this change? Does this attribute to why adults don't learn at the astronomical rate that kids do when they are so young? Why do we think its ok for kids to do this but not adults?

To take this to the next level, as educators, we should be creating environments to submerge our "learners" in to teach them all sorts of subjects. When we are 3, the majority of people around us know more than us, when we get to school, the ratios change. This makes me think of teaching in more authentic ways, which isn't brain surgery, but it also makes me think of team teaching or having more volunteers or other particpants in education help to make up this environment. How do I do this myself? How can I create environments in my classes of pd and tech training that will be affective. What are the big ideas, to walk away not with all the knowledge but the basics of a program so they have the tools to learn the rest...hmm...brainstorm...these big ideas need to be presented along with the tools...a symbolic toolbelt like Dr K talked about but for my class...I need to keep going with this.

The tools are:
1 - the basic skills of the program, understanding the purpose, (class)
2 - knowing how to get help in applying it (bb community & my contact info)
3 - Understanding how to start and dig in and know that they can't know everything
4 - Know they can't learn everything an d how they learn the program is by constructing knowledge through using it...

This needs work but it's a start

Deconstruct week of 2/21 - kids and technology

2005-02-23T05:17:00.000-08:00

I think it's so random when you hear little kids (2, 3, 4)say big words. My son has one of the My First Leap Pad's. ALthough he's still young, it's interesting to watch him play with it or any technology. He also got a "kid's laptop" for christmas which consists of buttons for each letter of the alphabet. Is this really technology? I see the cause and effect with my youngest son (almost 2) he hits a button and understands it does something, talks etc. With my 3 year old, I wonder about the technology. Does it do any good? Some people think because I'm tech savvy I would have my kids on computers as soon as possible, but I don't necessarily think that does any good. I see how fast they pick it up but I don't necessarily see a reason to start them at 3 or 4, just when they want. WHen my 3 year old uses the leap frog, he more thinks it's cool and likes to play "bob the builder" song. Is this a good use of technology? Yes, he hears the words and sounds but he hears those from us when we read to him several books each day, plus then he gets the added benefit of asking questions. I find that he loves to read books but I try not to get caught up with just finishing the book, he likes to talk about the pages, and the pictures he sees and ask questions, how does a leappad or similar device assist? They can point to some different things on the page and get some interaction, is this good?

I do see how fast they figure out how to click on the green circle on each page, for example or how to change cartridges, but this isn't specific to technology, just how fast kids learn, they are sponges. I think maybe when he is starting to read maybe there might be more value in hearing the words while trying to read.

Are the pre-k technology tools beneficial? What does the technology add that is worthwile or unique to the technology?

deconstruct week of 2/14 - friends and family

2005-02-16T05:17:00.000-08:00

So I'm the tech person of my friends and family. I get most of the question from people when something doesn't work right or they don't know how to do something. This is fine, most of it comes quite easily for me, although I'm not sure why but I know by taking on this role I become more and more of an expert because I get exposed to more and more scenarios thus having more experience and furthering my expertise. Anyway, similar to my situation last week how to enable these people to take on the learning of the computer themselves. I'm happy to coach them along but how can I enable them to be learners and to try to construct knowledge, not have me "fix it" for them or "write down the steps". I don't believe this is really learning at all, rather it is just solving a problem or a means to end. I try not to " do things for them" like a good teacher, although I must admit sometimes trying to explain something to someone over the phone is more than any person can handle.

What would a real "intro to computers" look like?

If I were to design a curriculum for this type of intro learner, what would it be?

The big ideas would be
1 - learn the basics of the hardware of a computer, understanding that you can't know everything.
2 - Understand that predominately software is all the same. Point out the similarities like open, save, close, help, format, menus etc. Once the similarities are apparent maybe the thoughts about each software problem being completely unrelated won't be as prevelent.
3 - UNderstand the hard drive and file structure, directories and the operating system.

Sometimes the little things like versions of software and different commands and software names get people completely overwhelmed. Like I might be overwhelmed if I were to start working with engineering or some other field for which I wasn't familiar. I understand why this is hard, because there is so much depth but certainly there are ways to work within a subject and operate at a more peripheral level not be an expert but each time you work with the computer continue to construct your knowledge and build on your past experiences.

Deconstruct Week of 2/7

2005-02-12T16:00:00.000-08:00

I recently spent the week doing out of town training. Part of my training consisted of classroom training and the other part of my training was one on one coaching sessions with the upper level of executives/administrators. While working with a particular person, a few questions come to mind
1 - Are we all really capable of learning the same things?
2 - What makes some people so much more prone to learning certain things, than others?
3 - Why are certain people particularily inept with technology?

I have always been a believer that the common element surrounding most people's differences in learning technology was attitude. Although some times other factors come into play such as age, lack of exposure, etc.

This particular incident, made me realize that although attitude was a factor, as was motivation, also I wonder if learning styles are a factor? I wonder if how a person processes information affects how they try to process learning technology. If they are a "memorize the steps" type of person, they are overwhelmed by different steps of if a menu changes.

Furthermore, how do we teach these people that do want to learn technology but their brain doesn't seem to think that way. What ways can we help them understand? What can I explain to them which can help ALL their technology adventures? How can they get past this phobia?

Some ideas I have had. I think that an overall dumbed down understanding of the computer is a starter but from there, how I'm not sure how to make it easier. I can give people the basics, teach them how to do only what they need to do and try to give them something to play with for the next time I meet with them. An area to explore that we will focus on the next time. Also I think the relevence of what they are learning is important. Maybe some basic kind of reflection might be good, I think if I could get them to do it verbally because I don't knwo if I could get them to take the time to write it. It could be a recap. I also think having some kind of an IEP for each person is important and could be a good learning tool. Appealing to all the learning styles I try to do, I tell them what were doing and explain it, show them and have them do it. I try to make it as self directed as possible they get to pick the topic and what they want to learn about. I can't think of any other things to do to enhance the learning except for maybe having more clear cut goals.

1/31 Deconstruction

2005-02-01T15:38:00.000-08:00

Pottie training my son has been an ongoing "issue" at our house. My son who is 3 has no interest in the pottie training. My husband however feels we are completely out in left field and is wondering how we can MAKE him learn. AH - the striking obvious YOU CAN'T TEACH SOMEONE SOMETHING THEY DON'T WANT TO LEARN. You can give them the tools to learn, and you can try to give them some motivators and show them why it would be good to learn, but they HAVE to WANT to learn before it is even a possiblity. I think kids especially young ones, make this a little more obvious. Adults sometimes "pretend" to learn something they know they should learn but in reality they won't "retain" that knowledge unless they want to.

As I discuss the pottie training problem with friends and other parents, everyone's story is "they will do it when they want to" or you can't make them". What an understanding which can be applied to teaching anything. Although the pottie training example is very tangible and a 3 year old doesn't know how to "pretend" or care to that makes it much more obvious.

The reality is, until my son decides he wants to learn, he won't. The idea of 'false motivators" doesn't work. The only reason to learn to go to the bathroom in a toilet is if you WANT to learn to go. All the "dangling carrots" are really irrelevent. Telling my son he SHOULD know this because he is 3, makes no impact on him whatsoever, and I guess it shouldn't make an impact. Why should he care if 3 is the magic number that society says he should be pottie trained. If he doesn't care if other 3 year old are pottie trained, I can't make him.

Take this and apply it to teaching in general, the false motivators can be grades, parent bribary, college acceptance. As a teacher if I tell a student that all 12 year olds need to know how to multiply fractions, why should they care? Why do we build these false motivators in and make them part of reality. Why can't they just learn when and what they want? Why do we have such a hard time with this?

Deconstruct #3 - Week of 1/17

2005-01-22T13:44:00.000-08:00

So I'm sitting in my local coffee shop working this week. It was Monday, MLK day. Across from me is a high school age girl concentrating with stacks of index size cards spread out all around her. The girl is ferocously trying to memorize things. I see her picking up a card, then closing her eyes and reciting something quietly to herself. my mind wanders...back to MY high school and college days where someone could have found me in the campus library with a similar set up. I reflect back to what I might have been studying. I remember, I was a bit older than this girl but I was studying for my CPA exam which I took right out of college. The hardest I have ever studied in my life. I locked myself in a hotel room for a week prior to my exam so I could eat, sleep and drink accounting so that I would pass the reknown test. The test that 70% of people all fail the first time they take it. I took review classes that told us what would be on the test and drilled question after question which were to be similar to the questions on the test. So I ask myself, did I really "learn"? Learn in the way I know the word now? What do I remember? and other similar questions. Although I do have to say I do remember some of what I studied, but is this the most effective way to learn something? I don't think so. It was the age old drill and test method. I spent every waking moment trying to learn this information. The amount of information covered in the 4 tests was enormous. In comparison to the information I can now recall is minimal. In fact, the information I can recall is directly related to the information I used shortly after and therefore constructed knowledge.

I look back at the girl in the coffee shop working so hard to memorize facts and I think of "The Big Picture". I wonder if she is studying something she is passionate about? I know the answer, because she wouldn't be forcing herself to memorize. I wonder if she could be learning anything, what it would be? how would someone this far down the road of our "defunct traditional education system" do if we provided her with an opportunity to learn whatever they wanted? I think she would respond simlarily to how I feel. Somehow it almost seems too good to be true. You mean we can learn what we want, what we are interested in? That seems easy? Could school really be about what we want it to be, defined by the student? To me it almost seems like a euphoric idea, although I know how beneficial for the student it would be. I only hope I can somehow provide an environment like this for my children so they don' thave to be exposed to the warped system I did. So they won't be tainted like I am about "What they SHOULD learn."

Deconstruct #2 - Week of 1/10

2005-01-12T11:58:00.000-08:00

Each of us is special and we need to feel that way!

While I was reading "The Big Picture" one thing that struck me, was a story that was told about when the author had a bet with one of the kids for a free dinner. I think the bet was if he wasn't gone from school, but that part wasn't as important as the message of the teachers and administrators treating each student as an individual, not as a unit. It reminded me of my dad. My dad was a 6th grade teacher for 35 years, well he actually taught a few grades, but 6th grade or probably the last 10-15 years. Anyway, this example really reminded me of some of his teaching methods. I always knew he was a great teacher because people would come up to him years later and tell them what they learned. He definately strayed from the curriculum and thought that teaching life lessons and trust and respect were more important. The response the kids gave him told him he was right. Anther thing he did is give each kid a nick name, often times these nick names would stick with them through their high school years. The common thread of the story from the book was my dad made different deals with the kids during the year and I don't know if they were bets or what, but the reward was he would take the kid out to lunch, just the 2 of them. The kids absolutely loved this. The would remember it YEARS later.

To me this is a lesson that it really does matter who the person is and when they know that someone truly cares about them and takes some time to show it, so many many things are possible.

Deconstruct #1 - Green means go

2005-01-04T14:59:00.000-08:00

This is my first entry for Dr. Kim's class where we are to "deconstruct" something once per week. I'm not exactly sure I got this right but this is going to be my first stab.

I realized the other day when my son said, mom the light is green, go that he had learned both from reading "Go Dogs, Go" by Dr. Seuss and from observing us in the car that green means go and red means stop. As I was thinking about this I wonder, why. Why and who associated green to mean go and red to mean stop. And as a society we all know this and we learned just by being exposed to it as kids, then anxious drivers, confirmed in drivers ed etc.

It makes me think of how many other things we learn by being members of a society and a culture. We never sit down and say ok, green means go , red means stop, now take a test and make sure you know it, I'm going to drill you. Sure, we take a drivers test, but we have learned long before that that green means go and red means stop. To brainstorm a few other things like this we "group learn" (borrowing "group think" from MM which was introduced in our last class). Shaking hands, greetings, opening the door for people, common manners, not saying you hate a christmas present you don't like, how to be a host, to bring a host gift to a party. All of these things we all do and don't think about are second nature to us. We have learned them so well and they are so engrained in our life, I bet most of us can't pick out exactly when we learned these things. We probably mostly learned them by example and by being immersed in situations where different people did all of these things. If we take these same concepts of learning something so well we don't even think about recalling it and apply it to other situations where does that bring us? The word immerse makes me think of immersion schools, which of course brings us to language and I think most people agree that immersion into a different culture and language is the quickest way to learn a language. I happen to have experienced that as did my husband. I did an exchange to the University of Oslo in college where all 3 of my classes were all in Norwegian. I had taken some Norwegian languages classes but was by no means fluent or even close to being fluent. After living there for 5 months, I could comfortably converse, read, write and understand the language on a simplistic level. QUite amazing, actually.

So this makes me think of the examples above, we probably didn't even know we were learning most of these things, it was just surrounding us at different times and in different ways and we absorbed it by being present and probably aware of the situation. So this to me screams "AUTHENTIC LEARNING" where the environment is real, you consiously and subconsiously pick up on all kinds of things and learn to do things or not do things based on the social interaction. Conforming probably becomes a discussion point as well. Why do some people choose not to conform, they still probably know what is "right" and "wrong" but choose not to comply. That is a different tangent I think.

So if I apply this to my environment of professional development and technology training. Things that should be present in a favorable learning environment.
* Authentic (or simulated) environment for how the product will be used
* Group interaction and involvement
* Consistent exposure of people using the product correctly, examples
* Interested participants
* IMMERSION

That's all for now

A New Year, a New Blog

2005-01-04T14:49:00.000-08:00

OK, I have resolved to blog more consistently this trimester.

Today I had a meeting with someone I provide contract training for. We talked about some of the technology training I provide and how there are so many little nuances about software programs and how you can be exposed to them in training but not necessarily remember how to do each little thing. How does one solve that problem. It seems that you don't really learn something until you need to use it in a real life situation and when that time comes, you are in such a hurry to do it, you spend all the time doing it the "long way' instead of investing time in finding what the shorter way to do it is. How does a technology trainer accomplish this problem? I can teach tips and tricks all day long and people will ooh and aah over them, but will they remember them when it comes time to actually put them to use. If they don't, how can I help. Contacting me isn't the answer, but rather creating some kind of an "always there" community. This actually reminds me a lot of my ARP. How do I decentralize the knowledge I and other possess so many people can access it any time and quickly. Knowledge base comes to mind. Seems like there is an opportunity here for me at this company.

This reminds me of the article that learning/training must be, relevent, timely, and useful. If this organization is to become more computer efficient/literate, individuals must learn and also become more effective in their usage of programs.

Celestia

2004-10-16T07:05:00.000-07:00

I played with the celestia software over the last few days. Initially I was furstrated with the installation process. I've been doing all of my work for this program on my mac. When I went to download the mac version I got it downloaded fine but had no clue what a .dmg file was. I googled it and found some kind of software that would help me unload this file onto my computer. I still had some problems. I was frustrated so I looked in blackboard and saw that tara had some problems she fixed with downloading the low res version. I decided to download the windows low-res version on my pc since there wasn't one for the mac.

I noticed my feelings of frustration mounting. I also realized that this is probably what many teachers feel about "good" software that they have problems downloading, immediately their views are tainted and those are hard to overcome. Things like, if it's this hard, it better be worth it, crossed my mind. ALso, being a fairly tech savvy person, I noticed my doubts mounting as well about myself. Maybe I'm not as savvy as I thought, thoughts like these crossed my mind. The other thing that crossed my mind was, macs are supposed to be easier. Although I eventually figured out the mac install, it was by no means easy and required many more steps than the pc install. This was interesting, I think there are probably other mac formats that would be easier to install such as stuff it or something.

It occurred to me while I ran into the poor performance on my pc (which as I said is quite old but functions on most od my other programs pretty well) it occurred to me that although this seems like it could be an awesome tool for school and particularily earth science classes, I don't know if most schools have the specs on their computers to do this program any justice. Again, clearly this should be something education software companies consider, which I'm sure they do. But it drove home how important this would be especially for the "RE-purchase" of any software or renewals.

When I eventually got to playing with the program, my older windows machine did it NO justice at all, the graphics (even on the low res version) were awful. The mac program definately was cool. I spent some time going through the recommended "cookbook" and that got me oriented with the program. I also ran the demo. After doing this, I felt like I had enough skills to play around a little with the program some on my own. I tried to engage my 3 year old he was a little interested although I realize this was kind of out of his league. I did think it was very cool, however.It triggered a memory I have of my 8th grade earth science class where we studied stars and one extra credit assignment we could do was set up a camera in our backyard where we delayed the exposure of the big dipper to see the changes over time. It was very impressionable for me and something that stuck with me. Looking at that now, I realize that engageing me in that process where I go to my own backyard with my dad, figure out the camera, set it up and then develop the pictures was monumental in my science education. I can remember it like it was yesterday, and a very pleasent memory, I felt so mature and smart and it was a cool bonding thing I did with my dad too. Thinking about that makes me remember how fun I thought it was to do that, and I didn't really think about the fact that I was learning.

A New Point of View

2004-10-11T15:29:00.000-07:00

I'm struggling with writing this so as not to incriminate myself...

As I sat in the train the trainer session for the new educational software it occurred to me how much had changed since I started this program. Having just read Frank Smith's Learning and Forgetting and reading Children's machine, the thoughts about learning and breaking information down into chunks so small it becomes meaningless resinated with me. How do I reconcile these feelings inside me with making a living. I'm not sure, I'm going to keep moving towards being able to teach what I believe and in the mean time I'll inject what I can into the teaching by example. This I can do immediately, although the actual product will be paradoxal to the method of learning it.

The other thing I noticed was that in my group of trainers I had some great, innovative ideas about collaborating and disseminating the information that I wouldn't ahve had prior to this program. This felt great and satisfying to see an actual change and product of what I had done and experienced come to fruition so quickly. I am so excited to continue to apply these types of things...

Learning about me

2004-10-11T15:12:00.000-07:00

I've come to look forward to the blogging and the mental exercise of making the connections. It is truly like exercise for me in that I have to work quite diligently to make sense of the things that have happened and then to connect those things and hence learn from them. But I do see it happening.

One of the things I've really noticed helps me in my business of this program and the rest of my life is to keep taking it a day at a time and to know what I have to do. It seems that I feel like I am much more in control when I at least know what I have to do. It makes me feel like it's more managable. I haven't come up with exactly how to do that but it does occur to me that other people must struggle with this too. Is this such a personal thing though, organization that one couldn't build a generic enough system to make it helpful to everyone or is my life just that much more complex to organize, that I'm not sure of yet.

I also realize the only way to tackle any large project, such as this degree is to break it up into managable chunks with corresponding deadlines so time doesn't slip away and I don't get behind. It occurs to me that this is a very trasferrable skill in any regard, breaking something large down in order to make it doable. I think of training for a marathon as a good example, although I've never done that.

So I try to spend a little time the night before or the morning of to organize my day and layout what needs to get done. I have also learned that because the organization factor seems to be the backbone for me to make all of these things happen, when something goes awry in my schedule, it does tend to throw me for a loop. I'm working on that, not letting a little wave or a big tidal wave for that matter, throw me off course, to keep tredging my way forward and not to lose sight of the goal. I don't however, want to become so single minded that I don't recognize an opportunity to take another path or road that comes my way or presents it self.

Not as skilled at juggling as I thought

2004-10-05T09:13:00.000-07:00

It seems like I can juggle several balls ok but that blogging is the ball I keep throwing up so high that it takes longer to get down to my hands than the others, and therefore I keep dropping it.

Not a skilled or rather practiced blogger, it's hard for me to take the time to blog. I feel like I'm a fairly good juggler but this month has been tough for me (Sept). In the name of balance I've lessened my load in some other areas of my life but as everyone keeps saying, life keeps happening...

This past week I found an entire thread in my arp class i had missed. My heart sunk as I thought I was keeping up or almost keeping up and I was so mad at myself. Then, I had planned to work on that all weekend and I had to leave town for a funeral getting back late Monday night. Now my 17 month old son is sick and I leave on a trip tomorrow. I'm feeling like I'm letting people down but I know after talking to lots of others that everyone is feeling at least somewhat overwhelmed.

I'm learning that I have to live and work in the moment and just keep doing the best I can. A couple of quotes stay in my head, first, "How do you eat a whale? One bite at a time." The second, "Life will happen." So I'm learning that I get overwhelmed with the big picture but one of the things that helps me to manage that overwhelmed feeling is to break things down into smaller tasks and manage thos over time so one huge thing doesn't sneak up on me. I'm working on exactly what the best way to manage all these are. This will definately be important for me as I continue to work on many projects and have an active family and social life. The elements I need to keep track of these are:
1 - have with me all/most the time
2 - easy to separate into diff't projects and break projects down into chunks
3 - seperate personal, school business
4 - look ahead and reschedule items
I've toyed with lists in my blackberry but there doesn't seem to be a good function for organizing them other than by due date. I've had a planner but it seems so archaic and when things change it seems like I'm spending so much time crossing out or rewriting things. I've also had a note book so I can design the paper and write how, where I'd like. Although I'm still rewriting, this seems like I might try this again for a while. I'm trying to think if there is a tech tool to do this with. I have a project manager but that seems to cumbersome and detailed, overkill for organizing my day to day life. Is there something out there that does this? Anyone know, please let me know. Maybe there is a market for this tool?I've come to the conclusion my calendar is best on the bb but now i need to work on my lists and project management.

I notice this is directly connected to how I organize my thoughts. It also occurs to me that my thoughts and task management tends to be pretty linear. I have so many ideas of concepts and projects but I'm not totally sure I break them down to tasks the most effective way. In fact, I've noticed that I LOVE coming up with the concepts and ideas and discussions of them but then dread the day to day tasks and completion of them. I'm learning I'm more of an idea person. How does this relate to my linear task managent. Is all task management linear? Do all people try to make linear representations of their thoughts and tasks when it comes down to completing the parts that make a whole? Seems like this might start to delve into the right brain/left brain stuff. Are creative people's minds geared and organized very differently when it comes to working through a project. I think Susan is doing some of this in her ARP. I'm going to research her progress a little. It also occurs to me that knowing our groups arps not only gives us direct access and benefit to our own arp and support of it, but also a fairly thorough knowledge of several other's arps therefore increasing the chances we might integrate some of these changes or ideas into our workplaces as well as our own ARP, making the ripple effect seem more like waves. :)

Opus de OMAET

2004-09-19T16:26:00.000-07:00

Reflections on my music

When we first got this assignment I was really excited. Although I have a fair amount of experience with music my whole life. I have never used the computer to write music or used any type of software to do so. Furthermore, I had not ever composed music, only sang and played so this would be a new adventure.

I downloaded the software and dug in. I came up with my melody by just clicking on the notes. My first inclination was to write something to sing. I later decided to make it a piano piece instead.

I named my music my babies to represent my two sons. The music is a series of melodies each representing one of my sons. It starts out with my oldest playing, then the younger son echoes and there are times through the piece they are playing together and mimicking each other.

I learned a few things about myself. First, despite having never done anything like this, I really enjoyed it. I would have never thought I would like to do composition or that I had the creative ability to come up with anything. I often discredit myself to not being able to come up with unique ideas. Sometimes I feel like I can’t be creative but when I see someone else come up with something I feel like I’m copying them. This was a good exercise because as I was coming up with my song, I would catch myself thinking that sounds like this or that. I realized during this process that with the millions of songs that are out there, it would be inevitable to have one song not sound a little like some other songs. This made me think of our conversations on original thoughts as well. How do we define original thoughts and are there original thoughts or are we influenced by others thoughts. In comparison to music, I think that influence of music you have heard is inevitable. Even if you think you are composing a completely unique song, your ideas are definitely influenced either consciously or subconsciously by music you have heard. I don’t think this means its not original music though, but I do think it is definitely influenced. Similar to thoughts, I don’t think our thoughts are completely original since we formulate thoughts on what we see, hear and understand and then form our own thoughts. On the contrary I don’t think they are exact copies either. Rather, I think thoughts evolve for different people depending on how they apply to a particular situation.

Another thing I have learned about my working style while doing this assignment is that it is hard for me to be creative. As a sole proprietor over my career I have focused my goals around productivity and profitability. It became very clear to me during my work on this assignment that it is hard for me to get into the “zone” I need to be in order to do very creative work. This would include something like music but also includes things like reflecting. In addition to being so business minded and constantly thinking about how many hours I need to bill per week and how quickly I can get all the things done I need to, it is hard for me to “let go” and really get into something or let my thoughts flow. In addition to my busy work schedule, I’m constantly trying to be as efficient as possible so I can spend my spare time with my kids. As a self employed person, I think this is more prevalent for me. The faster I get my work done, the sooner I can stop working. I’m not in a 9-5 situation where I need to be there anyway. I have found this has really influenced my thoughts and actions. I do think I maybe need to let myself get more deeply involved sometimes and let myself get to the point of reflection. I’m not sure what the answer to this is for me, I think moderation is key. This has been a very good exercise for me in priorities. It’s been very good for me to focus on some things that the final outcome isn’t determined.

Painting....

2004-09-06T13:14:00.000-07:00

Brief description
My husband Tim and I decided we would pick colors and paint some of our house today (labor day). We agreed on the colors and purchased the paint. Tim and I started our painting together but that didn't last long.

I think I'm a little afraid to write this...

I think I learned about myself I'm not great at taking direction. Tim wanted to give me some pointers on painting although we've done about the same amount of painting, Tim tends to have a specific way to do things. This is not bad but it just is the way he is. I have to accept that. He proceeds to tell me a few things before we get going which I bite my tongue. Then I tell him he makes me feel like his "inferior" by telling me how to paint. Although I truly believe he didn't mean to do this, I believe 2 things are at work. I'm being defensive and he's being too particular. We start to paint and after a few more directives, I quite and say I'm not mad but he can paint and do it how he wants. We are both happier. So now I'm blogging :)

What I learned.
I think my reaction to this is similar to that of other situations. First, as a self employed person for nearly 8 years, I am very indpendent. I am a typical self employed person in that I don't require a lot of specific directives to accomplish a task, I'm very motivated etc. On a negative I don't always take it well when people tell me what to do, husbands or others. I feel insulted like I already know that or could have figured it out myself and feel like someone is trying to control me. Not always the intention of the person. I don't think I always act like this but sometimes I definately do.

I need to be mroe open and recognize this and tell people I'm working with about my tendancies. There was a database project this reminds me of too. One I was in a little over my head on and the directives I was receiving from the project manager were very frustrating for me. I felt very defensive and very stressed.

That's all for now.

Mineral Spirits and Sten

2004-09-02T05:49:00.000-07:00

It's been kind of a reality check since Tuesday night. Sten got into a paint brush soaking in mineral spirits and we had to do the whole ambulance, 911, poison control thing. Very scarey. Puts your life in perspective fast.

I learned a few things about myself. One that I do panic in situations like that. Although I wasn't debilitized, I caled 911 and got all those things done but my brain takes over and starts thinking the worst. This is what I do with stress too. I think I need to have more of a race car mentality where I need to look at where I want to go, not where I don't. I heard someone at virtcamp who did motorcycle racing talk about this and I had heard it before. If you look where you don't want to go, you will go there. If you keep your eyes focused on where you want to go, you will end up there. I think this holds true for other things too. I think your brain is extremely powerful and it does what it sees and needs to do. I think this is directly correlated to attitude and I know sometimes I'm not always good at practicing the "glass half full" attitude.

I also realized how precious my little babies are, how fragile and how much they depend on their parents. I realize how hard it is for me to be so busy and overlook little details, how detrimental one detail could be. I need to keep my mind on the things that are important first and try hard to eliminate the things that fall into the "law of diminishing returns" catetgory. My kids need to be at the top of the list. I've learned I tend to operate in fire fighter mode most of the time and that somehow I need to try to get ahead and concentrate on preventative things I can do to keep the fires from starting. I'm going to try to make some lists of these things. Try to be proactive and not reactive. Not only with my school work in this next term but also with the other parts of my life. I really want to find a way to get into the school districts so I need to spend some time doing that.

That's all for now.

Reflcting on Reflecting

2004-08-27T05:01:00.000-07:00

Last night we had TI and I learned what I probably kind of knew, that I wasn't spending enough time on my reflections, or that I didn't reflect enough.

So here goes.

Since VirtCamp, I have learned about juggling. I realize I am so busy that I don't often let myself get to the reflection. I've been thinking about this since last night when my predictions were confirmed. I think there is a sense of fear as well. I'm a little afraid of going there but I do know, I don't know myself well enough. I think blogging is a good exercise for me because it gets me to my reflection...or at least I think it will.

So the comment MM made was to take your brain out and look at it.

When I stand back from myself I see a few things. One I see a wife, mother, daughter, sister, friend. I see all the roles I play in relationships which are vitally important. Sometimes I think to a fault. One of my one values and sayings that defines me is "there is always time". This saying sometimes comes back to haunt me when I don't get enough sleep or don't spend enough time doing what I want or need to take care of myself. I know I have always been a busy person, but this last year has brought me to a new level of busy.

I have learned maybe I haven't been learning from my mistakes because I don't have time to process what is happening. I have so many ideas I don't know what to do with them. In this program even more so, ideas of businesses to start, ways to expand my business and how I make my income. I'm used to doing, not thinking.

The other thing MM says which I think I'm addressing now is what makes me tick.

As I mentioned above, my relationships are a large part of what makes me tick. I am a very relationship driven person and my relationships are very important to me. It is very important that I am there when people in my life need me, especially my mom. Since my Dad died, one of the things that consumes me everyday is my mom and is she ok and can I do something to make her less sad.

I feel like I'm all over the board here...I'm not letting any particular thought get to a reflection so I'm going to focus.

OK back to reflecting on reflecting....

I think I'm so busy trying to juggle my time and all the other parts of my life, I'm just trying to check things off. I'm not spending enough time getting to the aha moments. This will be part of my goal for this program. I think I also confuse reflections with my feelings, which I'm not sure are the same. I'm used to journaling how I feel and how it made me feel etc, but not what I have learned or why I did what I did. This will be very good for me I know.

If I try to stand outside myself and look at myself, I see a VERY busy person, that is the most obvious thing to me. Over the last month I have learned I'm a pretty good task manager. My approach to things is that of a fireman. For me this doesn't mean you just put out fires but you put out the BIGGEST fires first. I don't only have one fire in my life, I literally have many, I just have to decide everyday which one to put out. Then I'm afraid I'm not spending enough time with my kids, husband etc. I think I have a tremendous amount of guilt to work through for being a working mom, but that's a different blog.

I also feel like I'm too preoccupied with finishing things that I do miss the process. I'm so busy trying to move on to the next thing. For example, right now I'm trying so hard to get this done so I can get my timeline done so we can go to the lake. I don't let myself get to the reflection. This is going to be a real challenge for me.

I need to slow down enough to think a little. so feedback anyone??? HELP!!

Mars Rover Reflections from VirtCamp

2004-08-27T04:31:00.000-07:00

Reflections on the Mars Rover Mission

Thursday
Today we redesigned the vehicle. We’ve decided to have the arm go down and over instead of pinching together. We are all working well together. We all seem to participating in all the parts. We are feeling a little behind but we don’t seem to be stressed out yet. We are frustrated with the programming. We are definitely multi-tasking. It seems unreal that we only have one day left.

Friday
We are a little frustrated. We have had to redesign a few times. I think the concept of redesigning is especially important to keep retesting. Reflecting, I can’t help but think about when new theories are developed, they should as soon as possible be brought into a testing environment. So as not too get to far down a road or redesigning, it’s better to test as the theory evolves, instead of waiting until you have a finished product. The evolution of our product has changed in many ways but we’ve sometimes gotten too far down a road before we realized our errors. Again, the process of redesigning. We have, of course become quicker in our designs as time goes. Quicker to readjust our theories and we ask better questions earlier on.

We’ve each taken on some things individually but are also involved together. Although some of the projects lend themselves better to working alone, others definitely are better with collaboration. Again, like in an educational setting some things are better as groups, other parts some individual, then collaboration.

Juggling has been key. I think it’s been the intention of the program to give us many things to think about as well as many hurdles to overcome, many of them technological hurdles. Most of us have been introduced to some new technology and tried to apply. In our groups, it seems that none of us know everything, We also seem to be able to understand each others personalities better after problem solving together.

Brainstorming Reflections...
Reflections….
During the process we realized we learned 10-15 minutes after the moment, we walked away, realized after something started working.

Scott - I have two hard drives, the left side of my brain and the right side of my brain
Susan – step away from the computer
Christian – Isn’t this weird? Don’t you think the BLOG’s spellcheck should recognize the word “blog”
Chrisitian – “Do we have an email account for blackboard”
Christian – “what do you think the worst program in history is?” Susan “AVID”
Christina, “Blackboard”
Kari “My brain is starting to shut down”
Susan “Is someone getting this?”
Christian “We’re talking like it was blackboard or something”
What should we call it, “mission to mars video”?

The gratification of learning comes at different stages, different times.

Without the frustration, you wouldn’t be as thrilled.

It’s the highs and the lows are important. If things aren’t ever too bad, then the highs don’t seem so high, they are relative. This is not only true with learning.

I thought it was good, I like projects where people actually work together. Where you can truly hand off a project and know the next person is going to do the best job they can. It was truly teamwork, we each did things and none of us worried about what the other one was doing, we had confidence in the others abilities.

Reflecting, I can’t help but think about when new theories are developed, they should as soon as possible be brought into a testing environment. So as not too get to far down a road or redesigning, it’s better to test as the theory evolves, instead of waiting until you have a finished product. The evolution of our product has changed in many ways but we’ve sometimes gotten too far down a road before we realized our errors. Again, the process of redesigning. We have, of course become quicker in our designs as time goes. Quicker to readjust our theories and we ask better questions earlier on.

Susan learned when you save something, look to see where it’s being savaed.

Group Reflections

∑ The reward in learning wasn’t realized until 10-15 minutes after we had moved on to the next stage.
∑ The gratification of learning comes at different stages, different times.
∑ Without the frustrations, you wouldn’t be as thrilled.
∑ The highs and the lows are important. The extreme lows make the extreme highs; they are relative. This is not only true with learning.
∑ I like projects where people actually work together. Where you can truly hand off a project and know the next person is going to do the best job they can. It was truly teamwork, we each did things and none of us worried about what the other one was doing, we had confidence in the others abilities.
∑ Reflecting, I can’t help but think about when new theories are developed, they should as soon as possible be brought into a testing environment. We determined it’s better to test as the theory evolves, instead of waiting until you have a finished product.
∑ The evolution of our product has changed in many ways but we’ve sometimes gotten too far down a road before we realized our errors. We have become quicker in our designs as time goes. Quicker to readjust our theories and we ask better questions earlier on.

First Night at Virtcamp

2004-08-26T08:09:00.000-07:00

The First Night of VirtCamp

It’s the first night of virtcamp. We’ve just had dinner. Our first activity was an iron chef activity. We were asked to write about how we are feeling. We are exploring the process of reflecting.

There are a lot of things going through my head. First, I’m nervous about being able to balance this with everything else in my life. I’m not feeling like I shouldn’t be in the program, but just how its going to fit with the rest of my life. I heard so many people talk about their interesting jobs and I know I’m ready for a change, but I don’t know exactly what that means for me. I keep trying to think, what do I want to do with this? I am very excited about the whole “process” and the things I am about to be exposed to. I feel like everyone here has a cooler job than I do. Right now, I feel like I want to work in a school district and also to teach part time. But then I think about other possibilities, like maybe I could start a virtual program like this at Concordia or some other school in the twin cities. I love being on campus and I love this process of alternative learning. I want to work at a university I think or some higher ed institute. RIGHT NOW, I think it would be cool to keep going with my education and to get a doctorate degree. One thing at a time I guess.

I miss the boys a lot. There seem to be quite a few people that have small kids which is reassuring to me. I feel like I’ve been behind the 8 ball coming in, behind on everything so I hope I can keep this up. I have so many unfinished things looming out there, but I know that I want to do this.

More later….

Well I intended to write more but I really am so tired I think I will collapse. I really think I want to work at a university though. I’m very inspired by that idea…how can I do that?

The Act of Juggling

2004-08-23T15:14:00.000-07:00

Well, blogging is definately new, as are many other things in OMET but today I'm feeling ok about it all.

It's been a tough month for me. Moving, finishing the house, juggling the kids, not having internet, having a heavy work schedule but so far I've not doubted my decision. I only wish I had more time to spend. I've been keeping up ok but I'd say just barely keeping my head above water.

I'm out of town traveling now, in San Fran and my flight to Eureka last night got cancelled so I've taken the day to kind of catch up on some things so I think that is why I'm feeling better.

My analogy on Friday was I'm juggling and I have so many balls in the air. I'm afraid they are all going to come crashing down on me at the same time. Right now I've been able to keep them all in the air still and I only hope I can keep this up.

My biggest challenge right now is to determine my ARP. I think I've determined that Rising Stars will be the environment and I'm good with that. More on that in my ARP blog.

It's been good I haven't been traveling, I think that has helped. I also have a decent workload and some great prospects.

As I'm progressing through the readings and discussions, I get so many ideas I don't know how to work them all. Maybe a blog is the way to organize those thoughts.

I've determined a few things I really want however.

One is balance in my life. That has been lacking these last 2 years as we have been building the hosue and I have been supporting us. I'm veyr much looking forward to a change on that front. In close conjunction with that, I want to cut my travel WAY back.

Two, my goals for my career. The more I'm around teachers and education, the more sure I am I want to be more and more involved in that arena. I really think trying to find some type of higher ed program to teach some online courses would be ideal. I'd love to collaborate with someone to build a program like Sue has done at Pepperdine.

Three, be involved in professional development locally in some of the school districts around me. Bernard had some great ideas and I'm going to talk to him further about those and start to implement them.

That's all for now...going to try to keep catching up.

Reflections Assignment

2004-07-21T19:37:00.000-07:00

I think people learn most effectively in a relaxed, fun, group setting and by actively participating. I als think everyone is a slightly different kind of learner. I think that learning requires thinking and application of the topic to your life whenever possible. I also think people learn out of necessity, if someone identifies they need to learn something, they seek out a way to do it. I think people really need to want to learn, it is a choice. Information and knowledge can be available at any time to people, but when a person actually develops the need or desire to learn, that's when learning takes place. I think to truly learn, one must go beyond what they know, which often times takes them out of their comfort zone. Another way people learn is by teaching, as a teacher I know the things I have learned the best, have been things I have had to teach others.

Teaching should first engage the student. The most important part of learning is for the student to want or need to learn something. As a teacher, some steps can be taken to apply the knowledge and therefore help the student identify why they should learn the particular topic and also how they might apply it to their personal lives. Secondly, teaching should happen by moving people out of their comfort zones to push them to the next level. Teaching should apply to all the senses and it should engage the student. One way to engage the student is to put them into an environment where they not only need to have some type of group project, where students can teach each other. I think the environment should be fun, relaxed and cooperative.

Leadership is when someone looks behind them and sees people following them. I think the best leaders are people that inspire people to learn. The best leaders don't have to tell people what to do or how to do it, people just naturally want to follow them. I think leaders can make people think outside the box and they are risk takers. I also think the best leaders don't think they know everything but they are learning from the people they are leading.

In the last year my ideas on learning, teaching and leadership have remained fairly constant. I have always believed there are better learning and teaching styles than the standard sit in a desk and listen to what I have to say classroom. Through my experience, it has always been important to try to reach people on the level they learn best and also to make sure to relate learning back to peoples real lives, work or personal. To make a cliche remark, I've recently become even more adimant that the best leaders are those who don't lead with a dictator like attitude, but quite the opposite, one that is open to change and understanding of individuality and how it relates to the particular environment.

I think the skills i bring to the workplace are varied. Since my workplace involved multiple settings, I see different skill sets in different environments. First, I see my ability to be adaptable to help me in every work setting, especially those settings that involve teaching with technology. I find no matter what project I'm working on or class I'm teaching, the ability to assess the current particpants and their skill set is crucial to having a successful outcome. Another skill I have is the ability to quickly learn new things. As an independent contractor, I've found that diversity is key and I constantly need to be adding to my repiroure of skills. This inevitably means I sometimes say I have more experience with something than I really do in order to take on a new project. This enables me to get paid to learn a new skill. I have found this to be very beneficial for me, although the stress level at times can be high. In the last year I have added more project management skills, more database skills including web site integration and signficantly more k12 education exposure. The other skill which has been crucial to getting me where I am, is my ability to communicate with others. I feel fortunate to be able to diseminate information to many different personalities and skill levels.

My identity in my work place is hard for me to characterize. I feel a little like a chamelion depending on which place I'm working. I think when I'm doing training, I'm looked upon as the software expert in which ever program I happen to be training. I think I'm looked at as being a good trainer with effective communication skills.

I feel a little like I'm tooting my own horn which is a little uncomfortable for me then to take this and publish it where others can read it.

2nd Night at VIRTCAMP

2004-07-21T19:23:00.000-07:00

It's our second night at VIRTCAMP. I'm feeling a little out of touch from my family. I haven't talked to anyone except Tim for a few minutes this morning. It's been a long day. I'm really tired. Its been fun to meet lots of people and have had lots of ideas of different types of careers. So far things are going well though. We have a lot going on but I've had lots of reassurance that this can be done and you can still have a life. I'm just worried about applying all this to my job. I'm feeling a little bazaar about this process. I've never "BLOGGED" so I feel a little strange about putting all my thoughts on a page and publishing it for anyone to see.