I took the plunge a few months ago and registered for the 1 year research project (T802) as the capstone of my MSc Systems Thinking in Practice. I will need to conduct primary and secondary research, and write it up in 10-15,000 work dissertation. Luckily there was a break before the course started and I … Continue reading Starting the next 15,000 words for the research project!
What does it take to become a data management professional? One answer is to land a job in the field and get paid 🙂 However, I am more interested in professional development as per Lindsay's framework for professional learning (2016). In that model we become informed professionals by doing courses but there are another 2 … Continue reading Becoming a data management professional
Your organization’s best opportunities for organic growth lie in data. But most organizations are far from being data driven. We find no examples of fundamental company-wide change, without committed leadership and the involvement of everyone at all levels of the organization. The Leaders Data Manifesto While researching for the M816 Data Management course I came across … Continue reading The Leader’s Data Manifesto & Data Centric Thinking
I have been studying "M816 Data Management" for the last few weeks for the next module on my MSc degree. It is completely different to the previous modules in that there is a lot more stuff to 'know', rather than 'do'. I was concerned that the content would be dated but that fear was unfounded … Continue reading M816 Data Management
Two of the 'big ideas' presented in the course "U810 - Continuing Professional Development in Practice" resonate with me and will continue to guide me for some time: "The unexamined life is not worth living. " (Plato, Apology, p. 55) "The illiterate of the 21st Century are not those who cannot read and write but … Continue reading Halfway reflections
This week in U810 Continuing Professional Development in Practice we look at motivation for learning. There was a recommended video to watch: Emilie Wapnick: Why some of us don't have one true calling What do you want to be when you grow up? Well, if you're not sure you want to do just one thing … Continue reading Terrible advice for a professional
Integrating IT applications is complex and expensive, therefore there is a strong drive to remove the complexity and make it easy. One method is through message-based enterprise application integration (EAI), and another is the use of APIs. However, you cannot get rid of all the complexity, the only question is who will have to deal with it.
I loved this article and it inspired me to write something about IT systems integration.
In today’s post, I am looking at Tesler’s Law of Conservation of Complexity. Larry Tesler, who came up with the law, worked at Xerox PARC, Apple, Amazon, and Yahoo in different capacities. He was one of the brains behind “cut/copy and paste” functionality in word processors. The basic premise of the law is as follows:
“Every application has an inherent amount of irreducible complexity. The only question is: Who will have to deal with it—the user, the application developer, or the platform developer?”
This is an important idea in the user interaction with a software application. One of the best examples to explain this further comes from Dan Saffer’s excellent book, “Designing for Interaction.” Think of the email application. It needs a “From address” and a “To address”. Without either of these two items, the email cannot be sent. All, if not most, email applications will automatically populate…
View original post 994 more words
To remain employable, we need to keep learning, but need to be effective, efficient and efficacious in the way in which we go about it. (Assuming that you need to simultaneously hold down a job, learn and enjoy life.) The U810 CPD in Practice course should help achieve that and I recently read a a … Continue reading Constructivism, Cultural-historical activity theory (CHAT) and Expansive Learning
Engestrom’s opening position is not controversial: who are the learners, why do they learn, what do they learn, and how do they learn? However, as he moves into analysis his position becomes more complex, and broadly Marxist.
Engestrom sees contradictions as a potential source of learning. Furthermore, he describes contradictions as ‘historically accumulating structural tensions’. This carries echoes of Marx’s idea of dialectical tension. Moreover, Engestrom seems keen to locate his analysis in economic and political contexts: ‘the primary contradiction of activities in capitalism is that between the use value and the exchange value of commodities’ (p. 137).
Engestrom directs his analysis to the impact of technology: ‘When an activity system adopts a new element from the outside (for example, a new technology or a new object), it often leads to an aggravated secondary contradiction where some old element (for example, the rules or the division of labor) collides with…
View original post 402 more words