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Archive for February, 2012

Defining your own job.

Friday, February 24th, 2012
Image: Master isolated images / FreeDigitalPhotos.net

Image: Master isolated images / FreeDigitalPhotos.net

When most people look for work they pick from the menu of jobs that are already on offer and enter a “career” based around already established roles.

Another way is to write the menu for yourself, and develop a meal that’s never been tasted before. It’s a harder job, because you’ve only got your intuitions guiding you, and the relationships you have in place with others supporting those directions that you want to move it.

However, I reckon that ultimately it’s more rewarding, as you get to define your own role and identity, instead of living your life through roles defined by others. At the end of the day you get to say “I lived my own life”.

Beginning to think about feedback in agile software development

Thursday, February 23rd, 2012
Image: Stuart Miles / FreeDigitalPhotos.net

Image: Stuart Miles / FreeDigitalPhotos.net

I thought that as an exercise it would be interesting to explore in a series of small blog entries the nature of feedback in dynamical systems, and the implications that that has for an agile delivery methodology. So, stay tuned if you’re interested, as that’s what I’ll attempt to do over the next few days and weeks. Feel free to chime in, so I’m not just talking to myself :).

Thoughts about the nature of learning and education.

Wednesday, February 22nd, 2012
Image: FreeDigitalPhotos.net

Image: FreeDigitalPhotos.net

When someone learns what has to be present for them? Is it a teacher? Is it content? Is it a subject?

How do they know that they are learning? How do they know when they have learnt?

Is the learning in the form of knowledge or is it skills? Is it experience of doing something, or thinking something?

What is possible for them having acquired the learning?

Is it important how education is delivered? How does the way that it is delivered affect the quality of what is learnt? Is it possible to deliver education in such a way that prevents the acquisition of further education? Is it possible to deliver education in such a way that it enhances the future acquisition of further education?

What are the limitations present in the current way the education is delivered to our children? Which of these are are intentional and which are unintentional? Which are acknowledged and which are not noticed?