Archive for the ‘Liveblogging’ Category

28
Jun

A Conceptual Expansion of Critical HRD - canceled

   Posted by: Jeffrey

I wanted to attend this paper session, A Conceptual Expansion of Critical HRD: Towards a Progressive Agenda for Workplace Learning and Democracy by Allan Ramdhony, but the session was canceled since he did not attend the conference. I am interested in critical HRD, as I recently presented a paper on it at AERC.

The irony? Critical HRD and critical management studies began here in the UK and is slowly crossing the pond to the US; and this was the only critical HRD paper here at AHRD in Oxford. I wonder what this may be a sign of? Perhaps I should consider this as my topic for next year’s conference in Lille? 

Why did this session begin early? We had a break.

What session is this? It is not on the printed schedule.

Critical Reflective Practice

there is a wonderful set of knowledge

Organizational -based management development

This session was added on to the other presentation, and we were told there would be a coffee break, many of us left for it and, upon our return, there was this presentation that already began. I thus did not catch their names, not their presentation.

Will critical reflective practice give me an immediate result or ROI?

How threatening is critical reflective practice as an empowering experience if I come and use this while in front of my colleagues and done with a subject matter (me) where I may already be satisfied with how I am doing what I am doing?

How does a training program deal with critical relective practice, that does not clearly have objectives as it focuses on change.

Does this work, and what is the evidence that may support this?

What is the group and community and organizational experience? If there is no evidence, then does it really belong in the workplace?

What is the impact of this as a transformative element for change and how it may relate with critical hrd, especially as it is evidence-based.

They want to build a larger community of those who are working in the critical reflective practice, and they want to bring those researchers and practitioners together.

What is the notion of self-disclosure and how this emotional baggage can be addressed, which may be done within an academic context as opposed to within a work environment.

 

Technorati Tags:

Paul Turner (keynote presentation)

Introduction by somebody who did not introduce herself. SHe explained how some sessions were canceled or when some people did not come, so there is a revised list of sessions. Ask at the welcome table if there are any questions. This should end by 10:15. There will be more coffee that is added. Lunch will be in the Medio restaurant, past the bar in the afternoon (but don’t stop at the bar!).

The dinner tonight leaves at 7:15. It is pricey - 45 pounds (around US $100).

Paul was introduced by Jim Stewart, the Chair of UFHRD. Jim stated that Paul personifies the meaning of the term scholarly practitioner. He has Trotsky’s 3-volume history of the Russian Revolution. Paul has written 3 books that are used within the UK in teaching HR. Paul just returned from a conference in Thailand. Paul was the HR director of Lloyds and Convergis.

Paul seems to be a practitioner who conducts research and teaches in Nottingham Business School.

People really seem to be dressed up here. Lots of ties and jackets. How European proper. Needless to say, I am not that dressed up.

Paul spoke about the conference with the opening session. The person had those in attendance look at the person next to them, hug them, and tell them you love them. As a British fellow, it was a bit much for him, especially as he was going to speak about Change Management next.

Paul then spoke about Thomas Friedman’s The World Is Flat, with significant economic implications. Friedman spoke about glocalization as well, where some counrties are able to adapt global forces and cultures into their nations. He spoke quickly with a lot of interesting issues raised in Friedman’s book, but his slides did not really support what he was saying. It would have helped if there would have been the definitions that he was using. The text on his slides was too small, which was distracting especially for a global presenter.

Really interesting material, but I could not follow the point of his presentation.

He distinguished between globalized nations (which are fully integrated) vs. international or regional corporations. Global strategy is utopia, and glocalization is on the way to that utopia.

He then stopped to consider that this is a very messy situation, and instead to look at some cases rather than discuss his learned paper.

He tried to show a portion of a Convergys DVD, but the sound was not working. It seems the equipment was not tested prior to his presenting.

I REALLY wish he would have written the definitions of his terms on a slide, as I cannot remember how he used the two terms–globalization and glocalization. His presenting strategy did not meet the needs of all the learners (by which I mean my own style).

Global–can manage economies of scale.

When he was in the US company, Convergys, he brought his non-union team from Cincinnati (all staunch Republicans) to meet with some of the trade unionists from Germany (including one who was tattooed head to toe). I did not understand the point for this story.

His PowerPoint slides has a lot of text and bullets. One slide had seven bullets with on average 9 words per slides. I took a photo of it for an example.

Interesting how this liveblogging is an outlet, in narrative and visual form, for my experience in this conference.

He then told a story about another American company, about which the person sitting next to me commented how he had worked with that firm and knew the story first-hand. He named the firm as Avaya.

His second case study was about another company which he named as AB and Amro, which is a target of acqusition sby Royal Bank of Scotland / Barcley’s. I wonder why he named these companies as his case studies, and what the purpose of his case study research was all about.

He is speaking in tangents and pointing to parts of his slides that people in the back (me included) cannot see. I am not following his point at all, especially since I cannot remember his definitions. 

I found that he has been speaking and giving a lot of examples, but I have not been paying attention for the last ten minutes or so, since the slides were overwhelming and I was not able to follow his point (what was it again?).

Jim’s summary slide (which I took a photo of and will upload to Flickr) helped me to finally make sense of what he was discussing. I wish this slide and a definitions slide were included up-front.

He mentioned that his views have changed considerably since he was asked to do this presentation based on his research. This is the most refreshing thing he said, that this area is open to research (glocalisation), as this is a messy area of study that is not as simple as he initially thought. I really like the fact that he spoke about how what he initially perceived as being simple and able to be put in a box is certainly more complicated and messy.

There were then some questions. In the process, he stated that the challenge is how to get economies of scope with the need to understand local cultures and how they are implemented. Once  again, this is very helpful and would have been useful to have stated closure to the front of his presentation.

I wonder if he did state this but since there were not visuals to support this, then I just missed it?

It seems that HRD programs in Europe (or at least the UK) have HRD in business schools.

Technorati Tags: , ,

27
Jun

AHRD Oxford 2007 - Tags?

   Posted by: Jeffrey

This second academic conference I have attended this month, and again the tagging issue comes up. My colleague Robin pointed out that the conference organizers have not listed the tags for the conference. I wonder how much they know about tagging and its role in blogging and electronic distribution of conference materials.

Regardless of the status, Robin and I are tagging everything related to this conference as: ahrdoxford2007, including the photos I will upload to Flickr.

To find the liveblogging entries themselves I will enter for this conference, they will be listed under my own blog category as:
Liveblogging AHRDOxford2007.

Technorati Tags: , ,

26
Jun

Liveblogging Best Practices

   Posted by: Jeffrey

I have given a lot of consideration to what worked and what did not work when I liveblogged the AERC conference two weeks ago. Gathering these best practices together, the following is my working list of liveblogging best practices. I will test this list next week, when I travel to Oxford to present at the 8th International Conference on Human Resource Development Research & Practice across Europe.

Liveblogging Best Practices

  1. Have an extension cord. You never know how far away the outlet is.
  2. Plan on there NOT being any wireless Internet access. Regardless of what may be expected or promised you never know what may happen with it, who may be downloading every DVD ever made and clogging the network in the process, and how even the most stable technology fails when we may need it most (not to mention when the access is "free" after a daily credit card mayment).
  3. Use an offline blogging program. I am using Ecto for this here. I also tried ScribeFire for Firefox, but I could not get the image uploading FTP to work to save me, and their help pages were not too helpful. I do not mind paying developers for their work, and think those who created Ecto certainly deserve what I paid them for what they delivered. As I am about to migrate from XP to Vista, it is important to check compatibility (such as with Macs) and have a freely-available trial period.
  4. Have a fully-charged battery. This goes without saying, but often the unstated is forgotten or assumed!
  5. Create entry shells prior to the sessions. This way, you are assured to have the correct names of the sessions and the spelling of the participants for each entry.
  6. Adjust the computer time to the local time. I have blogged around the world, and prefer to capture the sessions in the real time where I am.
  7. Disclose what editing is done later. I consider myself a researcher-practitioner, and as such want full-disclosure of what I liveblog in real-time, as I conduct research with my entries as they are. These are real data, and as such it would be counter to the research process to go back and edit, spell-check, and otherwise clarify what happened at a previous time as the point of liveblogging is to capture the experiences in real-time. Of course, if I am able to spell-check and otherwise edit as I go, then that is another situation.
  8. Distinguish between internal and external experiences. I am a constructivist qualitative researcher, and as such do not believe the researcher can separate himself or herself from the research experience. When I am liveblogging a conference, I find myself writing about what I see, hear, and experience, as well as the meaning-making that occurs in real-time. I cannot separate an objective happening from my perception of it, in that I do not believe there can be any objective meaning or experience apart from one who experiences it. In practical terms, I can record what I hear and what strikes me, but then I often begin to process the experience and add to the meaning-making event. This means that liveblogging makes me more than an active participant–the public-blogging and my ability to discuss my own thoughts and feelings of the event makes me in effect a co-presenter. [I think I will have to revisit this to try to develop it more]
  9. Have a camera and its sync-cord. While picture taking while liveblogging may be icing on the cake, it does add a nice touch.
  10. Have an international adapter/plug. Liveblogging in Canada, for example, uses the same plugs as in the US. The AHRD conference I am liveblogging in England means I have another device I have to carry with me if I want to plug in.
  11. Consider a hyper-link policy. If I am liveblogging and there is wifi, then it is easy to add links to the presentations or papers or the people who present themselves, However, with the editing policy I listed above (see #7), determine how to find the links and add them, with full-disclosure, at some point in time. This allows the readers to try to see as much of what you experienced while it happens.

As this list is a work in process, I hope to add to it as new issues arise or as feedback and research dictates. [See revised entry on 7/25/07]

Technorati Tags: liveblogging, live-blogging, live-blogging, liveblogging best practices


Read the rest of this entry »

19
Jun

Test of ScribeFire

   Posted by: Jeffrey

I have been using Ecto as a blogging tool for liveblogging, and finally figured out how to get ScribeFire for Firefox to work. This is another platform for me to play around with while preparing for my next liveblogging research project next week at the AHRD conference in Oxford.

Powered by ScribeFire.

17
Jun

Methodology for Liveblogging AERC

   Posted by: Jeffrey

I have cast my net wide, and have spoken with a number of colleagues about the options for investigating this liveblogging research from last week’s AERC2007. I have had people mention auto ethnography, grounded theory, methods involved in the New Learning Initiative and in computer-mediated communication (CMC), Add a little bit about power and poisitonality within a conference, and there are some  juicy and appealing options.

While I am still processing what happened at the conference, there is another one (the last conference I am planning to attend this year) next week where I will be presenting. More about that one later.

Technorati Tags: , , , , , ,

12
Jun

Liveblogging AERC2007 - Data

   Posted by: Jeffrey

I isolated the data I collected from the AERC2007 conference by giving all entries a similar category–Liveblogging AERC2007. Click the link, and you will be brought to all the entries done in real time while at the conference. Another way of accessing the same information is to select the "Liveblogging AERC2007" category listed under "Categories."

As the purpose of this research was to type and post my direct experiences while attending paper presentations and other parts of the academic conference, the notes and thoughts are unedited and seemingly arranged in a flow-of-consciousness. I hope to bring meaning to this through the research project itself.

Now that this can be more readily found, off to begin preparing for the data analysis.

Technorati Tags: AERC2007, liveblogging, research

10
Jun

Liveblogging Project Data

   Posted by: Jeffrey

Now back in New York, I again have Internet access and just uploaded the liveblogging entries I wrote while at AERC 2007 in Halifax, Nova Scotia. I now have some work to do with interpreting what is there, and expect to write and work extensively on them over the next two weeks. The liveblogging entries remain unedited, exactly as I wrote them while attending the conference.

I will need to consider a way to identify them on my blog as research data, rather than just other posts. This is my next step.

Technorati Tags: , ,

Robin Grenier

Theoretical FOundations for adult learning. Is often anecdotal, and not with a theoretical base

idea for a roudtable is to have a discussion of what people see as possibilities

Create a triad — share with them an experience we have had as an adult at a museum or national park. Speak about this as a learning experience, what may have been learned

now, put on an adult facilitator / educator hat, and discuss what we have heard based on adult learning theiry, and how can you explain them from the adult ed persepctive

we then discussed this in triads

Robin then wrote some of these themes on the board, and then asked us how we could translate those into adult ed speak / lingo

Learning in Museums themese Robin heard from our groups

  1. trnasformative
  2. social-constructivism
  3. spirituality
  4. meaning making
  5. perspectives
  6. analogies
  7. experiential learning
  8. knowledge creation
  9. tactile learning
  10. emotionally laden
  11. reflexive
  12. critical consumption — who is controlling the learning and the context

then she asked us to discuss this

she has found her place in Canada

having a home place, where we can go back to again and again

emotionally-laden experiences

i began this project without knowing the methodoloy, as I had a limited area and time for data. Not sure what will learn from this, but that will be determined.

While working in our small groups / triads, I did not write here, as I thought that would not be conducive to a conversation we are having. Thus, I am blogging while I am a particpant who is not actively engaged in dialogue.

a participant in the room - knowledge in museums has been consturtced from / in various frameworks , and we have to be aware of that framework and how it was constructed.

Another person became a reflexive visitor

some museums are bevoin more critical, having multiple avenues of experiences and lenses

as a critical educator, can i take a crtitical lens to whatever museum / experience

I also need to find a better way to code the tags for these blogs. Futue resaerch elemtns

if we know we can have a converswation about this and what museums can do and their purpose, the next question is why don’t we.

somebody mentioned she is passionate about the British Museum, it is busier than ever especially since they removed the price.

It seems there is lifelong learning that is more established in Europe.

The question, is why aren’t we studying this any longer

one person specuulated that with the advent of technology, is it removing the social element of going to the museum

i am feeling like a researcher during this conversaiton

are museums still high-brow? They seem to have changed,  but if we are interested in seeing how an emotional and transformational experiences (eg in a Holocaust Museum). There are missed opportunites for authentic learning within museums. So, why are we missing out on this learning.

 

what can we do with a colleague or our own research agenda–how can i engage in scholarship to look at adult capacity to learn. We have a responsibility with adult educators to partner with musems. The museum educators have content expertise, but that does not necessarily meet the needs of adult visitors. How can we help adult visitors of multiple persoectvives and bring them in and help them to

Technorati Tags: ,

Page 8 of 10« First...«678910»