For several years, there has been a rule-of-thumb, called “90-9-1″ , that 90% of online participation in groups/community consists of “lurkers” or more politely, “passive participants”, and only 1% are active creators. Often, they simply  lurk  in the background. The medium is the message, or so it seems. MORE >>

Magyar, A.E. 2012) "Plagiarism and attribution: an academic literacies approach?" Journal of Learning Development in Higher Education , 4. In many Higher Education courses in the UK the ability to write extended academic prose is central to assessment and therefore to student success. link] Photo by Sheila Webber: cherry blossom, 2012. MORE >>

So for the longest while, Google has been the boogie bear of taxonomists, with senior executives lying in wait to pounce on innocent taxonomy projects with the battle cry “why do we need a taxonomy, let’s just get Google!” ” Is that taxonomy work or is that taxonomy work? The times they are a changing MORE >>

I’m trying to get my mind around how the information we’re finding out about expertise matches to the types of problems people face. Clearly, you want to align your investments appropriately to situations you face. If you look across the literature on expertise, and the recent writing on how our brains work (c.f. meta-learning strategy MORE >>

The five informal learning methods described in yesterday’s post on Learning in the Workplace have one thing in common. They are all relatively simple. Most of today’s larger companies have a complicated structure. Over time, to enable growth and efficiencies, more processes have been put in place. It’s time to simplify. MORE >>