Books

Book reviews

Getting over a haggis

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Guest post by Graham McTavish Watt

Apropos of nothing other than a getting over a haggis munch yesterday at the Robbie Burn’s Evening, let me run this by your keen eyes.

The Inuit people have been teaching and learning for at least a thousand years. And their learning is important because frequently the lack of it can be fatal. Not fatal to the learning, fatal to the learner. They have done all this learning through the oral tradition. They are acknowledged technological experts and tremendous innovators: The geodesic dome, the kayak, the bone-spring-in-frozen-meat Polar Bear killer with built-in blood trail feature, and so much more. Much of today’s technological detritus is in a way oral, even text messaging. But much of it is frittered (sorry) rather than substantial.

How would we equate the essential oral aspects of Inuit learning efficacy with your industry’s seemingly ever-changing technological learning approaches (I might add, often delivered with scorn for the already existing)? Why do we not go back to survey and explore the aboriginal learning perspectives rather than pushing forward with this or next week’s latest technological thematic? Or would Inuit learning just become next week’s technology thematic? Perhaps you do go back, I’m sure you do, and I acknowledge there are oral aspects to technology, but the oral tradition among aboriginals means the learner and teacher both learn, and it is the synergy which keeps the learning momentum going. There is humility to it, rather than a wisp or two of contempt

Two interesting books you may have read but which I am presently reading:

UQALURAIT: An Oral History of Nunavut Compiled and edited by John Bennett and Susan Rowley. And John Ralston Saul’s A FAIR COUNTRY Telling Truths About Canada.

The former has incredible detail on clothing, skin preparation, fashion, astronomy, medicine, external relations, food sharing, navigation, kayak building, trading, hunting, fishing, social activity, house building, leadership and many other orally learned techniques. Is it any wonder they valued their elders? Why do we tend to denigrate ours? Saul’s book is, in my view, a wonderful continuation to the work of Harold Adams Innis on the oral tradition, and draws upon the aboriginal example as a main component of many aspects of Canada’s rather well-known use of negotiation rather than violence and threat. Ironicly, caucus is an Algonquian oral word which meant meeting, talking and listening. Now we use it to plot to defeat others. It was used by aboriginals to find ways to reach agreements that sustain each other’s cultures and prevent war.

Graham Watt

Throwing sheep in the boardroom

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Throwing Sheep in the Boardroom could be sub-titled everything you wanted to know about social media but didn’t have the time to ask. The book is definitely comprehensive and is complete with hundreds of stories about the effects of online social networking. Anyone who is active in using and understanding social media may find this a bit of a repeat of the last few years of commentary on the subject, but those new to the field can find it here in one book, with plenty of end-notes.

The authors cover in detail the banning of Facebook and other sites by government agencies, schools and corporations. They also address some of the more positive aspects of social networking but I would not accuse them of being cyber-evangelists. There is some good analysis around open versus closed social networking sites. Citing the French aristocracy as an echo-chamber that failed to realise the factors that led to the Revolution, they use many other historical examples to place today’s situation in context. For instance, readers of this book will also get a short history of the Knights Templar.

This sums up the authors’ intent, and I think that they have achieved it:

What has interested us most is the Web 2.0 revolution’s impact on the three social dynamics that gave this book its structure: identity, status and power. It will be recalled that we describe our analytical approach to these themes as “3-D” – dis-aggregation of identities, democratization of status and diffusion of power.

Throwing Sheep in the Boardroom reads a bit like an academic treatise on Web 2.0 and would be useful for someone wanting a lot of information in one book. It could make a good course text book. For excellent analysis, without all the details, I would recommend Shirky’s Here Comes Everybody and for a deeper look at the fundamentals underlying the Internet economy I still consider Benkler’s The Wealth of Networks the most comprehensive examination to date.

Toward a Read-Write Society

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With the election over and Bill C-61 dying with the last Parliament, the government is once again looking at making changes to copyright law. In A Copyright Call to Arms published in the Globe and Mail this week, the authors call for consultation from all sides of this complex issue:

Ministers Clement and Moore have a singular opportunity to consult with Canadians to develop reforms that will be fair for both consumers and rightsholders and position Canada for success in the 21st century.

I’ve just finished reading Remix: Making art and commerce thrive in the hybrid economy by Lawrence Lessig and it should be required reading for all politicians involved in re-making copyright policy.

Lessig shows the differences between Read-Only (RO) and Read-Write (RW) cultures and how RO came to dominate in the 20th Century, while RW has been around for as long as humans have communicated with each other. An RW culture emphasizes learning. Lessig’s view is balanced and he does not call for the abolition of copyright but mostly for the removal of copyright protection from non-commercial uses. He uses US law to make his points, but much of what he says is applicable to other Common Law jurisdictions.

Perhaps the most damning indictment of current copyright laws is that they are making criminals out of an entire generation:

But the real failure of this war [on copyright violation] is the effect that this massive regulation has had on the basic integrity of our kids. Our kids are “pirates”. We tell them this. They come to believe it. Like any human, they adjust the way they think in response to this charge. They come to like life as a “pirate”. That way of thinking then bleeds. Like the black marketers in Soviet Russia, our kids increasingly adjust their behavior to answer a simple question: How can I escape the law?

It’s time to stop this madness and help our children become better citizens, not line the pockets of a few multinational corporations. Non-commercial copyright infringement should not exist and our educators should be leading on this issue. We don’t need special rights just for educational institutions, we need to encourage RW creativity for lifelong learning.

For further reading, see my bookmarks on copyright.

Academic Upstarts

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The latest book from Clay Christensen and his team, authors of The Innovator’s Dilemma and others, is Disrupting Class, where they examine education. Tom Haskins reviews the book and provides his own perspectives in Part 1, Part 2, Part 3 and finally his own assessment on the value of college diplomas.

Tom thinks that the value of a diploma will decrease because knowledge in one field will not be enough for a generation facing multiple job changes and that the economies of scale offered by physical institutions will no longer be as obvious as they were in an industrial, fossil-fuel driven economy. I agree with Tom, and have discussed the challenges faced by universities, most recently in Moving the Ivory Tower to the Web: Part 1 and Part 2:

This is the same problem facing established academic institutions. Current revenues rest with the old way of doing business – students in classes. Going to the new Web model threatens those who make their living with the old model. Therefore leaders in the old hesitate because they are tied to their existing revenue streams. They cannot put the new inside the old. The answer is to locate the new outside of the old infrastructure and let the new unit go after customers who are not served by the current model. This way institutions can hold onto the value of their existing business for as long as possible while building up new capabilities with a different business model.

Furthermore, I would venture that many online universities are not real upstarts in this business, they are just variations on the same theme. Take local Meritus University for instance. An online BBA costs $36,000 for tuition and electronic documentation fees, compared to the average tuition at a Canadian university of $20,000 for four years. Customers pay a premium for the convenience of space and time. This model is not a great threat to traditional universities as it only targets those willing to pay more for flexibility. It may be a threat to more expensive US colleges though and that may be their target market. Still, it isn’t disruptive.

An example of the changing landscape is that participation rates in free learning programs are increasing, witnessed by over 700 members in Work Literacy and over 2,000 in Connectivism & Connected Knowledge. No one is making any money on these, except for the few students registered through the university for CCK08. This is a disruptive model of semi-academic courses being provided to mostly non-consumers (people who would not have paid for it anyway). At this time, these offerings are no real challenge to the existing structure, but acceptance of these programs may prepare the way for an upstart.

The challenge for academia will be in finding where the potential revenue is moving in the new value chain. For example, I give away all of my content on this website, because I know that my revenue is generated through consulting. This has been clear to me ever since I started. The blog helps me learn and connect and raises my profile on the Web. Charging for my content wouldn’t make any sense. Free generates the fees. How will universities be able to meet the challenge of more free content? Would they be able to compete with free tuition, even if it’s not as good? How about free accreditation?

I have some ideas about some new business models, which I’ve discussed with people such as Rob Paterson, and I’m sure that there are other people looking at this challenge as well.

Finding the Sweet Spot – Review

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The first comment on the cover says:

“This one is a keeper. Buy three. One for you, one for someone you care about, and one for a friend who really and truly needs it.” Seth Godin

I was given a copy of Dave Pollard’s Finding the Sweet Spot by a friend and read it on the plane home last week.  I’ve been watching Dave develop the model for natural enterprises for quite some time and even helped to coin the term, so I’m definitely a fan of the “natural entrepreneur’s guide to responsible, sustainable, joyful work”. Natural Entrepreneurship is based on a six step model that is easy to understand, but will take some work to implement, but then anything worthwhile requires effort:

  1. Find the sweet spot: Identify your Gift, passion, and purpose
  2. Find the right partners
  3. Research unmet needs
  4. Imagine and innovate solutions
  5. Continuously improvise
  6. Act responsibly on principle

Implementing these steps does not require an initial outlay of capital and natural entrepreneurs can get started even while they hold down a job. Each step is covered in detail, with practical advice and some anecdotes. A key aspect of natural entrepreneurship is that it is not premised on the unsustainable notion of perpetual growth.

The book is well written and edited and doesn’t ramble on as a series of blog posts might ( a bit what I feared when I picked up the book). I would recommend this book to anyone growing or changing an organisation, from single start-up to small company or non-profit; though there are examples of larger companies in the book.

I will be adding Finding the Sweet Spot to a few select reference books that I’ve used for business strategy work; including Kawasaki’s The Art of the Start and Christensen’s Seeing What’s Next. Now I have to buy some extra copies to give away.

Non-consumers in education

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Clayton Christensen and Michael Horn say that Computer-Based Learning Could Transform Public Education within a Decade through “Disruptive Innovation”. This is based on Christensen’s models of disruption from his Innovators series of books, which I’ve discussed in Entrants and Incumbents.

The authors use the model of innovation that shows certain advantages for entrants, namely motivations and skills that incumbents don’t want or have. Targeting “non-consumers” is the suggested tactic, as Sony did with its transistor radio against the higher quality vacuum tube radios in the 1960’s.

Using the same methodology in analyzing the public system and its reliance on text books,  they suggest:

Pitting computer-based learning directly against teachers or continuing to cram it into schools will not work. Producers of computer-based learning software must introduce it disruptively, by letting it compete against non-consumption initially. And software makers must customize the software for different learning types while other entrepreneurs find new channels to reach students.

One business model of this type is the University of Phoenix targeting adults who never would be able to attend a traditional university full-time or on site. Another would be the online language learning offerings cropping up all over the Web.

An example the authors provide is that of pharmaceutical makers advertising direct to consumers, so that patients can ask for a specific prescription from their physician.  In this case, centralized purchasing is being completely bypassed, and so with it the massive advertising dollars of the industry.

This could happen in public education. With students identified as “non-consumers” [who are never consulted and have no influence in the education system], they may have education options in the next decade that are “as good as” the existing school system. The next generation may just decide to opt out of the public system. Is this how our public education system will end, with the last student quietly turning out the classroom lights?

Your valued opinion on work and life in the 21st Century

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Nine Shift

One of my favourite blogs is Nine Shift and the book of the same title is still worth reading, even after being in publication since 2003. Bill & Julie have recently been asking several questions that warrant comments, so I’m linking to them here:

What you are doing in response to expensive gas.

If you have a feature special to you in your home office.

Whether students should be penalized for late work.

Whether you think the web will help close the gender pay gap.

Here’s a snippet from the book:

As we will see, the Internet is behaving exactly in the same way as the automobile did 100 years ago in its impact on society. The auto is not used here as an “analogy”, which is defined as something “somewhat similar”. Instead the influence of the Internet on our lives is exactly a replay, a mirror, of the influence of the auto on society 100 years ago. The outcomes will be different of course, but the forces and how these forces interact and change our lives, are the same.

This book is not really about the Internet. It is more about the consequences and changes of the Internet, about how the Internet is changing how we work, live and learn in this century.

Little Brother

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I picked up Cory Doctorow’s Little Brother for my son this weekend and read it myself on the plane home. I don’t read much fiction but I really enjoyed this one, which I feel is a much better story than Eastern Standard Tribe, the only other book of his I’ve read.

I really couldn’t put the book down. It reminded me of books like Loneliness of the Long Distance Runner and Snow Crash, and I think that it will resonate with teenagers (I found it in the Teen section of the bookstore) as well as anyone interested in technology, culture and the limits of state-controlled security.

Little Brother is available as a free download (Creative Commons Licensed) so you don’t have to outlay any cash. I personally prefer the paper format for longer reads. Here’s the opening paragraph:

I’m a senior at Cesar Chavez high in San Francisco’s sunny Mission district, and that makes me one of the most surveilled people in the world. My name is Marcus Yallow, but back when this story starts, I was going by w1n5t0n. Pronounced “Winston.”

*Not* pronounced “Double-you-one-enn-five-tee-zero-enn” — unless you’re a clueless disciplinary officer who’s far enough behind the curve that you still call the Internet “the information superhighway.”

I know just such a clueless person, and his name is Fred Benson, one of three vice-principals at Cesar Chavez. He’s a sucking chest wound of a human being. But if you’re going to have a jailer, better a clueless one than one who’s really on the ball.

“Marcus Yallow,” he said over the PA one Friday morning. The PA isn’t very good to begin with, and when you combine that with Benson’s habitual mumble, you get something that sounds more like someone struggling to digest a bad burrito than a school announcement. But human beings are good at picking their names out of audio confusion — it’s a survival trait.

I grabbed my bag and folded my laptop three-quarters shut — I didn’t want to blow my downloads — and got ready for the inevitable.

“Report to the administration office immediately.”

Is Johnny Bunko Right?

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I recently picked up Dan Pink’s latest book, The Adventures of Johnny Bunko: The Last Career Guide You’ll Ever Need, that tells the story about a young man working in the corporate rat race who is befriended by Diana, a magical advisor with six lessons for Johnny to uncover. Because it’s a graphical, Manga-style book it’s a fast and easy read (about an hour). The lessons are fine but not earth shattering. However, the book may foster more conversations about work and careers and may engage younger readers, so that’s a good thing. Lesson #1, There Is No Plan, is good advice and in hindsight would have been good for me 30 years ago.

I was thinking about Johnny’s lessons when I heard about the CPRN’s latest research report on youth and the labour market in Canada, which makes this observation:

Canada has a relatively high percentage of well-educated young adults who see themselves as over-qualified for their jobs.

That’s where Lesson # 3 may be appropriate for youth – It’s Not About You, or as Diana says, “Of course you matter. But the most successful people improve their own lives by improving others’ lives” . Or put more directly, it’s not about qualifications, it’s about making a difference.

I would add to Johnny’s list that no one deserves a job because of some qualification, and many qualifications do not correlate directly with work requirements. The only job that a university degree directly qualifies you for is another university degree. Sitting in a classroom, writing essays and answering tests is not the workplace. Solving real problems, of importance to others, within existing constraints – is what most work is about.

For more information, check out The Adventures of Johnny Bunko.

Community of Practice Handbook – Company Command

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Company Command is the most practical community of practice (CoP) implementation guide that I’ve read so far. It traces the story of the development of an online community designed to share knowledge between US Army company commanders, past and present. If you can get over the military jargon (and even some acronyms that I, an ex-soldier, couldn’t figure out) the lessons in this book are transferable to civilian life.

Here is a summary of the key concepts from Chapter One:

  • Knowledge resides primarily in the minds of community members
  • Connecting members allows knowledge to flow
  • Relationships, trust, and a sense of a professional community are critical factors for an effective community
  • Content development emerges from needs expressed in conversations
  • A decentralized network is best

The books authors go on to tell stories about how the community grew and discuss the types of roles that are necessary for an effective knowledge-sharing community [I’ve changed to non-military terms].

  1. Initial Core Team of two or three people who desire to share knowledge.
  2. Early Adopters who are members of the community that you are serving, especially those who are already well-connected.
  3. Mavens with deep knowledge in an area that is valued by the members.

The book is filled with practical ideas and I’m sure that anyone involved in building online communities will find something useful here. I will be using much of the advice here to help start a CoP that a client is launching over the next nine months, and I appreciate that the folks at Tomoye, who provide the technical platform for CompanyCommand, passed on this book to us.