For 19.1.18

Your mission is to revise your homework of 12.1.18 and so practice the fine art of revision

Before and After Comparisons

Revise something, create screenshots, and explain the difference — what you learned.

  • Explain something worth explaining” . In M’s example, she chose to illustrate what she learned about outlining in MS Word: for an example, chose something you learned and which you found important for you, it may well be some other thing
  • Illustrate carefully By placing two carefully chosen screenshots side-by-side, lining them up, and using s simple arrow to indicate the movement from left to right, she made the comparison very clear and easy to read: we are led to examine closely what she has done and understand her point: take the time to do this right and so master important communication skills

As we have discussed, a great deal of IT is working with it, including designing, building, documenting, explaining, evaluating … this example shows how precisely such comparisons might be done, and the person who did it appears to me to be far more qualified than before (good for her!)

  • For improvement, she might tell a story of the difference, what she did how she did it, and why and how the improved version works better
  • Such exercises, this explaining of a technological problem in slow motion, will help you develop a deeper understanding of the technological problem as well as help you develop the vocabulary, expressions, and communication skills technologies in business require
  • A good example of was my difficulty explaining to a smart student in discussion on Friday who truly could not see the point of not using “body text” and I truly could not make myself understood immediately: I was being tested, and it took me some time, and I think this was good: it forced me to understand things better, it led me to look at our previous lessons, my examples, and try to figure out how I could improve (and so better help him and others)

Create a compelling comparison

Reflection

Equally important is her homework’s second part, the reflection leading her to consider her homework as a collection, an achievement, ambition, interests, engagement, comparing her work to others, the value of such comparisons and discussions, and her own varying motivations, energies, and achievements … of of this I see in those few lines, and I would invite you to create your own equally rich reflection

  • Reflection has long been considered of one piece with science, check out this discussion of Bildung.

Create a compelling reflection, something where you learn in the process and pays tribute to your good work!

Timelines

Revise your timelines to learn more using timelines to think

M’s THREE timelines are of one piece and illustrate such important dimensions as:

  • Care in associating events and places
  • The use of “donkey bridges” to to aid in memory
  • Care in selection of imagery
  • Care in design and execution
  • Application of studies to the IT example

None of this is trivial: develop historical perspective in IT development is one piece of innovation: understanding the past is like one piece of imagining the future

  • Her third diagram presents an understanding of temporal development far more clearly
  • It also suggests a far deeper understanding of the Davenport text
  • It also suggests the use of diagramming to help one to think: quite frankly, I can think of thinking without thinking of the tools, tools and thinking as one piece!

Explore the tools and thought together, sometimes making a second diagram with a second tool will help you break through the limits of the first!

Toyota A3 – BPMN

In order to understand the assignment M needed to look things up, to step back from the assignment to ask herself what it is that she needed to know, and she did it, offers excellent notes, and so when she built her BPMN diagram of the A3 model is very intelligent, thoughtful, well-designed, and completely interesting: the diagram is the result of a thought process

  • When faced with a problem, she did something about it: she did not simply “muddle through” — such people you want on your team, and you want to be like them, too, or?

When you are not sure, look something up: doing something independently will leave you strong, owning your learning, developing your autonomy!

  • Her list of capabilities is extensive, thoughtfully organized, and one quickly gains the impression that she discovered something she had not thought about, evaluated the article and its issues as important, determined that this was worth her study time, and demonstrated that she actually understood what was going on
  • She found her answer: “they could then easily see what was going on …” (your answer might be different)

BPMN diagramming

Using this very limited, precise tool, she developed an innovative, two-track system whereby the bracketed comments appear as indeed commentary to the actions in the boxed comments, and the two notes in post-its appear as meta-commentary.

  • Essentially, these three lives suggest an outline
  • Such complex diagrams and outlines distinguish between the process and higher, more abstract levels of understanding
  • Reading this diagram, it is clear its author worked through the steps, distinguished among levels of abstraction, and took great care, using this awkward tool, to assemble a diagram carefully and meaningfully

Your diagramming will be different insofar as your preparation is different, with different interests, resources, and perspective: your mission is to move your 1cm forward this week, this direction is a good one, you may move in another direction: explore, and own it!