Since I was curious about any research underpinnings to shore up Marc Prensky's TLT presentation on the "Digital Native" generation, I went trolling to DEOS-L. Here's the responses so far:
"There's Don Tapscott's "Growing up Digital: The Rise of the Net Generation" (1998), an outline of which you can find at http://www.growingupdigital.com/ . However, when I read the book, I recall thinking that his sample of students was not really representative of the 'net generation' as a whole, but rather focused on a fairly privileged middle class to upper midle-class group. However, he mentions multi-processing only in passing.
Theoretically, the following article suggests that human brains in general are capable of multi-processing:
http://dsc.discovery.com/news/briefs/20050718/multitasking.html
Human Brain's 'Mastermind' Located By Jennifer Viegas, Discovery News
July 20, 2005 - Humans attempt to do many things at the same time,
such as driving and chatting on the phone, or working and listening
to music, and now research suggests why such multitasking may be
possible: the brain appears to have its own control center.
However, I suspect that young brains are 'hard-wired' by the multiplicity of electronic media they're exposed to at a younger age and hence develop greater facility in multi-tasking" .....Alex Kuskis
Elizabeth Fanning, apparently so slouch at educational game design herself, said this:
"i'm very familiar with marc prensky and his work. despite the logic of what prensky may have to say about natives and non-natives, after having worked as an instructional designer and in adult learning for more than 15 years, i would have to say that as a species, we are more adaptable than it might be suggested that age limits us in being. that is, i have been pleasantly surprised by older people adapting to creating new schema frameworks based on how we can currently access and process information. unfortunately, i know of no formal studies on this, although a friend of mine did do a pilot study to explore it further, using instant messaging and computation tasks -- and found no significant difference."
Lastly, Andrew Chambers' take:
"Personally as a grad student in cognition and education I doubt there is much research yet. I have seen little other than some theoretical musings. However there is a need for clarity on "perform multiple tasks simultaneously". The way the brain processes and stores information depending on the theory you use always requires a user to selectively attend to information as only limited processing can take place "simultaneosuly". There are some who theorise the Net Natives can switch between tasks faster and can thus selectively attend quicker and handle more information than those who haven't been steeped in the new mediums. In essence they aren't processing information in parallel or simultaneosuly, the brains layout and design doesn't really allow for this but they are supposedly attending to more information more quickly.
What is needed is empirical evidence of these heightened abilities. Don't be surprised that they can't come up with evidence as a lot of these researchers simply aren't researchers and their premises are not based on empirical evidence or the research findings are extrapolated from other areas. Whether this extrapolation or "transfer" of findings is valid is the question. Remember that those in business are their to sell you their ideas and services not to do scientificly accurate
studies. Be wary of hype.
Whether quality learning comes from being able to do 3 things simultaneously will depend on how much the information streams complement or interfere with each other and whether there is overloading of short term memory etc. (according to some classic theories of memory and learning)
Personally I believe that ANYONE can become net native it just takes time and practice. In other words one can learn to deal with large amounts of information. All brains are plastic and fluid and can adjust to new complex environments regardless of age and how information is delivered. Having used computers for over 25 years and the net for 15 I could be said to have some of the skills of the net natives. Then again anyone who has been using computers that long or longer would also be in the same league.
The more interesting question is how they are using the technologies. For instance video blogging, chatting, IMing etc and how this could be applied in the learning process. Closing the gap between what they do now and how we build and use classic learning management systems and learning tools is a major issue today. As someone responsible for training academic staff, developing new systems etc it is my job to
close this gap whether it is real or imagined...
See Digital Natives, Digital Immigrants, Part II: Do They Really Think Differently?:
, but be warned Prensky does state at the very top: "Here I present evidence for why I think this is so." This is obviously not a scientific refereed article. I agree with some of the theories espoused here but as you state one just needs hard research evidence..."
So there you have it. Any Ph.D candidates out there need a project?
Tuesday, December 20, 2005
Tuesday, December 13, 2005
If at first you don't succeed...
Last week we had the pleasure of gathering for TLT in Albany. One of the highlights was listening to Marc Prensky speak about the "Digital Natives" generation and their expectations regarding engagement. The notion of engagement in regards to motivation and it's relationship to learner success has been on the table since John Keller described his ARCS model of motivation;so I won't say I was particularly startled by Prensky's comments. One element that was implicit in his presentation, but never really stated, was that most really good game play is incremental, in that your experience builds from a succession of failures.
Think about that for a second: why do we stick with certain games? Because they suck? Because we can beat the system senseless in no time flat? Even if you're ancient like me, you can recall that even the most primitive, crappy interface can hook you for hours (Come on, who had an Atari and remembers Pong? Raise your hands..). Now, let's flip back to ARCS for a second, with this comment from Driscoll: "Students gain confidence in their own abilities when they experience success at challenging tasks" (Fernandez and Dabbagh, citing Driscoll, 1993, p.312). A challenge can really only produce two results: success, or failure. We often think only in terms of learner success and satisfaction. How often do we consider the concept of learner discomfort as a tool that builds knowledge and skills?
One committee I sit on is considering how to create a comforting, encouraging, warm, fuzzy, safe, makes me think of Mom and Home environment for our campus library. Well, possbily "makes me think of Barnes and Noble" is a better descriptor, but at any rate- one member pulled up this article that focuses primarily on the notion that computers can learn. Roger Schank's response follows his pet theory that humans learn through failure. I've seen Schank put this concept into play in a CD-ROM that trained non-profit managers how to deal with people. In a great scenario, you, the learner had to choose how to deal with a particulary angry man of the cloth who needed to speak to you RIGHT NOW about a pressing issue. At this decision point, I recall that you could (a)listen to the Padre's complaints or (b)blow him off by filtering him through your secretary. Choosing (b) later results in said Man of God showing up at your Board meeting, rising out of the audience and shaking his finger at you, decrying that you were "too busy" to deal with him when issue x wasn't a crisis. Hoo boy, talk about discomfort :-)
Now, to attempt to pull these threads together: What Schank posits is that learning can occur from failure - from "lessons learned", if you will. I would guess that if you polled any avid gamer about why they play Halo, Doom, "Let's Count Sand", whatever- you would find that it is the *challenge* of trying to beat the system - to win. But we know that winning takes many hours of time invested, thought, perhaps cribbing strategies from fellow gamers- but it also takes many hours of "got the humanoid- got the invader" type failures - incremental failures- to move towards the ultimate goal. In closing, I'll quote from my colleague Doug Deal:
"...but we should not forget that intellectual encounters--if they are to have lasting results--should involve challenge and discomfort, the edge of anxiety that characterizes the unsettled mind in the learning process. Can we find a way to do justice to the lurching uncertainties, the risks to complacency, and the abandonment of what is comfortable--the common side-effects of intellectual engagement of the serious variety? Gathering information is, on one level, a simple and fairly benign process, but shaping information into new knowledge, distilling deeper insights from that knowledge (flirting with "wisdom" here)... surely these evoke emotions and mind-states other than those we associate with the comforts of bean-counting"
.
Think about that for a second: why do we stick with certain games? Because they suck? Because we can beat the system senseless in no time flat? Even if you're ancient like me, you can recall that even the most primitive, crappy interface can hook you for hours (Come on, who had an Atari and remembers Pong? Raise your hands..). Now, let's flip back to ARCS for a second, with this comment from Driscoll: "Students gain confidence in their own abilities when they experience success at challenging tasks" (Fernandez and Dabbagh, citing Driscoll, 1993, p.312). A challenge can really only produce two results: success, or failure. We often think only in terms of learner success and satisfaction. How often do we consider the concept of learner discomfort as a tool that builds knowledge and skills?
One committee I sit on is considering how to create a comforting, encouraging, warm, fuzzy, safe, makes me think of Mom and Home environment for our campus library. Well, possbily "makes me think of Barnes and Noble" is a better descriptor, but at any rate- one member pulled up this article that focuses primarily on the notion that computers can learn. Roger Schank's response follows his pet theory that humans learn through failure. I've seen Schank put this concept into play in a CD-ROM that trained non-profit managers how to deal with people. In a great scenario, you, the learner had to choose how to deal with a particulary angry man of the cloth who needed to speak to you RIGHT NOW about a pressing issue. At this decision point, I recall that you could (a)listen to the Padre's complaints or (b)blow him off by filtering him through your secretary. Choosing (b) later results in said Man of God showing up at your Board meeting, rising out of the audience and shaking his finger at you, decrying that you were "too busy" to deal with him when issue x wasn't a crisis. Hoo boy, talk about discomfort :-)
Now, to attempt to pull these threads together: What Schank posits is that learning can occur from failure - from "lessons learned", if you will. I would guess that if you polled any avid gamer about why they play Halo, Doom, "Let's Count Sand", whatever- you would find that it is the *challenge* of trying to beat the system - to win. But we know that winning takes many hours of time invested, thought, perhaps cribbing strategies from fellow gamers- but it also takes many hours of "got the humanoid- got the invader" type failures - incremental failures- to move towards the ultimate goal. In closing, I'll quote from my colleague Doug Deal:
"...but we should not forget that intellectual encounters--if they are to have lasting results--should involve challenge and discomfort, the edge of anxiety that characterizes the unsettled mind in the learning process. Can we find a way to do justice to the lurching uncertainties, the risks to complacency, and the abandonment of what is comfortable--the common side-effects of intellectual engagement of the serious variety? Gathering information is, on one level, a simple and fairly benign process, but shaping information into new knowledge, distilling deeper insights from that knowledge (flirting with "wisdom" here)... surely these evoke emotions and mind-states other than those we associate with the comforts of bean-counting"
.
Friday, September 16, 2005
Pod people
Duke Univeristy is hosting a symposium on podcasting Sept 27-28. Elements of this should be available online...
There seems to be great interest in integrating podcasts and RSS feeds into the learning mix. Apparently podcasts can be used to distribute content other than mere audio files - text files such as pdfs can be pushed as well. I see the ability to push content as a plus - this is why I've leaned heavily on listservs to notify students of class meetintg schedules, assignment due dates, etc. It removes the variable of attentativeness - "I didn't know this was due; was it in the syllabus"? - a really basic level of grokking that some students just either can't master, or aren't motivated sufficiently to take on the responsibility of self-direction (rememer that I've dealt primarily with community college students to date).
Although the hype for push technology came and went in the early 90's (remember those desktop clients that sucked down news feeds, stock tickers and other crap that cluttered your desktop, consumed bandwidth on the LAN, and just generally distracted you from doing actual work?), RSS and podcasting, along with legacy technologies like list serves, seem to denote not only a need but perhaps an actual desire to have aggregrated content sentto you, rather than performing traditional inet hunter/gatherer googling scavenger hunts.
There seems to be great interest in integrating podcasts and RSS feeds into the learning mix. Apparently podcasts can be used to distribute content other than mere audio files - text files such as pdfs can be pushed as well. I see the ability to push content as a plus - this is why I've leaned heavily on listservs to notify students of class meetintg schedules, assignment due dates, etc. It removes the variable of attentativeness - "I didn't know this was due; was it in the syllabus"? - a really basic level of grokking that some students just either can't master, or aren't motivated sufficiently to take on the responsibility of self-direction (rememer that I've dealt primarily with community college students to date).
Although the hype for push technology came and went in the early 90's (remember those desktop clients that sucked down news feeds, stock tickers and other crap that cluttered your desktop, consumed bandwidth on the LAN, and just generally distracted you from doing actual work?), RSS and podcasting, along with legacy technologies like list serves, seem to denote not only a need but perhaps an actual desire to have aggregrated content sentto you, rather than performing traditional inet hunter/gatherer googling scavenger hunts.
Wednesday, September 14, 2005
Where's Waldo?
Where I have been, you ask? OK, so nobody asked - it was rhetorical freakin' QUESTION, ALL RIGHT?
.......
Anyway, yes, the avalanche of Fall start up hit, and hit hard. Not so much in dealing with making sure courses were up, profs were alive and actually in their courses, as much as being on the receiving end of a litany of complaints about system slowness. And yes...it...is...sloooooow. Why? Don't ask me - I just handle the pedagogical aspects here. Anecdotal evidence derived from chatting with my profs suggests that at least some students have dropped online courses out of frustation. Yikes.
Rather than add yet another pitchfork to the angry throng of MIDizens chasing after the SLN development team, I reached out and pulled a favor. Got some Keynote data from my old boss, Bob- thanks, Bob, I owe you at least one pint at Clark's - more like two or three.
Will it help? Dunno; but it doesn't hurt to pitch in where you can.
On another front, I've learned a possible workaround in my laptop configuration dilemna. Without spilling top-secret campus security policies, I'll just say that what I thought was an aberration (not allowing an authenticated login via LDAP) is the norm, and that in some cases....insert redacted text here :-) So, I'm off to a wireless hotspot to perform a little "experiment"...
.......
Anyway, yes, the avalanche of Fall start up hit, and hit hard. Not so much in dealing with making sure courses were up, profs were alive and actually in their courses, as much as being on the receiving end of a litany of complaints about system slowness. And yes...it...is...sloooooow. Why? Don't ask me - I just handle the pedagogical aspects here. Anecdotal evidence derived from chatting with my profs suggests that at least some students have dropped online courses out of frustation. Yikes.
Rather than add yet another pitchfork to the angry throng of MIDizens chasing after the SLN development team, I reached out and pulled a favor. Got some Keynote data from my old boss, Bob- thanks, Bob, I owe you at least one pint at Clark's - more like two or three.
Will it help? Dunno; but it doesn't hurt to pitch in where you can.
On another front, I've learned a possible workaround in my laptop configuration dilemna. Without spilling top-secret campus security policies, I'll just say that what I thought was an aberration (not allowing an authenticated login via LDAP) is the norm, and that in some cases....insert redacted text here :-) So, I'm off to a wireless hotspot to perform a little "experiment"...
Monday, Monday...ahhhr
This Monday is National Talk Like a Pirate Day. That's right, ye swabs, you heard me!
My pirate name is:
Dirty Tom Kidd
You're the pirate everyone else wants to throw in the ocean -- not to get rid of you, you understand; just to get rid of the smell. Even though you're not always the traditional swaggering gallant, your steadiness and planning make you a fine, reliable pirate. Arr!
Get your own pirate name from fidius.org.
Avast with yer simpering complaints about server performance and yer molly coddlin' learnin' styles - we'll be sailin' the high seas o' knowledge and takin' NO PRISONERS :-)
My pirate name is:
Dirty Tom Kidd
You're the pirate everyone else wants to throw in the ocean -- not to get rid of you, you understand; just to get rid of the smell. Even though you're not always the traditional swaggering gallant, your steadiness and planning make you a fine, reliable pirate. Arr!
Get your own pirate name from fidius.org.
Avast with yer simpering complaints about server performance and yer molly coddlin' learnin' styles - we'll be sailin' the high seas o' knowledge and takin' NO PRISONERS :-)
Friday, August 26, 2005
The horror...the...horror...
Ever feel like you're on a slow boat to nowhere, searching for an overweight Marlon Brando in pyjamas? No? I didn't think so, but we'll use that mnemonic to bridge to a brief bang your head against the concrete anecdote from this review cycle.
One of my remote profs, who's taught before, had her course ready...uhm, sort of. She had students emailing her assignments, emailing written work, and creating a written summary of their discussion posts, and emailing that too! And emailing back a word doc version of a quiz. I *thought* her previous course actually had these types of activities in there, but maybe a ghostwriting ID'er somewhere helped her out the first time. Regardless, we got it back on track to actually utlize the technology at hand....
Another one had about 12 discussion threads per module, multiple multiple starter questions, all in all the Bataan Death March of online courses. Turns out she was pretty much orphaned between the time my predecessor left and I arrived, so she just "made stuff up" by herself as she went along. Eek!
On the bright side, we found a way to condense down the course info section using a tabbed table layout trick. Kudos to Herr Prusch for that gimme....it does sort of open the door mentally to really seeing the limitations of the current Notes driven CMS, and the "wouldn't it be nice if.." design postulations that could provide some visual cueing as to *where* in the labrynth of learning the student is...
One of my remote profs, who's taught before, had her course ready...uhm, sort of. She had students emailing her assignments, emailing written work, and creating a written summary of their discussion posts, and emailing that too! And emailing back a word doc version of a quiz. I *thought* her previous course actually had these types of activities in there, but maybe a ghostwriting ID'er somewhere helped her out the first time. Regardless, we got it back on track to actually utlize the technology at hand....
Another one had about 12 discussion threads per module, multiple multiple starter questions, all in all the Bataan Death March of online courses. Turns out she was pretty much orphaned between the time my predecessor left and I arrived, so she just "made stuff up" by herself as she went along. Eek!
On the bright side, we found a way to condense down the course info section using a tabbed table layout trick. Kudos to Herr Prusch for that gimme....it does sort of open the door mentally to really seeing the limitations of the current Notes driven CMS, and the "wouldn't it be nice if.." design postulations that could provide some visual cueing as to *where* in the labrynth of learning the student is...
Are we having fun yet?
Well....so much for timely posts. Let's backtrack a bit...
Week of Aug 15, aka the Week from Hell. Thu Aug 18 was the "go live" date, meaning that this is when students can actually access their online courses. Each day up to Thursday consisted of reviewing courses, fixing issues within courses, and answering last minute questions. Lots of graphics editing for POL 311 (converting PPT slides to gifs). Ensuring that the new courses were ready to go. Dealing with BufApp01 crashing on Thursday as profs worked in the 11th hour to update their courses. Also dealing with the unplanned effects of a save option change that SLN rolled out - into Summer courses that were still live and wrapping up for grading. Oh, joy...a 2 1/2hr HyPO committee session that is now gaining traction. Proposal to solicit Hybrid courses should be going out in the next few weeks, after a bit more tweaking.
Week of Aug 22: Some time out of the office spent in new faculty orientation sessions. A good opportunity to explain 1-1 what we do, talk about SLN, etc. Also trying to orchestrate an unplanned last minute online course request, due to an unplanned instructor vacancy :-)
This took on several rather strange permutations, ending in our first Hybrid course being approved on the fly :-) Luckily, this course is the first cousin of an existing online course, the instructor as a deep history teaching SLN online, as well as 17 years in the department he's being asked to teach in. The challenge will be to try to help him with the design on the fly.
Note: those curious about how hybrid/blended/mixed mode courses are positioned and listed should go take a look at UCF:
http://learn.ucf.edu/1courses/1types.html
Oh yeah, somewhere in the past two weeks we met to assemble the COCID planning team and assign roles. I'm webgeek, and I'm also assistant talent wrangler.
Week of Aug 15, aka the Week from Hell. Thu Aug 18 was the "go live" date, meaning that this is when students can actually access their online courses. Each day up to Thursday consisted of reviewing courses, fixing issues within courses, and answering last minute questions. Lots of graphics editing for POL 311 (converting PPT slides to gifs). Ensuring that the new courses were ready to go. Dealing with BufApp01 crashing on Thursday as profs worked in the 11th hour to update their courses. Also dealing with the unplanned effects of a save option change that SLN rolled out - into Summer courses that were still live and wrapping up for grading. Oh, joy...a 2 1/2hr HyPO committee session that is now gaining traction. Proposal to solicit Hybrid courses should be going out in the next few weeks, after a bit more tweaking.
Week of Aug 22: Some time out of the office spent in new faculty orientation sessions. A good opportunity to explain 1-1 what we do, talk about SLN, etc. Also trying to orchestrate an unplanned last minute online course request, due to an unplanned instructor vacancy :-)
This took on several rather strange permutations, ending in our first Hybrid course being approved on the fly :-) Luckily, this course is the first cousin of an existing online course, the instructor as a deep history teaching SLN online, as well as 17 years in the department he's being asked to teach in. The challenge will be to try to help him with the design on the fly.
Note: those curious about how hybrid/blended/mixed mode courses are positioned and listed should go take a look at UCF:
http://learn.ucf.edu/1courses/1types.html
Oh yeah, somewhere in the past two weeks we met to assemble the COCID planning team and assign roles. I'm webgeek, and I'm also assistant talent wrangler.
Thursday, July 28, 2005
prelude: crunch time
Since I'll be out next week on vacation, I've moved up the review schedule and due dates. Of course, very few instructors are 100% ready at this point. We'll do as many reviews as we can through tomorrow, then deal with the rest when I'm back.
If I actually read through every course, it takes about 4-6 hours per course. Not realistic :-) So I'll only fully proof-read courses I haven't seen previously.
If I actually read through every course, it takes about 4-6 hours per course. Not realistic :-) So I'll only fully proof-read courses I haven't seen previously.
Friday, July 22, 2005
A matter of time
The oft asked question goes something like this: "How many hours does it take to develop a course"? SLN says something on the order of up to 100 hours of faculty time. Notice how that statement doesn't factor any MID time.
In the case of the course I'll be meeting on this am, let's provide the following breakdowns:
-some initial meeting time by my predecessor (probably 1-2 hours)
-reading/editing time (4 hours)
-first meeting/review session with me (1 hour)
-proof reading of course info section, adding needed materials (1 hour)
-reading/editing time for final review (4-5 hours)
-final meeting/review session with me (1.5 hours)
-final sanity check before go-live date (1 hour)
Total estimated time: 13-15 hours of MID time
Of course, this doesn't factor any email exchanges, phone calls, etc. into the total time spent. In this case, this is a very strong course, with great writing, and a clear cut sense of the instructional objectives to be accomplished. I wish everyone grasped these concepts as nicely as Lorrie has- my life would be sooooo easy!
On the bad side - I have an instructor who's gone AWOL. Found out from the help desk. Checked in with her via phone on Wed; she assured us she'd be in the course "that night". Think so? Nope. Now it's Friday AM, and I'll have to deal with it this PM. Not looking forward to playing the enforcer...
In the case of the course I'll be meeting on this am, let's provide the following breakdowns:
-some initial meeting time by my predecessor (probably 1-2 hours)
-reading/editing time (4 hours)
-first meeting/review session with me (1 hour)
-proof reading of course info section, adding needed materials (1 hour)
-reading/editing time for final review (4-5 hours)
-final meeting/review session with me (1.5 hours)
-final sanity check before go-live date (1 hour)
Total estimated time: 13-15 hours of MID time
Of course, this doesn't factor any email exchanges, phone calls, etc. into the total time spent. In this case, this is a very strong course, with great writing, and a clear cut sense of the instructional objectives to be accomplished. I wish everyone grasped these concepts as nicely as Lorrie has- my life would be sooooo easy!
On the bad side - I have an instructor who's gone AWOL. Found out from the help desk. Checked in with her via phone on Wed; she assured us she'd be in the course "that night". Think so? Nope. Now it's Friday AM, and I'll have to deal with it this PM. Not looking forward to playing the enforcer...
Wednesday, July 20, 2005
Work log, Tuesday 7/19
I'm posting this a day late - we'll see how badly I lag on journaling daily activity.
8:45am - got a VM from Mike A; he had issues with replication -getting a "server not found" message. We spent some time on the phone trying to find the right area within Notes that allows you to force replication to a particular server. I couldn't find the fix right away, so I let Mike go off to a meeting and did the ol' hunt and peck until I determined you need to select the course database via it's icon, then File>Replicate>Replicate reveals the "replicate with options" option (how redundantly redundant is this phrase?).
So, why force replication, and how did I determine the root cause? Simple -Patrick had previously mentioned that they were replacing servers in Buffalo with newer IBM machines. "Aha", sez I, no doubt stupid Notes caches the DNS on the client somehow, and the client isn't smart enough to perform a lookup when the resolver fails. Or something like that :-)
Lessons Learned:
8:45am - got a VM from Mike A; he had issues with replication -getting a "server not found" message. We spent some time on the phone trying to find the right area within Notes that allows you to force replication to a particular server. I couldn't find the fix right away, so I let Mike go off to a meeting and did the ol' hunt and peck until I determined you need to select the course database via it's icon, then File>Replicate>Replicate reveals the "replicate with options" option (how redundantly redundant is this phrase?).
So, why force replication, and how did I determine the root cause? Simple -Patrick had previously mentioned that they were replacing servers in Buffalo with newer IBM machines. "Aha", sez I, no doubt stupid Notes caches the DNS on the client somehow, and the client isn't smart enough to perform a lookup when the resolver fails. Or something like that :-)
Lessons Learned:
- we have ongoing issues with the hub server, particularly when pouring new courses. I wonder if forcing replication from my end would fix the stuck courses?
- we need better top down communication from the Help Desk to alert all member campuses of planned and emergency maintenance, and these alerts need to think through the possible consequences or side effects of PM. Like flubbing up DNS resolution, for instance.
Friday, July 15, 2005
Why yet another blog?
After reading more than a view blogs, some by people I know, I asked myself if there was any real purpose in contributing yet more detritus to the blogosphere. I also knew that I'm waaaay too old to be composing "Dear Diary" sophomorific rambles on any regular basis. But it seemed to be that I could use this space in several ways:
- as a test bed to investigate new technologies that could be integrated into learning systems
- to document my workflow (hey, it might be easier than keeping a paper based journal - or not
- to teach an old dog new tricks
Whether any of this will really pan out remains to be seen; stay tuned...
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