Thursday, November 29, 2012

Business Leadership Myth


Business Leadership Myth ?

I am trying to share my general thoughts nothing in specific about any person. Just someone driven me to write this now, which I was think for some time.
I have a feeling that today’s “business leaders” are something like a missing boat. Today’s business leaders are more business managers than they are business leaders. Mostly they are more to incline to manage things than driving the outcome. And while sound management is important, the cost of weak leadership is very high. Low morale, high turnover, mediocre performance and lack luster customer service are just a few of the costs of weak leadership. And it doesn’t take a lawyer to figure out that these costs, though tough to measure, have a direct impact on your bottom line. I was closely discussing few instances with a founder & CEO of a startup & make me collect all these thoughts. Let’s start analyzing this.

The Problem
The problem is there are not enough books written or seminars given on the topic of
Leadership. A search on Amazon revealed that there are a mere 12,045 books on the topic. And, if you’re like me, you probably only receive 5 to 10 flyers for upcoming leadership seminars per month. So obviously, we need to recruit more authors and speakers. Actually, the problem isn’t that there is not enough documented, shared wisdom on the topic of leadership. Some of the best managers go to one or two leadership seminars per year and clap till their hands fall off at all the wonderful things the speaker is saying. So what’s the real problem?

The REAL problem is the link between knowing and doing, between hearing and living, between mental assent and true understanding. People at these seminars are plagued with what I call the “nod factor.” They nod vigorously at all the truth shared by the famed and, undoubtedly, wise speaker on the topic of leadership. It’s like they sit there thinking, “Finally, someone is articulating what I have known for years.” And I don’t doubt that they actually have known a lot of it, but from my experience there are a lot more people who know and do not, than those who know and do.

The Solution
First, learn the difference between management and leadership. The differences are real, and are important. The roles and goals of leaders are markedly different than the roles and goals of managers. Let’s look at a few of the basics.
Managers focus on speed, methods, and efficiency (i.e., doing things right). Leaders focus on vision, purpose and direction (i.e., doing the right things). Managers direct, organize and discipline employees. Leaders empower, inspire and motivate employees. Managers solve problems. Leaders trust their followers to solve problems.
How come so many of today’s “senior” level managers, not to mention mid-level managers, are consumed by 80% management activity and only 20% leadership activity? Shouldn’t it be the other way around? I suggest, YES.

After you have developed a clear picture of leadership and how it differs from management, step up to the leadership plate determined to hit a home run. Put what you know into practice 24/7, everyday, all day. Develop an action plan that will force you to walk the talk. Seek out one or two accountability partners to keep you on track. Be sure to choose people whom you trust and who will be objective and honest. Don’t be afraid to select from among those whom you expect to follow you; after all, they have the biggest vested interest in your leadership ability.

Why Should You Care?
The main reason you should care is because it is the right thing to do. It is right for you; it is right for your organization and it is right for those who are subject to your leadership.” Strong, effective leadership can, and usually does, transform an organization.

The American Heritage dictionary defines transform this way: “a marked change, as in appearance or character, usually for the better (emphasis added); the change undergone by an animal cell upon infection by a cancer-causing virus.” Wouldn’t you like to infect your organization as effectively as a cancer causing virus, only with a positive instead of a negative result? I hope so.

Leadership is your number one competitive advantage; your number one strategic asset. Just ask GE, Southwest Airlines, Starbucks, or Microsoft.

There are many great books on the subject of leadership, If you haven’t read them I challenge you to do so. I assure you it will also challenge you.
he first responsibility of a leader is to define reality. The last is to say thank you. In between the two, the leader must become a servant and a debtor. That sums up the progress of an artful leader.

Concepts of leadership, ideas about leadership, and leadership practices are the subject of much thought, discussion, writing, teaching, and learning. True leaders are sought after and cultivated. Leadership is not an easy subject to explain. A friend of mine characterizes leaders simply like this: "Leaders don't inflict pain; they bear pain."

The goal of thinking hard about leadership is not to produce great or charismatic or well-known leaders. The measure of leadership is not the quality of the head, but the tone of the body. The signs of outstanding leadership appear primarily among the followers. Are the followers reaching their potential? Are they learning? Serving? Do they achieve the required results? Do they change with grace? Manage conflict?

I would like to ask you to think about the concept of leadership in a certain way. Try to think about a leader, in the words of the gospel writer Luke, as "one who serves." Leadership is a concept of owing certain things to the institution. It is a way of thinking about institutional heirs, a way of thinking about stewardship as contrasted with ownership. Robert Greenleaf has written an excellent book about this idea, Servant Leadership.

The art of leadership requires us to think about the leader-as-steward in terms of relationships: of assets and legacy, of momentum and effectiveness, of civility and values.

Leaders should leave behind them assets and a legacy. First, consider assets; certainly leaders owe assets. Leaders owe their institutions vital financial health, and the relationships and reputation that enable continuity of that financial health. Leaders must deliver to their organizations the appropriate services, products, tools, and equipment that people in the organization need in order to be accountable. In many institutions leaders are responsible for providing land and facilities.

But what else do leaders owe? What are artful leaders responsible for? Surely we need to include people. People are the heart and spirit of all that counts. Without people, there is no need for leaders. Leaders can decide to be primarily concerned with leaving assets to their institutional heirs or they can go beyond that and capitalize on the opportunity to leave a legacy, a legacy that takes into account the more difficult, qualitative side of life, one which provides greater meaning, more challenge, and more joy in the lives of those whom leaders enable.

Besides owing assets to their institutions, leaders owe the people in those institutions certain things. Leaders need to be concerned with the institutional value system which, after all, leads to the principles and standards that guide the practices of the people in the institution. Leaders owe a clear statement of the values of the organization. These values should be broadly understood and agreed to and should shape our corporate and individual behavior. What is this value system based on? How is it expressed? How is it audited? These are not easy questions to deal with.

Leaders are also responsible for future leadership. They need to identify, develop, and nurture future leaders.

Leaders are responsible for such things as a sense of quality in the institution, for whether or not the institution is open to influence and open to change. Effective leaders encourage contrary opinions, an important source of vitality. I am talking about how leaders can nurture the roots of an institution, about a sense of continuity, about institutional culture.

Leaders owe a covenant to the corporation or institution, which is, after all, a group of people. Leaders owe the organization a new reference point for what caring, purposeful, committed people can be in the institutional setting. Notice I did not say what people can do—what we can do is merely a consequence of what we can be. Corporations, like the people who compose them, are always in a state of becoming. Covenants bind people together and enable them to meet their corporate needs by meeting the needs of one another. We must do this in a way that is consonant with the world around us.

Leaders owe a certain maturity. Maturity as expressed in a sense of self-worth, a sense of belonging, a sense of expectancy, a sense of responsibility, a sense of accountability, and a sense of equality.

Leaders owe the corporation rationality. Rationality gives reason and mutual understanding to programs and to relationships. It gives visible order. Excellence and commitment and competence are available to us only under the rubric of rationality. A rational environment values trust and human dignity and provides the opportunity for personal development and self-fulfillment in the attainment of the organization's goals.

Business literacy, understanding the economic basis of a corporation, is essential. Only a group of people who share a body of knowledge and continually learn together can stay vital and viable.

Leaders owe people space, space in the sense of freedom. Freedom in the sense of enabling our gifts to be exercised. We need to give each other the space to grow, to be ourselves, to exercise our diversity. We need to give each other space so that we may both give and receive such beautiful things as ideas, openness, dignity, joy, healing, and inclusion. And in giving each other the gift of space, we need also to offer the gifts of grace and beauty to which each of us is entitled.

Another way to think about what leaders owe is to ask this question: What is it without which this institution would not be what it is?

Leaders are obligated to provide and maintain momentum. Leadership comes with a lot of debts to the future. There are more immediate obligations as well. Momentum is one. Momentum in a vital company is palpable. It is not abstract or mysterious. It is the feeling among a group of people that their lives and work are intertwined and moving toward a recognizable and legitimate goal. It begins with competent leadership and a management team strongly dedicated to aggressive managerial development and opportunities. This team's job is to provide an environment that allows momentum to gather.

Momentum comes from a clear vision of what the corporation ought to be, from a well-thought-out strategy to achieve that vision, and from carefully conceived and communicated directions and plans that enable everyone to participate and be publicly accountable in achieving those plans.

Momentum depends on a pertinent but flexible research and development program led by people with outstanding gifts and unique talents. Momentum results when a corporation has an aggressive, professional, inspired group of people in its marketing and sales units. Momentum results when the operations group serves its customers in such a way that the customer sees them as their best supplier of tools, equipment, and services. Underlying these complex activities is the essential role of the financial team. They provide the financial guidelines and the necessary ratios. They are responsible for equity among the various groups that compose the corporate family.

Leaders are responsible for effectiveness. Much has been written about effectiveness—some of the best of it by Peter Drucker. He has such a great ability to simplify concepts. One of the things he tells us is that efficiency is doing the thing right, but effectiveness is doing the right thing.

Leaders can delegate efficiency, but they must deal personally with effectiveness. Of course, the natural question is "how." We could fill many pages dealing with how to be effective, but I would like to touch on just two ways.

The first is the understanding that effectiveness comes about through enabling others to reach their potential—both their personal potential and their corporate or institutional potential.

Sometimes, to be sure, a leader must choose who is to speak. That is part of the risk of leadership. A leader must assess capability. A leader must be a judge of people. For leaders choose a person, not a position.

Another way to improve effectiveness is to encourage roving leadership. Roving leadership arises and expresses itself at varying times and in varying situations, according to the dictates of those situations. Roving leaders have the special gifts or the special strengths or the special temperament to lead in these special situations. They are acknowledged by others who are ready to follow them. (See "Roving Leadership.")

Leaders must take a role in developing, expressing, and defending civility and values. In a civilized institution or corporation, we see good manners, respect for persons, an understanding of "good goods," and an appreciation of the way in which we serve each other.

Civility has to do with identifying values as opposed to following fashions. Civility might be defined as an ability to distinguish between what is actually healthy and what merely appears to be living. A leader can tell the difference between living edges and dying ones.

To lose sight of the beauty of ideas and of hope and opportunity, and to frustrate the right to be needed, is to be at the dying edge.

To be a part of a throwaway mentality that discards goods and ideas, that discards principles and law, that discards persons and families, is to be at the dying edge.

To be at the leading edge of consumption, affluence, and instant gratification is to be at the dying edge.

To ignore the dignity of work and the elegance of simplicity, and the essential responsibility of serving each other, is to be at the dying edge.

Monday, October 1, 2012

HTML 5 now and proposed


This blog is constructed from W2C website posting for last 6 months, CIO.com reviews & couple of Blogs I refer for HTML 5. This is a reference point for me as well for some dates etc. Not my copyright but belongs to above mentioned authors & organizations. This is just a data representation in a context. Please contact me in case any issue on HTML 5 at Ravindrapande@gmail.com

The Worldwide Web Consortium (W3C) last week announced it will finalize HTML5 by 2014 and HTML 5.1 in 2016. With significant challenges ahead, the W3C laid out a tentative implementation plan. Should the plan be approved by the HTML Working Group the W3C will see 15 years of work culminate in not only HTML5.0 but its successor 5.1 as well.
The reasoning behind announcing two specs is the result of a different approach to the problems and setbacks the W3C has faced in the past. The W3C plans to step back from what it has dubbed a monolithic "kitchen sink" method with a grab-bag of features. Moving forward it will rely more on modularity in an effort to prevent setbacks and delays.
"The current combination of a monolithic kitchen sink specification, Decision Policy, A11y Task Force, and Formal Objection process has led to a significant number of objections, and current difficulties in achieving consensus." -- Worldwide Web Consortium
Originally HTML5 included many pieces that have now been turned into their own specifications including Web Storage, Web Workers and the WebSocket Protocol. This approach will allow the W3C to move any unstable elements into the HTML 5.1 spec, thereby limiting what is in HTML5. With this approach the W3C can focus on making HTML5's current features interoperable between browsers and stable--something they have been working on for quite some time.
"Splitting out separate specifications allows those technologies to be advanced by their respective communities of interest, allowing more productive development of approaches that may eventually be able reach broader consensus" -- Worldwide Web Consortium
W3C's HTML5 Proposed Plan Outline
  • Split what was originally HTML 5.0 into an HTML 5.0 and an HTML 5.1, and considerably raising the bar on what issues and bugs we consider in the HTML 5.0 timeframe:
    • For bugs: create a new bugzilla component for HTML 5.0 stable/CR versions of the specifications, and only allow bugs to be created or moved in/to this component that address interoperability issues or can be addressed by a non-substantive change to the specification.
    • For issues: require actual specification text to be published in the form of extension specifications first, and only after said text meets the exit criteria for CR, consider folding the result into the core specification. To prevent unnecessary confusion, drop explicit indications that any given extension is obsolete once an extension specification exists that has been published as a FPWD. Issues that are raised that concern interoperability issues will be considered during as a part of HTML5.0, all others will be considered in the HTML 5.1 timeframe. As needed, split out controversial or unstable text into extension specifications. A detailed, issue by issue, list of proposals appears later in this document.
  • Verify with those that made the 11 current Formal Objections that they continue to support their objections. Close those that we can, and forward the remainder for immediate consideration by the Director. We encourage the Director to advocate Modularity as a solution whenever possible.
  • Proceed immediately after these objections are processed to CR on HTML 5.0 with Public Permissive proposed CR exit criteria.
  • We think it is likely that the Working Group will make substantive changes to the document as a result of Candidate Recommendation Review. Therefore, in accordance with the W3C Process, we will return to a short Last Call before requesting to advance to Proposed Recommendation.
  • Allow extension specs to proceed at their own pace. Examples: HTML/XHTML Compatibility Authoring Guidelines, HTML Canvas 2D Context, and HTML Microdata.
Source: HTML5 Plan 2014 - W3C
If its plan is approved, the W3C says HTML5 should reach Candidate Recommendation status, one step closer to standardization, in the final quarter of this year.
HTML5 Progress and Setbacks
With 10 open issues, approximately 300 outstanding bugs and 11 formal objections it looks like the W3C has a tough hill to climb. That said, year to date the W3C says it has tackled more than 600 bugs and 28 issues. It also faced some challenging staffing issues in 2012 when Ian Hickson stepped down from his role as HTML5 Specification Editor to concentrate on other technologies at the Web Hypertext Application Technology Working Group (WHATWG).
For open issues have look at http://www.w3.org/html/wg/tracker/issues/open
Since Hickson's departure, the W3C has brought aboard 4 new editors to the HTML 5 editorial team in an effort to keep things moving forward.  The new editors were announced on Wednesday by HTML Working Group co-chair Paul Cotton in a message posted to the W3C's public HTML mailing list.
They are Travis Leithead and Erika Doyle Navara, both Microsoft employees; Ted O'Connor, an Apple employee; and Silvia Pfieffer, an independent consultant whose company, Ginger Technologies, specializes in HTML video.
Cotton gave no specific explanation for any of the appointments, saying only, "After evaluating all the applications, we chose the above HTML5 editorial team based on the individual qualifications of the new editors as well as the combination of the individual appointee's qualifications."
The four co-editors will be tasked with maintaining the W3C's formal HTML5 specification, which seeks to be the definitive document of the markup language that underlies the web.

 It has also received funding from tech giants, Microsoft, Google and Adobe. If you'd like to know more about the W3C's HTML5 Plan 2014, you can visit http://dev.w3.org/html5/decision-policy/html5-2014-plan.html
As always, we'd love to know what's on your mind. Do you think HTML5 will hit the mark?
"My hope is that the net effect of all this will be that work on the HTML Living Standard will accelerate again, resuming the pace it had before we started working with the W3C working group," Hickson wrote.
Critics of WHATWG's approach say the whole idea of a living standard is silly, and that it will be impossible for browsers to maintain compatibility with the HTML standard if the specifications are in constant flux.
Overall, however, browser makers appear to disagree. WHATWG was founded by representatives of Apple, Mozilla, and Opera, and its current steering committee includes reps from Google. All of those companies' browsers have already implemented HTML5 features, even though the standard is not yet final.
But the consensus is not total. Although Internet Explorer has also implemented HTML5 features, Microsoft has yet to join WHATWG. Also, half of the new W3C HTML5 edit team hails from Redmond.
The W3C gave no word on whether it expects four editors to get the job of drafting the HTML5 spec done any faster than one would have. At its present rate, the standards org says not to expect HTML5 to reach "Recommendation" status – the final phase of the standardization process – until 2014
Revised HTML 5.0 milestones
The following are revised milestones based on the above plan:CR:   2012 Q4
LCf:  2014 Q3
PR:   2014 Q4
Rec:  2014 Q4
For CR, we begin in October 2012 by creating a draft HTML5.0 implementation report, which eliminates controversial or unstable features, and contains a listing of all the features in the current HTML5 specification, with information about:
  • which of the features have been implemented in browsers, and in which browsers
  • how stable each feature is
  • what the level of interoperability for each feature is
  • a list of at risk features
We also begin work on a systematic HTML5.0 Testing Plan, with the goals being:
  • identifying areas that are known to be interoperable and don't need further tests.
  • identify areas that are known not to be interoperable, and to be removed without the need for investing time in the creation of tests.
  • for the remaining areas:
    • systematically determine which features we currently have test cases for
    • systematically determine which features we still need test cases for
The initial draft of the HTML5.0 implementation report will be more of an outline than an actual report; at first it may be based more on qualitative assessments of features than on quantitative assessments. But as we get more test cases into the W3C Testing Framework, we will be able to collect more quantitative data on features, and to update the HTML5.0 implementation report, and evolve it into a much more quantitative assessment of all features in the specification. We should use the remains of the editor fund to hire extra resources for the html test suite task force.



Thursday, March 1, 2012

Be Happy and proud at Work

Every one special believe it, Let's start with a light story. Once upon a time there was a wise man who used to go to the ocean to do his writing. He had a habit of walking on the beach before he began his work. One day he was walking along the shore. As he looked down the beach, he saw a human figure moving like a dancer. He smiled to himself to think of someone who would dance to the day. So he began to walk faster to catch up.

As he got closer, he saw that it was a young man and the young man wasn't dancing, but instead he was reaching down to the shore, picking up something and very gently throwing it into the ocean.

As he got closer he called out, "Good morning! What are you doing?"

The young man paused, looked up and replied, "Throwing starfish in the ocean."

"I guess I should have asked, why are you throwing starfish in the ocean?"

"The sun is up, and the tide is going out, and if I don't throw them in they'll die."

"But, young man, don't you realize that there are miles and miles of beach, and starfish all along it. You can't possibly make a difference!"

The young man listened politely. Then bent down, picked up another starfish and threw it into the sea, past the breaking waves and said, "It made a difference for that one." See think at this we don’t need to start with moving a mountain right life gives us enough opportunities.

There is something very special in each and every one of us. We have all been gifted with the ability to make a difference....

Now let’s move to happiness part, if you're unhappy at work or anywhere else, for that matter it's because you've made yourself unhappy. I strongly believe that there's an easy way to change that.

Let me share another little story. I once knew a saleswoman–young, divorced–who got a diagnosis of cancer. She had to work and raise two kids while fighting the cancer in our society. Even so, she managed to be happy at work, noticeably happier than her co-workers. In fact, she not only won her battle with cancer but subsequently became one of the top salespeople in the organization.

She was not, as it happens, naturally cheerful. Quite the contrary. When she started full-time work, she was frequently depressed. But she turned it around, using the techniques I'm going to provide you in this column.

That saleswoman once told me: When you're unhappy, it's because you've decided to be unhappy. Think is that right? yeah see circumstances can only push you but surroundings can be fought against & if you have decided to believe in you, your can be there.

Maybe it wasn't a conscious decision; maybe it crept up on you while you weren't looking–but it was a decision nonetheless. And that's good news, because you can decide instead to be happy. You just need to understand how and why you make the decisions.

What Are Your Rules?
Happiness and unhappiness (in work and in life) result entirely from the rules in your head that you use to evaluate events. Those rules determine what's worth focusing on, and how you react to what you focus on.

Many people have rules that make it very difficult for them to happy and very easy for them to be miserable. I once worked with a sales guy who was always angry at the people he worked with. The moment anything didn't go the way he thought it should go, he'd be screaming in somebody's face. He was making everyone around him miserable–but just as importantly, he was making himself miserable, because just about anything set him off.

For this guy, the everyday nonsense that goes on in every workplace was not just important, but crazy-making important. I once asked him what made him happy. His answer: "The only thing that makes this !$%$#! job worthwhile is when I win a $1 million account." I asked him how often that happened. His response: "About once a year."

In other words, this guy had internal rules that guaranteed he'd be miserable on a day-to-day basis, but only happy once a year. One of the other sales guys at that firm had the exact opposite set of rules. His philosophy was "every day above ground is a good day." When he encountered setbacks, he shrugged them off–because, according to his internal rules, they just weren't that important. When I asked him what made him miserable, his answer was: "Not much." When I pressed him for a real answer, he said: "When somebody I love dies."

In other words, the second sales guy had rules that made it easy for him to be happy but difficult to be miserable. I'd like to be able to write that Mr. Positivity regularly outsold Mr. Negativity, but in fact their sales results were similar. Even so, I think Mr. Negativity was a loser, because he lived each day in a state of misery. His colleague was always happy. He was winning at life. He was happy at work.

Let's go to implement this , make yourself Happier: 3 Steps
The saleswoman who had breast cancer was happy, too, and this is the method she used to make herself happy:

1. Document Your Current Rules : Set aside a half-hour of alone time and, being as honest as you can, write down the answers to these two questions:

What has to happen for me to be happy?
What has to happen for me to be unhappy?

Now examine those rules. Have you made it easier to miserable than to be happy? If so, your plan is probably working.

2. Create a Better Set of Rules: Using your imagination, create and record a new set of rules that would make it easy for you to be happy and difficult to be miserable. Examples:
"I enjoy seeing the people I work with each day."
"I really hate it when natural disasters destroy my home."

Don't worry whether or not these new rules seem "realistic"–that's not the point. All internal rules are arbitrary, anyway. Just write rules that would make you happier if you really believed them.

3. Post the New Rules Where You'll See Them
When you've completed your set of "new" rules, print out them out and post copies in three places: your bathroom mirror, the dashboard of your car, and the side of your computer screen. Leave them up, even after you've memorized them.

Having those new rules visible when you're doing other things gradually re-programs your mind to believe the new rules. You will be happy at work. It's really that simple.
See life will be as you treat yourself, be positive & build a positive attitude

Thursday, February 23, 2012

E-learning in the age of the tablets

New technologies have a way of transforming our approaches to learning, and of influencing our theories about it. So how will the emergence of the tablet change e-learning content and how we deliver it?

In typical IT support scenarios, we talk a lot about learner engagement in the e-learning industry. Generally, I think it’s fair to say that, if we really want someone to engage with what we’re saying, we have to speak to the heart and not just to the brain. We may disagree about the best way to do that through e-learning, but I think most people in this business would recognize the difference between a sterile information dump, without context or emotional relevance to the learner, and a stimulating interaction that successfully reaches for the emotions as well as the mind.

With tablet computing, we have a whole new sense to engage – the sense of touch. So, we need to explore what works with this a low end computer & phone in one with sufficient processing power.

Now, with tablet computing, we have a whole new sense to engage – the sense of touch. This is an incredibly exciting opportunity, and I’d hate to see it wasted because we failed to think through the practical implications of the medium and neglected to consider what ‘pleases the finger’. Just as in the past we labored over the cognitive and visual aspects of e-learning, we now need to explore what works kinesthetically.

Appealing to the sense of touch :Touch is a natural, intimate gesture; it is perhaps our most instinctive way of interacting with anything at all. While a PC relies on an abstract relationship between the learner and the elements on the screen, mediated by a mouse and a pointer, with a tablet we get to engage more directly. A learner has a more immediate physical interaction with the learning material. Put a product knowledge or process training course on a tablet, and you can literally open that subject up for tactile exploration.

So, what strengths do tablets have when it comes to e-learning? I think there’s little doubt that tablets will become an important platform for e-learning delivery. Their personal nature, ease-of-use and low cost – as well as that intimacy of touch – could well mean that the majority of e-learning is provided this way in the future.

Laid back learning : But what exactly do tablets do best? First of all, a tablet is a much more relaxing device to use than a smart phone or PC. As smart phone users we find ourselves squinting at our tiny screens, killing an empty minute or seeking some seemingly-essential factoid. As PC users we tend to lean forward, hunched over the keyboard, squinting at a cluttered environment full of windows, menus, processes and notifications.

When a learner launches e-learning on a tablet, the tablet becomes a ‘learning appliance’.

So our learning appliance, at least in the shape of the say Aakash / ipad , is more of an appliance; the app you are using takes over the device and becomes the device. When you launch an ebook reader the tablet becomes an ebook reader; when you launch the newspaper app it becomes the newspaper and so on. Similarly, I believe, when a learner launches e-learning on a tablet, the tablet becomes a ‘learning appliance’. We just don’t have a name for it yet: L-device?

On a tablet, learning can take place in a more tranquil setting: sitting in an armchair or on a sofa, say, relaxing and taking time to think and contemplate. Indeed, this setting may even be too relaxed for some forms of learning, but maybe this laid-back context will stimulate designers to develop new and effective learning interactions.

Text makes a comeback : Tablets threaten one of our most basic assumptions about e-learning content: that reading large amounts of text on a PC screen is bad. If this notion was ever true for computer-based training, it’s surely not true for tablets. Tablets are excellent reading devices; you can sit back, relax, adjust the text size and orientation and enjoy the read.

I think text, which we have gone to great lengths to avoid in e-learning, stands a good chance of making a big comeback on the tablet. I’m not advocating a text-only approach but, as a learning tool to compare with other media, I think text holds its own on a tablet in a way that it doesn't on PC monitor.

Video galore: We’ve been using more and more video in PC-based e-learning, so perhaps it comes as no surprise that video will be play a starring role in tablet-based e-learning as well. Video really stands out on a tablet: it’s great for standalone video-casts, but it works just as well interspersed with other content. You can even scale the video to full screen with a simple gesture – another example of tactile interaction with content on a tablet.

And because the tablet is a device that you must hold and touch, video content feels more personal and engaging than it does on a PC screen. I really hope that video replaces that standard e-learning approach: text with voice-over. A tablet playing an interview with a Subject Matter Expert, or even a trainer talking directly to you, is much more effective than the ever-droning voice-over that seems to haunt PC-based e-learning.

So, the tablet is looking good for reading and watching video – both ‘laid back’ learning activities. But we want interactivity in our e-learning too, to engage learners and make them absorb our learning objectives as they explore the content. And that raises an interesting question: to what extent do we need to reinvent even the most basic PC-based interactions for the tablet environment?

Let's think outside the button: Interacting through touch means working with your fingers. To create a successful touch interface we need to think outside the button. A finger is much bigger than a mouse pointer, so any interaction that relies on mouse-level accuracy won’t be ideal for a touch interface. For e-learning, this means that the way we present and select options must be revisited from a finger-sized perspective.

Tablets allow us think bigger, and in terms of gestures. IT guys says Buttons are abstractions, they don’t allow us to work directly with content, but rather ask us for approval for the machine to do something. In an ideal learning interaction it is the learner who does things; the tablet as a computer should become invisible.

Tablets allow us think bigger, and in terms of gestures. You move a mouse pointer to another part of a PC screen with a relatively small twitch of the hand, but on a tablet you can use a combination of finger movements. Navigation and option selection could be less about reading and clicking and more about swiping towards areas of interest, using multi-touch gestures to explore and manipulate options and so on. I believe that what we consider to be ‘instructionally effective’ content is heavily influenced by the format in which that content is delivered. In other words, our fondly-held instructional design theories owe more to the medium than they do to some deeper pedagogical truth. To rewrite McLuhan: the medium forms the theory. And, clearly, the medium that has thus far influenced our instructional design theories has been the PC with its vertical screen, the keyboard, the mouse and the mouse pointer.

Is this "the end "of classic multiple choice? Think again,

We use multiple choice as part of a discourse rather than as way to test knowledge. It allows the learner to interact with the content, and stimulates reflection on key questions, possible outcomes and important issues. But the interaction still involves reading and clicking – mediated, or ‘abstracted’, by the screen, mouse and mouse pointer interface.

The combination of mobility, larger screen size, and greater computing power makes tablets an ideal mobile device for accessing a wide range of training and educational content—from e-textbooks to Web-based courses to decision-support apps. Producers of eLearning who understand the devices’ potential—and limitations—will be able to create truly innovative, effective tablet-based learning experiences that wow and delight learners.

What tablet-friendly alternatives will we get to ‘traditional’ e-learning interactions?

I’m not arguing that we now scrap multiple choice questions, but I do question whether it is an interaction we’d choose if we’d first started creating e-learning on tablets instead of on PCs. And if we can challenge multiple choice questions on that basis, we can do the same for the many PC-derived interactions involving buttons, boxes and lists.

We are already implementing what tablet-friendly alternatives we get to these ‘traditional’ e-learning interactions. the approaches will we discover that avoid the abstraction of button and option clicking, which embrace the tactile possibilities of direct screen contact, and that please the finger with large targets and intuitive gestures? These are exciting possibilities and the field is, as yet, wide open.

Any thoughts share with me at ravindrapande@gmail.com