Browsealoud reads web pages aloud for people who find it difficult to read online. Reading large amounts of text on screen can be difficult for those with literacy and visual impairments.
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Google Wave: A Complete Guide - 0 views
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To make sense of it all, we have compiled key information, definitions, and links related to the launch of Google Wave. This in-depth guide provides an overview of Google Wave, discusses the terminology associated with it, details information on Google Wave applications
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You can define a robots behavior in the google wave chat... From Mashable: "Robots are the other type of Google Wave extension. Robots are like having another person within a Google Wave conversation, except that they're automated. They're a lot like the old IM bots of the past, although far more robust. Robots can modify information in waves, interact with users, communicate with others waves, and pull information from outside sources. Because it acts like a user, you can define its behavior based on what happens in the chat. You could build one as simple as "change the word dog to the word cat" or one as complex as a fully-functional debugger. We'll probably start seeming some very advanced robots in the near future."
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You can define a robots behavior in the google wave chat... hmmm... From Mashable: "Robots are the other type of Google Wave extension. Robots are like having another person within a Google Wave conversation, except that they're automated. They're a lot like the old IM bots of the past, although far more robust. Robots can modify information in waves, interact with users, communicate with others waves, and pull information from outside sources. Because it acts like a user, you can define its behavior based on what happens in the chat. You could build one as simple as "change the word dog to the word cat" or one as complex as a fully-functional debugger. We'll probably start seeming some very advanced robots in the near future."
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Browsealoud - accessibility software, text to speech software, screen reader, dyslexia,... - 0 views
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Browsealoud makes using the Internet easier for people who have: Low literacy and reading skills English as a second language Dyslexia Mild visual impairments
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Browsealoud makes using the Internet easier for people who have: * Low literacy and reading skills * English as a second language * Dyslexia * Mild visual impairments Browsealoud is _not_ a replacement for a screen reader, but is convenient for some classes of users. As critical learning functions move increasingly online, we will need to know about this kind of affordance.
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Program on Networked Governance - John F. Kennedy School of Government - 0 views
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"The traditional notion of hierarchical, top down, government has always been an imperfect match for the decentralized governance system of the US. However, much of what government does requires co-production of policy among agencies that have no formal authority over each other, fundamentally undermining the traditional Weberian image of bureaucracy. Networked governance refers to a growing body of research on the interconnectedness of essentially sovereign units, which examines how those interconnections facilitate or inhibit the functioning of the overall system. The objective of this program is two-fold: (1) to foster research on networked governance and (2) to provide a forum to discuss the challenges of networked governance."
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University World News - OECD: Head attacks university 'conservatism' - 0 views
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"We should abolish faculties in universities. Faculties are the most conservative bulwarks against change. Europe must move to a radically different trans-disciplinary approach. Most of the interesting things happen on the boundaries of the discipline," he said. \n\n"Second, I emphasised the social perspective: the selection and meritocratic functions of schools often impose themselves as external limitations on the innovative capacities of schools. The 'pedagogy of failure', which often dominates schooling, is not the best environment for the development of creativity and heteronymous thinking. Innovation and creativity in the classroom can only flourish in a 'pedagogy of success', in which all talents of all children have the chance to develop. Well-performing school systems are those where the drive for excellence is linked with a strong equitable ambition."\n
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Microsoft's SharePoint Thrives in the Recession - Bits Blog - NYTimes.com - 0 views
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""We don't claim we do everything," said Chris Capossela, a senior vice president at Microsoft. "If we do 50 percent of the functions that these other companies do, but they're the ones customers really want, that's fine. The magic is that end users actually like to use the software." This strategy seems to have worked even during the recession. "
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Above-Campus Services: Shaping the Promise of Cloud Computing for Higher Education (EDU... - 0 views
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In the early 1990s, Mike Zucchini, formerly the CIO of Fleet/Norstar, saw four possible reasons for outsourcing information technology. He explained these reasons in his "4-S" model: Scale — the desire to access economies of scale and efficiency that an institution could not achieve alone; Specialty — the desire to access specialized expertise that is too expensive to staff; Sale — the desire to turn nonproductive assets of capital facilities and IT equipment into cash to improve a balance sheet and reduce headcount; and Surrender — the desire to simplify the IT agenda by essentially giving up and hoping that a contract for service yields the outcomes an executive desires.7 Zucchini argued that Scale and Specialty are functional reasons for outsourcing and that Sale and Surrender are ultimately dysfunctional. History supports his insights: the big Sale/Surrender outsourcing deals of Kodak, American Express, GM, and Xerox all proved transient as the complexities of managing by contract and service-level agreements led to the eventual re-creation of internal IT service capabilities
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Views: The White Noise of Accountability - Inside Higher Ed - 2 views
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“In education, accountability usually means holding colleges accountable for the learning outcomes produced.” One hopes Burck Smith, whose paper containing this sentence was delivered at an American Enterprise Institute conference last November, held a firm tongue-in-cheek with the core phrase.
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Our adventure through these questions is designed as a prodding to all who use the term to tell us what they are talking about before they otherwise simply echo the white noise.
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when our students attend three or four schools, the subject of these sentences is considerably weakened in terms of what happens to those students.
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To what extent is the relationship reciprocal? Are there rewards and/or sanctions inherent in the relationship? How continuous is the relationship?
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In the Socratic moral universe, one is simultaneously witness and judge. The Greek syneidesis (“conscience” and “consciousness”) means to know something with, so to know oneself with oneself becomes an obligation of institutions and systems -- to themselves.
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There are no external authorities here. We offer, we accept, we provide evidence, we judge. There is nothing wrong with this: it is indispensable, reflective self-knowledge. And provided we judge without excuses, we hold to this Socratic moral framework. As Peter Ewell has noted, the information produced under this rubric, particularly in the matter of student learning, is “part of our accountability to ourselves.”
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But is this “accountability” as the rhetoric of higher education uses the white noise -- or something else?
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in response to shrill calls for “accountability,” U.S. higher education has placed all its eggs in the Socratic basket, but in a way that leaves the basket half-empty. It functions as the witness, providing enormous amounts of information, but does not judge that information.
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Every single “best practice” cited by Aldeman and Carey is subject to measurement: labor market histories of graduates, ratios of resource commitment to various student outcomes, proportion of students in learning communities or taking capstone courses, publicly-posted NSSE results, undergraduate research participation, space utilization rates, licensing income, faculty patents, volume of non-institutional visitors to art exhibits, etc. etc. There’s nothing wrong with any of these, but they all wind up as measurements, each at a different concentric circle of putatively engaged acceptees of a unilateral contract to provide evidence. By the time one plows through Aldeman and Carey’s banquet, one is measuring everything that moves -- and even some things that don’t.
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Sorry, but basic capacity facts mean that consumers cannot vote with their feet in higher education.
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If we glossed the Socratic notion on provision-of-information, the purpose is self-improvement, not comparison. The market approach to accountability implicitly seeks to beat Socrates by holding that I cannot serve as both witness and judge of my own actions unless the behavior of others is also on the table. The self shrinks: others define the reference points. “Accountability” is about comparison and competition, and an institution’s obligations are only to collect and make public those metrics that allow comparison and competition. As for who judges the competition, we have a range of amorphous publics and imagined authorities.
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There are no formal agreements here: this is not a contract, it is not a warranty, it is not a regulatory relationship. It isn’t even an issue of becoming a Socratic self-witness and judge. It is, instead, a case in which one set of parties, concentrated in places of power, asks another set of parties, diffuse and diverse, “to disclose more and more about academic results,” with the second set of parties responding in their own terms and formulations. The environment itself determines behavior.
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Ewell is right about the rules of the information game in this environment: when the provider is the institution, it will shape information “to look as good as possible, regardless of the underlying performance.”
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The messengers become self-appointed arbiters of performance, establishing themselves as the second party to which institutions and aggregates of institutions become “accountable.” Can we honestly say that the implicit obligation of feeding these arbiters constitutes “accountability”?
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But if the issue is student learning, there is nothing wrong with -- and a good deal to be said for -- posting public examples of comprehensive examinations, summative projects, capstone course papers, etc. within the information environment, and doing so irrespective of anyone requesting such evidence of the distribution of knowledge and skills. Yes, institutions will pick what makes them look good, but if the public products resemble AAC&U’s “Our Students’ Best Work” project, they set off peer pressure for self-improvement and very concrete disclosure. The other prominent media messengers simply don’t engage in constructive communication of this type.
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Ironically, a “market” in the loudest voices, the flashiest media productions, and the weightiest panels of glitterati has emerged to declare judgment on institutional performance in an age when student behavior has diluted the very notion of an “institution” of higher education. The best we can say is that this environment casts nothing but fog over the specific relationships, responsibilities, and obligations that should be inherent in something we call “accountability.” Perhaps it is about time that we defined these components and their interactions with persuasive clarity. I hope that this essay will invite readers to do so.
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Clifford Adelman is senior associate at the Institute for Higher Education Policy. The analysis and opinions expressed in this essay are those of the author, and do not necessarily represent the positions or opinions of the institute, nor should any such representation be inferred.
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Does having a computer at home improve results at school? | A World Bank Blog on ICT us... - 0 views
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Does differential access to computer technology at home compound the educational disparities between and rich and poor? and Would a program of government provision of computers to early secondary school students reduce these disparities? In this case, Vigdor and Ladd found that the introduction of home computer technology is associated with modest but statistically significant and persistent negative impacts on student math and reading test scores. Further evidence suggests that providing universal access to home computers and high-speed internet access would broaden, rather than narrow, math and reading achievement gaps.
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A 2010 report from the OECD (Are New Millennium Learners Making the Grade? [pdf]) considers a number of studies, combined with new analysis it has done based on internationally comparable student achievement data (PISA), and finds that indeed that gains in educational performance are correlated with the frequency of computer use at home.
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One way to try to make sense of all of these studies together is to consider that ICTs may function as a sort of 'amplifier' of existing learning environments in homes. Where such environments are conducive to student learning (as a result, for example, of strong parental direction and support), ICT use can help; where home learning environments are not already strong (especially, for example, where children are left unsupervised to their own devices -- pun intended), we should not be surprised if the introduction of ICTs has a negative effect on learning.
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On a broader note, and in response to his reading of the Vigdor/Ladd paper, Warschauer states on his insightful blog that the "aim of our educational efforts should not be mere access, but rather development of a social environment where access to technology is coupled with the most effective curriculum, pedagogy, instruction, and assessment."
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Making College Degrees Easier to Interpret - Measuring Stick - The Chronicle of Higher ... - 1 views
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Over the past few decades, the central purpose of undergraduate education in the United States has steadily evolved away from elite studies in the liberal arts and toward course work that prepares students for successful careers in their chosen fields.
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There is essentially no method to determine which of the three graduates have the knowledge and skills that match the advertised position. Grades and academic standards often vary so much by institution, department, and instructor that transcripts are written off as arbitrary and meaningless by those making hiring decisions. Outside fields with licensure exams like accounting and nursing, employers often hire workers based on connections, intuition, and the sometimes-misleading reputations of applicants’ alma maters.
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To rectify this broken hiring system, academia and industry should form stronger partnerships to better determine which skills and knowledge students in various fields need to master
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The traditional college transcript is simply too impenetrable for anyone outside—or inside—academia to comprehend.
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shared by Theron DesRosier on 05 Mar 09
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Participatory Learning and the New Humanities: An Interview with Cathy Davidson | Acade... - 0 views
www.academiccommons.org/...ities-interview-cathy-davidson
digital humanities web2.0 pedagogy participatory social networking learning design
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"Participatory Learning includes the ways in which new technologies enable learners (of any age) to contribute in diverse ways to individual and shared learning goals. Through games, wikis, blogs, virtual environments, social network sites, cell phones, mobile devices, and other digital platforms, learners can participate in virtual communities where they share ideas, comment upon one another's projects, and plan, design, advance, implement, or simply discuss their goals and ideas together. Participatory learners come together to aggregate their ideas and experiences in a way that makes the whole ultimately greater than the sum of the parts."
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Theron helped me keep up with developments at HASTAC by socially sharing this bookmark and excerpt in the CTLT and Friends Group. I add this comment to acknowledge his contribution to my ongoing professional development. The comment function also gives me a link (perma?) to his bookmark.
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2 Efforts to Provide Data on Colleges to Consumers Fall Short, Report Says - Administra... - 2 views
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Higher education will have to be more accountable for its performance and more open to consumers about the actual cost of attending a college, and help people make easier comparisons among institutions, in order to succeed as the nation's economic engine, says a new report from two nonprofit think tanks here.
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too little information to make informed choices about where they will get the most from their tuition dollars, say researchers at the two organizations, the libertarian-leaning American Enterprise Institute, and Education Sector, which is a proponent of reforming higher education
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And without a more thorough and open form of accountability, institutions will not have any incentive to make the changes that will improve students' success,
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"If existing flaws are not resolved, the nation runs the risk of ending up in the worst of all worlds: the appearance of higher education accountability without the reality," the authors say.
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The two voluntary systems criticized in the study are the University and College Accountability Network, begun in September 2007 by the National Association of Independent Colleges and Universities to provide information about private colleges, and the Voluntary System of Accountability,
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it does not obligate institutions to gather or reveal any data that are not already available elsewhere,"
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associations are beginning to offer workshops and other opportunities for system participants to learn how to use the data they're collecting to improve the college experience for students, she said
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We may all appreciate the cultural context inhibiting public accountability but it is also important to understand that this same accountability is lacking internally where it effectively thwarts attempts to manage the institution rationally; i.e., informed with a continuous flow of mission-critical performance information. With the scant objective information at their command, college presidents and their associates must perform as shamans, reading the tea leaves of opinion and passion among stakeholders.
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Turning Work into Play with Online Games | h+ Magazine - 0 views
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This is about using online games to engage employees in work. This is very much the core of what I was talking about, except for education. For those more knowledgeable about software design: my thoughts so far were on using Google's V8 Javascript engine and a 3D engine, such as Ogre3D, perhaps wrapped by QT or SDL. The worlds would be managed on the server but code for each object type shipped to the clients and run, sychronized there. Everything would be an "object"--even a world itself (a container object). Each object would comprise of four code modules plus its media files (3D models, sounds, etc.): Affector -- this receives sensory input then filters and translates that to the object's internal properties. Intrinsor -- this is the object's behavioral programming. For example, it can be the functions of an espresso machine object or the AI and/or user-interface connector of an animate object, etc. Mitigator -- this is the code that controls the internal environment of any objects contained within this object. It mitigates the effects of contained objects to the affects of others. For example, a world object, a boat, a house, or a bag. The physics, weather, and such will depend on what they are contained within. The mitigator may also initiate effects to contained objects. Effector -- this provides the API for action attempts to the Intrinsor. It then filters and translates the action attempts to the objects actual action attempts that are read by this object's containor. (Yes--I mispelled some words above intentionally) This design provides a framework for a persistent world of decent individual performance. The V8 engine compiles to fast machine code (and caches). Only very minimal data need be communicated over the network. Objects can run in parallel precisely the same, so if a client fails the system continues. Updates of virtually any kind can be made on-the-fly without stopping the game. New object types will be relatively easy to b
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Wise Men Gone: Stephen Toulmin and John E. Smith - The Chronicle Review - The Chronicle... - 0 views
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Toulmin, born in London in 1922, earned his undergraduate degree in 1942 from King's College, Cambridge, in mathematics and physics. After participating in radar research and intelligence work during World War II in England and at Allied headquarters in Germany, he returned to Cambridge, where he studied with Ludwig Wittgenstein, the greatest influence on his thought, earning his Ph.D. in moral philosophy in 1948.
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Toulmin moved to the United States, where he taught at Brandeis, Michigan State, and Northwestern Universities and the University of Chicago before landing in 1993 at the University of Southern California.
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Toulmin's first, most enduring contribution to keeping philosophy sensible came in his 1958 book, The Uses of Argument (Cambridge University Press). Deceptively formalistic on its surface because it posited a general model of argument, Toulmin's view, in fact, was better described as taxonomic, yet flexible. He believed that formal systems of logic misrepresent the complex way that humans reason in most fields requiring what philosophers call "practical reason," and he offered, accordingly, a theory of knowledge as warranted belief.
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Toulmin rejected the abstract syllogistic logic, meant to produce absolute standards for proving propositions true, that had become fashionable in analytic philosophy. Instead he argued (in the spirit of Wittgenstein) that philosophers must monitor how people actually argue if the philosophers' observations about persuasion are to make any sense. Toulmin took jurisprudential reasoning as his chief example in The Uses of Argument, but he believed that some aspects of a good argument depend on the field in which they're presented, while others are "field invariant."
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Toulmin's "central thesis is that every sort of argumentation can in principle claim rationality and that the criteria to be applied when determining the soundness of the argumentation depend on the nature of the problems to which the argumentation relates."
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But Toulmin, trained in the hard sciences and mathematics himself, saw through the science worship of less-credentialed sorts. He didn't relent, announcing "our need to reappropriate the wisdom of the 16th-century humanists, and develop a point of view that combines the abstract rigor and exactitude of the 17th-century 'new philosophy' with a practical concern for human life in its concrete detail."
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Toulmin declared its upshot: "From now on, permanent validity must be set aside as illusory, and our idea of rationality related to specific functions of ... human reason. ... For me personally, the outcome of 40 years of philosophical critique was thus a new vision of—so to speak—the rhetoric of philosophy."
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The Age of External Knowledge - Idea of the Day Blog - NYTimes.com - 0 views
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David Dalrymple, a researcher at the Massachusetts Institute of Technology, thinks human memory will no longer be the key repository of knowledge, and focus will supersede erudition. Quote: Ignacio Rodriguez Before the Internet, most professional occupations required a large body of knowledge, accumulated over years or even decades of experience. But now, anyone with good critical thinking skills and the ability to focus on the important information can retrieve it on demand from the Internet, rather than her own memory. On the other hand, those with wandering minds, who might once have been able to focus by isolating themselves with their work, now often cannot work without the Internet, which simultaneously furnishes a panoply of unrelated information — whether about their friends’ doings, celebrity news, limericks, or millions of other sources of distraction. The bottom line is that how well an employee can focus might now be more important than how knowledgeable he is. Knowledge was once an internal property of a person, and focus on the task at hand could be imposed externally, but with the Internet, knowledge can be supplied externally, but focus must be forced internally.
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Kevin Facemyer and I offered a somewhat similar thought in the late 90's -- in a small education journal lost in the depths of time. We referred to it as "extra-somatic knowledge" and postulated that if you can retireve information in a timeframe that lets you continue with a conversation, it is the functional equivalent of knowing it (knowing in the older, within one's head sense).
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Edge 313 - 1 views
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So what's the point? It's a culture. Call it the algorithmic culture. To get it, you need to be part of it, you need to come out of it. Otherwise, you spend the rest of your life dancing to the tune of other people's code. Just look at Europe where the idea of competition in the Internet space appears to focus on litigation, legislation, regulation, and criminalization.
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TIME TO START TAKING THE INTERNET SERIOUSLY 1. No moment in technology history has ever been more exciting or dangerous than now. The Internet is like a new computer running a flashy, exciting demo. We have been entranced by this demo for fifteen years. But now it is time to get to work, and make the Internet do what we want it to.
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Wherever computers exist, nearly everyone who writes uses a word processor. The word processor is one of history's most successful inventions. Most people call it not just useful but indispensable. Granted that the word processor is indeed indispensable, what good has it done? We say we can't do without it; but if we had to give it up, what difference would it make? Have word processors improved the quality of modern writing? What has the indispensable word processor accomplished? 4. It has increased not the quality but the quantity of our writing — "our" meaning society's as a whole. The Internet for its part has increased not the quality but the quantity of the information we see. Increasing quantity is easier than improving quality. Instead of letting the Internet solve the easy problems, it's time we got it to solve the important ones.
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Modern search engines combine the functions of libraries and business directories on a global scale, in a flash: a lightning bolt of brilliant engineering. These search engines are indispensable — just like word processors. But they solve an easy problem. It has always been harder to find the right person than the right fact. Human experience and expertise are the most valuable resources on the Internet — if we could find them. Using a search engine to find (or be found by) the right person is a harder, more subtle problem than ordinary Internet search.
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Will you store your personal information on your own personal machines, or on nameless servers far away in the Cloud, or both? Answer: in the Cloud. The Cloud (or the Internet Operating System, IOS — "Cloud 1.0") will take charge of your personal machines. It will move the information you need at any given moment onto your own cellphone, laptop, pad, pod — but will always keep charge of the master copy. When you make changes to any document, the changes will be reflected immediately in the Cloud. Many parts of this service are available already.
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The Internet will never create a new economy based on voluntary instead of paid work — but it can help create the best economy in history, where new markets (a free market in education, for example) change the world. Good news! — the Net will destroy the university as we know it (except for a few unusually prestigious or beautiful campuses).
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The traditional web site is static, but the Internet specializes in flowing, changing information. The "velocity of information" is important — not just the facts but their rate and direction of flow. Today's typical website is like a stained glass window, many small panels leaded together. There is no good way to change stained glass, and no one expects it to change. So it's not surprising that the Internet is now being overtaken by a different kind of cyberstructure. 14. The structure called a cyberstream or lifestream is better suited to the Internet than a conventional website because it shows information-in-motion, a rushing flow of fresh information instead of a stagnant pool.
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There is no clear way to blend two standard websites together, but it's obvious how to blend two streams. You simply shuffle them together like two decks of cards, maintaining time-order — putting the earlier document first. Blending is important because we must be able to add and subtract in the Cybersphere. We add streams together by blending them. Because it's easy to blend any group of streams, it's easy to integrate stream-structured sites so we can treat the group as a unit, not as many separate points of activity; and integration is important to solving the information overload problem. We subtract streams by searching or focusing. Searching a stream for "snow" means that I subtract every stream-element that doesn't deal with snow. Subtracting the "not snow" stream from the mainstream yields a "snow" stream. Blending streams and searching them are the addition and subtraction of the new Cybersphere.
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Internet culture is a culture of nowness. The Internet tells you what your friends are doing and the world news now, the state of the shops and markets and weather now, public opinion, trends and fashions now. The Internet connects each of us to countless sites right now — to many different places at one moment in time.
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Once we understand the inherent bias in an instrument, we can correct it. The Internet has a large bias in favor of now. Using lifestreams (which arrange information in time instead of space), historians can assemble, argue about and gradually refine timelines of historical fact. Such timelines are not history, but they are the raw material of history.
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Before long, all personal, familial and institutional histories will take visible form in streams. A lifestream is tangible time: as life flashes past on waterskis across time's ocean, a lifestream is the wake left in its trail. Dew crystallizes out of the air along cool surfaces; streams crystallize out of the Cybersphere along veins of time. As streams begin to trickle and then rush through the spring thaw in the Cybersphere, our obsession with "nowness" will recede
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The Internet today is, after all, a machine for reinforcing our prejudices. The wider the selection of information, the more finicky we can be about choosing just what we like and ignoring the rest. On the Net we have the satisfaction of reading only opinions we already agree with, only facts (or alleged facts) we already know. You might read ten stories about ten different topics in a traditional newspaper; on the net, many people spend that same amount of time reading ten stories about the same topic. But again, once we understand the inherent bias in an instrument, we can correct it. One of the hardest, most fascinating problems of this cyber-century is how to add "drift" to the net, so that your view sometimes wanders (as your mind wanders when you're tired) into places you hadn't planned to go. Touching the machine brings the original topic back. We need help overcoming rationality sometimes, and allowing our thoughts to wander and metamorphose as they do in sleep.
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Educational Malpractice: Making Colleges Accountable - Commentary - The Chronicle of Hi... - 0 views
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It is crucial that we also develop a wider and deeper body of scientifically valid higher-learning theory. The boom years actually put colleges behind elementary and secondary schools in the development of learning science: how the brain functions, how students learn, what teaching tools work best, how to help all students—not just those who are already academically accomplished—succeed, and the like. I hear calls everywhere for better teaching in higher education, but that is hard to accomplish when the science of higher learning remains relatively primitive.
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How Web-Savvy Edupunks Are Transforming American Higher Education | Fast Company - 0 views
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"Colleges have become outrageously expensive, yet there remains a general refusal to acknowledge the implications of new technologies," says Jim Groom, an "instructional technologist" at Virginia's University of Mary Washington and a prominent voice in the blogosphere for blowing up college as we know it. Groom, a chain-smoker with an ever-present five days' growth of beard, coined the term "edupunk" to describe the growing movement toward high-tech do-it-yourself education. "Edupunk," he tells me in the opening notes of his first email, "is about the utter irresponsibility and lethargy of educational institutions and the means by which they are financially cannibalizing their own mission."
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What Intrigues Me About Google Wave - 0 views
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The basic idea was to make a radically editable learning environment in which students as well as faculty members could rearrange content, functionality, and navigation in the learning environment.
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Eye Candy IS A Critical Business Requirement - 0 views
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The relevance and importance of visual design. I've long suggested that all service design (including software) begin with a walk through of what the customer/user comes to and sees in succession.
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A good explanation of how services are best designed with aesthetics as the means to functionality. I always remember from the military that building an effective fighting position required "walking the perimeter"--having one guy in the fighting position taking notes while another approaches systematically from every possible direction. Most importantly, what will the enemy (or customer) see step by step and what steps will he/she take in turn. Always center on the customer's experience (this is rarely done).