Tag Archives: Writing

The Notebook

Posted on December 10, 2018 by

I must admit to rampant curiosity: the man sat opposite me on the train is surrounded by notebooks. Most old and battered, some new, and the one nearest to me, the only one i can read, labelled ‘scrap’. He is … Continue reading →

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The Trust Sketchbook

Posted on October 23, 2018 by

‘The Trust Sketchbook’ is a guided, reflective, journey, through the Landscape of Trust. It’s the first publication from two years of research into ‘how trust works’, and ‘what we can do about it’, that i’ve been carrying out with a … Continue reading →

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Social Learning Guidebook: The Final Draft

Posted on September 13, 2018 by

It’s clear where my headache originated today: i’ve just finished clearing all the changes and edits on the manuscript for ‘The Social Learning Guidebook’, the latest in a series of short and practical guides that i’m writing around core aspects … Continue reading →

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Reflection On Writing

Posted on September 6, 2018 by

I am happy when writing, somewhat to the annoyance of my writing friends. Most of them are better writers than me, because they work at it. I just tend to disengage the brain and set off, seeing where my fingers … Continue reading →

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Evolving the City

Posted on August 22, 2018 by

As many of us do, i think i know a place, when all i know is what surrounds me: a walk through New York takes in my favourite routes, cafes, bars, and vistas. I think i know the city, when … Continue reading →

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Social Learning: Summary

Posted on August 9, 2018 by

Yesterday i shared the introduction from a chapter i’m writing on Social Learning for a new book. Today, i’m sharing the summary from the end. We’ve covered a lot of ground, so let’s summarise where we have got to: Learning … Continue reading →

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Social Learning: Introduction

Posted on August 8, 2018 by

I’m writing a guest chapter for a book today, aiming for 6,000 words, as an overview of Social Learning: it explores the ‘context of the Social Age’, the design methodology for ‘Scaffolded Social Learning’, how we establish, and support, ‘Learning … Continue reading →

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