Jay Cross

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Posts referring to articles by Jay Cross

Inside Learning Technologies
Jay Cross recommends this publication, which contains articles by himself and colleague Jane Hart (along with a dozen or so more). What caught my eye was the presentation of the magazine itself, one of those page-turning display sites. As I flipped through it, I found myself not reading the articles, just like I do with a real magazine. There are simple functions (contents, go to page) and you can download the PDF if you need access to the actual text. So I guess it's OK. I wonder how it would look on my iPod... oh, wait. It uses Flash. No Flash for the iPod. Jay Cross, Informal Learning Blog, November 18, 2009.

Rachel Happe on Community Maturity Model

Another model of the changing nature of communities, this one similar to others we've seen, with the hierarchy at the left changing to the network in the right-most column. Jay Cross, Internet Time, October 16, 2009.

Campus resorts?
"Jay, given what you've just told us, what do you think will happen to colleges?"
"You mean the campuses? I think many of today's campuses will make swell resorts and hotels." Jay Cross, Internet Time, October 7, 2009.

Streams, not blogs?
Cross writes: "Blogs are author-centric in a world that's increasingly about relationships. Blogs are slanted toward me, me, me, me, me; the net is inexorably moving to us, us, us, us, us. Dialog trumps monolog." And so, he argues, we should be looking at lifestreaming, not blogging. My lifestream is in FriendFeed - here - but that's a view of my work that might be too scattered to be useful to people. I won't stop blogging any time soon. Jay Cross, Intrnet Time, June 26, 2009.

togetherLearn Is Online
Jane Hart, Harold Jarche, Clark Quinn and Jay Cross launch togetherLearn. Jay Cross, Informal Learning Blog, April 20, 2009.

Climbing the Collaboration Curve
Jay Cross cites John Hagel III, John Seely Brown and Lang Davison, who write: "the more participants - and interactions between those participants - you add to a carefully designed and nurtured environment, the more the rate of performance improvement goes up." All very well, but they made it up. No such effect has been measured. Does it matter that it's a "well designed" environment? Does it matter how we define performance? No idea. That's what counts for the published elite these days. Jay Cross, Informal Learning Blog , April 9, 2009.

Edupunk

So. Edupunk is one of the The Buzzwords of 2008 in The New York Times. Nice to see the world is, um, watching. Jay Cross, Informal Learning, December 23, 2008.

Learning for the 21st Century
Jay Cross is reading the writing on the walls (and we saw a fair bit of that in Aachen). I endorse what he is saying here, but I would add that we have to include the grittier subtext of the same message: that we must reform our (global) system politically, economically and ethically - from a system that rewards dishonesty, exploitation and outright theft, to a system that values individuals and that responds to challenges by empowering people, not discarding them. That's the subject of today's newsletter (sent from a hotel room in Toronto, the result of an airline that has laid off most of its productive staff, and now is completely incapable of dealing with stress, or of meeting anything remotely resembling customer demand). Jay Cross, Informal Learning, December 17, 2008.

Future of the University
Compilation of discussion at Online Educa Berlin on the future of the university. Jay Cross writes: "What should change? I suggested no tenure, no grades, no classes, no departments, campus rotation, and loosely configured multidisciplinary teams focused on solving the world's problems. I was not alone. The group was up for change." Playing the video was too much for my bandwidth (cost: 17 Euros per day), if you can believe it. But your average home internet should have no problem with it. Also, read more from Online Educa from Cristina Costa. Jay Cross, Internet Time, December 12, 2008.

Carnary Wharf Meeting On the Future of Learning
I will be seeing Jay Cross in just a few minutes - we're both on a panel to discuss the future of learning. I imagine the discussion will be very similar to the one described by Cross here through a series of pithy quotes addressing learning in the age of the downturn. There's this quote: "The economy is going to get worse before it gets better. It's a 'phony war' at the moment, like watching a train crash in slow motion. People won't get it until they are hurting." Won't get what? Ah - that's the harder question. I need to write about that at some point, because what we need to learn is that we've reached a number of limits (limits that used to be scoffed at), limits not merely in energy and resources, but limits in corporate and political governance. See also Jay Cross on Informal Learning in Berlin. Jay Cross, Informal Learning Blog, December 11, 2008.

Innovation/Graphics
take a few moments to have a look at the full diagram of the co-evolution of human systems and tools systems. I wonder what a similar diagram for e-learning (or learning technology, of just learning in general) would look like. I wonder whether there's a community drawing program out there that would let us create such a chart. Jay Cross, Internet Time, November 6, 2008.

Sun Shines On Learning
So how rapidly is e-learning being developed these days? So rapid, it goes directly into the 'cloud' - Harld Jarche quips, it's "evaporative e-learning". Yes, I agree, you may want more than just a video of some guy talking on a stage, even if it is Jay Cross. And so that production takes a little longer. But if catching the interaction between Jay and the others on stage is all you really needed for this event, then this is just the ticket. Not exactly cheap, though. Jay Cross, Informal Learning Blog, October 17, 2008.

Stephen Downes As Homework
Jay Cross reflects on reading my paper Learning Networks and Connective Knowledge as part of the CCK08 online course. To me, it feels off to be thought of as 'homework', even in my own course. Jay Cross, Learning Blog, September 17, 2008.

Whatever Happened to Performance Support?
"Performance support is blossoming in organizations today under the label of Web 2.0," writes Jay Cross. "Remember the original premise of PS, making information available to workers instead of forcing them to memorize it? That's how we use Google and corporate wikis and instant messenger." Jay Cross, Learning Blog, August 26, 2008.

Better, Faster, Cheaper, Safer, and Easier to Work With
"Corporations use Facebook extensively," writes Jay Cross. "The company tested corporate use with Accenture, Amazon.com, Apple Computer, Electronic Arts, Gap, Intel, Intuit, Microsoft, PepsiCo, PricewaterhouseCoopers and Teach For America in 2005." Why? "Why are corporations using an application built for college kids? Because it's better than the costly, clunky, proprietary, traditional corporate stuff." He's got that right. Jay Cross, Learning Blog, August 12, 2008.

Map to the Internet Time Ecosystem
Jay Cross has been using the Web to manage his knowledge artefacts for well over a decade. All of these are available for sharing and Jay is trying to make things easier to find, "When you're getting ready to sell your boss on a new approach, you can use all the ammunition in the arsenal, and that means I need to make things easier to find. Thus, I've been darting around my blogs, wikis, and other online oddments adding labels and links." This is a good example of personal knowledge management and how it becomes more social over time. -HJ Jay Cross, Internet Time Blog, July 4, 2008.

Dawn of the Un-Book
Jay Cross writes about the slowness of the publishing industry to respond to change. He cites a study by the Jenkins Group, a custom book publishing firm, that found: -One-third of high school graduates never read another book for the rest of their lives. -42 percent of college graduates never read another book after college. -80 percent of U.S. families did not buy or read a book last year. -70 percent of U.S. adults have not been in a bookstore in the past five years. -57 percent of new books are not read to completion. I still buy books in my field, but only to make sure I haven't missed anything. Rarely do I learn anything new, as I find that blogs and magazines are a much more current way to keep up with the onslaught of information and change. So what is Jay doing instead? According to another post he's bought a Flip video recorder and is documenting his world straight to YouTube. -GW Jay Cross, , June 30, 2008.

The Income Statement Isn't
Jay Cross is exactly right. "It never ceases to amaze me how many people assess the cost and benefit of projects with accounting approaches developed in Venice in the five hundred years ago." And, of course, such metrics are useless. "Organizations that make decisions based solely on things that are sufficiently tangible to be counted might as well consult a Ouija board to set their goals." Jay Cross, Informal Learning Blog, January 31, 2008.

Graphics, Streaming, Reflection
From the time I was about 12 years old I delivered newspapers. There was one occasion I was delivering a paper to a red-brick house on Brentwood, with an aluminum screen door, and as I reached to deposit the paper between the doors a young blond boy of about four years old opened the door, and I gave the paper to him. "This is something he might remember the rest of his life," I thought. Then I paused. "No," I decided, "this is something I will remember for the rest of my life." So periodically thereafter, I have replayed the scene in my mind - the door opening, me handing the paper to the kid. And I still remember it, a lifetime later, a small, inconsequential memory reinforced through nothing other than reflection. So when Jay Cross says "Reminiscence reinforces the brain's neural pathways, thereby improving memory," I know it's true. Jay Cross, Informal Learning Blog, November 22, 2007.

Adobe Joins the eLearning Industry
Jay Cross reports, "Adobe's Ellen Wagner, who coordinated the event, made it clear that Adobe intended to be a major player in eLearning." Adobe people have told me that they don't want to own the field, that what they want to do is to enable people to create. Products like Premiere (now reinstalled on the Windows part of my machine) speak in favour of that vision. Related: Jane Hart introduces us to Adobe's Buzzword, their online word processor. More from the Adobe Summit. Jay Cross, Informal Learning Blog, November 13, 2007.

Performance Support and Connectionism
OK, I need to clarify what I think has become a confusion. People like George Siemens and Jay Cross and others are talking about "knowledge that's stored outside your head". This is an incorrct depiction of knowledge, one that perpetuates the idea that knowdge is atomic, like 'facts', that can be moved and stored, as though it were some sort of object. We can see how ridiculous this picture is when we ask how we can 'know' something that is not 'in our head'. We are being asked to create some sort of elaborate fiction here.

In order to understand how knowledge works with complex tools, it is helpful to consider how knowledge works with simple tools. Consider, for example, the knowledge that "Stephen is 6 feet tall." This is knowledge that is 'stored' in the measurement device. But of course, the knowledge does not exist until a person actually uses the measuring device. The 'knowledge', properly so-called, resides in both the tool and the person doing the measuring. It would not exist without either. In the same way, knowledge provided to us by the GPS, the social network, or any of these 'outboard devices', exists, not as objects to be moved about, but as a distributed series of connections between ourselves and these devices. The tools contain 'facts' and 'data' and 'measurement' but the 'knowledge' doesn't exist until it is recognized and interpreted (which is why 'learning' is not accomplished by remembering the 'facts' stored in such machines, but rather, in the skills of recognition and interpretation). Jay Cross, Informal Learning Blog, October 31, 2007.

Following the Letter of the Law
I've been at this privacy and security conference thinking more and more that it's not about privacy, it's about control. Jay Cross writes about a bank that spams him because it insists it has the legal right to do so. Meanwhile, I'm thinking about a telephone company that refused to cancel my cellphone account - and kept charging my credit card - despite my repeated pleas. Larry Korba (see above) today depicted hackers as evil. That's far from the case. That's a huge problem for the security and trust industry - that are actually enabling the bad guys to get away with their crimes. A team reviewed all the Enron emails - I couldn't help thinking, they will make sure that next time the next Enron isn't caught. A paper this morning talked about a network of people reporting the locations of traffic control cameras - the 'hackers' and 'spammers' are people trying to enforce traffic laws! Eventually - was the consensus in the room - this will simply be illegal. But if it's illegal for me to use trusted networks to serve my own purposes - why is it OK for you? Or for Microsoft? Or for Homeland Security? We need some common ground here - but until there is some sort of respect for civil society by government and business, we're not going to get it. Jay Cross, Internet Time, July 31, 2007.

Another Life Unexpurgated
Jay Cross offers quite a good overview of the use of virtual worlds in business (and especially business learning) applications. "The thoughtful application of VW technology," he writes, "will significantly enhance the experience and transfer of learning." How? Co-creation, social sandboxes, and enriched experience. He surveys a number of companies offering virtual world services, including Second Life, There, Multiverse, and Forterra, among others, and looks at some implementations, including IBM, Apple and the New Media Consortium. "It is premature to invest a ton of energy in VWs," he says, but "we encourage you to dip your toe in the virtual water." Jay Cross, Informal Learning, May 14, 2007.

PLEase
I guess the concept of the personal learning environment "began crossing the chasm into the mainstream" of the corporate e-learning community last week. there may be a land rush shortly, but for now the discussion has mostly been of the head-scratching and visioning variety. Citing some workshops with Harold Jarche and Judy Brown last year, Jay Cross suggests that the best starting point was what we were calling Personal Knowledge Management. meanwhile, Tony karrer responds to my concern that the corporate world is more interested in command and control. "There's some truth to that," he says, but we can agree that "we each needed to become better learners." Tony O'Dricscoll also comments.

Meanwhile, Scott Wilson (for some reason crediting George Siemens, though the same thing has been said repeatedly over the last 12 months) notes that the PLE is a concept, not an application (take a bow, Graham Attwell). Alan levine also hits that theme in a post Saturday. Jay Cross, Informal learning, April 16, 2007.

Rapid eLearning Panel
I'd be curious to know what people made of our panel, which was a rollicking all-over-the-map free-for-all, but I'll make do with Jay Cross's assessemnt of the rapid e-learning panel. "While no one came out and said it, rapid eLearning can cut the instructional designer out of the process. One member of the audience cautioned against letting the rapid tools fall into the wrong hands." heh. We just came right out and told people to get into a different business. Jay Cross, Informal Learning, April 12, 2007.

eLearning Guild Annual Gathering 2007
I am in Boston where I'll be presenting at the E-Learning Guild conference tomorrow. I caught most of the keynote summarized by Jay Cross in this post and while it surveyed the trends evident in the participation culture it didn't, I think, capture the import. We are seeing today movements that are derivative of popular culture - people protesting WTO and governments, people mashing up commercial media, people gaming American Idol. But these are transition phenomena. Eventually (and sooner than you might thing) people will want to govern themselves, create their own media, select their own idols. What then? On this, I think, Jenkins was silent.

If you were unable to access the audio from yesterday, it is now accessible. Just another artifact of my use of a new Mac on this trip - who would have thought Fetch (its stupidly-named FTP client) would upload files with no access permissions? I can read email but for some reason the Mac won't let me send any. And I have discovered that the Mac simply does not work with my iRiver. Happily I brought the PC as a backup. But in unrelated news, I managed to shatter the iRiver's clear plastic faceplate. Ouch! Jay Cross, Informal Learning, April 11, 2007.

Inside Out
Jay Cross writes, "An educational institution asked [Teemu Arina] to draw up a one-pager on how to take advantage of informal learning. They were imagining the formal learning at the core, with informal learning glued around the periphery. Teemu gave them an informal-learning centric rendering instead." Great diagram, have a look (I would have put it in this post but Flickr is down for the count as I write). Jay Cross, Informal Learning, March 15, 2007.

All or Nothing
So anyhow, Jay Cross wrote this article a few days ago, offering a mixer analogy to highlight some of the ways informal learning differs from traditional learning. That prompted me to comment and, well, once I got going I didn't stop until I laid out a fairly comprehensive objection to the metaphor - and to the characterization of informal learning in general. Some people - like Mark Berthelemy - think that instead of the clarity and accuracy I am looking for, "Most managers, executives, whatever you want to call them, don't read academic arguments - they respond to marketing messages: simple, clear pictures that they can understand and relate to." If that's true then they deserve to have their business fail; I have no sympathy for someone who cannot be bothered to learn about the business they are supposedly managing. But in a post titled Politcally radical - perfectly natural Tom Haskins gets to the source of the disagreement. "The premise of formal learning is not learning, but control. Informal learning is not different enough to change the underlying premise of control." Jay Cross, Informal Learning, February 14, 2007.

Internet Culture and the Evolution of Learning
I signed the Cluetrain Manifesto when it first came out, because I thought it captured something worthwhile. But I have always resisted the definition of 'internet culture' as defined by the whole Whole Earth - Wired crowd. In my article The Digital Nation?, written in 1997, I called it what it is: a marketing ploy. "Should Heaven and Earth move, and we all reject the free-market system as fast as a flooded North Dakota farmer, we would still be digital citizens. Wouldn't we?" More from Tom Haskins. Jay Cross, Informal Learning, January 24, 2007.

From Counterculture to Cyberculture
Jay Cross outlines one version of the history of the internet and net culture, tracing its roots from the counterculture movement of the 60s via Stewart Brand and Kevin Kelly to the Long Now and Wired magazine. We children of the 70s know there is always another side to the idealism of the 60s, the side that has more to do with self-interest and making a buck than it has to do with saving the world. Just saying, is all. And so while there's the Wired version of the history of the web and the web economy, there is another side to the story of Wired. Read it here. Jay Cross, Internet Time, December 11, 2006.

Wissensdurstig?
Twenty minute audio conversation between Jay Cross and George Siemens in preparation for their upcoming talks at Online Educa Berlin. Jay Cross, Internet Time, November 21, 2006.

Where I'm Coming From
My comment was simply swallowed up by Jay Cros's website; maybe it was accepted, maybe it was filtered, maybe it just disappeared (please, people, if you are modertaing comments, add a notice to your website, and if your system filters spam, at least let commentators know - I spent way too much time today trying to post comments on people's websites). Anyhow, what I said to this post, in essence, is this: We are all coming from somewhere. And when I write, if you see an anger in my writing, it is because I am coming from somewhere too. And when you rebrand things like blogs and RSS, because the associations with freaks and hackers and lawsuits waiting to happen make your corporate clients uncomfortable, you are eliminating people like me. And I refuse to be eliminated, I refuse to be marginalized. Which is why I appreciate you took this tack, rather than to just fire off a one-line reply. Because it shows that you can understand, that I am coming from somewhere. Jay Cross, Internet Time, August 29, 2006.

How About an Order of Slimehead?
Jay Cross argues, "It's time for us to come up with a vocabulary that's not an obstacle to installing learning technology. Take the word blog. For some people, the word sets off alarm bells.... So let's not speak of blogs or slimeheads. Let's talk about Project Logs. Or Collaborative Project Documentation. Or Knowledge Logs. Or professional journals."

In a word: No. In a sentence: Web 2.0 is not marketing. In a conditional sentence: if you have to fool people into accepting Web 2.0, they'll break it eventually anyways.

Because blogging is "amateurs, threatening hackers, neo-nazis, the Drudge Report, people obsessed with kittens, semi-literates, unverifiable nonsense, spammers, porno freaks, political extremists, teen age confessionals, MySpace flirts, people who are out of control and lawsuits waiting to happen." It is all of these things, and so much more, and if you abstract them out of existence, you haven't merely sanitized blogging, you've destroyed it.

Jay Cross, Internet Time, August 24, 2006.

MANAGEsmarter
Jay Cross introduces us to MANAGEsmarter and to their new blog, Training Day. The whole thing seems, well, so angry to me. Maybe it's the headline on the Training Magazine Cross has pictured on this post: Don't worry, be angry, which explains "why smiley sheets stink." Or the headline in MANAGEsmarter: Seven Steps to a Successful Murder Board. Even an article like Rebooting Hewlett-Packard sounds kind of nasty in this context. And it seems to me that if your training, as either trainer or trainee, makes you angry, then something has gone off the rails. Because training should be fun. Business should be fun. We are learning, growing, developing. These are good things, happy things! The hostility is a symptom of a disorder. Jay Cross, Internet Time, August 21, 2006.

Not Without Purpose
Article on informal learning. "Training, development, knowledge management, performance support, informal learning, mentoring, and knowing are all components of performance networks." Good enough. "Networks expand or die." I still don't believe this is true. Networks can exhibit a steady state behaviour; what we call 'growth' is very often a matter of perception than of physical fact. Jay Cross, Internet Time, June 19, 2006.

More Signal, Less Noise
A nice write-up by Jay Cross of the current ADETA Newsletter (well worth a look) but with some nice irony. Cross writes about the A-List blogging set, "The A-list blogosphere is an immense echo chamber," and comments, "The training and development world sometimes suffers the same narrowmindedness." Well maybe. And I certainly agree with him when he says we should consult "non-traditional sources." But who is featured in the ADETA Newsletter? Jay Cross, George Siemens, Harold Jarche. Maybe these are non-traditional sources - but to me, they are at the heart of the education blogosphere. Or am I wrong here? Jay Cross, Informal Learning, June 1, 2006.

One man's Net
Small world. Jay Cross links to a 2002 essay by Wes Cooper, Information Technology and Internet Culture, which, drawing on Turkle, depicts the internet as an instrument for the creation of identities and of cultures. That's why the first paragraph is particularly appropriate for this paper, describing as it does the many ways of naming God the internet. I worked with Cooper for a bit at the University of Alberta and together with some other graduate students at the time explored the development of online learning systems using MUDs. Jay Cross, Internet Time, May 29, 2006.

Cynefin and a Girl's Birthday
"Imagine organising a birthday party for a group of young children. Would you agree a set of learning objectives with their parents in advance of the party? Would those objectives be aligned with the mission statement for education in the society to which you belong?" It seems so obvious when you put it like that, and yet so many theorists insist that education (and learning) is something different. More from the Cynefin Centre - which really needs to create RSS feeds and to allow people to read articles without registering. Jay Cross, Informal Learning, May 25, 2006.

The Power of Dialogue
Jay Cross offers a post that stirs a variety of emotions in me as he examines the nature of authentic dialogue. "One individual brought up an aspect of dialogue, vulnerability. She wondered if naked wouldn't be a better term. Another said it was about showing one's real self. The apt term for me was authenticity. In retrospect, maybe the hip term for the honesty present in our discussion is transparency. Whatever it was, the dialoguers got out of their element, were no longer 'on,' suspended their egos, and acted as other-empowered human beings." I know what a powerful experience this can be and it is the need for more of this sort of interaction that is motivating, in part, the new post-hiatus version of myself. Jay Cross, Informal Learning, May 24, 2006.

What is Informal Learning?
Sure he's plugging his book (to be released November - why does publishing take so long?) but this articler is a nice introduction to informal learning, beginning with an outline of the business case ("Those who leave informal learning to chance leave money on the table.") to a look at free-range learners, learning communities, and more. Jay Cross, Internet Time, May 22, 2006.

Business Performance and Webwork
Jay Cross points to this useful paper by E&Y's Rod Boothby, The Next Wave in Productivity Tools - Web Office. It correctly points to the idea that "The only way out of an overload of push email and information overload is to turn to pull technologies you access when and how you choose. Don't get pushed around!" Well there's that push versus pull thing again. Cross writes, "It's comforting to know that I'm not the only one singing this song." I guess all of us edubloggers, who have been singing it for some time now, don't count as good company. Jay Cross, Internet Time, March 3, 2006.

Less is More
I'm just doing some odds and ends, and I'm referring to this post just to get some work done. ;) Seriously, I have thought a lot about what sort of length works for these posts, which is why I settled at about eight lines. I find it significant that most readers are content with my summary (or totally unrelated expression of opinion), though I would always provide a link to the longer work. Jay Cross, Internet Time, March 2, 2006.

Natural Learning
Jay Cross captures poetically not only the sort of thing I would say about learning (we are in remarkable agreement) but also my own experience of learning. "enlightenment comes / when you're ready / you'll know it from your smile / as you return to shore / breathe in, out / nature will always be there / flowing." Jay Cross, Internet Time, February 28, 2006.

Push and Pull
Good article on the distinction between 'push' (which is what spammers, advertisers, and other assorted low-life do) and 'pull' (which is what I've advocated for some time). Not surprisingly, as this article makes clear, traditional learning is 'push' and new learning is 'pull'. Summary of a talk by John Hagel at eLearning Forum. Jay Cross, Informal Learning, February 8, 2006.

Blog is live!
Jay Cross has moved from his old and clucky blog to new digs on a WordPress enabled site - a huge change for the better. He introduces his new blog (and assorted helpers, including this excellent use of SuperGlu) with a Breeze presentation. The new blog also plays nicely with Edu_RSS, something that makes both of us happy. Jay Cross, Internet Time Blog, December 28, 2005.

Learning in the Real World
Writing from the Middle East, Jay Cross explores the role of conversation in learning. I like this take [my insertions]: "Emergence is the key characteristic of complex systems [like networks]... Emergent learning enables us to push beyond the confines of elearning to explore combinations with informal learning [in other words, collective intelligence]... Imagine that conversation is the core process for accessing collective intelligence and co-evolving the future." Jay Cross, Internet Time, November 19, 2005.

Jay's Eclectic Interests
Jay Cross unrolls SuperGlu and unveils his new aggregation blog. It looks great and I love the content. ;) Jay Cross, , November 10, 2005.

Another Way of Looking at Instructional Design
Jay Cross captures in a compellingly written post an approach to instructional design that aligns very closely with my own way of thinking, one based on, as Stuart Brand wrote, "power of the individual to conduct his own education, find his own inspiration, shape his own environment, and share his adventure with whoever is interested." Jay Cross, Internet Time, September 7, 2005.

Gloria Gery
Jay Cross, in conversation with Tony O'Driscoll, recounts his experiences reading Gloria Gery in the 1990s on the subject of workplace learning. "We must reflect deeply on the way work presents itself to the user and build our systems on the metaphors that are connected to the work context itself. The context is the workflow, and the content is what the user needs to perform work within that context." Jay Cross, Internet Time, August 30, 2005.

The Donald U
I could be rich. But then I'd be like Donald Trump, fawning, pleading, selling, cajoling. And I think nothing is worth that. Jay Cross, Internet Time, August 23, 2005.