Writings of a harried 21st Century mother!

There are so many topics that I would like to write about, but lately, my mind does not hold a thought for more than 5-10 minutes.

In any given day, I

• am teaching. This semester I am teaching the 18th different course I have taught in the last 20 years, in consumer behavior, in the marketing/management department. I have two sections of 33 students in each. I teach in the communication department at a second university where I have been for the last 5 years.
• writing my dissertation (although this seems to be on the back burner more than front in my thoughts). I am in the "brain explosion" phase as I try to take my analysis and figure out what it means. I have bits and pieces of insight, but now I'm trying to pull it all together to make sense out of it.
• teaching my son to drive (as he does not want to drive with his father who makes him nervous and my husband does not to drive with my son who makes him nervous). Of course, my son makes me nervous also, but I have learned how to appear calm and respond to his mistakes with gentle instruction so he doesn't panic and drive into a tree or another car!
• attending soccer games, working concession for the team, or picking my son up from soccer practice.
• driving my son and/or daughter to the school dance, football game, or the store to pick up something for school
• driving my daughter to dance class
• meeting with or communicating with one or both of my children's teachers about some issue with school
• or correcting papers, writing papers, or checking my emails

Occasionally about 3-4 times a month, I am checking in with my mother. But I have to prepare myself for those calls to my 83 year old mother, as I still revert back to the old triggers from my childhood.

This of course is in addition to the regular house hold chores of cooking (with the exception of soccer night games, the whole family eats together, but I cook dinner every night whether we eat together or not), grocery shopping, cleaning, wash, dishes, and helping out with the occasional homework question.

I am tired! I know I am not the only one in this position (at least I don't have to run my own business like Karyn Romeis, now are my children totally dependent on me like Janet Clarey). But I do want to apologize now if my blogging is a bit on and off again in the next few months.

Working from Home: the office of the future?

I have noticed a difference between blogs from those who work out of a home office (see especially Karyn Romeis, Janet Clarey, and Michele Martin's blogs). While I teach at a university, most of my time is spent at home. I have very little interaction with those outside of class except electronically.

I bring this up because in his post yesterday, Clark Quinn discussed the predictions for elearning for next year. As he discussed the different types of technology and how it would be used, I kept thinking that the cost cutting and current economy will mean more people will be working from home, either as freelancers, or as companies cut overhead.

I have not seen this being discussed on the work literacy sites. I wonder what the impact this will have on social networking and/or blogs. This time of year, especially, in the northern hemisphere, there is a real feeling of isolation. In a brick and mortar workplace, there are opportunities to interact with colleagues during the "midwinter blues". But what happens when there are no colleagues within "water cooler" distance?

I feel that blogging allows workers to reach out, bounce ideas off of colleagues (that might be at a distance), create a professional relationship, get feedback and support, and feel as if they are part of a profession and organization. As a result, I wonder if the nature of blogs will differ. I know last year Michele Martin asked if women blogged differently than men. I wonder if those who work from home blog differently than those who are physically part of an organization? If there is a difference, will this mean that blogging will become more important (especially in this economic environment)?

Lost in translation

Janet Clarey had an interesting post about translating educational material. It actually reminded me of when I working on a project in Hungary in 1990-92. Our project came in just as Hungary was transitioning from a communist, centrally planned market to a more free market (I hesitate to say Capitalist, as it has many connotations that are not necessarily positive) economy.

As a normal course of work, we were asked by our funding agencies to conduct an evaluation at the end of our management and business training courses (workshops or one week intensive courses geared towards people that wanted to start their own business). One of the questions we asked was, "Are there any other programs you would like us to offer?" We had an outstanding translator on staff, but we also back translated the questionnaire to ensure the questions asked were what we intended. Everything looked fine, so we started using the quesionnaire.

I remember our Hungarian Director contacting us after the first set of questionnaires were used warning us that we weren't going to be happy with the results. When we started looking through the answers, we contacted our center to find out if we had the correct translations. Yep, now we understood his warning.

It seemed that Hungarians did not know how to answer our open ended question of what they wanted us to offer because they had never been asked. In a centrally planned economy, all decisions are made by authorities who analyze the environment, then make decisions based on government priorities, resources, and population needs. The answers we received on our question ranged from, "My brother in law needs $5000" to "we need to change the laws in how we do banking" to "how do I get a visa to live in the US?".

Lessons from our translation mess

We learned that we had to teach our students how to ask for what they needed. We also needed to realize that they would give us "feedback" in a different form than we were used to.

What Janet is really talking about in her post is the differences in rhetorical style, epistomologies (perception of what IS knowledge and beliefs in knowledge), and the cultural basis of learning. I tell my classes in international business/communication that you can tell what is important in terms of manners and basic knowledge by looking at what a learner in the lower primary grades learns. Think of how hard it is to unlearn "facts" you might have learned in first or second grade (when you were 7 or 8). We also learned the social conventions for schooling, what was the correct way to do a test, for example, turn taking, and how to interact with the teacher.

In a virtual classroom, students come in with these cultural assumptions (the teacher knows everything, the teacher is a guide that may not know everything, we need to do only what the teacher tells us to do, we are our own best teacher). So to update Janet's list (the university of Utah list she outlined) I would include the following questions to ask about the targetted students (this is based on research I did a few years back on replicating business programs in emerging economies)


1) what is the theoretical basis of knowledge for that educational system;
2) what is the perceived role of the teacher;
3) what are the expected responsibilities of the student in the learning process;
4) what is the perception of “business education” within the educational system;
5) what are the learning conventions used by the student;
6) what are the institutional constraints (language, student selection, business resources).