About the Law of KLeiber

A power law relates one variable to another raised to a constant power. The general form takes y = xa, where y and x are variables, and a is a constant exponent.

A power law exhibits the property of scale invariance. When you multiply the Scale (x) with a factor b the function (y =  baxa) does not change its Shape.

In 1817 Goethe wrote his book ”Zur Morphologie“. This book was the start of a new science called Morphology, the Science of the Shapes.

In his book Goethe describes the so called Uhrplant, the Primal Plant, which is based on the shape of the Leaf. Goethe believed that every Plant was a Leaf within a Leaf within a Leaf.

At the time of Goethe the concept of the fractal was not known. It was developed in 1975 by Benois Mandelbrot (“The Fractal Geometry of Nature”).

A fractal is a self-similar structure. It’s shape repeats itself on every level of expansion.  Some fractals are scale-invariant.

Scale Invariance in the Leaf
The scale invariant fractal structure of the Leaf

About Kleiber’s Law

Metabolism is the process by which your body converts what you eat and drink into energy. During this complex biochemical process, calories in food and beverages are combined with oxygen to release the energy your body needs to function.

The oldest and best known Power Law is Kleiber’s law devised by the Swiss-American zoologist Max Kleiber in 1932.

Kleiber’s Law, MR = W3/4, describes the relationship of the metabolic rate (MR) to the biomass W, raised to an exponent.

Kleiber’s law means that a cat’s metabolic rate is not a hundred or 21.5 times greater than a mouse’s, but about 31.6 — 100 to the three-quarter power.

This relationship seems to hold across the animal kingdom  and it has since been extended all the way down to single-celled organisms, and possibly within the cells themselves to the internal structures called mitochondria, the cellular powerplants, that turn nutrients into energy. Mitochondria have many features in common with bacteria.

The law of Kleiber is  also applicable to super-organisms” like ant colonies, Cities and Eco-Systems.

Because of Economies of Scale, larger and more complex forms of organisms need less energy for each individual cell. They grow and reproduce more slowly and they live longer.

Kleiber's law
Kleiber's law

About Fractals and Kleiber’s Law

Kleiber’s law can be explained from a general model that describes how essentialmaterials are transported through Space-Filling Fractal Networks of Branching Tubes.

Goethe was right. The leaf is a one of the fundamental structures of Nature.

The factor 3/4 (3/3+1)  is a consequence of the fact that a Fractal Structure has to incorporate a not-Fractal Structure, 3-Dimensional Space.

One of the Bilateria: The Octopus
One of our fellow Bilaterians: The Octopus

About Bilateria

About 590 million years ago, the Central Nervous System (CNS), the Brain, appeared.

The organisms with a CNS (including the Humans), the Bilateria, are able to Act and React to a Possible Harmful Stimulus.

The CNS of the Bilateria is  a result of  an Increase in Competition between the Life Forms that came out of the Continuing Fusion of  the Cooperative Life Forms, the Bacteria. The first step in this proces was the Tube of the Sponge.

The fundamental Bilaterian Body Shape is a Tube running from Mouth to Anus, and a second Tube called the Notochord, with an especially large Sphere at the front, called the “Brain“.

The Bilateria have Five Body Spheres (1) the Brain; (2) the Spinal Cord; (3) the Heart and Lungs; (4) the Digestive Organs and Kidneys; (5) the Bladder and Reproductive organs.

Lung

About the Tiny Spheres of the Lungs

When we look at the Lungs, one of the Fractal Tube-like branching-structures of the human organism, we can see that the Branches end in Nodes called the alveoli (“little cavities“). The end-nodes of the branching system are tiny Spheres.

Alveoli
The Alveoli use another basic structure of Nature: The Sphere

In the tiny Spheres the Exchange takes place of Carbon Dioxide and Oxygen between the Lungs and the Blood-Vessels. Each human lung contains about 600 million alveoli.

Water diffuses from the alveoli cells into the alveoli so that they are constantly moist.  Oxygen dissolves in this water before diffusing through the cells into the blood.

The Oxygen-rich blood returns to the Heart via the pulmonary veins to be pumped back into circulation. The Carbon Dioxide is pumped out by the Lungs.

In the many million Small Spherical End-Nodes Two Circulatory Systems, the Cardiovascular System (Heart) and Pulmonary System (Lungs), are Connected.

The Big Structures of Nature are able to Scale because the Connection-Points of the Networks are Very Small.

They are reusable on Every Scale that is Bigger than the Scale of the Connection Points.

We will see that all the other Fractal Systems in our Body are based on the Same Principle.

Villi
Villi

About the Tube of the Digestive System

The Tube contains the Digestive System. It breaks-down larger food molecules into smaller ones that can be absorbed into the blood stream. This happens in the Small Intestine in the vili and microvilli.

The villi (“shaggy hair“)  are tiny, finger-like projections that are approximately 0.5-1mm in length. The microvilli are mechanosensors and have a lot in common with the flagellum (“the roter“) of a bacterium. Microvilli appear in many places in the body. They are also of importance on the cell surface of white blood cells, as they aid in the migration of white blood cells.

The Tube of our Digestive System is highly similar to the Tube of the Sponge, the first fusion of the Bacteria in a  more efficient metabolic structure.

The Output part of the Tube is called the Large Intestine (Colon). Its function is to absorb water from the remaining indigestible food matter, and then to pass Useless Waste Material from the body. The large intestine houses over 700 species of bacteria that perform a variety of functions.

Liver
The Liver Fractal

About the Chemical Factory of the Liver Cell.

The Liver is  a Fractal Branching System that detoxifies harmful substances absorbed via the Small Intestines.  It’s basic structure is the Liver Cell.

The Chemical reactions in the liver cells produces a lot of waste heat. This is carried round the body in the blood and warms less active regions.

The Liver regulates the amount of Blood Sugar, Lipids, Amino Acids.  The Liver is the Storage House of  Blood, Iron, Vitamine A, D, B12  and Clycogen, the Source of Energy of the Body.

The Liver produces Bile that is stored in the Gall Bladder. Bile is used to dissolve fat.

White Blood Cell
The White Blood Cell

About the Spleen and the Immune System

Another Fractal Branching System, the Lymphatic System ( “The Immune System“, Spleen),  maintains the health of the body by protecting it from invasions by harmful pathogens, such as bacteria, viruses, fungi, and parasites. These pathogens are the cause of many diseases, so it is necessary to detect and eliminate them rapidly.

The Lymphatic System is connected to the Blood System and produces the White Blood Cells (Lymphocites).  The Lymphocites are the Basic Unit of the Human Defense System. They look like Bacteria.

A lymphocite fits with a pathogen
A lymphocite fits with a pathogen

The surface of a lymphocyte is covered with a large number of identical receptors. Recognition and destruction occurs when the receptors of the lymphocyte fit like a key into the surface of the pathogen.

The Immune System is a Highly Adaptive System. It is able to generate new types of Lymphocites out of a Library of DNA-components.

Nephron
Nephron

About the Kidneys and the Bladder

The Kidneys serve the body as a natural filter of the blood, and remove wastes which are diverted to the urinary bladder. The Nephron is the basic structural and functional unit of the kidney. In humans, a normal kidney contains 800,000 to 1.5 million nephrons. Nephrons are wave-like structures. Its chief function is to regulate the concentration of water and soluble substances like sodium salts by filtering the blood.

About the Electro Magnetic System

The last  Fractal Branching System, the Meridians, is a Fast Electro-Magnetic Channel that connects to Organs to the Spine and the CNS.

The Ancient Chinese Scientists believed that this System pumps its Energy, the Chi Force, out of the Earth Magnetic Field.

The Ancient Egyptian Scientists believed the same thing. They named  the Four Cavities the Four Suns of Horus and the Spine, the Djed Pillar (Dj means “Snake”).

The Five Organs of Acupuncture
The Five Systems of Acupuncture

About the number Five

The number Five (4 +1 ) plays an important role in Ancient Chinese Medicine.

The Central Fractal System, the One (1), the Fire System, the Blood System, with its Center the Heart,  contains Four (4) Links to the Other Systems.

The Four Systems are combinations of Two Forces, Expansion and Compression.

The Two Forces came out of One Force (“The Void“).

Two Systems contain the same combination (Expansion x Expansion (Wood, Gall Bladder, Liver, Three Heater), Compression x Compression (Metal, Lungs)).

Two Systems combine Expansion and Compression in a different order (Expansion x Compression, Compression x Expansion). They create a Wave (Water, Bladder, Kidney) or Spiral -like (Earth, Immune System) structures.

The Five Spheres of the Body are incorporated in one Super Protective Sphere, the Coelum, the Skin.

In the Human Embryo the First step of Division of the Cells is between the Coelum,the Multi-Cellar Body, and the Brain, the CNS. In the first step the One was divided into the Two, the Actor and the Monitor.

The CNS  “mirrors” the activities of  the Body and acts as a “predictive simulator”.

The Shape of the CNS is a mirror (Up-Side-Down) of the Shape of the Multic-Cellular Body.

The Bilateria are a Fuse of two Organisms in which one organism changed into the Body and the other changed into the Brain.

These two structures are always competing in the Human Being.

The Brain is Looking Up at the Sky. The Body is Looking Down at Mother Earth, it’s Creator.

The Brain and the Body are United in  the Heart, the Balancer of Body and Soul and the Keeper of the Rhythm (The Pericardium).

Sponge
Sponge, The Tube

About Bacteria

The Body Shape of the Tube was inherited from the first Multi-Cellular Organism, the Sponge. The Sponge is a  Static Cluster of Amoeba, free moving bacteria, that are propelled by their flagellum (a Roter).

Bacterium
The Basic Building Block of the Body, the Bacterium

Bacteria are small chemical factories that are able to share and combine their production processes by exchanging DNA.

With their flagellum the Bacteria Explore the environment to find the chemical food they need. When they have found food the Circulation of the Flagellum moves into the Opposite Direction.

The bacterium integrates incoming chemical signals during a few-second period of its travels, and adjusts its direction of advance accordingly.

The integration is achieved through temporary chemical modifications to molecules located in the bounding membrane, which transfer nutrients to the cytoplasm, and also through changes to certain other molecules in the interior of the cell. Such integration is essentially a short-term memory mechanism.

Bacteria exchange their DNA
Bacteria exchange their DNA

At a certain moment the Bacteria got together because the Sponge is a much more Efficient Metabolic Structure than a group of Free Moving Bacteria.

Strangely enough the DNA of the Sponge already contains the complete Bleuprint of the Humans.

Scientists now believe that most species on earth are a result of a loss of DNA from the original Bleuprint that was created when the Bacteria finally fused into one Organism.

About the Nano-Level

Recently scientists have found Electric Fields as strong as 15 million volts per meter in the Nano-Parts of the Cells. These fields are as strong as those produced in lightning bolts.

It’s not clear what causes these strong fields or what they might mean but they could account for a until now unknown (by Science) or well-known (by the Old Scientists, Chi) Source of  Bodily Energy.

The nano-parts of the Cell could be the very very very small universal building blocks of Nature.

What has Happened?

In the beginning the Chemical Soup generated Self-Reproducing Chemical Factories.

These Factories combined into bigger Factories by exchanging and combining their factory-designs.

Every time when the Factories fused they became more Efficient, Bigger, Stronger, Older and therefore more Competitive.

When the Factories became more competitive they had to Protect themselves against the other Factories.

To Protect themselves the Multi-Cellular Systems started to Sense in Many Directions.

In the first step a Nerve-Net was created.

In the second step one part of the Organism turned Upside-Down and became a Specialized Predictive System (the CNS).

This part fused with the Bodily Part creating one Organism that contained Two Organisms.

The Bilateria, the Organisms with Two Complementary Parts, Body and Mind, were born.

Some of the Bilateria called Humans fused in Social Structures and the Social Structures fused and fused and became more efficient, bigger, stronger, older and therefore more competitive.

In due time they will Rule the Earth and will start to create bigger and bigger systems until they will rule the complete Universe.

To make this possible the Humans need every other part of Nature to Sustain their Growth. This will certainly result in a huge Collapse of their own Eco-System.

The main reason this is happening is that the Humans forgot to Copy the Designs of Mother Nature.

The Brain (Thinking and Sensing, Left Brain), Looking Up at the Sky,  believed it could do a much Better Job than it’s counterpart the Multi-Cellular Body (Emotions and Imagination, Right Brain), Looking Down at the Earth, the Source of All Creation.

Kleiber’s Law shows that we are now using 122 times more Energy per Person than we really would need if we would Scale in the right way.

What can we learn from Kleiber’s Law?

All organisms including the humans depend for their maintenance and reproduction on the close integration of numerous subunits.

These components need to be serviced in a relatively `democratic’ and efficient fashionto supply energy, remove waste  and regulate activity.

Natural Selection solved this problem byevolving hierarchical fractal-like branching networks, whichdistribute Energy, Information and Materials between Big Reservoirs (“Lungs”) and Small Connection Points (“Alveoli”) of other Circulatory Systems (“Blood”).

This Fractal Bottum-Up approach is highly effective and efficient.

The not-fractal, Top-Down,  machinery designed by the Humans is Scaled with a factor 1 so we can improve a lot by copying Mother Nature.

LINKS

About Goethe and Morphology

About the Heart Chakra or Why the Heart connects the Brain and the Body

How to use the Heart to find Balance

About the Heart and Ethics

Why Humans look a lot like Bacteria

About Kleibers Law and the Rain Forest

About the Five Worldviews

A movie about Fractal Structures in Nature

About the Fusion of Water in the Cell

About the Number Five in Chinese Medicine

Why Humans are part of Super Organisms

How the Humans evolved out of the Bacteria

About the Left and the Right Brain

About the Void

How the Heart synchronizes the Body

About the Fast Transmisson Channel in the Body

About Kleiber’s Law

A general model to explain Kleiber’s Law

About Kleiber’s Law and the Growth of Cities

About the Immune System

About Bacteria

About the Law of Kleiber and Ant Colonies

The terrestrial evolution of metabolism and life

A movie about the origin of vertebrates

About the Productivity of Knowledge Workers

blue collar workerIn the 19th Century The Blue Collar Workers were replaced by Machines operated by White Collar Workers.

When the White Collar Workers were replaced by the Software of the Programmers a new Type of Work was created, called Knowledge Work.

It is very difficult to measure the Productivity of the Knowledge Worker.

In this Blog I will show you that the Problem of the Productivity of the Knowledge Worker can be solved when you Realize that the Business Cycle is a Self-Referring Object (A Fractal).

Work is a Process and is part of a Business Cycle. Work has a Result and it uses Resources.

When the Result of the Process is accomplished somebody has to Use the Results. The process of Use is called Consuming.

When a Requirement is Transformed into a Result and the Result is Sold (Sales) and Used somebody starts to Think, gets Ideas, about Adapting the Requirements and the Cycle of Work is Closed.

When the Requirements are Satisfied we call the process Effective. The process is Efficient when Waste is minimized.

In the Business Cycle the Four “Organs” of the Human, Control, Desire (Consume), the Emotions (E-value-ate) and the Imagination (Create) are Dominating a Phase. The task of the fifth Organ, Conscioussness, The Monitor, is to Balance the Four Organs to make sure that one Human Faculty is not dominating the Cycle. The Business Cycle is Self-Referring.

This means that we are able to apply the Business Cycle in every part of the Business Cycle. A Salesman makes the Requirements of a Sales Plan, Executes a Sales Plan and Improves his Sales Cycle when he gets new Ideas about the effect of his efforts.

What we see is the process of Specialization resulting in the Division of Labour.

Every time when a new specialization of the Business Cycle is created the Level of the Process changes and the Speed of the Movement of the Cycle, the Periodicity, changes. Every Time when a new Division of Labour occurs the Business Cycle Speeds Up.

The Division of Labour not only Accelerates the Business Cycle. The New Roles in the Cycle behave like an Independent Unit. They want to Dominate Cycles on other Levels and most of all they want to expand their Activities.

The Personal Assistant who was helping the Manager to Hire and Fire Personnel transforms into a Human Resource Management Department.

At some point in time the specialized Units disconnect from the Whole and start a Life of their Own. Designers start Design Bureaus. Teachers unite in a School. Scientists cluster in Universities.

All of them are still payed by the Primary Processes in Society (Agriculture (Food), Industry, ..) but the Secundary (or higher order) processes don’t want to hear that. They think they are the Most Important Processes in Society.

When the new Wholes are created they start to Divide again and again. The Result of the Split of the Work Cycles, the endless Division of Labour, is an Incomprehensible, not Effective, Inefficient Network of Competing Work Processes Clustered in many Institutions.

The Business Cycle is Breathing.

When the process of Splitting has gone too far, the process of Union and Integration starts.

Splitting, Expansion, occurs when the Economic Cycle is going Up.

Integration, starts when the Economic Cycle is going Down.

We are now again in an Integration Phase which means that many secundary and higher order processes will be destroyed until the Essence of Society is visible again.

What is a Knowledge Worker?

A Blue Collar Worker works in a Factory and is doing Manual Labour. The people who are part of the Staff Departments of the Factory (Sales, Planning, Design,) are called White Collar Workers. White Collar Workers are more Educated as the Blue Collar Workers. They Earn more money and are doing Intellectual Work. The Knowledge Worker Uses and produce Knowledge. Examples are: Programmers, Systems Analysts, Lawyers, Teachers and Scientists. Examples of processes are: planning, acquiring, searching, analyzing, organizing, storing, programming, distributing and marketing.

What is Productivity?

The Concept of Productivity implies that an organization works as a Physical System with variables and their inter-relationships amenable to precise definitions. The basic reliance is on the acceptance of a Stimulus-Response model of Causality that an Input causes an Output.

Productivity is the ratio of Outputs (Goods and Services) divided by one or more Inputs (Labor hours, FTEs, Capital, Expenses). Using money as a measure of value makes it possible to compare dissimilar inputs and outputs.

Productivity is only applicable in the Production Phase of the Business Cycle. In the other Phases other Measures are used like Customer Satisfaction in the Consuming Phase. Customer Satisfaction is a measure of the Effectiveness of a Production phase.

The Business Cycle is a Self-Referencial Object. Every Phase of the Business Cycle can be divided in the Phases of the Business Cycle. This means that the Productivity of the Knowledge Worker can be Measured when he is Producing Something (A Design, A Research Document, A Plan).

If the Knowledge Worker is not Producing anything there is nothing to Consume in the next Phase. In this case the Knowledge Worker is not Effective. If this happens the  Knowledge Worker has to Reflect, Use his Consciousness, to detect his Added Value to the Whole he is part of.

To Define the Productivity of a Blue of White Collar Worker, the Process has to be Standardized. To standardize a process you have to define the Flow of the Components (Bill of Materials) and of course the Product, the Result.

If the Process is Standardized it is very easy to get rid of the Waste in the Process (Process Improvement). When this happens the process becomes more Efficient (now called Sustainable).

Standardization results in a Decrease of the Workers, a Lowering of the Waste (Costs) and an Increase in Rules. The Process Rules are implemented in Machines and Software.

What are Knowledge Workers Really Doing?

The Designers and Implementers of the Rules, the Knowledge Workers, are the people who are Destroying the Work of the Blue and White Collar Workers in a Factory. They are also the Creators of New Factories (Business Development) and connect Old Factories (Value Chain Integration).

How to Measure the Productivity of Knowledge Workers.

Knowledge Workers are part of the Business Cycle. They Analyze Work Processes to minimize Waste, Evaluate the Results of the Consuming of the Result of a Work Process (the Product) , Imagine and Test new Ways to Satisfy the Needs of the Consumer, Design New Work Processes or Change Existent Work Processes.

The Business Cycle is Self-Referring. This means that you can organize the Work Processes of the Knowledge Workers just like the Work processes they Analyze.

If you measure the Productivity of the Work Process of the Blue and White Collar Workers in a certain way, it must be possible to measure the Productivity of the Knowledge Worker in the same way. Knowledge Workers also have to make plans and have to evaluate their own products to Learn and to Improve their Performance.

This approach has a great advantage. If you treat the Knowledge Workers just the way you treat the Blue and White Collar Workers they will understand that some day the Controller will Standardize Knowledge Management, Reduce the Waste, Focus the Process on a Clearly Defined Target, Eliminate the Knowledge Workers and Replace them by a Very Intelligent and Creative Software Program.

These Software-Programs are already there (Expert Systems, Artificial Intelligence, Pattern Recognition) and are constantly improving their behavior. One of the most interesting examples is Wolfram Alpha.

When the Fractal Pattern Recognizers are fully operational the Knowledge Workers will Realize that the White and Blue Collar Workers are also Humans. They will know that every Human has the ability and the need to Control his own Process of Life.

They will see that Every Human has Desires, Emotions and Imagination.

They will become Aware (Consciouss) of the Fact that every Human is Able to Improve his Own Work Processes.

fractal

About Just-in-Time (JIT-)E-Learning

The best way to define a tactic or a strategy is to look back to look forward. You have to understand history to understand the future.

When you realize that history is a cyclic process you are able to copy historic solutions and integrate them in the future infrastructure which is also a repetition of a historic infrastructure.

The current model of Education, the Factory, is outdated and will be replaced by the old model of the Guild now called a Community of Practice.

Let’s have a look at the History of Education.

Education was and is mostly achieved by imitation. Humans are extremely qualified to copy the behavior of others. Therefore the best way to learn a trade is to copy the behavior of a qualified craftsman by serving as an apprentice.

The development of writing and book printing made it possible to distribute practical knowledge (experience) to many people. Later the practical skills were abstracted into theoretical knowledge.

The education of theoretical knowledge (Philosophy, Law and Rhetoric) and the expansion of this knowledge was the task of the Universities. They educated a very small part of the population (the Elite).

Our current education system dates back to the Industrial Revolution. At that time agricultural workers were needed to perform, repetitive, factory jobs.

The schools were organized as a production-line that produced high quality (tested) products that were assembled according to the specifications (the Curriculum) of the Factory-owners.

The School Factory-Model is still operating but the Factory-owners don’t need the workers anymore. They are transformed into Robots. The Factories moved up in abstraction. To find a decent job workers also have to move up in abstraction. Every time when the Factory Schooling System has adopted its curriculum the outside world has moved up again.

When a School moves up in abstraction it moves to another level in the Schooling Hierarchy.

The schools of lower education are not able to move up because they have to serve the children who are unable to abstract. The distance between the lower and higher levels is growing with an increasing speed.

When we look at the Cycle of Education it is very clear that we have to reuse an old model in a new infrastructure to solve this problem.

This old model is apprenticeship.

What is the new infrastructure?

The new infrastructure is the Internet. So the new way to support apprentices is E-Learning. The Internet can be seen in many ways but the most interesting way is the Social Perspective.

The Internet is a collaboration system. The Masters (and the apprentices) were organized in (local) Guilds. The Guilds took care of many things. They organized insurance, shared their secret practices and took care for the old. At this moment Guilds are called Communities of Practice.

What kind of E-Learning?

Just-in-time E-Learning.

What is Just-in-Time E-Learning?

Just-in-Time E-Learning is Learning when you are facing a problem.

Learning starts when your Expectation Fails. When your Expectation Fails  you have to find a solution. When you are unable to find a solution you have already Searched for alternatives so you are open to hear the right answer (Problem Solving).

When you are open to hear the right answer you are Focused. When you are focused you are in the Right Mood to learn (Motivation).

When you finally have formulated the right question you know the right answer (Socratic Learning).

When you are an apprentice you ask Your Master to Help. When your master is unable to give the right answer the “computer” will provide you with the right answer (Help-Systems, Wiki).

How do you design a Just-in-Time E-Learning System?

You have to Interview the Masters to find out what their Expectation-Failures were. When you transform the failures in rules you have created an Expert-System or a Diagnostic System.

Let’s have a look at the Future of Automobiles.

Over the last 30 years, the amount of computer-based technology – compared with mechanical systems – making up the average car has increased from nothing to more than 45 per cent. And this rise is showing no signs of slowing down. To cope with this, the role of the mechanic has evolved from mechanical repair to one that is highly technological. As technology continues to evolve, they must learn continuously to keep up with new developments.

Using highly specialized diagnostic equipment, technicians are able to monitor and diagnose key areas of a vehicle to ensure they are working correctly, from engines to exhaust emission levels.

Many provide automatic updates to technical manuals and access to manufacturers’ service information, keeping technicians up-to-date on new developments. But it’s not just a simple process of plugging a car into a diagnostic unit. If the wrong data is applied, serious damage could be done to a very expensive vehicle.

It is necessary to study Computer-Technology to Maintain a Car?

I don’t think so.

It is necessary to study Automotive-Technology to Maintain a Car?

I don’t think so. When you know how to operate the diagnostic tools you are able to fix a car.

Now we have reached the most interesting part.

When we combine Just-in-Time Learning with the Tools that are available to Diagnose a car we have created a highly effective Learning Environment.

When a mechanic diagnosis a car-failure he can ask Question like How (Is Motor working?), Why (Is Motor producing Rotational Energy?), What (is Motor?) or What is Happening?.

Who is Developing Learning Environments in the Car Industry?

The developers of Educational Just-in-Time E-Learning Tools are not situated in the Factory School anymore. The Educational Tools are developed by the Manufacturers of the Cars! The Makers of the Tools you Use Are the Developers of the Educational Tools to work with the Tools. The only thing they have to is to make them Self-Explaining!

The Tools have to Understand Them Selves.

LABEL: When Everybody is “Out OF Work” GOTO END_LABEL

It is possible to Maintain Your Own Car?

In a few years time this will be possible when you buy a new car.

At that moment the mechanics are only useful to maintain the old cars.

But it is not very difficult to develop a (Semantic) Model of an Old Cars also.

How Long will this Take?

The tools are already there the big problem (as usual) is the Schooling System Itself.

Will the Educational Factory Adopt itself to the new Situation?

No.

It is very difficult to Change Yourself.

What the Educational System needs is an Huge Expectation Failure.

What could this Failure Be?

The Government will stop funding the System.

Will that Ever Happen?

What the Government needs is a Huge Expectation Failure.

Will that Ever Happen?

It will happen when The Citizens will stop funding the Government.

Will that Ever Happen?

It will happen when most of the Citizins will be out of Work.

Will that ever Happen?

It will happen when Your are able to Do Everything Your Self.

Will that ever Happen?

Goto LABEL.

END_LABEL: Read Blog

LINKS

A video about car repair using augmented reality

Why Loops are really usefull in Software Programs 

About Reflection

Why Personalities are Learning Styles

A Generic Learning Model

About Expectation Failures (the theory of Roger Schank).

How to Measure the Productivity of Knowledge Workers

About Learning Styles

About Learning Styles II

About Educational Simulators

About the Learning Factory

About Learning Styles or Why Inventors are Always Bothering an Organization

At ABN AMRO I was responsible for one of the biggest training projects ever started. The complete IT-Staff and their customers had to be trained in “the ABN AMRO-way-of-working” after the merger took place.
 
We were able to use the most advanced people and tools to accomplish this aim. It made it possible to meet “the best minds on earth” and to learn about their vision and experience. Later we used this knowledge in every part of the bank.

One of the major targets we wanted to accomplish was to minimize training. People with IT-Skills are very expensive and every day they spend at a training costs a lot of money.

Minimizing training was translated into “Training on the Job”.

To minimize training we started to investigate where and why people were trained and we found many “hidden costs”.

People (mis-)used other people to learn. One of them was an Expert and the others phoned or mailed the expert to ask questions. The expert loved to do this but by “helping others” he (or she) was unable to their “real job”.

We gave them “time to help” but we started to investigate why (and how) one person became an expert and why the others did not spend much time to “learn the trade themselves”.

Experts are people who Explore everything in their own way. They have an internal priority to find out for themselves “how-it-works”. Experts are Explorers.

The others needed to be programmed (or a better term Instructed) and the best way to do this was (of course) Programmed Instruction. The funny thing is that “programmed instruction” can be programmed in a program.

When you create software you are able to create a kind of “meta-layer” that helps (it is called Help) the user. Creating a user-friendly help-system is very difficult to do. You have to balance between compact (Do This) and Extended Information (Why?).

When you develop a software-system the best way to do is to design the “help-software” first and the “real software” later.

Another category of “users” are the Inventors. They are sending a new Idea or Enhancement every day. Inventors are a burden to the organization because they are “way ahead” of the others and the “others” are a majority.

Most of the Inventors are “technology-watchers” and want “new gadgets” build into the System. With Inventors you have to apply the 80/20-rule. Skip 20% of their specification and the essence appears.

If you read this blog I have showed something called “Learning Styles”. Some people have to be Programmed to learn others Invent or Explore.

Learning Styles are created by combining the “Internal Organs” of the Human Being.

These organs are the Imagination, the Emotions, the Sensory-Motor System and the Cognition (“Thinking”). The fifth organ, Consciousness, monitors the balance between the other organs. It acts as the Observer.

When you combine the Four Organs you are able to create six (or twelve) combinations. When you want to put your Ideas in Practice you are an Inventor and when you want Apply the Rules you want to be Programmed.

The six combinations can be combined in a pattern (a triangle, a square) and if you arrange the people with different learning styles in the right pattern they can Help the others to learn.
 
If you arrange this pattern in the “wrong way” your Organ-ization will stagnate and Innovation will stop.
 
Perhaps the best way is to “let it go the way is goes” (the flow) but this is something Managers, People who want to Instruct, don’t like at all.

About Learning Styles

E-Learning is one of the results of the E-Commerce Bubble. During the E-Commerce Bubble everything you can imagine would be changed into a booming business if it was combined with The Internet (a Website).

When you would use the Internet you could learn Everywhere at Every ]]><![CDATA[place at Any time. Every "old-fashioned" system that was supporting an Educational Institution was E-ed. It was provided with a "web-site"-interface. Behind this interface nothing changed.

The "old-fashioned" E-Learning packages were designed to automate a professional educational environment. The only thing that changed was that the books (or the PPT's) were put on a screen.

E-Learning is an example of a technological view on Education. Every new technology that emerges has-to-be used because they (the learners) use it and because they use it it will help them to be educated.

We HAVE TO use the mobile phone and wiki and forums and web-cams and 3-D and games and web 2.0 (or 3.0) and …. If we don’t do that we will be out of the competition..

The big question is are new technologies really helpful to improve the current learning environment?

My answer is that it matters and it does not matter. It matters because we have to stay in contact with “real life”” and it does not matter because an effective learning environment has nothing to do with technology in general.

We learn by practicing and every environment that is related to the practice we want to acquire works fine. So if you want to become an account-manager and to sell you need an mobile-phone you have to learn to use a mobile phone.

But when you want to learn how to fight terrorists you need to learn to use other tools also.

Is it possible to learn “how to design” on a computer?
Is it possible to learn to meditate on a computer?
Is it possible to learn “to be creative” on a computer
?

We don’t learn to play the piano on a mobile phone and we don’t learn to use a mobile phone on a piano but a computer (or better software) could be programmed to simulate a piano.

Is it possible to learn mathematics on a computer?

I ask you these questions because I hope you feel that they are related to different “fields” of learning.

You could learn “how to meditate” on a computer but practicing meditation is something else.

You could use the computer to create but painting and singing and making poetry needs something else.

They need an “internal tool” that has to develop itself. This internal tool could be called a talent and a talent is a “given thing”. We are (by definition) born with a talent. Goethe called the “internal” tools organs.

We are not only equipped with fysical organs but are also equipped with other non-fysical organs. They make it possible to see and to hear. Organs or talents are specialized structures or functions that are there when you are born. They have to be trained by invoking them.

They are invoked by giving them a challenge. Sometimes the challenges is a “cognitive” challenge (mathematics, patterns) but others need a “manual” challenge. They are “handy”.

When “handy” people are forced to do “cognitive” training they are not challenged and they fail.

The current System is not aimed at developing a talent. Some Systems are specialized in certain talents (Art, Top Sport) but some talents are not recognized. They are not recognized and even “killed” by the System.

I was born with a Mathematical Talent. Later I found out that this talent was inherited from my mothers family (Van Biezen). My talent was merely killed by the System.

It was killed because my talent is a specialization and a specialization implies also short-comings. One of my short-comings is my memory. I am able to remember (and recognize) patterns but I am not able to remember lists. I failed school because I was unable to learn the lists in foreign languages.

The strange thing is that I don’t have problems learning to speak a language. A language is not a list of words and learning a language is not about learning a list that maps words. If translating one language in the other was that easy the perfect translator would be on the market for a long time.

The fact that people are different creates a big problem when you want to create an educational factory. The factory is only able to do its job when the Input is “the same”.

If the input is divers you have to create a diversity of production-lines and you have to navigate the resources through these lines at the right moment.

When everybody is different the problem is unsolvable but when we are able to determinate a limited amount of differences current logistic approaches are capable of solving the problem.

The current logistic system in the Educational Factory is aimed at optimizing the activities of the Teacher (Class, Subject). He (or she) is the most important asset and the pupils have to follow the planning of the Logistic System.

If we would change the priority and put the learner in the centre and we would recognize that the development of a talent is the most beautifull thing a human being is able to do we have to change the logistics. Computers are beautifull tools to help to accomplish this.

The interesting point is that it is possible to determine a limited amount of “learning-styles” related to certain classes of talents. To my surprise nobody is using this knowledge. Just one learning style is used called Instruction (Telling “How-to-do-it”).

About “Just-in-Time”-Learning or Why we are still Waiting for Educational Simulators

Learning is an autonomous process. Human beings (and other organisms) respond to a change in their internal or external environment. We are not able to adapt to every change but small and gradual changes are implemented without noticing.

When you play the piano and pay attention to the notes your fingers are playing, your fingers will remember the notes they are playing. After some time you are able to find the notes by “letting your fingers go their way“.

Education is forced learning. We want somebody to acquire knowledge or a practice in the timeframe we have defined. Some people are able to do this with ease others fail.

In the old days children were educated in the context they lived in. Most of the time they copied the activities of their parents. The girls became a mother and the boys took over the practice of their father. Some of them failed and went their own way.

At this moment children are unable to learn in the context they live in. School is a completely artificial context where people are forced to learn what the “policy-makers” have defined.

Children learn without any force outside the school-environment and in certain situations this environment is an environment the “policy-makers” don’t like. Children learn to survive in a ghetto and are trained to become a thief or a seller of drugs.

What we see is a conflict between “real life” and “constructed or abstract life“. In about a hundred years we have created a highly abstract environment and this environment needs workers to sustain itself.

The abstract environment changes with an increasing speed. When somebody is trained to repair a car the car is changed into a highly computerized system and repairing is only possible when the computer tells the mechanic what to.

Adding numbers and multiplying numbers was educated at school. The calculating machine changed the game. The only thing you have to learn is to use the calculator.

The educational system is far behind the abstract world we are creating. It is forcing young people to learn things but they are unable to motivate why. The industry needs people to operate the machines but when they have trained their employees the world has changed.

The outside (abstract or imaginary world) is distancing itself from the internal world of human being and the real world they live in. The communication industry creates its own imaginary world that is shown in movies and games.

Why do young people have to spend so much time in a constructed environment that is totally disconnect from every part of the outside world it was aimed at?

The solution to this problem was invented a very long time ago and it is was called Life-Long-Learning. If we start to learn something we really need we learn without any problem.

Why is life-long-learning or “just-in-time”-learning not implemented?

Why are policy-makers writing big documents about this issue but are not implementing their vision?

The main reason is that they want to implement this concept in the “old fashioned educational system” using the old fashioned tools and the old fashioned employees.

The world has changed everywhere but the Educational System is still in the state of 50 years ago. This is really a very strange situation.

The first problem we have to solve is when “just-in-time“-learning has to start in life. Let us pick an age. Say 13 or 14. It is the time when many children start to have a job.

In the vision of “just-in-time-learning” this is the moment to give them the opportunity to make mistakes and ask questions that are “to-the-point”.

When children change (= learn) and are “adapted” we could change their environment and add complexity. In the end some of them could become even brilliant scientists. There are many examples in history of “self-made” scientists (Faraday).

I can imagine that you have a lot of arguments to show that this is a totally unpractical solution.

We could do something else. We could simulate “real-life’ and change the educational environment into a game.

Again I ask you why this has not been done until today. Well the first answer is that it has been done and there are already very effective educational games on the market. Some of them are even for free.

The second answer is that they are blocked by the educational publishers that make a lot of money by selling books and of course they are blocked by the teachers who don’t know what to do when children are learning without them.

Why the Education Factory is Producing Products Nobody Wants to Buy Anymore

I have been involved with the Education System in many roles. I have been responsible for the education of children and adults and I have advised many companies and institutions (including the Dutch Ministry of Education) about education.I want to write a few blogs about this issue. This is the first one.

The first issue I want to write about is the System itself. I think the System is at the end of his life-cycle. It is dying.

The current System was created just after the war to handle many children (now called the baby-boomers). It’s focus was efficiency.

To be efficient the System was organized according to the paradigms that where part of the “Spirit of the Time” at that time. The main paradigm was the Factory.

The main product of the Factory is of course a product and the product has to be tested (exams).

There are many product-lines and they deliver products of high (University) and low quality.

The product-lines produce workers who are prepared to work in the product-lines of the next step, the real product-lines in the factories.

They deliver the norms for the previous step. At this moment the factories are using robots and we don’t need human robots anymore.

The current educational factories don’t know what product they have to deliver.

One serious problem is the Input. The Input has become more conscious every year. When I was at school we were accustomed to being programmed. We listened to the teacher and tried to do our utmost best.

This attitude changed of course when we got older and created big problems in the state of puberty. The state op puberty (resistance to power) now starts at a very early age. Females are much earlier in this state than males.

The big problem now is motivate children to learn something. They are easily bored and need an exiting environment to become motivated.

This environment is provided by commercial companies. They attract and manipulate young people with ease and provide them with goals in life that are very unrealistic. They also provide them with tools (games) that are much more exiting (and educational??) than what they are getting at school.

The last point is that we live in a highly materialistic society. This society provides simple goals that are related to making a lot of money. Many parents support their children in these goals and “making a lot of money” determines the major choices made in school.

At the end of the assembly-line the product looks around and is very dissapointed. There is no work available  or the speed in which they are able to reach their materialistic goals is much to slow. The effect is a mid-life-crisis at thirty.

If you read this blog you see that the Educational System has to compete with the Mass Communication Industry and this Industry is very wealthy and global.

The Educational System is local and poor and is not using the Marketing tricks of the Mass Communication Industry. It is certainly not able to follow the speed of innovation in this industry. The current Schooling System is completely out of tricks.

To solve their problems we have to restructure the System but this is not possible for the simple reason that Old Systems are resistant to change. The only thing we can do is to wait for is a total collapse.

What can we do to change the Factory Scholing System?

We have to Speed Up the process of dying.

How?

By creating exciting educational games!

LINKS

How to create Educational Games