Knowledge Management

Knowledge maps, knowledge architecture, taxonomies, and more from KAPS Group On the rebound? Peter Martin, writes in CLO: The Market Is Coming Back to Knowledge Management In hindsight, knowledge management was a recklessly defined initiative. [See below.] Companies were going to be able to ?empower the intellectual capital of their enterprise? with ad hoc software purchases. Over time the initiative lost its cachet, very much like the ?portal??a key element of knowledge management. As the meaning and value of the portal has risen from the ashes, so has knowledge management. The comeback for knowledge management can be traced to the economy, consolidation of vendors, technological advancement and enterprise software vendor buy-in. To Verna Allee, it's all a matter of making connections. I think she's got it. KM=BS? An abstract of T.D. Wilson's The Nonsense of Knowledge Management Life On The Internet: Could Blogging Assist KM? from Amy Wohl Knowledge Blogs Are Tough Denham Gray's amazing KM Wiki What's knowledge? Knowledge management is a high-fallutin' buzz phrase for creating and sharing know-how. A hot item circa 1998, overuse has watered down KM's popularity as a category. To vendors, KM became "whatever I want to sell you," be it document-tracking or warehousing good ideas or building web pages or reinforcing innovation or focusing on intellectual capital. Knowledge is like the sound of the tree that falls in the forest when no one is there: it doesn't exist unless people interact with it. Nurturing innovation and rewarding the sharing of ideas fertilizes seedling ideas. Setting up processes to highlight what's worthy and weed out useless undergrowth help grow heathly trees. While it may carry a different name in the future, knowledge management anchors one end of the eLearning continuum and is vital to improving organizational performance. "Knowledge is information that changes something or somebody -- either by becoming grounds for actions, or by making an individual (or an institution) capable of different or more effective action." -- Peter F. Drucker in The New Realities (The same might be said of learning.) Knowledge Management is a case of the blind men and the elephant. KM refers to one or more of these activities: creating and populating a repository of in-house knowledge measuring the dollar-value of chunks of knowledge facilitating the transfer of knowledge creating a knowledge sharing environment building a corporate culture focused on innovation and knowledge creation At a minimum, do these things: Databases: Corporate yellow pages Best practices system that captures lessons learned Competitive intelligence Infrastructure: Groupware Empowered Chief Knowledge Officer Culture: Top-down belief Spirit of sharing and collaboration Experimentation encouraged Five Basic Principles of the Mind Minds are limited. Minds hate confusion. Minds are insecure. Minds don't change. Minds lose focus. Jack Trout In 25 years, knowledge will double every three months.What will that do for learning requirements? Doug Engelbart "Knowledge Management is the broad process of locating, organizing, transferring, and using the information and expertise within an organization. The overall knowledge management process is supported by four key enablers: leadership, culture, technology, and measurement." American Productivity and Quality Center A wealth of knowledge exists and can be generated among people with a passion for learning and a willingness to explore connections across traditional boundaries. Meg Wheatley Tom Stewart's Intellectual Capital, fun to read and source of the ideas to the left. Information and knowledge are the thermonuclear competitive weapons of our time. Knowledge is more valuable and more powerful than natural resources, big factories, or fat bankrolls.? Thomas A. Stewart, Intellectual Capital   Jack Welch of GE: We soon discovered how essential it is for a multibusiness company to become an open, learning organization. The ultimate competitive advantage lies in an organization?s ability to learn and to rapidly transform that learning into action. And, in GE?s boundaryless learning culture, the operative assumption is that someone, somewhere, has a better idea; and the operative compulsion is to find out who has that better idea, learn it, and put it into action fast.   "If HP knew what HP knows, we'd be three times more profitable." Lew Platt   Come together Tom Barron, drawing on the ideas of GartnerGroup's Clark Aldrich and others, presents an astute view of the impending merger of e-Learning and Knowledge Management in A Smarter Frankenstein, lead article in the August 2000 issue of Learning Circuits. Take an eLearning course. Chunk it into discrete learning bites. Surround it with technology that assesses a learner's needs and delivers the appropriate learning nuggets. Add collaborative tools that allow learners to share information. What do you get? Something that looks a whole lot like knowledge management. Just In Time Embedded Help Performance Support EPSS Wizards Knowledge Management Traditional KM Combined eLearning/KM Just in Case Classroom Replication Self-paced courseware Virtual classes Simulations Skills-building sims Games   Connvergent (Discrete-path) Divergent (Infinite-path) The training function is accustomed to limiting its scope -- offering a curriculum that provides grounds for assessment. KM is open-ended, encouraging participants to share whatever works without an intermediary to translate things into lessons. Oil and water? The accelerating pace of business is already obsoleting the authoring function -- there's not enough time for lengthy development cycles; intitutive authoring systems are replacing middleman authors by taking content directly from the expert's mouth. An obstacle I've personally never overcome to my satisfaction is countering the hoarding of knowledge by those who believe knowledge is power, or are perhaps too self-motivated to contribute to the good of their organizations. What to Blogs have to do with it? Weblogs (AKA Blogs) are important. If you're not familiar with Blogs, read Rebecca Blood's excellent Weblogs: A History and Perspective. 1. Blogs are a free authoring tool that enables anyone with a net connection to publish content on the web. The doors are open. 2. You cannot keep up with the raw flow of information being posted to the web without a lot of help. The Blogs of people you trust point the way to the good stuff. For example, I read Camworld because it has proven worthy of my time; I've grown to trust Cameron Barrett -- I know where he's coming from. 3. In time, organizations will encourage in-house Blogging.   Tacit & Explicit Knowledge Nonaka's Knowledge Creation Spiral In an economy where the only certainty is uncertainty, the one sure source of lasting competitive advantage is knowledge. When markets shift, technologies proliferate, competitors multiply, and products become obsolete almost overnight, successful companies are those that consistently create new knowledge, disseminate it widely throughout the organization, and quickly embody it in new technologies and products. These activities define the knowledge-creating company, whose sole business is continuous innovation. (source: Ikujiro Nonaka, The Knowledge-Creating Company, Harvard Business Review, November-December 1991) Explicit Knowledge Tacit Knowledge You can write it down. Easy to share. It?s tough to explain. Tough to share. Left brain, pragmatic ? learned. Think classroom. Right brain, idealistic ? internalized. Think watercooler. Theory of organization = Machine for processing information Living organism with a purpose Knowledge = Formal, systematic, quantifiable Know-how and ingrained mental models and perspectives. Subjective, hunches, intuitive, highly personal. Metrics = Quantifiable: increased efficiency, lower costs, improved ROI Qualitative: increased effectiveness, embodies company vision, expresses management aspirations and strategic goals, builds organizational knowledge network. Impact = Increases immediate capabilities Profoundly shapes how we perceive the world around us. Communicated = Via words, textbooks, CBT Via figurative language and symbolism, metaphor, analogy, modeling. Other sources The Economics of Knowledge, Eric E. Vogt. "Knowledge is a perspective shared by a community which allows for some effective action. ...the economics of knowledge dictate that we think in terms of creating collection systems that allow for the instantaneous sharing of these new perspectives. Collection systems allow us to listen to the needs and concerns of customers. Collection systems allow us to tap into the global flow of creative ideas and fuel the imagination of our knowledge community." Journal of the Hyperlinked Organization (JOHO). David Weinberger has the most level-headed approach to knowledge management you'll find anywhere. He's also a laugh riot. JOHO is one of my favorite reads on the Web. Weinberger? He's a commentator on NPR, and co-author of The Cluetrain Manifesto. "Jay of InternetTime.com, has put a link to JOHO on his site, www.meta-time.com. We hereby declare www.meta-time.com to be the new Finest Site on the Web." Knowledge Management News, Brad Hoyt. Sporadic ever since Brad joined a start-up but worth the wait. Pointers, reflections, jobs, events. University of Denver: Organizational Learning and Knowledge Management Karl Erik Sveiby's impressive "library" of on-line resources ASTD on KM -- an overview of what's going on in the field E&Y Center for Business Innovation -- a great resource Scient sells KM as something that strengthens them and their customers The Knowledge Management Paradox: How to Manage Your Most Strategic Asset, CPT BRINT -- exhaustive and exhausting links and essays. More is more? Thinking Business -- the document tracking end of KM

Leverage the Value-Hierarchy of Knowledge Different skills produce different levels of impact. Difficult to replace, low value added Staff jobs, skilled factory workers, experienced secretaries ?Know the ropes but don?t pull the strings.? Don?t directly impact customers. INFORMATE à Difficult to replace, high value added Irreplaceable role in the organization; nearly irreplaceable as individuals Create the products and services that draw the customers in CAPITALIZE Easy to replace, low value added. Unskilled, semi-skilled labor. Success not dependent on these individuals. AUTOMATE ¯ Easy to replace, high value added Designers Work is valuable but not this particular individual. DIFFERENTIATE or OUTSOURCE ¯ Often, the value added is the information subtracted. A hired hand is not a hired mind. Routine, low-skill work, even if it?s done manually, does not generate or emply human capital for the organization.  Unleashing the human capital already resident in the organization requires minimizing mindless tasks, meaningless paperwork, unproductive infights. The Taylorized workplace squandered human assets in such activities. ?Informate? = change the work to add more value to customers. Outsourcing frees resources to continue developing high-return expertise. Capitalize means providing opportunities for learning. People need to feel they?re ?in the game,? and not ?being kicked around by it.? How to Capitalize on High-Value Knowledge Structural capital company property builds on corporate yellow pages, knowledge maps, speedy transfer. Do enough and no more; many overinvest. HP and others find that demand-driven approach is more effective than pushing information into people?s emailboxes. Avoid overinvesting by making it okay not to know everything ? leverage the expertise of specialists. When a manager brings in a problem, the experts teach her how to apply the lessons of a module to solve it. Customer capital, the relationships of the company with its customers, is measured by market share, customer retention and defection, and profit per customer. This is the most valuable capital of all it's where the money is but ironically, it's also the least well managed. Tom Stewart has a wonderful line, The customer today can call the tune because he knows the score. The goal is to maintain an increasingly intimate relationship. Empowered customers deal directly with companies' databases. Ten Principles for Managing Intellectual Capital Companies don't own human and customer capital. Companies share the ownership of human assets with employees. They share ownership of customer capital with suppliers and customers. An adversarial relationship with employees destroys wealth. To create human capital it can use, a company needs to foster teamwork, communities of practice, and other social forms of learning. To manage and develop human capital, companies must unsentimentally recognize that some employees, however intelligent or talented they are, aren?t assets. Invest in proprietary and strategic knowledge workers; minimize all other costs. Structural capital is most easy to control because companies own it, but customers are where the money comes from. Structural capital serves two purposes: to amass stockpiles of knowledge that support the work customers value, and to speed the flow of that information inside the company. Just-in-time knowledge is more efficient that knowledge stored in the warehouse.  Substitute information and knowledge for expensive physical and financial assets. Knowledge work is custom work. Mass production does not yield high profits. Analyze your value chain to see what information is most crucial. The knowledge work is generally downstream, close to the customers. Focus on the flow of information, not the flow of materials. Information once supported the real business; now it is the real business. Human, structural and customer capital work together. Source: Thomas Stewart, Intellectual Capital

Knowledge Management: Four Practical Steps jay @ 25-Apr-00   Ideas @ Work > by Diane McFerrin Peters (Harvard Management Update, Vol. 5 #3, March 2000) Most companies underestimate the importance of intangible assets such as knowledge, creativity, ideas, and relationships. All these account for more value in our economy than the tangibles. Yet it's difficult for companies to get their arms around intangibles, so they rarely protect them as carefully as they do bricks and hardware. What would you do if your smartest people suddenly left? How can you ensure that what one department or division learns is widely shared throughout the company? 1) Create a setting for sharing knowledge. Access to knowledge breeds more knowledge, and the best KM techniques ensure that everyone's involved. Try an open meeting policy. 2) Eliminate communication ?filters. Politics, turf, and implementation responsibilities can squelch ideas in traditional communication channels. Going outside the channels?for example, by allowing people to skip levels?leads to more ideas on how to do things better. 3) Prioritize the tasks. Most companies' to-do lists contain twice as much as they could ever accomplish. A prioritization process can align brainpower and effort behind what's truly strategic. Senior leaders get together to rank all vital activities first to last, no ties allowed. The process lets people challenge assumptions about the value of long-running projects, share knowledge about what is being accomplished, and break down the departmental barriers that bottle up ideas and creativity. 4) Keep time budgets. Few individuals and fewer organizations get a true read on where their time and effort really go. Picasso had a collection of masterpieces in his home. They were hung slightly crooked, and visitors couldn't resist the temptation to straighten them. But Picasso felt that when a painting was straight, the observer focused on the frame around it. When the frame was crooked, the beauty of the image jumped out. It's the same with knowledge. Instead of trying to put boundaries around it, we should be letting it jump out of its frame.

Making It Work (Implementing)

Change Management

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Consumer Marketing

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Why this community? Organizations implement eLearning to improve the performance of their people. The successful ones gain organizational backing through change management and ground-level support through internal marketing.

We set up this site to build upon the concepts in our book, describe new findings and insights, and give our readers the opportunity to share best practices. Welcome!

Template for Developing an eLearning Implementation Action Plan

Twenty pages of forms, checklists, and text.

Fill in the form to complete your comprehensive plan.

FREE Download

Conference Presentations

Lance & Jay's PowerPoint slides from the ASTD Conference in San Diego, May 2003

Watch the video of Jay and Lance's keynote presentation at TechLearn 2002

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Free Consultation with the Author

We want to help you succeed.
Call Lance Dublin at 1.415.759.1258 or email him at ld@pacbell.net to schedule an appointment. The first 15 minutes are on us.

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Implementing eLearning, the Director's Cut

Find out what didn't get into the book. Typos, far-out ideas, and topsy-turvy presentation. This is unedited. From the heart. Unexpurgated.

• Introduction
• Marketing Design
• Brand
• Positioning

• Segmentation
• Promotion
• Fundamentals

Tips & Best Practices Examples

Communications plan for NCR University from George Brennan

eLearning Brochure for Pharmacia from Donald Oguin. Also Cafeteria table tents & Poster ( pdf )

Decades of Marketing in 5 Minutes from Internet Time Group Customer Experience Meets Online Marketing at Brand Central Station from Boxes & Arrows The Marketing FAQs Survey Says? Identify Your Objectives from HBS Working Knowledge "Make no little plans. They have no magic to stir men's blood." Daniel H. Burnham Change Management 101 by Fred Nichols

Please contribute to our community. If you're really proud of your team's accomplishments, send your stories and artifacts to us: jaycross@internettime.com or ldublin@pacbell.net

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Critical Success Factors: eLearning Solutions , Cappuccino, Deloitte

Cisco's e-learning development vision - It's a process with up's and down's.

Best practices: people

Online Instructor Competencies from Learning Peaks, Patti Shank. A good online instructor wears many hats.
What's an eTrainer? & New Role: eLearning Guide , Internet Time Group 2/2000
Smile, Everyone! It's Time for Your Computer Training, Fast Company, 5/2000. Empower the learners and let them have fun!

Worst practices: people

The Training Weenie Syndrome : Five Foolish Things Trainers Do To Demote Training © INSIGHT ED Patti Shank Trainer, don't shoot yourself in the foot.

The Lie of Online Learning, Training magazine, March 2000. "Let?s move learning out of the workday and into the employees? own "uncompensated" time. No one wants to tell you that the anytime of online learning is supposed to be after work and that the anyplace is at home."

Learning in the Real World . Skeptics' views on why we should be cautious about putting computers into children's schools. "In the real world we can teach, explore and learn the patterns of connection which link different people, plants, animals and places. If education software even attempts to deal with these crucial concepts, the limits of the media may make the presentation inflexible, superficial, and inadequate." Much of this reasoning applies to computer-mediated training of adults as well.

ERP Training Stinks , CIO (6/00). "The average ERP implementation takes 23 months, has a total cost of ownership of $15 million and rewards (so to speak) the business with an average negative net present value of $1.5 million. And the news gets worse."

    "But the consensus that's emerging is that the training that matters isn't techy, "this field shows this; this button does that" training. In fact, what we normally call training is increasingly being shown to be relatively worthless. What's called for, it seems, is an ability to figure out the underlying flow of information through the business itself. The traditional view of training may blind the unwary to its significance and to the tightly woven links that exist between training, change management and staff adequacy."

"The first problem is that word: training . It conjures up images of dogs jumping through hoops. This is not helpful."

Motivation

Is it Time to Exchange Skinner's Teaching Machine for Dewey's Toolbox? (Yes.)

A New Role: eLearning Guide

Learntivity's Attention Links Zounds - Compelling Experiences

Motivation in Instructional Design. ERIC Digest

Emotional Intelligence

Emotional Intelligence Services
Emotional Intelligence Consortium

Bringing EQ to the Workplace (research paper)

What Daniel Goleman calls emotional intelligence is the source of ROI, human happiness, responsible behavior -- well, what more could you want? It's taken a backseat to such mundane issues as IT training because its payoff is not immediate, engineers don't get it, and it's a tough nut to crack. This is a major opportunity.

Technical

Network Architectures For E-Learning Applications tells how Cisco wires things together in support of content on demand, broadcast, and virtual classrooms. Microsoft Research on Telepresence

Adoption and barriers to eLearning & Approaches to Implementation , both from David Simmonds at Forum Corporate

Change Management and eLearning by Tom Werner

Sales Knowledge Management by Carl Binder

Benchmarks for Success in Internet-Based Distance Education

A study of distance learning benchmarks at six colleges prepared by The Institute for Higher Education Policy for the NEA and Blackboard. April 2000.

While the methodology is a bit dodgy (literature review followed by ratings from administrators, faculty, and students), the study is provocative.

The benchmarks considered essential for quality Internet-based distance education are:

• Institutional Support -- a technology plan that addresses security, backup, system integrity; technical reliability; and central support for infrastructure
• Course development -- periodic updates, require students to engage in analysis, synthesis, and evaluation
• Teaching/Learning -- interaction between student and faculty (voicemail and/or email suffice), constructive and timely feedback, students learn research methods
• Course structure -- triage up front to cull out unsuitable candidates, supplemental course nfo that outlines objectives, concepts, ideas, learning outcomes, library resources (virtual is okay), common expectations for tme to complete assignments and receive feedback
• Student support -- hands-on training in system use, help line, rapid turn on answers
• Faculty support --- technical assistance in course development, instructor training, written resources to deal with issues arising from student use of electronic data
• Evaluation and assessmen t - use several standards, learning outcomes are reiewed regularly to ensure clarity, utility, and appropriateness.

Quality on the Line

Coach Roles

goal articulation
acting as a role model
challenging questions
achieving results
personal growth
gaining and keeping balance
giving expert advice
dealing with adversity
making tough decisions
social skill development
improving skills
inner peace and reflection
lifestyle decisions
finanical or economic well being

Strategies for Learning at a Distance

Morgan (1991) suggests that distant students who are not confident about their learning tend to concentrate on memorizing facts and details in order to complete assignments and write exams. As a result, they end up with a poor understanding of course material. He views memorization of facts and details as a ?surface approach? to learning and summarizes it as follows:

• Surface approach:
  • Focus on the "signs" (e.g., the text or instruction itself).
    
  • Focus on discrete elements.
    
  • Memorize information and procedures for tests.
    
  • Unreflectively associate concepts and facts.
    
  • Fail to distinguish principles from evidence, new information from old.
    
  • Treat assignments as something imposed by the instructor.
    
  • External emphasis focusing on the demands of assignments and exams leading to a knowledge that is cut-off from everyday reality.
    

Distant students need to become more selective and focused in their learning in order to master new information. The focus of their learning needs to shift them from a ?surface approach? to a ?deep approach?. Morgan (1991) summarizes this approach as follows:

• Deep Approach:
  • Focus on what is "signified" (e.g., the instructor?s arguments).
    
  • Relate and distinguish new ideas and previous knowledge.
    
  • Relate concepts to everyday experience.
    
  • Relate and distinguish evidence and argument.
    
  • Organize and structure content.
    
  • Internal emphasis focusing on how instructional material relates to everyday reality.

  
  

Improving Distant Learning

The shift from surface to deep learning is not automatic. Brundage, Keane, and Mackneson (1993) suggest that adult students and their instructors must face and overcome a number of challenges before learning takes place including: becoming and staying responsible for themselves; "owning" their strengths, desires, skills, and needs; maintaining and increasing self-esteem; relating to others; clarifying what is learned; redefining what legitimate knowledge is; and dealing with content. These challenges are considered in relation to distance education:

• "Becoming and staying responsible for themselves" . High motivation is required to complete distant courses because the day-to-day contact with teachers and other students is typically lacking. Instructors can help motivate distant students by providing consistent and timely feedback, encouraging discussion among students, being well prepared for class, and by encouraging and reinforcing effective student study habits.
  
• "Owning one's strengths, desires, skills, needs" . Students need to recognize their strengths and limitations. They also need to understand their learning goals and objectives. The instructor can help distant students to explore their strengths/limitations and their learning goals/objectives by assuming a facilitative role in the learning process. Providing opportunities for students to share their personal learning goals and objectives for a course helps to make learning more meaningful and increases motivation.
  
• "Maintaining and increasing self-esteem" . Distant students may be afraid of their ability to do well in a course. They are balancing many responsibilities including employment and raising children. Often their involvement in distance education is unknown to those they work with and ignored by family members. Student performance is enhanced if learners set aside time for their instructional activities and if they receive family support in their academic endeavors. The instructor can maintain student self-esteem by providing timely feedback. It is critical for teachers to respond to students? questions, assignments, and concerns in a personalized and pleasant manner, using appropriate technology such as fax, phone, or computer. Informative comments that elaborate on the individual student?s performance and suggest areas for improvement are especially helpful.
  
• "Relating to others" . Students often learn most effectively when they have the opportunity to interact with other students. Interaction among students typically leads to group problem solving. When students are unable to meet together, appropriate interactive technology such as E-mail should be provided to encourage small group and individual communication. Assignments in which students work together and then report back or present to the class as a whole, encourage student-to-student interaction. Ensure clear directions and realistic goals for group assignments (Burge, 1993).
  
• "Clarifying what is learned" . Distant students need to reflect on what they are learning. They need to examine the existing knowledge frameworks in their heads and how these are being added to or changed by incoming information. Examinations, papers, and class presentations provide opportunities for student and teacher to evaluate learning. However, less formal methods of evaluation will also help the students and teacher to understand learning. For example, periodically during the course the instructor can ask students to write a brief reflection on what they have learned and then provide an opportunity for them to share their insights with other class members.
  
• "Redefining what legitimate knowledge is" . Brundage, Keane, and Mackneson (1993) suggest that adult learners may find it difficult to accept that their own experience and reflections are legitimate knowledge. If the instructor takes a facilitative rather than authoritative role, students will see?their own experience as valuable and important to their further learning. Burge (1993) suggests having learners use first-person language to help them claim ownership of personal values, experiences, and insights.
  
• "Dealing with content" . Student learning is enhanced when content is related to examples. Instructors tend to teach using examples that were used when they received their training. For distance learning to be effective, however, instructors must discover examples that are relevant to their distant students. Encourage students to find or develop examples that are relevant to them or their community.

Learning for purposes of IT Certification must combine the motivational and social reinforcement academia is working on with the PI/simulation approach of traditional IT training.

Enabling Learning in a Digital Age, 1998

This is about kids but applies to adult learning equally well.

The model that education has used for centuries considers the student a vessel to be filled at regular intervals with knowledge. The alternative I hope you´ll strive for is seeing the student as co-discoverer of knowledge and the teacher responsible for seeing that the discovery takes place. This model may mean we don't need to be confined to a classroom if discovery can take place in different spaces, even cyberspace. The impact of today's information revolution on schools goes vastly beyond replacing the old blackboard with a shiny whiteboard. Technology is revolutionizing the very nature and dynamics of the conventional classroom experience; this new learning environment, by design, emphasizes students, autonomy and independence.Classroom learning will become student-driven, interactive, experiential and collaborative - all goals long-cherished by many educators but never before attainable. Students will no longer passively receive information but will manage and synthesize it and even contribute it.They become not only takers, but givers – creators -- of information. This level of interaction will herald new types of student communities of practice.The world need more problem-solvers. It needs more explorers.

It needs more rough edges.

Enable learning, don´t teach. a good teacher doesn´t teach at all. They enable students to teach themselves. And it´s not just symantics. Enabling learning is entirely different from teaching.

While a significant part of learning certainly comes from teaching, much comes from exploration, from reinventing the wheel and finding out for oneself. Until the computer, the technology for teaching was limited to audiovisual devices and distance learning by television, which did little more than amplify the activity of teachers and the passivity of children.

The computer changed this balance radically. Suddenly, learning by doing has the potential to become the rule rather than the exception. Since computer simulation of just about anything is now possible, one need not learn about a frog by dissecting it. Instead, children can be asked to design frogs, to build an animal with frog-like behavior, to modify that behavior, to simulate the muscles, to play with the frog.

The opportunity is an unrealized potential.

The Future File

Learning Standards