We are Passionate About Building Better Communities Through Education and Networking

Our History

The idea for this School began in 1978 when three things happened:  

1. I got my Masters Degree from the Annenberg School of Communication at USC
2. I started at General Telephone
3. I bought an Apple II+

Over the next 40+ years, I built a core competency in Communication and Information Technology, Telecommunications Law, Adult Education, and Web Design.

This School is part of the @lantis® Learning Network and uses the Atlantis LMS (Atlantis Learning Management System – ALMS) protocols.

ALMS is a collection of small Learning Communities that interact through a “RESTFUL” API.

ALMS applies 21st Century Communication, processing, and database tools to education and decision making.

The faculty, staff, and advisory committees are actively involved in program assessment and evaluation to ensure programs of study continue to keep pace with the rapidly changing and evolving technology.  Currently, we are adding “Blockchains” to ALMS.  This allows the Learner to create a lifelong learning plan.  We also use Live Video Classes, Webinars, and Conference Calls to support Synchronous On-Line Learning which enables personalized Learning Plans.

Mission And Purpose

Our School provides training required for emerging, in-demand occupations that satisfy both Learners and community needs and leads to well-paying positions.

Societal technology requires increasingly greater skills, knowledge, and proficiencies for success in a vocation or profession. We strive to make the learning process an individualized, change‑oriented, market‑centered process that enables each learner, regardless of background, to maximize their potential.

The Motto

Our Learning Community fosters interdependence between quality education and business enterprise with its motto of: Deliver the Learning at the Best Time for Each Learner.

The above mission and purposes are implemented through the achievement of the following specific objectives:

• To maximize educational opportunity through an assessment process that evaluates each Learner individually and provides the necessary academic guidance and support to enable the achievement of realistic career and educational goals;
• To maintain a dynamic organizational model that is responsive to all its constituencies, including the communities served, and is capable of rapidly adapting to market change while adhering to the highest ethical standards;
• To offer educational programs that are based on sound business and educational principles that lead to personal, employment, and/or workplace advancement;
• To provide essential general education components that develop each Learners abilities and stimulate the growth of the individual;

Institution Vision Statement

We are an educational organization striving to deliver learning that helps each learner realize their individual potential,  make a positive difference in his/her life, and help the Community thrive.

About Me

First, I have a very technical background in communication. I built my first 3 Transistor Computer in 1967 when transistors were a new thing. I built a Ham Radio system when I was 14. I bought one of the first Apple Computers in 1978 and taught myself to program “Machine Language.” 

Second, I have a BA and MA in communications. I consume Communication research and classes whenever available, so I’m “somewhat” up-to-speed with what is currently happening in Communication Studies. 

Third, I have taught communication at the undergrad and graduate levels for 30+ years. I learned many things as a teacher, like setting “Learning Objectives.” I will bring those training skills to bare in this eGuide.

Forth, I had a 36+ year career in the Communications Industry. I started at General Telephone and Electronics (GTE) in 1978. I ended up at Verizon in 2014. During that time, I acquired many technical engineering skills, which are essential communication skills. Additionally, I was very involved in the “Information” side of the industry, which is used often in this eGuide. 

Fifth, I was a Chaplin’s Assistant in the Army during Viet Nam. I studied in the Seminary for a couple of years. I consider myself very spiritual and believe there is harmony in the universe. Communication is how we link into this harmony. Communication is critical to connecting with others in fundamental ways. By sharing these primary connections, we can create a more accurate understanding of reality.

And last, I have been married for 38+ years and have two kids who communicate well enough to succeed in their careers. 

My unique personal education and experiences lead me to believe I have something to say to you that can help you improve your life.My Unique Approach – Dynamic Interactivity

Now that you know my unique background, I hope you’re asking, “So, what’s so unique about your approach?” “What’s different about this eGuide than any other book or eGuide?”

The answer is: My approach is unique from both a “Process” and a “Content” standpoint.

My Unique Process 

My unique process is to provide DYNAMIC MULTIMEDIA INTERACTIVE LESSONS Controlled by the LEARNER.

In the old days, the teacher, author, or content creator totally “controlled” the learning. 

They structured the syllabus and lecture in a specific order. It was up to the “learner” to follow along. 

While there may have been an opportunity to ask questions and suggest topics for learning in a class or jump around inside a book, the teacher set the order of instruction. 

And since many classes were structured to “teach to the test,” the instruction couldn’t change. The class content had to stay the same as long as the test stayed the same.

If they could afford it, learners could have a “private” tutor that could structure the lessons to the specific needs of the learner. But, in most cases, learning was static, intended for mass consumption, and teacher lead.

My unique process puts the “learner” in control, not the teacher.

Problem and Solution to the Old Models 

The Problem with the “Old Models” is Accreditation.

The Solution with the “New Models” is Technology

Accreditation Freezes Learning

For the most part, the problem with traditional education is that it’s “accreditation” driven. 

Most schools need to get their classes “accredited.” 

Submitting a syllabus to a third party for approval is costly and time-consuming. 

As a result, schools use the same syllabus as often and as long as possible to maximize their return.

As a result, classes are static. 

Let me give you an example. I once taught a “Telecommunications Law” class in the early 2000s. At the time, a controversial “current event” was “Net Neutrality.” Even though it would have enhanced the learning for the students to have a current event to apply the things we were learning, I couldn’t bring this “current event” into the class because I had to teach to the accredited syllabus.

Technology Improves Learning

The invention of “language” improved learning.

The invention of “writing” improved learning. 

The invention of the “Printing Press” improved learning. 

The invention of “electrical technologies” improved learning.

There is a strong correlation between the invention of new communication and information technologies and learning improvements.

The figure below correlates the innovations in communication and information technologies with changes in the “dominant thinking” of the time. 

Storytelling was the first learning technology. 

The problem with Storytelling is that every storyteller would tell the story a bit differently. In some cases, that was a good thing. But, in some cases, it could be a bad thing.

“Writing” was the first colossal learning improvement. 

With writing, learning could be transmitted over both distance and time and be the same every time it was used as a learning tool.

The Printing Press was the next significant learning improvement. 

The Printing Press solved 3 big problems with writing: quantity, cost, and accuracy.

The Printing Press solved three big problems with writing: quantity, cost, and accuracy.

The quantity of learning content was increased by “orders of magnitude” with the printing press. 

And, as the quantity went up, the cost per book went down, which resulted in “orders-of-magnitude” more learning available.

Finally, making exact copies of the author’s words increased the accuracy of the information available.accuracy of the information available.

The Internet is the next huge learning improvement.

The Internet moves information around at the speed of light, dramatically improving our ability to store and retrieve learning. 

I understand why teaching was the way it was. That is all the technology of the day allowed. 

In the past, when “change” was a lot slower and communities more homogenous, it was seen as a “best practice” that lessons don’t change and that everyone learns the same things.

Today, because the world is very complex, the skills needed to thrive in the 21st Century are incredibly diverse. 

Fortunately, we have communication and information technologies to make learning much more focused for the individual learner. As a result, we can make learning much more effective.  

The @lantis Learning Network uses the 21st Century technologies available and applies them to teaching and learning.  

I go into more detail about how technological innovations caused improvements in learning in my eGuide 5 Information Ages. 

My Unique Content

My unique content is the inclusion of “Noise,” “Feedback,” and “Fractals” in our Model of Communication.

The “Standard Model of Communication” talks about a sender encoding a “message” and sending it to a receiver that deconstructs the “message.” This model has been around since Aristotle. 

Shannon added “Noise” to this model in the mid-20th Century. That was a great addition. 

I go further. 

First, I included NOISE to every communication element and activity, then I added FEEDBACK, and then I added FRACTALS into the model.  

Noise creates barriers to effective communication. Fractals provide a predictive model of iterative stability. And Feedback is the new starting point for the iterative Fractal Model.

Fractal Communication Formula

f(e)x+1 =eC((t+i)-n)x + Starting Point

f = Feedback, Fractal, Function
e = Efficiency as measured by the distance to the Endpoint (or Goal)
C = Communication = ((t+i)-n) – ((Technical Value of the Communication + Information Value of the Communication) – Noise)
x=Iteration

In words, this would be:

“Fractals” describe the chances of reaching our goals

Reaching our Goals are dependent on our Communication Efficiency. 

Our Communication Efficiency is based on our ability to maximize our technical and informational aspects of communication and minimize the noise in our communication.

In a perfect world, every communication act would be an “iteration.” And, in a perfect world, each iteration would move us closer to the end goal.

In a perfect world, after every iteration, the question would be: Have we moved closer or further from the goal?

“Efficiency” of the communication is measured by movement toward or away from the goal or “Intention” of the communication.

The efficiency could be “positive or “negative.” In a positive efficiency, the iteration takes us closer to the goal. In a negative efficiency, the iteration takes us further from the goal.

Communication is based on the interaction between technical communication -bandwidth -, Informational communication – shared code -, and Noise.

This fractal formula for Communication uses the formulas developed by Claude Shannon in his work  “The Mathematical Theory of Communication.”