Tag: online

What Year Did Your Association Reach the Internet?

After comparing the net assets of several key associations, it raised my curiosity as to when they all hit the internet. Such a thing is not dispositive of the meritoriousness of any given argument or the validity of an organization, but since this is a blog, I have the luxury of doing some things “for fun.”

Using GoDaddy’s WHOIS lookup, I got to see the date that each domain was created.

May 1996, National Court Reporters Association. Perhaps unsurprisingly, the National Court Reporters Association was the first to hit the web. In my view, its power position in the field should be afforded much more weight than it is by journalists that cover our field. In fact, one of my only criticisms of NCRA is that it has a culture of organizational inertia and is obsessed with the status quo despite the evidence that there’s a whole corporate cabal threatening the livelihoods of its membership.

WHOIS Lookup for National Court Reporters Association.

June 1997, American Association of Electronic Reporters and Transcribers. In my view, one of the most stunning indictments against STTI’s credibility and digital court reporting as a whole is that it had to rebrand itself to make any progress. Steve Townsend was one of the people that got AAERT rolling. Any coincidence he’s president of STTI today? And what’s STTI’s purpose? Convincing the public stenographers are no longer necessary and/or cannot meet demand of the legal field.

WHOIS Lookup for American Association of Electronic Reporters and Transcribers.

January 1998, National Verbatim Reporters Association. The last of the well-known organizations to hit the internet in the 90s. I have not much to say about NVRA. It’s worth noting that realtime voice writing is still better than digital court reporting based on available data, so there’s big room for growth.

WHOIS Lookup for the National Verbatim Reporters Association.

In 2019, the Global Alliance of Speech-to-Text captioning came online. I mostly leave this organization alone, though I did try to share my thoughts on the Testifying While Black study with someone from it once as to why stenographers are probably the best bet.

WHOIS Lookup for the Global Alliance of Speech-to-Text Captioning.

In 2019, the Speech-to-Text Institute hit the web. This is the organization I’ve said has acted fraudulently in its information dispersal regarding the stenographer shortage in America.

WHOIS Lookup for the Speech-to-Text Institute.

With this little bit of internet history preserved, I’ll be drafting my next big post™️.

StenoKey, Stenographic Education Innovation?

On June 19, I had the privilege of getting to talk with Katiana Walton from StenoKey. I’ve mentioned her program from time to time right alongside things like NCRA’s A to Z, Project Steno, and Open Steno as major positives for this field, but I never had a good grasp of what StenoKey was about. The discussion we had changed all that, and now I get to give readers a synopsis of all the good StenoKey is looking to do for our field and our students.

StenoKey is looking to have a science-based approach to learning. There are many reasons students struggle in stenographic programs, and the way they learn might just be one of them. As it was explained to me, Ms. Walton could’ve opened a traditional school in Florida right now, but because she’s looking to innovate, she must prove to the State of Florida that her method works in order to have a school. That’s where this pilot program comes in.

Centered on Magnum theory, StenoKey utilizes Realtime Coach to grade students instantly. Instead of a traditional model where students learn theory and then move into speed, StenoKey seeks to introduce speed right from the beginning. Students are expected to reach introductory levels of speed in each chapter, as high as 60 to 120 words per minute, before moving on to the next chapter. Briefs relevant to each chapter are also incorporated so that students have an early understanding of the concept of briefing.

Through practice logs, Ms. Walton is able to gauge each student’s level of engagement. This way, students that practice often but have difficulty progressing can receive relevant advice on what to practice to. Students that are not practicing can see in writing that they’re not practicing enough to make meaningful progress. In addition, students have designated times to call in, ask questions about things they’ve encountered during a lesson or take, and receive guidance or support. In the words of Ms. Walton, it “helps build community.”

Similar to our brick-and-mortar institutions, StenoKey seeks to get students to stop looking at the stenotype keys. As early as week two, students are encouraged to stop looking down. The program, by design, acknowledges that five-minute takes may be harder for people who are just starting out. Each chapter has a syllabic 120 WPM test. At chapters 11 to 20, that test is a 2 minute, 140 WPM test. By chapter 41, students are expected to be taking five-minute takes at up to 180 WPM.

The overall goal is not just to reach a working speed of 225, but to have students working towards RMR-like speeds of up to 240 to 260 WPM. Numbers, long the bane of learning reporters, are baked into the program from chapter 12 onward. As it is not yet a school, the program does not offer “academics,” but it does offer one grammar rule every chapter to keep students’ transcription sharp. In addition, it gets into the finer points of realtime writing by explaining conflicts. Magnum theory is conflict free, but the lessons go further by teaching learners about “inconsequential conflicts,” or conflicts that can be spotted and corrected easily during editing on a regular deposition or job.

Asked about superstars in the program, one learner was said to have made it through chapter 12 in six hours. Ms. Walton’s nieces, 12 and 14, also attend the program, and have completed 9 chapters. Part of the success of the program seems attributable to in-depth error analysis. Students are encouraged to identify and analyze their mistakes, either in how they practice or how they write, and fix it. Students are also encouraged to read each other’s notes because sometimes students have an easier time pointing out and learning from others’ mistakes than their own. Asked about the biggest challenge of running such a program, Ms. Walton admitted that not every individual commits to the program. Some just don’t put forward as much effort as they expressed they would during their introduction interview.

StenoKey is looking at helping people with all different learning styles. For visual learners, each chapter has two videos,  a professional video and a “Katiana Teaches” video. The videos work together to give students an in-depth understanding of each chapter. Student feedback from each chapter also goes into tweaking the program to be more successful. Not just for students, StenoKey also has had two working reporters join the program in order to improve their realtime writing. In that sense, StenoKey can also be viewed as a Realtime Development Program. “Magnum Steno is not hard to understand. It’s very systematic” says Walton. She explained that writers do not have to change their whole theory to adopt some Magnum and shorten their writing. “Look for what is holding you back in your writing. There are realtime reporters in every theory out there, and with the right mindset, you can be better.”

One might look at such an idea and wonder if there’s a way to get involved. To that end, Ms. Walton says she’s looking into the possibility of bringing on assistants for administering StenoKey and getting more people engaged with it. She may also be seeking a programmer to develop readback tools or materials.

At that point, Katiana had to go and counsel her program’s attendees. Before we hung up, I was able to get that the pilot program is currently $200 a month and always online. Currently, she’s looking at the possibility of having a longer, more valuable subscription model, and weighing options out. Overall, I think that the idea of fully integrating speed and theory is a valuable one. If students are able to hit working speeds faster than in the past, our shortage becomes a bad memory for the next three decades and beyond. I would urge associations and schools to keep an eye on developments here. If the results start coming in that this is a better method, it may be worth putting some money down on the expansion or adoption of this type of educational innovation. From a distance, I’ve read a little about Walton’s Lady Steno Speed Clinic. I’ve seen the testimonials. I know her heart’s in the right place when it comes to this field. I hope we’ll see similar success and glowing reviews for StenoKey!