Because quality matters
OCTOBER 6, 2016
Yet, too much of what’s done is under-informed, if not outright misled. We need to do better. I was reflecting on some of the actions my colleagues and I take. And I joined with some others to promote quality elearning. And it led me to wonder why. Why care? Why take risks and potentially upset people? So what do I mean?
How to learn and learn-to-learn
SEPTEMBER 27, 2016
think experimenting with different media, and working out how to manage the flow of information is critical. Stay curious, my friends.
Reconciling Formal and Informal
MAY 24, 2012
Now, let’s move on to informal learning, as this is where, to me, we have a conflict. They’re answers, not courses. design social
Organizational Learning Engineering
JUNE 28, 2016
We see practices that don’t make sense, and we’re not aligned with what we now know about how we think, work, and learn. Let’s go!
What’s Your Learning Tool Stack?
JUNE 14, 2016
So this is how you represent your own understandings, and manipulate information, for your own purposes. Yeah, my life is exciting ;).
JULY 19, 2016
They are fans of Make It Stick (mentioned in my Deeper eLearning reading list ), so it was easy to help them recognize that good activities require learners retrieve the information in context , so each formative evaluation should be a situation requiring a decision. Substantially. Then we moved on to more hands-on work. design
Collaborative Modelling in AR (and VR)
SEPTEMBER 21, 2016
while viewing, not offline), we can find some powerful learning opportunities, both formal and informal. And for informal learning, having team or community members working to collaboratively annotate their environment or represent their understanding could solve problems and advance a community’s practices.
MARCH 3, 2016
Still, mindmaps capture structural information in a visual way, that supports tapping into our powerful visual processing system.
DECEMBER 17, 2015
Decisions, then, are about how to facilitate the most optimal flow of information without compromising organizational integrity.
A richer suite of support
MAY 25, 2016
While it’s easy to talk about how we need to support the transition from novice to expert, it might help to be a little more detailed. Can you?
The Grail of Effective and Engaging Learning Experiences
FEBRUARY 10, 2015
model-based guidance: the best guide for practice is a conceptual basis (not rote information). Too much elearning resides there. design
Working and learning out loud
DECEMBER 22, 2015
I’ve been thinking about some of the talk around the Future of Work, and in addition to the free flow of information I recently posted about from the Coherent Organization, I think working out loud is another component. The point is to make your work visible. Pragmatically, this yields some concrete and actionable elements.
Content isn’t a silo
MARCH 2, 2016
Truly, if you want to be part of the strategic picture going forward, you have to work with information tools. Our silos are breaking down.
Ambiguity Denial Syndrome?
JUNE 23, 2016
Instead we see one-shot development of information dumps and knowledge tests, which aren’t going to help organizations. So, are you ready?
Scenarios and Conceptual Clarity
DECEMBER 10, 2015
These are all approximations to full games, with various tradeoffs. And we can deliver this in a number of ways. design games
MARCH 30, 2016
Social learning is: not about (just) formal: as suggested above, social extends from formal out to informal to being an essential part of how business gets done. Good social learning is: communicating by pointing to relevant new information. So I thought I’d take another shot at it. Then, let’s clarify what it’s not.
APRIL 14, 2015
Last week on the #chat2lrn twitter chat, the topic was microlearning. Another interpretation was little bits of components of learning (examples, practice) delivered over time. That is learning, but it’s not microlearning. Again, a good thing, but not (to me) microlearning. This is what Will Thalheimer calls subscription learning.
Aligning with us
MARCH 22, 2016
And, of course, there still persists this model that information dump and knowledge test will lead to new capabilities.
Designing Learning Like Professionals
AUGUST 12, 2015
For instance, there’re sound cognitive reasons why information dump and knowledge test won’t lead to learning. Information that’s not applied doesn’t stick, and application that’s not sufficient doesn’t stick. To truly design learning, we need to understand learning science. The list goes on.
Rethinking Design: Curriculum
AUGUST 21, 2014
We’re more likely to remember information we’ve had to process rather than information we’ve just been presented with.
Why Work Out Loud? (for #wolweek)
JUNE 18, 2015
They can provide pointers to useful information, they can provide tips about what worked, and didn’t, for them, and they’re better prepared for what will be forthcoming. Why should one work out loud (aka Show Your Work )? Certainly, there are risks involved. You could be wrong. You could have to share a mistake. Those risks?
Supporting our Brains
OCTOBER 13, 2015
However, technology can remember arbitrary and abstract information completely. So making capture capabilities available is a powerful support.
Vale Jay Cross
NOVEMBER 7, 2015
His book Informal Learning had a major impact on the field. It’s too soon, so it’s hard to write this. He was influential.
Social Media Policy?
JULY 1, 2015
While your systems may vary, your results should be sources for you to find information, present yourself in your various communities, and to share your thoughts. So what’s your social media policy? It’s not something you should do lightly, or haphazardly, it seems to me. Let’s do this by platform. right). And do. social
Heading in the right direction
MAY 26, 2016
What I see in schools, classrooms, and corporations are information presentation and knowledge testing. Most of our educational approaches – K12, Higher Ed, and organizational – are fundamentally wrong. Which isn’t bad in and of itself, except that it won’t lead to new abilities to do ! And this bothers me.
AUGUST 25, 2015
Particularly rote information. The trend to an event comprised of information dump and knowledge test we know doesn’t work. I’m realizing that a major theme of my work and the revolution is that what we do in organizations, and what we do as L&D practitioners, is not aligned with how we think, work, and learn.
Rethinking Design: Pedagogy
AUGUST 20, 2014
decision tree), or a checklist, or something that requires them to use the information. Am I making sense here? design
Learning in Context
MAY 4, 2016
We can have a rich model of learning around a system, so a detailed competency map, and then with a rich profile of the learner we can know what they know and don’t, and then when they’re at a point where there’s a gap between their knowledge and the desired, we can trigger some additional information. How could we know?
FEBRUARY 17, 2016
So I’d put someone high on the theory/information side as an academic or researcher, whether they’re in an institution or not.
Out of touch
SEPTEMBER 6, 2016
Other people, and other information. However, at the site, they don’t use the same information tools you do. So you might not be as effective, or effective at all , in terms of getting the answers you need. Similarly, what if their social tools are different? You’re quite literally, out of touch. Email is best.
2015 top 10 tools for learning
JULY 7, 2015
Not making the top 10 but useful tools include Google Maps for directions, Yelp for eating, Good Reader as a way to read and annotate PDFs, and Safari, where I’ve bookmarked a number of sites I read every day like news (ABC and Google News), information on technology, and more. meta-learning technology
JANUARY 19, 2016
Too often, some well-intentioned but under-aware designers wants to put some arbitrary information in their heads. I was on a case. I’m a performance detective, and that’s what I do. Someone wasn’t performing they way they were supposed to, and it was my job to figure out why. My client thought he knew. They always do.
Better Learning in the Real World
SEPTEMBER 24, 2014
And we can do it with a smart team that aren’t learning scientists but are informed, in a longer but still reasonable schedule.
Learning and frameworks
NOVEMBER 13, 2015
That’s why, by the way, that information dump and knowledge test isn’t a learning solution. People need to actively apply the information. Let’s start with what we know about how we learn. Learning is action and reflection. Instruction (education, training) is designed action and guided reflection.
Reconciling two worlds
NOVEMBER 17, 2015
Traditional learning professionals have an opportunity to contribute to an information age approach, with an awareness of the bigger picture. I do like that Will, at the end, argues that we need to be less divisive and I agree. A recent post by my colleague in the Internet Time Alliance, Jane Hart , has created quite the stir.
Buy this…for your boss
OCTOBER 14, 2015
And while it’s both selling reasonably well (as far as I can tell, the information from my publisher is impenetrable ;) and leading to speaking opportunities, I fear it’s not getting to the right people. What I’ve argued is that we need to align with how we really think, work, and learn, and bring that to the organization.
Organizational Knowledge Mastery?
FEBRUARY 2, 2016
It’s about flows of information, which can’t happen if you’re in a Miranda Organization. But I must be missing something, because unless I’m mistaken, big data can’t give you the type of insights you really need. Ok, I get it. And I’m all for this. How can such a process detect the disruptive influences?
JANUARY 5, 2016
The reflection was that even in the future role, librarians are more than just the conduits to the information (or people or equipment ), but also demonstrating how they served that role. I recently mentioned that one of my reflections on the past year was that learning to learn, aka meta-learning, is emerging. Are you ready?
Click to learn less
JULY 15, 2014
The point being that information is available but not directly. People aren’t good at remembering large bits of information. think it comes from the fact that Subject Matter Experts (SMEs) don’t have access to most of what they actually do, but they do have access to all they know, so they tend to put out information. design
Accreditation and Compliance Craziness
SEPTEMBER 8, 2015
Instead, if you’ve been subjected to an hour of information, that somehow is going to change your behavior. A continued bane of my existence is the ongoing requirements that are put in place for a variety of things. Two in particular are related and worth noting: accreditation and compliance. To start with accreditation. As if.