Revisiting the Ecosystem
FEBRUARY 28, 2017
Similarly, we use social elements like coaching, mentoring, and informal learning to develop ourselves and our organizations over time.
The change is here
MARCH 1, 2017
For a number of years now (at least six ), I’ve been beating the drum about the need for organizations to be prepared to address change.
Reconciling Formal and Informal
MAY 24, 2012
Recently, there’s been a lot of talk about informal learning, which ends up sounding like formal learning, and this can be confusing.
Organizational Learning Engineering
JUNE 28, 2016
It’s time for organizational learning to move into the information age, and start performing like professionals. Let’s go! strateg
Because quality matters
OCTOBER 6, 2016
Yet, too much of what’s done is under-informed, if not outright misled. I was reflecting on some of the actions my colleagues and I take. These are, in particular, colleagues that have been contributing to the field for a long time, ones who know what they’re talking about and that I therefore respect. Why care? Are you with me?
Tackling the tough stuff
FEBRUARY 16, 2017
We learn through designed action and guided reflection, not information dump and knowledge test. Certainly for innovation and creative work.
How to learn and learn-to-learn
SEPTEMBER 27, 2016
I think experimenting with different media, and working out how to manage the flow of information is critical. I was really upset.)
Learning Through the Wild
AUGUST 10, 2016
So last week I was in the wilderness for some more time, this time with family. And there were several learnings as an outcome that are worth sharing.
DECEMBER 17, 2015
An important element is the flow of information within the model; ensuring that there are no barriers to making effective choices.
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. And we can.
MARCH 3, 2016
Still, mindmaps capture structural information in a visual way, that supports tapping into our powerful visual processing system.
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. Inspired by a post from my colleague Harold Jarche, this is how I see it, in actionable terms. (And strategy social
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. So, first of all, my focus was on formative evaluation.
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.
A richer suite of support
MAY 25, 2016
The underlying point is that as individuals gather expertise the value of formal learning drops, and the value of informal learning increases.
APRIL 14, 2015
Just like I can look up the specs on the resolution of my computer screen, use that information, but have to look it up again next time. Last week on the #chat2lrn twitter chat, the topic was microlearning. You could follow the steps and get the job done and yet need to access it again if you ever needed it. To explain, let me digress.
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
I recently came across an article ostensibly about branching scenarios, but somehow the discussion largely missed the point. It stops there.
Augmenting AR for Learning
SEPTEMBER 13, 2016
We’re hearing more and more about AR (Augmented Reality), and one of it’s core elements is layering information on top of the world. But in a conversation the other night, it occurred to me that we could push that information to be even more proactive in facilitating learning. And this comes from the use of models.
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.
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.
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.
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?
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.
Supporting our Brains
OCTOBER 13, 2015
However, technology can remember arbitrary and abstract information completely. On the flip side, we have some flaws too. So what do you think?
Vale Jay Cross
NOVEMBER 7, 2015
It amazed me how he could remember all that information and point out things as we walked. He was influential. He will be missed.
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
Rethinking Design: Pedagogy
AUGUST 20, 2014
In typical approaches, you’d be presenting conceptual information (e.g. ‘click to see more ‘) and maybe asking quiz questions.
AUGUST 25, 2015
It means we should be looking to augment how we think, with tools and processes like performance support, helping us find information with powerful search. Particularly rote information. The trend to an event comprised of information dump and knowledge test we know doesn’t work. We can, and need to, do better. itashare.
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.
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. So that’s my list, what’s yours?
FEBRUARY 17, 2016
One of the interesting things was a model he had that pitted your depth of information against your ability to implement. Reliably. strategy
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.
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.
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?
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. It shifts from formal coaching to informal mentoring, personal exploration, and feedback from colleagues and fellow practitioners. Learning is action and 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. A recent post by my colleague in the Internet Time Alliance, Jane Hart , has created quite the stir. In it, she talks about two worlds: an old world and a new world of workplace learning.
Buy this…for your boss
OCTOBER 14, 2015
So many bad practices – info-dump and knowledge-test classes, no alternative to courses, lack of measuring impact – mean that L&D is out of touch with the information age. So I’ve been pushing an L&D Revolution , and for good reasons. I feel so strongly that I wrote a book about it. strategy
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. I 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