Clark Quinn

Concept Maps and Learning

Clark Quinn

Once again, someone notified me of something they wanted me to look at. In this case, a suite of concept maps, with a claim that this could be the future of education.

Module 228

Iterating and evaluating

Clark Quinn

I’ve argued before about the need for evaluation in our work. This occurs summatively, where we’re looking beyond smile sheets to actually determine the impact of our efforts. However, it also should work formatively, where we’re seeing if we’re getting closer.

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Coping with Change: A Book Review of Flux by April Rinne

Clark Quinn

How do we cope with change? There’s a myth that we resist change, but Peter de Jaeger busted that in a talk I heard where he pointed out that we make changes all the time. We get married, take a different job, have kids, all of which are changes.

Review 180

More Marketing Malarkey

Clark Quinn

As has become all too common, someone decided to point me to some posts for their organization. Apparently, interest was sparked by a previous post of mine where I’d complained about microlearning.

Module 217

Making it Meaningful

Clark Quinn

I volunteer for our local Community Emergency Response Team ( CERT ; and have learned lots of worthwhile things). On a call, our local organizer mentioned that she was leading a section of the train-the-trainers upcoming event, and was dreading trying to make it interesting.

2021 Top 10 Tools for Learning

Clark Quinn

As always, I like to participate in my Internet Time Alliance colleague Jane Hart’s Top 10 Tools for Learning survey. However, in reviewing last year’s list , things haven’t changed much. Still, it’s worth getting out there.

Tools 232

A new common tragedy?

Clark Quinn

Recently, my kids (heh, in their 20s) let me know that they don’t use Yelp. That actually surprised and puzzled me. Not specifically because of Yelp, but instead because there’s a societal benefit that’s possibly being undermined or abandoned.

Review 216

Caveat Malarkey

Clark Quinn

After continuing to take down marketing blather, it’s time for a plea. Caveat Malarkey! And, as always, the prose. If you’ve been paying attention, you will have seen that a number of my blog posts take down a variety of articles that are rife with malarkey.

Representation Matters

Clark Quinn

There is a deep sense of where and how representation matters. Then there are less critical, but still important ways in which presentation counts. It includes talking about stereotypes, and calling out inappropriate labeling. Concepts matter, clarity matters, transparency matters.

A message to CxOs 2: about org learning myths

Clark Quinn

When I wrote my last post on a message to CxOs about L&D myths, I got some pushback. Which, for the record, is a good thing; one of us will learn something. As a counter to my claim that L&D often was it’s own worst enemy, there was a counter.

Andragogy vs Pedagogy

Clark Quinn

Asked about why I used the word pedagogy instead of andragogy, I think it’s worth elaborating (since I already had in my reply ;) and sharing. In short, I think it’s a false dichotomy. So here’s my analysis of andragogy vs pedagogy. Looking at Knowles’ andragogy, I think it’s misconstrued.

Jay Cross Memorial Award 2021: Sahana Chattopadhyay

Clark Quinn

Jay Cross was a deep thinker and a man of many talents, never resting on his past accomplishments. Following his death in November 2015, the partners of the Internet Time Alliance — Jane Hart, Charles Jennings, Harold Jarche, and myself — resolved to continue Jay’s work.

Performance Support and Bad Design

Clark Quinn

Here’s a story about where performance support would’ve made a task much easier. And, as always, the text. The other day, I had a classic need for performance support. Of course, it didn’t exist. So here’s a cognitive story about when and where a job aid would help.

Design 231

Misaligned expectations

Clark Quinn

As part of the Learning Development Conference that’s going on for the next five weeks (not too late to join in!), there have already been events. Given that the focus is on evidence-based approaches, a group set up a separate discussion room for learning science.

A message to CxOs about L&D myths

Clark Quinn

If you’re a CEO, COO, CFO, and the like, are you holding L&D to account? Because what I see coming out of L&D doesn’t stand up to scrutiny. As I’ve cited in books and presentations, there’s evidence that L&D isn’t up to scratch. And I think you should know a few things that may be of interest to you. So here’re some L&D myths you might want to watch out for. If it looks like school, it must be learning.

The case for model answers (and a rubric)

Clark Quinn

As I’ve been developing online workshops, I’ve been thinking more about the type of assessment I want. Previously, I made the case for gated submissions. Now I find another type of interaction I’d like to have. So here’s the case for model answers (and a rubric).

If not the myths person, then…?

Clark Quinn

There’s a potential belief that I’m the ‘ myths ‘ guy, and I’ve both principled and practical reasons to try to counter that. Here’s my thinking. And, as always, the text. I’ve a dilemma.

Exploring Exploration

Clark Quinn

Learning, I suggest, is action and reflection. And instruction should be designed action and guided reflection.) What that action typically ends up being is some sort of exploration (aka experimentation). Thus, in my mind, exploration is a critical concept for learning.

Deep learning and expertise

Clark Quinn

A colleague asked “is anyone talking about how deep learning requires time, attention, and focus?” He was concerned with “the trend that tells us everything must be short.” He asked if I’d written anything, and I realize I really haven’t.

Overworked IDs

Clark Quinn

I was asked a somewhat challenging question the other day, and it led me to reflect. As usual, I’m sharing that with you. The question was “How can IDs keep up with everything, feel competent and confident in our work?” It’s not a trivial question! So I’ll share my response to overworked IDs.

Skills, competencies, and moving forward

Clark Quinn

I was asked, recently, about skills versus competencies. The context was an individual who saw orgs having competency frameworks, but only focusing on skill development. The question was where the focus should be. And I admit I had to look up the difference first!

Skills 248

Tips to Avoid Millennials Marketing Hype

Clark Quinn

I received, in my email, a solicitation for a webinar titled 5 Tips to Engage Gen Z and Millennial eLearners in 2020 and Beyond. And, as you might imagine, it tweaked my sensibilities for the worse. My initial reaction is to provide, as a palliative, tips to avoid millennials marketing hype.

Tips 249

Book hiccups

Clark Quinn

As much as writing books is something I do (and I’m immodestly proud of the outcomes), they don’t always come out the way I expect. And that turns out to be true for almost every one! So here, for the record and hopefully as both mea culpas and lessons learned, are my book hiccups.

A bad question

Clark Quinn

On Twitter today was a question from an organization that, frankly, puzzled me. Further, I think it’s important to understand why this was a bad question. So here let me unpack several illustrative problems. First, the question asks “What kind of learning do you prefer?”

My ‘Man on the Moon’ Project

Clark Quinn

There have been a variety of proposals for the next ‘man on the moon’ project since JFK first inspired us. This includes going to Mars, infrastructure revitalization, and more. And I’m sympathetic to them. I’d like us to commit to manufacturing and installing solar panels over all parking lots, both to stimulate jobs and the economy, and transform our energy infrastructure, for instance.

AI and Meaningful Practice

Clark Quinn

Again, a video of an idea I want to talk about. This time about AI and Meaningful Practice (just around 2 minutes). I welcome your thoughts. By the way, I’m experimenting with video as a blog mechanism.

Video 213

The case for learning science

Clark Quinn

In a perfect world, we’d spend all the time we want on learning. However, we don’t live in that world, we live in the real world. Which means our decisions are about tradeoffs. Which means we have to evaluate the case for paying attention to research.

Cost 230

Performance Ecosystem Maturity Model

Clark Quinn

Someone on LinkedIn asked about a way to evaluate orgs on their learning infrastructure. And I had developed a Performance Ecosystem Maturity Model as part of Revolutionize Learning & Development, but…I hadn’t presented it. At least not in full. Here I rectify that ;). (A

New recommended readings

Clark Quinn

Of late, I’ve been reading quite a lot, and I’m finding some very interesting books. Not all have immediate take homes, but I want to introduce a few to you with some notes. Not all will be relevant, but all are interesting and even important. I’ll also update my list of recommended readings.

Make it Meaningful: Process

Clark Quinn

In this fourth, and final, post about making it meaningful , I talk about process. You need to systematically acquire the necessary additional information to make learning experiences work. And, of course, to then use them. All explored more in the workshop. And, as always, the text.

Reflowable text thinking

Clark Quinn

Ok, I know I just talked about this, but something happened to sharpen my understanding.

Thinking Transformation

Clark Quinn

This pandemic has led to everyone scrambling to work digitally. And it’s not really a transformation (which shouldn’t be ‘digital first’), but rather just ‘move what we do online’. And that’s understandable. Over time, however, I think we want to shift our mindset.

Evaluating soft skills

Clark Quinn

As has become a pattern, someone recently asked me how to evaluate soft skills. And without being an expert on soft skill or evaluation, I tried to answer on principle. So I thought about the types of observable data you should expect to find. And that yielded an initial answer.

Skills 165

Flow, Workflow, and Learning

Clark Quinn

On LinkedIn, a colleague asked “ Why do people think that integrating content in the flow of work equals learning in the flow of work ?” ” An apt question. My (flip) response was “because marketing” And I think there’s a lot to that.

The Future of L&D? A pitch

Clark Quinn

I was talking with a colleague the other day, and got a wee bit dramatic. I also thought it was an important point. So here, for your dining enjoyment, I’ve roughly recreated the pitch (in 3 mins and 30 secs): I hope this makes sense. I welcome your thoughts and feedback.

Cost 201

Make it Meaningful: Elements

Clark Quinn

This is the third of four posts about making learning meaningful. Here, I talk about the implications for some key learning elements. And, as always, the text. This is the third post about how to ‘make it meaningful ’.

Tips 184

Updates on my books

Clark Quinn

At this calendar inflection, it’s interesting to note how time flies. I was somewhat amazed to find out that my first three books were already out of print! And there are two reasons to keep them out there. For one, because there’s still some interest (I get pinged occasionally).

eBook 191

Addressing fear in learning

Clark Quinn

One of my mantras in ‘make it meaningful ‘ is that there’re three things to do. And one of those was kind of a toss away, until a comment in a conversation with a colleague brought it home. So here’s a first take at addressing fear in learning.

How I write

Clark Quinn

I’d cued up a topic for a post, and then a conversation with a friend and colleague moved it to the front of the queue. We were talking about our process, and he pointed me to an article that nicely catalyzed my thinking.

Doing Gamification Wrong

Clark Quinn

As I’ve said before , I’m not a fan of ‘gamification’ Certainly for formal learning, where I think intrinsic motivation is a better area to focus on than extrinsic.

Authentic Marketing

Clark Quinn

I’m not a marketing expert, or even a marketer, so take the following with the proverbial boulder of salt. Still, I have to market Quinnovation, and I’ve advised orgs on marketing (learning) products, and I’ve taken down a lot of bogus marketing.

Measuring Impact (or not)

Clark Quinn

So I saw a twitter thread pointing to an argument about how ROI is dead. And, well, that’s largely okay with me. However, the trigger for the post was from the results of Chief Learning Officer 2020 State of Learning report. And, when I saw them, I saw some problems.

ROI 191

Personalized and adaptive learning

Clark Quinn

For reasons that are unclear even to me, I was thinking about personalized versus adaptive learning. They’re similar in some ways, but also different. And a way to distinguish them occurred to me.