Clark Quinn

How to be an elearning expert

Clark Quinn

I was asked (and have been a time or two before): “What’s the one most important thing you’d like to tell to be successful Ed Tech industry leader?” Of course there wasn’t just one ;).

How To 194

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.

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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.

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.

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.

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.

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 203

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?”

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 180

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.

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

What about books | conferences?

Clark Quinn

Responding to a frequent question yet again , I decided to post an answer to the “what about books | conferences?” ” question. And, as usual, the transcript.

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.

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 230

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.

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 199

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.

Reflowable text thinking

Clark Quinn

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

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.

Separate content from description

Clark Quinn

Once again facing folks who aren’t using styles, I was triggered to think more deeply about the underlying principle. That is, to separate content from description. It’s a step forward in what we can do with systems to bring about a more powerful human-aligned system.

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 236

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.

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 223

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

ID Support Thyself

Clark Quinn

Want to dig a bit deeper into improving design processes. Here, I look at tools, asking IDs to ‘support thyself’ As usual, the transcript: One of the things I do is help organizations improve their design processes.

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 202

Learning science again

Clark Quinn

In an earlier post, I made a defense of cognitive psychology (really, to me, cognitive science, a bigger umbrella). And, previously, the case for learning science. And I’m coming at learning science again, with a personal interest.

Price 218

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.

Levels of LXD Design

Clark Quinn

I stumbled across the Elements of UX diagram again, and happened to wonder if it would map to LXD. Here’s my stab: And the text, as usual. In a justifiably well-known image (PDF), Jesse James Garrett (JJG) detailed the elements of (web) user experience.

Design 155

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 186

Habits and variety

Clark Quinn

Having heard it’s good for maintaining cognitive ability, I like to vary things. And, to keep doing things right, I like habits. Are these mutually exclusive? Maybe, but here’re some thoughts on habits and variety.

Mythless Learning Design

Clark Quinn

If I’m going to rail against myths in learning, it makes sense to be clear about what learning design without myths looks like. Let me lay out a little of what mythless learning design is, or should be. Learning with myths manifests in many ways.

Design 221

Where are we going most wrong?

Clark Quinn

…and what’s most important to fix? I was a co-conspirator on the Serious eLearning Manifesto , and we identified 8 values that separated typical elearning from serious elearning. However, I suspect that not all are as important, nor hard to fix.

Losing our collective minds?

Clark Quinn

So, after that mess on Twitter, I next see on LinkedIn a recognized personage who proceeds to claim that learning styles are legit. And, the basis for this claim is fundamentally wrong. So I’m beginning to fear that we’re losing our collective minds!

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.

Foundations of Learning Science

Clark Quinn

Another video, this time (ok, again ;) about learning science. They like me to do this to push the course, but I did hear the feedback on LinkedIn that the video format works. Nice to know. As always, also the script.

Animation thoughts

Clark Quinn

Sparked by a conversation, I generate some animation thoughts. And, as always, a transcript. In a conversation the other day, my colleague mentioned how she was making a practice of creating animations.

Experimenting with conference design

Clark Quinn

As part of coping in this time of upheaval, I’m trying different things. Which isn’t new, but there seem to be more innovations to tap into. In addition to teaching a course on mobile learning, I’m one of the speakers at a new online event.

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 184

What is wrong with (higher) education?

Clark Quinn

I was having a conversation with a colleague, sparked by dropping enrollments in unis. Not surprisingly, we ended up talking about flaws in higher education. He suggested that they don’t get it, and I agreed. He was thinking that they get the tech, but not the learning.

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.

When Do You Team?

Clark Quinn

Ideally, we’d have teams doing all our design and development. There are benefits to working together, not just for the innovation and creativity, but also for process. We can watch out for other’s mistakes and limitations just as they can look for ours.

Design 155

Getting Wiser

Clark Quinn

I’ve been interested in wisdom as a stretch goal. That is, if what I (and, ideally, we) do is help people become smarter, could we go further? Could we help people get wiser? Let’s be clear, I am not claiming that I am wise.