A mlearning course?

Clark Quinn

As I mentioned in my last post , yes, I’ll be running a course on mobile learning. And I can understand if you’re thinking “a mlearning course?” So doing the course with the Allen Academy ensured that I could trust the integrity of what we’d do.

Course 184

Taking courses online

Clark Quinn

I of course offered some suggestions, and he opined that I could (and should) be helping others too. Which, of course, I agree with, because that’s what I do. So, here, is a brief summary of my experience taking courses online. design strategy

Course 170

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Experimenting with conference design

Clark Quinn

In addition to teaching a course on mobile learning, I’m one of the speakers at a new online event. And, what’s nice, is that they’re experimenting with conference design, not just moving straight online. And their stated goal is changing the way we conference.

Adapting to change

Clark Quinn

And, of course, that means many things have changed. I thought I’d just overview some of ways I’m adapting to change, so you can keep track and take advantage. And, of course, Boston, Brazil, and Belgium have all been postponed. We live in interesting times.

Change 166

Packaging change

Clark Quinn

To start, one of my themes for the year is transformation , about deeper learning design. I’ve argued strongly that we need to do deeper learning design before we worry about tarting it up with personalization/adaptation, VR/AR, AI, etc.

Change 162

Silly Design

Clark Quinn

Time for a brief rant on interface designs. And, hopefully, we can extract some lessons, because these are just silly design decisions. But there’s one very very silly design decision here. And the 3rd timer, of course, has one. Of course. design

Design 165

E-Learning 3.0 Course Synopsis

Stephen Downes: Half an Hour

The MOOC environment is designed to support both types of learning. Ideally, course participants will have tools to manage their individual knowledge networks as well as means to interact through social networks. Each person enters the course with their own learning objective.

Course 194

Learning Tools and Uni Change

Clark Quinn

As part of a push for Learning Engineering , Carnegie Mellon University recently released their learning design tools. First, let’s be fair, most uni learning design isn’t very good. And, of course, most faculty aren’t particularly rewarded for teaching.

Tools 157

Sign of a change?

Clark Quinn

We need this change! First, it’s a great design. In short, they did the design. Of course, I am available to do more. The post Sign of a change? designI’ve been touting my recent book on debunking learning myths.

Change 151

Thoughts on Learning Design Strategy

Clark Quinn

At the DevLearn conference, I ran a Morning Buzz on Learning Design Strategy. I started with a set of questions to address, so I’ll go through their comments in roughly that order (though we didn’t exactly follow this structure): What is learning design strategy?

Learning Design Insights

Clark Quinn

I attended a recent Meetup of the Bay Area Learning Design & Technology, and it led to some insights. I was tapped to host the Learning Design conversation (there were three others: LMS, Measurement, and Social Learning), and that meant that a subset of the group sat in on the discussion.

Design 179

Evil design?

Clark Quinn

Of course, it started, and then said “finishing” For 5 days! First, this is bad design. providers of internet and cable from whom you can only get a 1 or 2 year price which will then ramp up and unless you remember to check/change, you’ll end up paying them more than you should until you get around to noticing and doing something about it). The post Evil design? design strategy technologyThis is a rant, but it’s coupled with lessons. .

Design 118

Nothing Has Changed. Everything Has Changed.

Charles Jennings

If learning professionals and learning departments don’t adapt and change, Quinn argues, they will be revealed not simply as having no clothes, but as being so out of step that they will wither and die, or be removed from the value chain. So, what are these fundamental changes?

Change 238

Design, value & constraint

Dave Snowden

In Whistler earlier in the year we looked at the wider question of design and moved on in Tasmania to examine design in the context of resilience. In the final retreat of the year we continue the theme of design but this time with a wider focus on value.

Design 153

change takes time and effort

Harold Jarche

Courses and training are never enough. I have identified two learning competencies — Learning How to Learn & Adapting to Continuous Change. The bottom line is that these kinds of changes to workplace learning and development will take time and effort. Change takes time.

Change 186

From Courses to Campaigns : using the 70:20:10 approach

Charles Jennings

One of the major strategic objectives for many HR and L&D departments in 2016 and beyond will be to extend their focus and services beyond courses and out into the workplace. Courses may help with the basics, or to refresh our knowledge, but courses alone won’t deliver high performance.

Course 219

Researching open online courses

George Siemens

In fall, we (TEKRI, NRC, UPEI and possibly a few other organizations) are hosting an open online course. The course will run for about 35 weeks and credit options will be available for students in the Athabasca University MDE program and with Georgia Tech. It’s fairly easy to take online courses or interact with your favorite academic these days. Since 2007, numerous people have offered some version of open online courses.

Course 164

Designing outside your comfort zone

Adaptive Path

That’s what we tell ourselves because as designers we often rely on tried and tested tools, methods and standards to help us arrive at a solution that should work. And I’ve never had to make any changes to my lifestyle in any major way in order to find and keep a place to live.

Design 206

The 'Course' in MOOC

Stephen Downes: Half an Hour

Given the opportunity, these learners have a burning desire to 'complete' the course. Well-designed and smartly-delivered" MOOCs with a valid, transferable certificate of completion (learning experience) may be 1 viable solution. In this sense, the concept of course completion doesn't really make sense - what is it to 'complete' joining a community? Or change the name to MOOLE where LE = Learning Experience.)" Here's why the C in MOOC continues to stand for 'Course'.

Course 195

Is Design Thinking the “New Liberal Arts”?

Irving Wladawsky-Berger

Design thinking has become an increasingly popular topic of discussion over the past decade. Design is no longer just for physical objects, e.g. cars, bridges, shoes, jewelry, smartphones. The application of design thinking beyond products isn’t new.

Design 273

Egoless design

Clark Quinn

A number of years ago I wrote a series on design heuristics that emerged by looking at our cognitive limitations and practices from other field. One of the practices I covered briefly in one of the posts was egoless design, and a recent conversation reminded me of it. The context for this is talking about how to improve our designs. This applies to instructional design as well. One of the things we could, and should do, is design reviews. design social strateg

Design 120

Levels of Design

Clark Quinn

Kirkpatrick is widely (not widely enough, and wrongly) used as an evaluation tool, but he talked about using it as a design tool, and that perspective made clear for me a problem with our approaches. The point, and this is emphasized by the ‘design’ perspective, is that you are supposed to start with level 4, and work back. And how do we change that behavior (Level 2)? Using it as a design tool, however, would emphasize the point. design strategy

Design 140

Online Learning Course Design

Tony Karrer

The Work Literacy online learning course is over and Michele Martin - Deconstructing the Work Literacy Learning Event and Harold Jarche - Post Work Literacy have posted their thoughts around the event. I think they've both captured a lot of what worked and could have been changed. Here are some thoughts on the course and the implications for design of similar kinds of online learning courses.

Course 100

Ch-ch-ch-changes

Clark Quinn

Is there an appetite for change in L&D? That L&D folks are barely coping with getting courses out on a rapid schedule and running training events because that’s what’s expected and known. There really isn’t any burning desire for change, or willingness to move even if there is. And that’s increasingly true: with tools to do narrated slides, screencasts, and videos in the hands of everyone, there’s little need to have the same old ordinary courses coming from L&D.

Change 163

A Crash Course in Design Thinking for Network Leadership Skills

Beth Kanter

Last month, I participated in a Design Thinking Lab with network leadership practitioners convened by the Leadership Learning Community. The session was an introduction to design thinking methods and to generate ideas for instructional modules for networked leadership development.

Measuring Culture Change

Clark Quinn

Someone recently asked how you would go about measuring culture change, and I thought it’s an interesting question. So it’s plausible that you’d want to change, and if you do, you’d like to know how it’s going. In this case, I mean the broad sense of learning: problems solved, new designs generated, research answering questions. As a process, I think about what I might do before, during, and after any culture change initiative.

Creating the Connectivist Course

Stephen Downes: Half an Hour

Originally posted in One Change a Day , January 3 When George Siemens and I created the first MOOC in 2008 we were not setting out to create a MOOC. So the form was not something we designed and implemented, at least, not explicitly so. One was the beginning of open online courses. We had both seen them in operation in the past, and had most recently been influenced by Alec Couros’s online graduate course and David Wiley’s wiki-based course.

Course 152

technology, change, and us

Harold Jarche

Since the change is so fundamental and a lot of things aren’t figured out, it’s quite hard to navigate yourself within Buffer currently, since nothing feels “fixed” and ever changing these last few months. Of course, pioneers often disappear.

Evil Design

Clark Quinn

In the mobile ideation session I ran today for some folks, the question came up about good and bad examples of design, and subsequent events reminded me of the topic of not just bad, but evil design. What I mean is design that is crafted to return maximal outcome to the designer, not just at the expense of the user, but even to the discomfort of the user or contrary to their intentions. This seems designed for the sheer purpose to get more fees. design

Design 125

OMG, its culture change time

Dave Snowden

And of course once blame has been allocated we end up with a visitation from the cultural change specialists with their tool kit of communication plans, key drivers, motivational posters, games and the like. So if you want to change the culture, change the connections.

Evidence-based Design

Clark Quinn

In my last post , I asserted that we need evidence-based design for what we do. Of course, you could go do a Master’s or Ph.D. There are several good books out (and I believer that there is at least one more on the way) that summarize the implications of research design. Julie Dirksen’s Design for How People Learn is another good one. Michael Allen’s work on design is also recommended, e.g. Guide to eLearning. design

Design 131

Instructional Design Orthodoxy

Xyleme

I will be dating myself here, but so much of the orthodoxy in the instructional design process was forged back in the late 80’s and early 90’s when the only Computer-Based Training (CBT) tools were Toolbook for the PC, and Hypercard for the Mac. The idea that you might allow scrolling was to many an Instruction Designer taboo. And the trend that was initiated on the tablet is now changing our expectations of how we interact with content in a computer web browser.

Design 208

Czech Course Followup Questions

Stephen Downes: Half an Hour

I was asked the following questions after my presentation to CZ Course RVP_VT21 yesterday: (Elements of Coop.) Is it a call for a curricular change? We could talk about how better or worse to design these materials, but that now leaves the domain of cooperative versus collaborative learning. How to ensure any educational outcomes in accordance with short-time curricular aims? Students having autonomy do not usually feel about the aim the same way as teachers.

Course 140

Take this free, brief, online course on Learning to Learn

Jay Cross's Informal Learning

Enroll in the course here. SpacedEd is a platform designed to allow learners and teachers to harness the educational benefits of spaced education. Users are also given performance data (their course progress and performance relative to peers) which feeds their addiction to the courses.

Course 157

Yes, you do have to change

Clark Quinn

As things get more complex and moving faster, there’s no way everything can be kept up with by new course development, even if it were a useful approach, and mostly it’s not. More emphasis can and should be on providing performance resources and facilitating useful interactions rather than creating courses. Think performance support first, and communities of practice, only resorting to courses as a last result. Learners tolerate the courses, at best.

Change 193

Designing E-Learning 3.0 in gRSShopper - 1

Stephen Downes: Half an Hour

For example, instead of creating a course simply by filling in boxes in predefined forms, I can think about the structure and format ahead of time and design it exactly how I want. This XML schema is a good starting point (remember, I can always add or change elements later if I want).

Design 180

Designing E-Learning 3.0 in gRSShopper - 5

Stephen Downes: Half an Hour

We launched the course this week and I did a bunch of things to get ready. First, a media summary view: Figure 63 - media_summary view in the Vide Editor Next, the Course Videos page newly created in the Page Editor. Nothing changed. What would change that?

Design 186

Announcing the first SenseMaker®-specific courses - sign up now!

Dave Snowden

As a friend of Cognitive Edge, you may have attended courses, read the blogs and used the techniques - but wondered about how to take the next step to actual implementation of SenseMaker® with clients or in-house. Here’s where that changes. These new courses are for anyone who has heard about SenseMaker® but needed more detailed knowledge and practical examples before they actually run one. The course is running in: London, UK - Monday 19th January 2015.

Course 133

Designing E-Learning 3.0 in gRSShopper - 2

Stephen Downes: Half an Hour

In the previous segment I decided to create a course with modules and sections, and set up the modules. But it's also true that nobody wants to use the course calendar. People have their own calendars, and the course calendar has to work with those.

Design 188

Birgit Mager and the Evolution of Service Design

Adaptive Path

Birgit Mager has watched service design evolve since the mid-nineties, and has been hugely influential in its development. She holds the first service design professorship at the University of Applied Sciences, Cologne, Germany, is the President and Co-Founder of the International Service Design Network , and Editor-in-Chief of Touchpoint , the International Journal of Service Design. Ayla Newhouse [AN]: How did you arrive at service design as your path?

Design 219

General or specific change

Clark Quinn

I was reflecting on the two books I recently wrote about, Scaling Up and Changing the Game , versus the cultural approach of the Learning Organization I wrote about years ago (and refer to regularly). The thing is that both of the new books are about choosing either a very specific needed change, whether determined by fiat or based upon something already working well, whereas the earlier work identified general characteristics that make sense.

Change 127

Designing E-Learning 3.0 in gRSShopper - 13

Stephen Downes: Half an Hour

In this course the evidence comes in the form a blog post. We've already done the first three steps of this workflow, and they are basically one-time per course. So I can very easily change what a harvested link looks like in the Reader.

Design 172

Cognitive Edge announces training courses for 2016 – Working with Complex Problems

Dave Snowden

As we head into the Northern Summer/Southern Winter (delete as applicable), we’re announcing our timetable of new courses for the second half of 2016. Today we’re announcing practitioner-focused courses on complexity and the Cynefin framework. Course 1: Dealing with Complex Problems.