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 176

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 192

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 174

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 172

Redesigning Learning Design

Clark Quinn

Of late, a lot of my work has been designing learning design. Helping orgs transition their existing design processes to ones that will actually have an impact. That is, someone’s got a learning design process, but they want to improve it. design strategy

Design 164

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 169

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 168

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 157

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

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?

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 194

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 278

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 186

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 124

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.

Skills 103

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

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

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.

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.

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 129

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 153

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.

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 185

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 177

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 186

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.

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 139

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

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 171

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 170

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 138

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

Designing E-Learning 3.0 in gRSShopper - 6

Stephen Downes: Half an Hour

Videos Recall from the previous part of this series that videos were created and displayed on the Course Videos page. The answer, of course, is keylist. Figure 70 - Media form in Form Editor I've added course, module and event as keylists.

Design 170

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

Intervention Design: Overcoming Stiff Resistance to a New, Disruptive Innovation

Irving Wladawsky-Berger

The September issue of the Harvard Business Review features a spotlight on The Evolution of Design Thinking. Last week I discussed this expanded view of design thinking based on one of the articles, - Design Thinking Comes of Age.

Designing E-Learning 3.0 in gRSShopper - 10

Stephen Downes: Half an Hour

I should also set an error counter, so that after a few failed harvests, it changes the status and stops trying to harvest. course as well. So, ok, I should just change the input time to pub_date, right? Harvesting, Again I'm having issues with the harvester again.

Design 166

Designing E-Learning 3.0 in gRSShopper - 8

Stephen Downes: Half an Hour

It's pretty easy to get caught up in things like video events and content and to forget that the true purpose of the course is connection. Of course we've done that with the Your Feeds page, but that page is designed for humans. I've changed that from ISO-8859-1 to UTF-8.

Design 155

Designing E-Learning 3.0 in gRSShopper - 3

Stephen Downes: Half an Hour

[ Part 1 - Part 2 - Part 3 - ] I have the basic structure of the course in place and now I want to fill it out with some content. The course starts in a couple of days and it's important to ensure people have something to see and work with.

Module 155

ID - Instructional Design or Interactivity Design in an interconnected world?

Charles Jennings

Instructional design is not only seen as a core competency for learning and development/training specialists, but it’s a huge industry, too. Most learning vendors tout their ‘expertise in instructional design’ as a key reason as to why we should engage them to produce learning content.

Design 246

Designing E-Learning 3.0 in gRSShopper - 4

Stephen Downes: Half an Hour

Activities Each week of the course will feature some events. Plus, using the backchannel with the rest actually crashed my web server recently, so I need to fix that if I want to use it for the course. When I went to create a new chat channel for the course, I got this error.

Design 161

Musing on Google’s Power Searching Course and marketing

Jay Cross

Today I completed Google’s Power Searching Course. After the course, I treat search more as an iterative process. I spent three or four hours taking the course. Course design. ” I complete the course with even more respect for Google.

Search 172