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Diagramming

Clark Quinn

So yesterday I talked about the value of diagrams , but I thought I’d add a bit about the process of actually creating diagrams. Naturally, I created a diagram about it. I created this diagram for a session I ran on diagramming a number of years ago. In that session I talked about our cognitive architecture, why we need models, how diagrams work, properties and design issues, and more. Then, of course, you tune.

A complex look at task assignments

Clark Quinn

I was thinking (one morning at 4AM, when I was wishing I was asleep) about designing assignment structures that matched my activity-based learning model. And I’ll be the first to acknowledge that it’s complex, as the diagram represents, but let me tease it apart for you and see if it makes sense. The learner is also supposed to annotate their rationale for the resulting design as well. Of course, this could continue. design meta-learning social

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Training Design

Tony Karrer

I've been struggling a bit to capture a concept that I believe represents a fairly fundamental shift in how we need to think about Training Design. Back in 2005, 2006 and 2007, I would regularly show the following slides to help explain the heart of what Training Design is all about and how it has changed over the years. Oh, and I called it Learning Design in the diagrams, but I'm afraid that it's really more about Training Design.

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Level of polish?

Clark Quinn

After weighing in, I thought it required a longer response, and of course it has to go here. So, my first concern is the quality of the design. My mantra on design states that it has to be right first. But let’s assume that the design’s right. If you’re selling it to high-end customers and want to charge a premium price, you’ll need much more, of course. Perhaps the serious eLearning Design Manifesto? :) We can do better.

Tools for LXD?

Clark Quinn

I’ve created diagrams (such as the Education Engagement Alignment ), and quips , but here I’m thinking something else. And I’ve created some aids for the Udemy course on deeper elearning I developed. How do you use external resources to keep your design on track? The simple rationale, of course, is that there are things our brains are good at, and things they’re not. Complex ideas require external representation.

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Processing

Clark Quinn

Of course, we want there to be scrutiny and feedback for the learning to be optimized, etc. try a more complex example (perhaps in a group). try a very complex (read: typical) example. draw a flow diagram. And, of course, to determine what capability the individual has acquired. We do need to elaborate across contexts to support transfer, and of course increase complexity until they’ve developed the ability to deal with the typical difficulty of cases.

What’s in an image?

Clark Quinn

And, of course, trying to find the actual citation has been an exercise in futility. A diagram? As soon as we get to diagrams, the story gets more complex. Ok, Jill Larkin and Herb Simon once opined on Why a Diagram is worth 10000 words , but it’s about mapping conceptual relationships to spatial relationships. Though they may support retention, but we should use diagrams and images appropriately with text. Video’s even more complex.

Big, thick and rich (the data)

Dave Snowden

Complexity, the science of uncertainty allows us insight into reality; anthro-complexity, the science of human complex adaptive systems, allows us to co-create new realities out of the crisis. Expect to see a lot more here and in the handbook, on Chaos and Complexity we hope to publish with the EU Policy Lab this week. The focus on any complexity-based approach to crisis management is on rapid assessment of where you are and what pathways are open.

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Some thinking about decisions

Dave Snowden

One thing I want to tackle in more depth (which I didn't mention in yesterday's post) is the difference between design thinking as it is popularly understood and complexity informed design thinking. It is, in part, further development of the core processes around complexity based strategy; in part the need to explain Cynefin approaches in the context of conventional management thinking. We then identify what aspects are complicated and which are complex. (If

Twlevetide 20:3 Abstraction & codification

Dave Snowden

But the key aspect I want to pick out for this blog is the key diagram I created to talk about levels of acceptable abstraction. Abstraction of course is a wider context. There are a load of posts on this if you search and it is the key practice in the complex domain of Cynefin.

Cognitive and Learning Sciences

Clark Quinn

And, typically, if we’re addressing higher-level thinking than motor reactions (think: decisions about actions), we’re activating complex combinations of patterns. Images representing concepts, diagrams, and language. So you really should have a working understanding of the basics of learning science if you’re designing courses. Invest in solid learning and performance design first.

Reconciling Activity and Decisions

Clark Quinn

On the one hand I talk about using decisions as a basis for design, and on the other I refer to activity -based learning. And I have separate diagrams for each. From the design point of view, there are correct answers, and wrong answers. These wrong answers, of course, should reflect where learners go wrong, reflecting reliable misconceptions. In fact, this emerged from game designer Sid Maier’s quote about how games are a series of interesting decisions.

… which way I ought to go from here?

Dave Snowden

It provides for a series of defined steps to achieve an outcome; a framework would position said methods (Cynefin places Scrum in the liminal aspect of the complex domain for example). Another quote from the Scrum Alliance: Scrum is an agile framework for completing complex projects. Scrum originally was formalized for software development projects, but it works well for any complex, innovative scope of work.

Extending engagements

Clark Quinn

In one instance, a person who’d attended my game design workshop wanted to put it into practice. They found it easy to slip back into thinking of courses, but continued to ‘get’ that they should look at augmenting their work with performance support. In a couple of recent posts, I’ve been telling tales of helping organizations, and I wanted to tell at least one more.

Determinism, Best Practice, and the ‘Training Solution’

Charles Jennings

Human behaviour and the nature of organisations both tend to be complex and highly variable, and neither lend themself to deterministic approaches. If a chemical engineer is looking to design a new process or parameters for distillation in a chemical plant she may be able to identify the volumes and sequences that produce the highest amount of pure distillate. Harold Jarche has been using the Cynefin model for some years to explain the nature of complexity.

Leadership emerges from network culture

Harold Jarche

In a naturalistic redescription of the phenomenon, we might view it as an emergent, self-organising property of complex systems. Donald Clark also passed on a post he made a few years ago on Leadership Training : Leadership Training: Complex behaviours and skills are reduced to simple geometric diagrams, a pyramid here, an interlocking circle here, a four quadrant typology there. One way to look at leadership in our complex work world is through the lens of improvisation.

Judge not, but enable judgement

Dave Snowden

Its part of a shift to creating more standard offerings that combine SenseMaker® capability with complexity based methods. The market life cycle has moved on and our offering strategy needs to reflect that much of the work we (and others) have done to establish complexity as a new approach to management is paying off. One common feature of both those offerings is the need to contrast ostensive reality with idealised objective based design.

Anatomy Of An Idea

Steven Berlin Johnson

The book turned out to have a small discussion of the design of the French railway system in the early 19th-century, which reminded me of a map my old mentor Franco Moretti had showed me two decades ago in grad school, contrasting the heavily centralized French system with the more chaotic British rail lines. One of those Twitter replies pointed to a Wired interview from a decade ago with Paul Baran, the RAND researcher who was partially responsible for the decentralized design.

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My 25 Years of Ed Tech

Stephen Downes: Half an Hour

Of course, that was not Weller's objective. I taught myself something called MVS-JES3 and also took a communications course called 'On the Way Up'. Baker's philosophy of mind class used a mainframe discussion board to argue course topics back and forth - I still have the complete archives from those discussions. And I started teaching courses, both for staff and evening students, teaching them about the fundamentals of the internet. But of course that's just a theory.

Well Played, Blackboard

George Siemens

A North American-centric market share diagram is available here. Some universities are beginning to focus on a big-picture view of technology: making learning resources available in multimedia, integrating technology from design to delivery, using mobile technologies, and increased focus on network pedagogy. Together with people like Stephen Downes, Dave Cormier, Tony Karrer, Jay Cross, and others, I’ve run courses and conferences with tens of thousands of participants.

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Connective Knowledge and Open Resources

Stephen Downes: Half an Hour

The practical implementation of connectivism is the massive open online course, or MOOC. Rather, we encouraged people to create course content and to contribute to the course through their own websites, through discussion groups, communities, and and other forum they chose. We had about 170 blogs created to support the course, and we aggregated these using RSS – content syndication supporting online learning. It led to our first web-based course a year later.

Towards a co-evolutionary praxis of value

Dave Snowden

I spent an hour or so earlier today working on the diagram below. Its a high level summary designed to provide a visual aid to the text rather than a precise flow or description. Of course the statements mean a lot to them, as they have lived the journey of their creation; they act as symbolic reminders of that journey. Of course by then a huge amount of money and time has been spent in briefing sessions for managers and the creation of a communication strategy.

Sustainability and MOOCs in Historical Perspective

Stephen Downes: Half an Hour

We're going to talk about the factors that led to the development of the Massive Open Online Course and Connectivism and the new phenomena in learning today. Distance learning therefore required the creation and distribution of learning content, of course packages that would support independent study. They had the model of the course packages, and they had the model of the classes. WebCT in English stands for "Web Course Tools." Of course, we had instant messaging.

Beyond Institutions Personal Learning in a Networked World

Stephen Downes: Half an Hour

What they are talking about these days is the destruction of the university at the hands of the massive open online course. As one of the people who invented the massive open online course, I feel a little personally involved here. Thinking in Models: for Design, for Learning… A large part of this talk is about that change. It''s a fishbone diagram. Models of how to do learning, learning design patterns: Grainne Conole has done a lot on this.

The Intersection of Systems and Network Leadership

Beth Kanter

I’m facilitating a peer learning course on practical networked leadership skills with a group of community foundation leaders for the Knight Digital Media Center and part of the “practice” is having conversations and sharing thought provoking ideas with our professional networks via social media. Found when researching systems thinking. Such a friendly visual…telescopes, tents, and teddy bears. netlead pic.twitter.com/gmb9TYyifz.

performance.learning.productivity: Getting to the Core of Learning Content in the Internet Age

Charles Jennings

The ‘learning’ referred to here is what we know as formal structured learning activities - classes, courses, programmes, and eLearning. Prior to system roll-out you’re required to attend a 2-hour instructor-led briefing/course along with all your colleagues. The course is content-rich. At the end of the course the instructor hands out a bound folder with all the screen-shots and descriptions of the processes.

Communication Nation: What do you love?

Dave Gray

the pulse of the music i can't hear coursing through my bones 2/07/2010 Post a Comment Links to this post: " rel="nofollow"> posted by @ Create a Link About Me Name: dave gray Location: st. Communication Nation Communication is one of the most important skills anyone can have, in business and in life. As individuals and as a species, I believe we will be happier and more productive if we can improve our ability to communicate. This blog is dedicated to that effort.

Informal Learning – the other 80%

Jay Cross

Real people are complex, integrated beings. School is chock full of formal learning — courses, classes, and grades that obscure the fact that most learning at school is either self-directed or informal. To thrive in this environment, everyone must become student and faculty and publisher and instructional designer. Of course I forgot all that long ago. Think of a domain, say, chip designers.

Connectivism and Transculturality

Stephen Downes: Half an Hour

This is only a very partial chart of these language, and really, if you were going to draw a full chart of these languages, this is just the derivation of different languages from their sources, but if you were to map the influence from one language to another language to another language you would get a very complex diagram. I love this diagram. This is one of my favourite diagrams in the entire world. I have a diagram in Spanish, how about that?

New Technology Supporting Informal Learning

Stephen Downes: Half an Hour

This paper described experimentation in the development of distributed online courses and in software - particularly, the personal learning environment - that support the formation of connections between the far-flung pieces of such courses. This work, in turn, is suggesting and supporting the model of learning described in the first section, that of a course network supporting and informing an ever-shifting set of course episodes.

My Viva

Stephen Downes: Half an Hour

To make life more complex, we only have one set of interconnected entities and connections between them, and exactly the same set of connections contains multiple concepts or ideas. We might think of this as the degree of overlap between one concept and the next - a very loose statement of the idea would say that ''dog'' and ''couch'' have a similarity ranking of ''3'', based on the overlap depicted in the diagram.

Education as Platform: The MOOC Experience and what we can do to make it better

Stephen Downes: Half an Hour

What this talk is about - it's called "Education as Platform" - is the idea of exploring some of the experiences we've had with massive open online learning, and exploring some of the criticisms that we've experienced, some of the criticisms that we've seen, and trying to understand what elements of the design are working and what elements of the design are not working, and to use this understanding to try to advance our perspective on the way online learning is proceeding and should proceed.

eLearning Costs : eLearning Technology

Tony Karrer

Personal Learning Informal Learning Corporate eLearning eLearning Design Authoring Tools Rapid e-Learning Tools eLearning (e-Learning) e-Learning Software Blended e-Learning e-Learning Tools Learning Management Systems (LMS) e-Learning ROI and Metrics Search via eLearning Learning for first time visitors Thursday, September 10, 2009 eLearning Costs : eLearning Technology A reader sent a note asking my opinion on the vendor pricing in The Great eTrain Robbery?

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Business of Learning

Tony Karrer

Particularly, I'm interested in the question of: While training as a publisher of courses and courseware faces an increasingly challenging market, what other things can learning businesses successfully sell to internal or external customers? Newspapers and Thinking the Unthinkable by Clay Shirky " the core problem publishing solves — the incredible difficulty, complexity, and expense of making something available to the public — has stopped being a problem."

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Simplicity and Standards

Stephen Downes: Half an Hour

Of course, when they are stated as poorly as the authors state them, one cannot help but wonder why. Consider, for example, "The Three Gorges Dam is rated at its full design capacity of 18 gigawatts." Then in the diagram we see that 1 CMO is equivalent to '4 Three gorges dams every year for 50 years'. And what's so complex about 315 petawatt-hours? Responding to Wayne Hodgins : This example shows how elusive the concept of simplicity is.

The Role of Open Educational Resources in Personal Learning

Stephen Downes: Half an Hour

He talks about openness in software, and then he talks about opennessin system, like open courses. George Siemens and I, in our work offering online courses,have depicted the progression of openness in three major stages: - First of all, openness in educational resources - Secondly, open courses, and then - Third, an as yet unrealized openness, opennessin assessment. But there are other standards as well: Learning Design,Common Cartridge, and Learning Tools Interoperability.

Innovation Thoughts

Clark Quinn

I made the point that when you’re innovating, designing, researching, trouble-shooting, etc, you don’t know the answer when you start, so they’re learning situations, though informal, not formal. And, of course, it requires the right culture. I used the Learning Organization Dimensions diagram (Garvin, Edmondson & Gino) to illustrate the components of successful innovation environment, and these were reflected in their comments.

Help! Testing a network mapping exercise | Full Circle Associates

Nancy White

Discussing with workshop participants gives you a chance to see the diagram from another’s point of view. Of course there are lots of mind-mapping tools around such as CMaps where I’ve done something similar however I agree that taking the ‘low-tech’ approach with newbies is a good thing as it makes them think about the topic rather than worrying about the technology. My experience with network mapping is with the Venn diagrams of Participatory Rapid Appraisals.

CoP Series #2: What the heck is a Domain and why should I care? | Full Circle Associates

Nancy White

So if a learner is taking a course because they “have to&# , we need to think carefully about if a community is the right approach. So we might start a CoP on entrepreneurs coming out of a business course offering, but it may turn out that the core of the group is really interested in marketing for small businesses, or developing a horticulture business. which of course has a natural end point.

CoP Series #2: What the heck is a Domain and why should I care? | Full Circle Associates

Nancy White

So if a learner is taking a course because they “have to&# , we need to think carefully about if a community is the right approach. So we might start a CoP on entrepreneurs coming out of a business course offering, but it may turn out that the core of the group is really interested in marketing for small businesses, or developing a horticulture business. which of course has a natural end point.

CoP Series #2: What the heck is a Domain and why should I care? | Full Circle Associates

Nancy White

So if a learner is taking a course because they “have to&# , we need to think carefully about if a community is the right approach. So we might start a CoP on entrepreneurs coming out of a business course offering, but it may turn out that the core of the group is really interested in marketing for small businesses, or developing a horticulture business. which of course has a natural end point.

CoP Series #2: What the heck is a Domain and why should I care? | Full Circle Associates

Nancy White

So if a learner is taking a course because they “have to&# , we need to think carefully about if a community is the right approach. So we might start a CoP on entrepreneurs coming out of a business course offering, but it may turn out that the core of the group is really interested in marketing for small businesses, or developing a horticulture business. which of course has a natural end point.

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CoP Series #2: What the heck is a Domain and why should I care? | Full Circle Associates

Nancy White

So if a learner is taking a course because they “have to&# , we need to think carefully about if a community is the right approach. So we might start a CoP on entrepreneurs coming out of a business course offering, but it may turn out that the core of the group is really interested in marketing for small businesses, or developing a horticulture business. which of course has a natural end point.