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?” Michael Allen’s established a reputation for quality in learning, advocating for good design in print and talks, and living it in his work. So doing the course with the Allen Academy ensured that I could trust the integrity of what we’d do. And, of course, the content is relevant.

Course 143

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. To start, I saw the opportunities and designed my own major in the topic. For one, I set the learning design (policies and plans) to spin up an agency to support national online learning. design strategy

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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. Instead, mythless design starts with focusing on performance. Then, it’s about designing meaningful practice in making those decisions. There are good bases for design. Evidence guiding design, not myths. There are also bad bases for design.

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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. The key, of course, is to leverage what’s different, and possible, online. And, of course, I’m one. Yet also designed so that you can come in late, or early, and drill into what you want when you want.

Learning Analytics Courses

George Siemens

After about a year of planning, we can finally announce the following courses on edX focusing on learning analytics. The intent of these courses is to eventually lead into a MicroMasters and then advance placement in an in-development Masters of Science in Learning Analytics at UTA. Each course runs about three weeks and we’ve tried to settle on prominent analytics tools for educational data so the experience is one where skills can immediately be applied.

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

Designing with science

Clark Quinn

How should we design? Design for How People Learn (Dirksen). Both of these, of course, aren’t as comprehensive as a book. Of course, it may be that in the process of just designing both that you have some insight. design strategy

Design 189

Innovation in open online courses

George Siemens

In a few weeks, our edX course Data, Analytics, and Learning (#DALMOOC https://www.edx.org/course/utarlingtonx/utarlingtonx-link5-10x-data-analytics-2186 ) will start. We (Carolyn Rose, Dragan Gasevic, Ryan Baker, and I) have spent the last several months thinking through the course structure and format. This is a short overview of the innovations that we want to explore during the course. DALMOOC has been designed to model a distributed information structure.

Course 209

SMEs for Design

Clark Quinn

In thinking through my design checklist, I was pondering how information comes from SMEs, and the role it plays in learning design. And it occurred to me visually, so of course I diagrammed it. The problem with getting design guidance from SMEs is that they literally can’t tell us what they do! Then, of course, there are the war stories. Then of course, bake that in. The post SMEs for Design appeared first on Learnlets. design

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The Quinnov 8: An online course

Clark Quinn

Ok, so I told you the story of the video course I was creating on what I call the Quinnov 8, and now I’ll point to it. I can’t control it, but as I mention in the course, you want to space it out. The content is organized around what I’m terming the Quinnov 8, the eight elements I think are core to making the step to better elearning design. The elements are: Performance consulting: what to do before you decide to course. design

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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. One idea, of course, is to replace it with some validated design process. Another approach, much less disruptive, is to find opportunities to fine tune the design. design strategy

Design 117

Evil design?

Clark Quinn

Of course, it started, and then said “finishing” For 5 days! First, this is bad design. The post Evil design? design strategy technologyThis is a rant, but it’s coupled with lessons. . I’ve been away, and one side effect was a lack of internet bandwidth at the residence. In the first day I’d used up a fifth of the allocation for the whole time (> 5 days)!

Design 122

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 175

The game of course

Jay Cross

The largest obstacle holding L&D professionals back from taking advantage of network technologies, distributed networks, social connections, peer interaction, and informal learning may be their bedrock belief that learning = courses. What’s a course? Where did courses come from? The word course derives from twelfth-century French for running or moving forward. Today, a course is a standard unit of measure of learning. Design Meta-Learning

Course 141

Designing a game

Clark Quinn

He knew that I had designed games before returning to grad school, and had subsequently done one on my thesis research. I taught my interface design students HyperCard, to have a simple language to prototype in. The resulting play was good, but the design was lacking (neither my student nor I were graphic designers). The resulting game, had some specific design features: It was exploratory, in that the player had to wander around and try to survive.

Design 131

Tools and Design

Clark Quinn

I’ve often complained about how the tools we have make it easy to do bad design. Authoring tools, in general, are oriented on a ‘page’ metaphor; they’re designed to provide a sequence of pages. And, of course, these interactions are the critical point for learning. Which, of course, are things like fill in forms, write documents, fill out spreadsheets, film things, make things. The challenge isn’t inherent in the tool design.

Design 125

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.

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Rethinking Design: Curriculum

Clark Quinn

The goal is to choose tasks, with the final task likely being chosen first and working backwards (as in Understanding By Design ) to determine what needs to be done. Of course, I referenced the Goal-Based Scenarios in my book on learning (game) design, but I hadn’t been aware of his curricular processes at the time of this or my Reimagining rant pointed to above. design

Design 207

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. I’d chosen to start with 3 or four questions to prompt discussion: What is good learning design? Are you doing good learning design? design

Design 141

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? I had in mind the approach taken by an organization to their learning design. What gaps are we seeing in learning design strategy? design strategy

Cognitive Edge announces training courses for 2016 – SenseMaker® courses

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. Yesterday we announced three more Cynefin and Sense-Making courses with Dave Snowden. Today we’re announcing a variety of courses to introduce people to the practicalities and applications of running SenseMaker® projects. Course 1: Introduction to Running SenseMaker® projects. Tailored courses.

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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? Here's why the C in MOOC continues to stand for 'Course'. Today, of course, they're not necessarily lectures any more.

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Adaptive or just good design?

Clark Quinn

And, of course, it occurred to me after a conversation that there might be another example of this ‘tech fix before smart fix’ problem: adaptive learning over good design. adapting on learner performance), and, of course, some are pretty silly (e.g. But I would posit that before you charge off for adaptive learning, you make sure you’re doing good learning design first. Yet, at core, they too need good design. design games strategy

Design 139

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 119

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. Using it as a design tool, however, would emphasize the point. And, of course, to better learning design overall. design strategy

Design 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. In my blog posts, I’ve been challenging instructional designers to embrace cultural shifts, and evolving technologies rather than brace against them.

Design 208

Refining Designing

Clark Quinn

A couple of months ago, I posted on thinking about designing, calling for designing ‘backwards and forwards’ And it’s continued to percolate, rightly or wrongly. As I originally structured it, you worked backwards (1) from the ultimate performance you need to put information in the head, and in the world, and then designed forward (2) the combined learning experience, and the performance resource. Which, of course, may actually need to be iterative.

Design 131

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. Here are some thoughts on the course and the implications for design of similar kinds of online learning courses. Social Network as Course Platform Like social networks generally, Ning, unfortunately feels a bit scattered.

Course 100

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. There is good reason why we learned these things in design school –they help us work efficiently, they minimize risk and they help us consider the world views of and design for people other than ourselves. They may sound like best practices for just being a good designer, and they are. “Trust the process!”.

Design 158

Rethinking Design: Pedagogy

Clark Quinn

In thinking through how to design courses that lead to both engaging experiences and meaningful outcomes, I’ve been working on the component activities. As part of that, I’ve been looking at elements such as pedagogy in pre-, in-, and post-class sessions so that there are principled reasons behind the design. Of course, there’s an introduction that both emotionally and cognitively prepares the learner for the coming learning experience. design

Design 152

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. Design thinking is now being applied to abstract entities, - e.g. systems, services, information and organizations, - as well as to devise strategies, manage change and solve complex problems. The application of design thinking beyond products isn’t new.

Design 215

udemy Course with Marissa Mayer

Jay Cross

CEO Marissa Mayer, win $1,000 for your best design, and learn how a student just like you is succeeding with what she learned on Udemy. Marissa’s free Udemy course will teach you how to build a culture of innovation at your company. Take This FREE Course. The course is billed as “Over 10 lectures and 24 mins of content!” The course was first announced 10 hours ago; 8,305 people have already signed up. It’s a stretch to call this a course.

Course 130

Creating the Connectivist Course

Stephen Downes: Half an Hour

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. What made these courses important was that they invoked the idea of including outsiders into university courses in some way.

Course 152

Designing Backward and Forward

Clark Quinn

After a mobile learning panel I realized that, just as mlearning makes it too easy to think about ‘courses on a phone’, I worry that ‘learning experience design’ (a term I’ve championed ) may keep us focused on courses rather than exploring the full range of options including performance support and eCommunity. From there, we can design forward to create those resources, or make them accessible (e.g. design meta-learning

Design 170

Direct Instruction and Learning Experience Design

Clark Quinn

Ultimately, of course, it expanded my understanding, which is always my desire. So it’s time to think a bit deeper about Direct Instruction and Learning Experience Design. And of course I am not surprised to see the importance of feedback. And, of course, this is pretty much everything I argue for as being key to successful learning experience design. Direct Instruction and Learning Experience Design have a really nice alignment.

Design 125

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 120

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. 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 first courses therefore are: An Introduction to Running SenseMaker® Projects.

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Course completion rates in online programs

George Siemens

For example, at Athabasca University, our course completion rates are high. From the draft report: As was the case in previous years, 85% of courses started by undergraduate students were successfully completed (the other 15% withdrew or failed; graduate and “non-starter” registrations were excluded). Online courses that I’ve taught through University of Manitoba have similar high success rates. Online programs are frequently criticized for high drop out rates.

Course 157

Bad Course on Instructional Design

Tony Karrer

I just posted about eLearning Design and Development Training Course listing two examples of courses that talked about instructional design for eLearning. The course from MyUdutu ( [link] ) may talk about it, but it is a classic example of what not to do in eLearning. So while it talks about Instructional Design - it hardly is something to review. Later in the course, they used narration much better with a graphic.

Course 100

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. The Harvard case-study method was designed to allow emerging leaders opportunities to develop through the analysis of real organisations’ real problems.

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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.) 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. Is it a call for a curricular change?

Course 137

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 129

An integrating design?

Clark Quinn

In a panel at #mlearncon, we were asked how instructional designers could accommodate mobile. I’ve advocated that we consider learning experience design, but increasingly I think we need performance experience design, where we look at the overall performance, and figure out what needs to be in the head, what needs to be in the world, and design them concurrently. ADDIE designs courses. design mobile strategy

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