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.

Diagramming Microlearning

Clark Quinn

And, as part of my usual wrestling with clarity, I created a diagram. Too often, folks talk about breaking an existing course down into small chunks, and I suggest that won’t work without some significant (!) The post Diagramming Microlearning appeared first on Learnlets.

This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

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. Then, of course, there are the war stories. design

Design 207

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. It’s about an hour of video of me talking, with a few diagrams and text placeholders. 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. design

Course 119

Evil design?

Clark Quinn

Of course, it started, and then said “finishing” For 5 days! Writing, diagrams, client files, lots of important information! 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 115

Thinking Context in the Design Process

Clark Quinn

I was talking to the ADL Mobile folks about mobile design processes, and as usual I was going on about how mobile is not the sweet spot for courses (augmenting yes, full delivery no). Naturally, I started diagramming. design mobile

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. Oh, and I called it Learning Design in the diagrams, but I'm afraid that it's really more about Training Design.

Design 149

Cognition external

Clark Quinn

And I’ll talk it out first here, and maybe a diagram will emerge. I shared Jane Hart’s diagram yesterday, and I know that it’s a revision of a prior one. Of course, it doesn’t have to be social, it can be personal. design meta-learning social

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.

Constraints on activities

Clark Quinn

When we design learning activities (per the activity-based learning model ), ideally we’re looking to create an integration of a number of constraints around that assignment. I was looking to enumerate them, and (of course) I tried diagramming it. design meta-learning

Thoughts on strategy from Training 19

Clark Quinn

Friend and colleague Michael Allen practiced what he preached while talking about good learning design, as he does. Next was JD Dillon, another friend, talked about his experiences building learning ecosystems that deemphasized courses based upon data and his inferences.

Wise technology?

Clark Quinn

And, of course, I didn’t know what the latter was so it was of interest. And, of course, you analyze the decision afterward to evaluate the outcomes. What intrigues me, of course, is how we might use technology here. design meta-learning strategy

New reality

Clark Quinn

And I found an interesting model that’s new to me, and of course prompts some thoughts. So, of course, I thought I’d share. The model I found (by Milgram, my diagram slightly relabels) puts MR in the middle between reality and virtual reality. design virtual worlds

Video Lessons

Clark Quinn

So, I’ve been creating a ‘deeper elearning’ course for one of the video course providers. And there were some realizations in this, of course. Of course, he’s been doing video for decades. design technology

Video 166

Quip: learning & instruction

Clark Quinn

The statement is simple: Learning is action and reflection; instruction is designed action and guided reflection. This can involve just thinking, or writing, or diagramming , or other ways of representing the contingencies and emerging models. A critical feature of this statement is that the choices of action that we design, and the choices of resources to support reflection (content and representation tools), are critical. design meta-learning

Extending Learning

Clark Quinn

He’s talked about the spacing effect (even providing the basis for a diagram in Designing mLearning), drawing upon his experience as one of our best proponents of evidence-based learning design. Both used diagrams (e.g. The solutions were different, of course.

Learning in context

Clark Quinn

Naturally, I had to diagram it, so let me talk through it, and you let me know what you think. Of course, that only works if we have a learner capable of self learning (hint hint). design meta-learning mobile


Clark Quinn

Of course, we want there to be scrutiny and feedback for the learning to be optimized, etc. draw a flow diagram. And, of course, to determine what capability the individual has acquired. design meta-learning

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?

Tools 169

xAPI conceptualized

Clark Quinn

And it occurred to me that I hadn’t seen a good diagram that helped explain how this all worked. And, of course, I had to take a stab at it. Of course, you can mine the data too, seeing what emerges. But we can look at a lot more interventions than just courses.

70:20:10 - Beyond the Blend

Charles Jennings

Of course the ‘blending’ concept has been around for much longer than the past few years. Each of these, though, were used to design and deliver structured and directed learning based on some form of instructional design and, often, as part of a curriculum.

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. design meta-learning

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. The learner is also supposed to annotate their rationale for the resulting design as well. Of course, this could continue.

Interesting times

Clark Quinn

A few reflections on the situation, all of course related to COVID-19. Of course work-based travel is acceptable, but right now, no one wants to meet in person. And there’s actually a good reason for this… This is a really wonderful diagram (ok, my poor rendition of it).

Where do comics/cartoons fit?

Clark Quinn

To start with, concepts are relationships, such as diagrams (as this one is!). Unless, of course, it’s dynamic and we need a video. Similarly, if we need conceptual relationships, we use a diagram, unless again if it’s dynamic and we need an animation. (By design

Aligning with us

Clark Quinn

We distribute it across representational tools like spreadsheets, documents, and (yes) diagrams. And, of course, there still persists this model that information dump and knowledge test will lead to new capabilities. design meta-learning social strategy

Increasing our responsibility

Clark Quinn

As I sometimes do, I stumbled upon a diagram that characterizes the type of change I think we need to be considering. And, as I’ve previously noted , what’s considered in/formal changes depending on if you’re the performer or designer.) design strategy

Learning from Experimentation

Clark Quinn

Mine (of course :) was at the far end, innovation. Of course I diagrammed the relationship in a quick sketch. I put in ‘now’, because that’s of course when you start. Your circumstances and interests and… who knows, maybe even courses!

70:20:10 and the Learning Curve

Clark Quinn

sparked by a diagram provided by another ITA colleague, Jane Hart (that I also thought was insightful). In Charles’ post he also included an IBM diagram that triggered some associations. Of course, it’s not quite this clean.

Reactivating Learning

Clark Quinn

It can be as simple as a new diagram, animation, or just a small prose recitation. It might be as simple as a multiple-choice question, though a scenario in many instances would be better, and a sim/game would of course be outstanding. design mobile(I looked because I’m sure I’ve talked about this before, but apparently not a full post, so here we go.). If we want our learning to stick, it needs to be spaced out over time.

A richer suite of support

Clark Quinn

I expanded a core diagram I’ve been using for quite a while, based upon earlier diagrams from others. It’s also been used by others, and the core of the diagram is clear, but I wanted to elaborate it.

Big, thick and rich (the data)

Dave Snowden

While that shock comes quickly in so-called primitive societies, modern organisational theory and design, and the excessive delegation of solutions to consultants means that there is a higher than should be the case level of immunisation in most organisations.

Data 218

Myths some teachers (apparently) believe

Clark Quinn

The teacher apparently is laboring under a delusion that in coloring in some diagram or map, the learner will internalize the spatial relationships and map those to the underlying conceptual relationships. My suspicion, of course, is that this is to have pretty room when parents visit, but if so, I think the teacher bloody well ought to buy decorations, and not keep my child from enjoying the weekend to make the teacher’s room pretty. design meta-learning

The ARG experience

Clark Quinn

And, of course, I understand that the overhead would make them useful only in particular situations. And, of course, I made a diagram. I’m suggesting that there’s a story that is the experience designed for the player.

Will tablets diverge?

Clark Quinn

He concludes that “a conscious decision should be made when designing tablet learning (t-learning) solutions”, and goes further to suggest that converting elearning or mlearning directly may not make the most sense. While you would want to design for the touch screen interface rather than mimic a mouse-driven interaction. design mobile strategy

Cognitive and Learning Sciences

Clark Quinn

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.

Managing Learning?

Charles Jennings

Sadly, many of these meet Marc Rosenberg’s description as ‘course vending machines’. A record that someone had completed a compliance course may have won the day in the past, but is less likely to do so now. Of course we will need technology to support learning.

PKM 225

Convenience vs Context

Clark Quinn

One of the several sessions I’m doing at DevLearn next week (in addition to a pre-conference workshop with Jay Cross, a mobile development session with Richard Clark, and another session on the future of orgnanizational learning) is a mobile learning design introduction. In thinking through it, I reflected on a distinction I make between convenience and contextualization, and as usual I got into diagramming as a way to get a handle on it. Tags: design mobile

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.

Facebook and the User Experience of Privacy

Adaptive Path

The user experience shown in the NYT diagram seems just as likely to be the result of overengineered information architecture that favored conceptual rigor and “completeness&# over the actual flow of user behavior. Tags: Information Architecture Product Design Although few of them would describe it this way, many of the people agitating for change to Facebook are really asking for changes to the user experience, not to Facebook’s policies or even functionality.

What’s Your Learning Tool Stack?

Clark Quinn

And lately, I’ve been hearing the question about “what’s your <x> stack” [x|x=’design’, ‘development’, …]. So, of course, I created a diagram. Or, of course, the ones others use in your org.

Tools 163

Emerging new roles for learning and performance professionals

Jane Hart

For me, the biggest shift is not going to be about moving from creating instructional, formal courses to producing informational (or performance support) resources. I’ve highlighted some of them on my diagram below.

The startups are circling education

George Siemens

when the AI course was originally advertised, or whether the scale of the response either led to the formation of the start-up, or brought it into involvement with Stanford. I’m interested in seeing how the Stanford AI course is run and how they manage the numerous voices and activities of participants. The scale is different than what we’ve experience with our open online courses and will require different approaches.