Processing

Clark Quinn

I’ve been thinking a lot about processing in learning of late; what processing matters, when, and why. This is my processing! :). We know processing is useful. One of the questions is “what sort of retrieval (or processing)?”

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

Course 136

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Competencies for L&D Processes?

Clark Quinn

And it made me wonder, should there be competencies for processes as well? That is, should your survey validation process, or your design process, also meet some minimum standards? How about design thinking ? So does it make sense to have processes meet minimum standards? One of the things I do is help orgs fine-tune their design processes. I was wondering whether we should certify processes. Based upon learning science, of course.

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. Using video and images for everything because we process images 60K faster. 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.

Design 168

Reflections on the Whistler process

Dave Snowden

Out first retreat of 2018 explored the general area of design and innovation. The theme of design was always there from the intiail conception, but the increasing comodisation of design into the linera process of much design thinking creating a context for the programme.

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.

Designing Social Processing

Clark Quinn

In reflecting on the presentation I gave earlier this week, I realize that I didn’t make it clear that just making it social will make activities lead to better processing. Of course, my goal was evangelizing, but I reckon I should followup with some clarity. There are some design principles involved. First, the assignment itself needs to be designed to involve valuable processing activities. Tags: design social

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). I had suggested that the real mobile opportunities are using sensors to do contextual things, and and I also opined that we really don’t have an instructional design model that adequately addresses taking context into account. design mobile

Editing, process, topics, and other reflections

Clark Quinn

Process. Now, I write in several channels: my blog, my committed articles, and of course books. I’ve fixed them, of course, similarly when folks comment in one way or another about something I’ve left confusing or wrong.). Books, of course, are a bigger story.

Types of meaningful processing

Clark Quinn

games ) that are the first, best, learning practice you can engage in, of course. What I’m looking for is ways to get learners to do processing in ways that will assist their ability to do. It has learners monitor the process, and then they can turn that on themselves to become self-monitoring. This processing of the rules in context exposes the underlying issues in important ways. design

Types 133

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

E-Learning 3.0 Course Synopsis

Stephen Downes: Half an Hour

Getting Ready Connectivism is based on the idea that knowledge is essentially the set of connections in a network, and that learning therefore is the process of creating and shaping those networks. The MOOC environment is designed to support both types of learning.

Course 191

eLearning Process Survey results!

Clark Quinn

So, a few weeks ago I ran a survey asking about elearning processes*, and it’s time to look at the results (I’ve closed it). eLearning process is something I’m suggesting is ripe for change, and I thought it appropriate to see what people thoughts. taking orders), ‘getting from SMEs’, and ‘using a process’ These are clearly in ascending order of appropriateness. For practitioners, of course, not so much. design strategy

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. Many MOOCs reflect a structured and linear process of content presentation.

Course 209

It’s the process, silly!

Clark Quinn

And part of it is in the knowledge and skills of the designers, but it’s also in the process. Given that people are far less predictable than, say, concrete, fields like interface design have long known that testing and refinement need to be included. ADDIE isn’t inherently linear, certainly as it has evolved, but in many ways it makes it easy to make it a one-pass process. This has evolved from a similar document I use in (learning) game design.

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! So we need a process. Then, of course, there are the war stories. Then of course, bake that in. The post SMEs for Design appeared first on Learnlets.

Design 159

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

Course 128

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 118

Design ‘debt’ and quality process

Clark Quinn

A tweet from Joshua Kerievsky ( @JoshuaKerievsky ) led me to the concept of design debt in programming. I started wondering what the equivalent in learning design would be. Obviously, software design isn’t the same as learning design, though learning design could stand to benefit from what software engineers know about process and quality. It’s clear we often take shortcuts in our learning design, and let’s be honest, we seldom go back.

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 173

Negating the learner in the learning process

George Siemens

Yesterday, a Coursera course was closed after the first week of delivery. It wasn’t the course so much as the buzz from being with people in the same field with the same passion and need to know “stuff”. Coursera provides the platform, but leaves it up to the instructor to design the course, to build the website, and to make it live or not. In this instance, it looks like the instructor decided to shut down the course.

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 126

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. The goal is to have them process the content in service of accomplishing the task, an approach more consonant with our cognitive architecture. We’re more likely to remember information we’ve had to process rather than information we’ve just been presented with. design

Design 208

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

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 142

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

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.

Course 194

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

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 132

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 153

Designing outside your comfort zone

Adaptive Path

“Trust the process!”. 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.

Design 158

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

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 172

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

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. Firstly, we know that learning is a powerful and continuous process that occurs daily at work and throughout life. Courses may help with the basics, or to refresh our knowledge, but courses alone won’t deliver high performance. In the course mindset, the output is seen as ‘learning’.

Course 168

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.) Look at this post: [link] Notice that though there are no curricular outcomes, the instructor is able to lead students towards the things he thinks are valuable by modelling the process. It's exactly the same process as recognizing your child's face out of a sea of faces. It's exactly the same process as selecting useful content instead of advertising.

Course 138

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

Design 136

Deeper Design: Working out Loud and the Future of Work

Clark Quinn

We decided to do a course together, free-to-air, and write about the process as well (a bit of Working Out Loud), with the intention was to try to do deep design on a pragmatic basis. First, there are four articles talking about the design, that Learning Solutions magazine was kind enough to host: The first post talks about our initial plans, and how we settled on a topic. The second post talks about our initial design decisions, scoping the overall course.

Design 144

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

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.

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 is a process that will probably never end.

Design 176

A jot of design

Clark Quinn

First, it was an iPad app supporting design. Given that I’m very much about improving design, *and* quite into mobile, this was of interest. Second, I mistakenly thought it came from Michael Allen’s company Allen Interactions, and he’s not only been an early advocate of engaging design, but also he’s a supremely nice guy to complement his smarts. design mobileOrdinarily, I don’t even look at vendor products when offered free trials.

Design 141