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.

Design 166

Content systems not content packages

Clark Quinn

In a conversation last week (ok, an engagement), the topic of content systems came up. That we should start designing our content into smaller chunks. This approach emerged from an initiative on an adaptive learning system I led. There’s more, of course.

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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

systems thinking and training

Harold Jarche

I read an article in New Republic entitled Crash Course by Maureen Tkacic, a former Wall Street Journal reporter, which describes how “ Boeing’s managerial revolution created the 737 MAX disaster” — resulting in plane crashes in Indonesia and Ethiopia. The pilot training system outside North America and Europe played a significant role it seems. The automation of aircraft systems results in safer flights — most of the time. Boeing 737 MAX.

System 175

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 190

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

Evil design?

Clark Quinn

Now, with every other such system that I know of, it’s stored locally *and* duplicated on the cloud. 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.

Design 122

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

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

Never Under-Estimate the Immune System

John Hagel

Every large and successful institution has an immune system – a collection of individuals who are prepared to mobilize at the slightest sign of any “outside” ideas or people in order to ensure that these foreign bodies are neutralized and that the existing institution survives intact and can continue on course. In more rapidly changing and volatile signs, this same immune system can become deadly by resisting the very changes that are required for the survival of the institution.

System 153

Adaptive or just good design?

Clark Quinn

Not that there’s anything wrong with augmenting us, but I was wondering if we’d be better off focusing on developing our non-cognitive systems first. 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. Heck, I led a team that developed an adaptive learning system back circa 2000 (ahead of the times, as always ;).

Design 139

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. With four articles on the subject, HBR ’s overriding message is that design is no longer just for physical products, being increasingly applied to customer experiences, innovation, business strategy, and complex problem solving. . Last week I discussed this expanded view of design thinking based on one of the articles, - Design Thinking Comes of Age.

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

Learning and Performance Support Systems

Stephen Downes: Half an Hour

This post is to introduce you to our Learning and Performance Support Systems program, a new $19 million 5-year initiative at the National Research Council that I will be leading. The objective is to build a system where individuals can access, and get credit for, learning from any education provider at all, whether from home, the workplace, or at a school. Program Design and Scope The LPSS is designed along three technology thrusts.

System 209

How Can We Ensure that Our Complex AI Systems Do What We Want Them to Do?

Irving Wladawsky-Berger

Software-intensive systems are generally quite flexible, - able to evolve and adapt to changing product and market requirements. However, their very flexibility makes it difficult to adequately anticipate and test all the interactions between the various components of the system. Even if all the components are highly reliable, problems can still occur if a rare set of interactions arise that compromise the overall behavior and safety of the system.

System 183

Never Under-Estimate the Immune System

John Hagel

Every large and successful institution has an immune system – a collection of individuals who are prepared to mobilize at the slightest sign of any “outside” ideas or people in order to ensure that these foreign bodies are neutralized and that the existing institution survives intact and can continue on course. In more rapidly changing and volatile signs, this same immune system can become deadly by resisting the very changes that are required for the survival of the institution.

System 100

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. So far, we have announced three more Cynefin and Sense-Making courses with Dave Snowden and a variety of courses to introduce people to the practicalities of running SenseMaker® projects. Today we’re announcing practitioner-focused courses on complexity and the Cynefin framework. Course 1: Dealing with Complex Problems.

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.) Filtering systems, content recommendation systems, analytics and other tools will make the task of recognition easier. We could talk about how better or worse to design these materials, but that now leaves the domain of cooperative versus collaborative learning.

Course 137

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 - 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. Pause) Then I decided to make this a generalized help system for gRSShopper.

Design 175

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 184

7 principles of intervention in complex systems

Dave Snowden

One can only really understand a complex system by interacting with it (the probe of probe-sense-respond ) and while people get that, getting them to take on board the full implications is another matter. Some time ago I decided that we needed to have a more rigid process that would force people to take the various aspects of a safe-to-fail experiment into account in design, so we created a form. I may buy this T-Shirt as its a great slogan.

Are Instructional Designers Making Themselves Irrelevant?

Xyleme

So what does that mean for the poor instructional designer when over 70% of the learning they create delivers poor customer experiences? The easy thing for an instructional designer to do is to rely on simple instinct and maintain the status quo. Being static means being stale, and for instructional designers, stale content is the fastest road to irrelevancy. Content created by rapid authoring tools locks that valuable content inside of an eLearning course.

Design 211

The Future of Learning Management Systems: Development, Innovation and Change

Stephen Downes: Half an Hour

Course completion rates are a problem, also student authentication. In Canada, similar, 12-16% of post-secondary students taking an online course for credit. But there isn’t a systemic way to evaluate what works. Software that provides instant feedback could be effective in improving course performance. The course was a problem-solving course - calculate the probability of life around different stars. The challenge is, how can systems support this, esp.

System 148

Designing E-Learning 3.0 in gRSShopper - 9

Stephen Downes: Half an Hour

The RSS Feed The course isn't truly distributed until it has an RSS feed. We'll use the course newsletter as our RSS feed, except we'll publish the output in rss2 format instead of HTML. It's worth noting that I could put anything into an RSS feed like this - courses, modules, whatever.

Design 146

Networks, Information, and Complex Adaptive Systems

Stephen Downes: Half an Hour

The first part is designed to be very broad, as a "view of the universe as a self-organizing information system that can, in some sense, be seen to have knowledge and to change through co-adaptation of its parts." Let''s look at what is included in this sentence: It''s a ''view of the universe'' that is self-organizing that is an information system that can be seen to. I''m not sure anything is an information system. Under the heading "A believable theory?

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 158

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 153

Designing E-Learning 3.0 in gRSShopper - 12

Stephen Downes: Half an Hour

So the course website will have a record of all the people who received a badge (note that I could digitally sign each record, and hide the real identity of the recipient, which would give people the choice of whether or not they want to be recognized as having actieved the badge).

Design 153

Learning Experience Design Strategy

Clark Quinn

On our weekly twitter learning fest, #lrnchat , I regularly identify myself as a learning experience design strategist. When you think about creating learning experiences, you are talking about design. You need a design process, tools, and good concepts around learning and engagement. Really, both my book on designing engaging learning experiences, and my forthcoming one on mobile learning, are at core about design. That means working with groups and systems.

Designing E-Learning 3.0 in gRSShopper - 7

Stephen Downes: Half an Hour

Usually at this point systems offer some method to 'claim your feed', typically by having them insert some key or code into the feed itself. Alternatively, the system could ask you to prove your identity, either using a direct OAuth2 call to your feel (ie.,

Design 146

Can Things Still Get Done in Our Gridlocked Political System?

Irving Wladawsky-Berger

Is it perhaps so difficult to get things done because that’s how our system of checks and balances was actually designed to work? And, is our system of government still adequate for dealing with our fast changing, highly complex world? . While economic policy in the US is indeed ruled by gridlock, “the American political system allows for more change than its current reputation suggests,” he writes.

System 151

Education and, of course, the Net

Harold Jarche

Roger Schank: the on line education revolution: its all about the design. Not on ages’ old traditions of learning, but on a system of reducing human qualities to measurable, standardized productivity designed for the assembly line. Here are some of the observations and insights that were shared via Twitter this past week. . Learning by doing is really how we learn: Teaching others to do this is the next step in the education revolution. aronsolomon – Generation Why.

Course 151

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. The design challenge was: How do we come up with concrete tools, frameworks and methods for helping people better understand and adopt network systems leadership?

The Mobile Design Workshop!

Clark Quinn

Announcements of changes in the marketplace (HP acquiring Palm in just the past week), and new devices (Google passing on the Nexus One to tout the next gen system), are coming fast and furious. I confess, I’m a design guy. And I like to think that 30-odd years of practice and reflection on learning design (investigating myriad design practices, looking at design models, etc) provides some reason to think I’ve developed a wee bit of expertise on the topic.

Design 126

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. There are two major problems with the Reader as it is currently designed: - it's slow. When I first designed the PLE interface, I created a test modal (which I had planned to use for a login screen). Workflow The next step in the use of badges is to develop a mechanism for awarding them.

Design 129

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

Design Elements in a Personal Learning Environment

Stephen Downes: Half an Hour

In this paper I would like to address the core design elements in the development of a personal learning architecture being developed in the National Research Council''s Learning and Performance Support Systems program. NRC''s Learning and Performance Support Systems program touches on all parts of Canada''s learning technology, but has the most direct impact on the learning management system (LMS) sector.

Design 197

Learning Experience Design thru the Macroscope

Clark Quinn

Our learning experience design is focused, essentially, on achieving one particular learning objective. At the level of curricular design, we are then looking at sequences of learning objectives that lead to aggregate competencies. You couple it with more self-evaluation, and you design a system that is patiently persistent in assisting people and supporting them along. There are some consequences, of course. design mobile strategy technology

Design 169

Learning Design isn’t for the wimpy

Clark Quinn

We’ve been given some content, and it’s not just about being good little IDs and taking what they give us and designing instruction from it. We could do it, but it would be a disaster (in this case, that’s what we’re working from, a too-rote too-knowledge-dump course. Model-based and systems thinking help immensely. If you’re not willing to do this, you’re not cut out to be a learning designer. design

Design 139

How Effective are Video-Based Training Courses?

TOPYX LMS

3 Benefits of Video-Based Training Courses. Video-based training courses pack an impressive punch in the area of benefits. For example, a video-based training course is…. Self-paced – A learner can choose his or her own rate at which to advance in the course. Knowledge retention promoting – It’s proven that video-based courses benefit learners by increasing knowledge retention. How Effective are Video-Based Training Courses, Really? Course summaries.

3 Tips to Make Corporate eLearning Courses More Engaging

TOPYX LMS

eLearning technologies like learning management systems and mobile learning tools allow organizational leaders to manage training content conveniently, from a central location. They also make it simple for leaders to design eLearning courses that encourage engaged learning. In 2014, it was reported that 41.7 percent of Fortune 500 companies utilized eLearning (online learning) technologies.¹

The Systems Challenge in Education

Irving Wladawsky-Berger

I loved calculus and related subjects, but as the math courses I was taking got more and more abstract - e.g., algebra, projective geometry, topology, - I realized that pure math was not for me. It was not until the late 1970s when I became involved in more applied systems projects, that I discovered my true passions. I loved complex systems, both their design and analysis in the lab, and the challenges of bringing them to market.

System 100