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. desig

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Experimenting with conference design

Clark Quinn

And, what’s nice, is that they’re experimenting with conference design, not just moving straight online. Yet also designed so that you can come in late, or early, and drill into what you want when you want. We’re designing this in the time between now and launch. I’m glad that they’re experimenting with conference design. The post Experimenting with conference design appeared first on Learnlets.

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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. It’s a principle called ‘mapping’ (see Don Norman’s essential reading for anyone who designs for people: The Design of Everyday Things ). Design, learning or product/service, works best when it aligns with how our brains work. design

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Design Thinking?

Clark Quinn

There’s been quite a bit of flurry about Design Thinking of late (including the most recent #lrnchat ), and I’m trying to get my around what’s unique about it. It helps to understand that I’ve been steeped in design approaches since at least the 80’s. Herb Simon’s Sciences of the Artificial argued, essentially, that design is the quintessential human activity. And my grad school experience was in a research lab focused on interface design.

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Designing Microlearning

Clark Quinn

Earlier, I wrote about designing microlearning, but what I was really talking about was the design of spaced learning. So how should you design the type of microlearning I really feel is valuable? The design process, then, would be to identify the model guiding the performance (e.g. The post Designing Microlearning appeared first on Learnlets. design mobileYesterday, I clarified what I meant about microlearning.

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Designing Ecosystems | A Learning Journey

Dave Snowden

On September 16, 2019, Cognitive Edge was invited to a Research Meeting convened by the Stanford Center for Design Research and the David Ramsey Map Center. The event was convened to integrate perspectives on Innovation Ecosystem and Design Thinking to come together to share insights. .

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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. The problem with getting design guidance from SMEs is that they literally can’t tell us what they do! The post SMEs for Design appeared first on Learnlets. designAnd it occurred to me visually, so of course I diagrammed it.

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Thinking about design ‘thinking’

Dave Snowden

I’ve been thinking about the whole approach we are adopting to design thinking as the Whistler retreat approaches. I’ve designated this as ‘industrialised’ given IDEO’s latest approach to training and certification. The post Thinking about design ‘thinking’ appeared first on Cognitive Edge. We started a journey on this at the same location last year and we are currently shifting into a formal method with associated tools and training.

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Evil design?

Clark Quinn

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)! So, I determined to do all I could to cut my internet usage while away from the office.

Design 121

Complexity, design and aesthetics

Dave Snowden

The first this year is coming up shortly in Whistler and will focus on creating a complex systems approach to how we handle design and innovation in large organisations, the role of aesthetics and creativity in human systems. Design is one of those ideas which seems to be rapidly entering the commoditisation stage of its life cycle so it was a good one to take on first! We will start to think through the metaphor and practice in the context of design at the session.

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

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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.

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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. The challenge isn’t inherent in the tool design. I reckon the tool vendors are still focused on content and a quiz, but the support is there to do learning designs that will really have an impact. design technology

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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

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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

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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

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. This year that theme has been design both as a process but also in the context of resilience and sustainability in society. How can we design systems that allow human systems to grow and flourish?

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Designing Learning Like Professionals

Clark Quinn

I’m increasingly realizing that the ways we design and develop content are part of the reason why we’re not getting the respect we deserve. We need to start combining experience design with learning engineering to really start delivering solutions. To truly design learning, we need to understand learning science. The point I’m trying to make is that we have to stop treating designing learning as something anyone can do. design meta-learning strategy

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Designing For Emerging Technologies

Adaptive Path

Adaptive Path’s Scott Sullivan is a contributing author of Designing for Emerging Technologies published by O’Reilly Media and released today. Scott’s chapter is Prototyping Interactive Objects and outlines his experiences in prototyping objects to the same fidelity that he expects from his screen-based wireframes and how designers with limited technical backgrounds can do the same. Adaptive Path Design Leaders Designing for Emerging Technologies Scott Sullivan

Design like a pro

Clark Quinn

And yet, if you’re going to be a learning designer or engineer , you should know the science and be using it. You could read Julie Dirksen’s Design for How People Learn as a very good interpretation of the science. Look, if you’re going to do design, do it right. design In other fields of endeavors, there is a science behind the approaches. In civil engineering, it’s the properties of materials.

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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

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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. But I would posit that before you charge off for adaptive learning, you make sure you’re doing good learning design first. Adaptation on top of good learning design is likely to add some extra benefits, but adaptation on old learning design just doesn’t make sense.

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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.

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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

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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. design

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The Evolution of Design Thinking

Irving Wladawsky-Berger

Design Thinking is the featured topic in the September issue of the Harvard Business Review with four articles on the subject. “It’s The application of design thinking beyond products, - in innovation, problem solving and business strategy, - isn’t new. IDEO , a firm best known for pioneering this expanded view of design, traces its roots back to 1978. The School of Design in London’s Royal College of Art has long been pushing the boundaries of industrial design.

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Design Readings

Clark Quinn

Another book on design crossed my radar when I was at a retreat and in the stack of one of the other guests was Julie Dirksen’s book Design for How People Learn and Susan Weinschenk’s 100 Things Every Designer Needs to Know About People. Dr. Weinschenk’s book systematically goes through categories of important design considerations: How People See. This includes much of the research I talk about when I discuss deeper Instructional Design, and more.

Design 132

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!”.

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Design for Doing

Clark Quinn

It occurs to me that we are too busy designing for learning, and that’s not what it’s about. My backwards design process suggested looking at the desired performance, and then working backwards. Are you designing for doing? design strategy It’s not about learning, as I often say. What is it about? It’s about doing. It’s about performance. So what does that mean?

Design 162

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. design

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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.

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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. So I began thinking about performance experience design as a way to keep us focused on designing solutions to performance needs in the organization.

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Grand Unified Theory of Service Design, Systems Design, and Organization Design

Adaptive Path

I sat down with Jeff to pick his brain on putting the ‘service design’ in software-as-a-service. One is that I specialize in helping IT organizations and digital businesses bring together agile, DevOps, and design thinking in order to adopt new methodologies and be able to deliver more continuous value, so I’m really interested in the relationship between design and engineering and design and IT in particular. Very often, DevOps and design never speak.

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designing the emergent organization

Harold Jarche

In The Rise of Emergent Organizations, Beth Comstock, Vice Chair at GE, cites five rules of thumb to guide organizational design for the emerging network era. It is wonderful to see a large corporation putting into practice the recommendations I, and many others, have been making on organizational design for more than a decade.

From instructor to designer & facilitator

Clark Quinn

While I posted an answer there, I thought I’d post it here too: I see two major roles in that of the ‘teacher’: the designer of learning experiences (pre), and the facilitator of same (during/post). I think the design changes by returning to natural learning approaches, an apprenticeship model (c.f. Tech can make it easier to follow such a design paradigm. The post From instructor to designer & facilitator appeared first on Learnlets

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Direct Instruction and Learning Experience Design

Clark Quinn

So it’s time to think a bit deeper about Direct Instruction and Learning Experience Design. 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. The post Direct Instruction and Learning Experience Design appeared first on Learnlets

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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

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Designing For Emerging Technologies

Adaptive Path

Adaptive Path’s Scott Sullivan is a contributing author of Designing for Emerging Technologies published by O’Reilly Media and released today. Scott’s chapter is Prototyping Interactive Objects and outlines his experiences in prototyping objects to the same fidelity that he expects from his screen-based wireframes and how designers with limited technical backgrounds can do the same.

Design Thinking and the Workplace Experience

Irving Wladawsky-Berger

Design has long played a major role in product innovation. But in the last few years, a shift has been underway bringing design to the very core of the business. “ The Evolution of Design Thinking : It’s no longer just for products. Leading-edge companies are leveraging design thinking to translate technological advances into compelling customer experiences in order to seize market share from more traditional competitors.

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Designing mLearning in Korean

Clark Quinn

It actually happened a while ago, but I was pleased to learn that Designing mLearning has been translated into Korean. That’s kind of a nice thing to have happen! A slightly different visual treatment, presumably appropriate to the market. Who knows, maybe I’ll get a chance to visit instead of just transferring through the airport. Anyways, just had to share ;). mobile

Design 132

Quip: design

Clark Quinn

If you get the design right, there are lots of ways to implement it; if you don’t get the design right, it doesn’t matter how you implement it. Too often, people under design and overproduce, resulting in great looking products that are worthless. Similarly, I’ve found that if you get the design right, you don’t need lots of production. And the tools will change, but the need for quality design won’t. design

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Evidence-based Design

Clark Quinn

In my last post , I asserted that we need evidence-based design for what we do. 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. A number of people run workshops on deeper design. design

Design 128

Transcending Experience Design

Clark Quinn

Last week’s #lrnchat touched on an important topic, experience design. The one I want to pursue here is the notion of transformative experience design. The point here is not to tout the book, but instead to tout that a meld of experience design and learning design, learning experience design, is the path to this end. There are things about experience design that instructional design largely ignores: emotion, multiple senses, extended engagement.

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