Revisiting the Ecosystem
FEBRUARY 28, 2017
Similarly, we use social elements like coaching, mentoring, and informal learning to develop ourselves and our organizations over time. One of the keys to the L&D revolution is recognizing the full performance ecosystem and the ways technology can support performance and development.
The change is here
MARCH 1, 2017
They are a wee bit old-school, however, as while they do discuss innovation throughout, it isn’t a core focus and their definition of learning doesn’t include informal learning.
Reconciling Formal and Informal
MAY 24, 2012
Recently, there’s been a lot of talk about informal learning, which ends up sounding like formal learning, and this can be confusing. Now, let’s move on to informal learning, as this is where, to me, we have a conflict.
APRIL 4, 2017
The immediate benefits are that you can easily link information that was previously siloed, and track real time changes. I was reading about Digital Business Platforms, which is a move away from siloed IT systems to create a unified environment.
Organizational Learning Engineering
JUNE 28, 2016
It’s time for organizational learning to move into the information age, and start performing like professionals.
How to learn and learn-to-learn
SEPTEMBER 27, 2016
I think experimenting with different media, and working out how to manage the flow of information is critical. I was asked by a colleague to answer some questions for a project on how to learn. I naturally decided to answer in a blog post ;).
Tackling the tough stuff
FEBRUARY 16, 2017
We learn through designed action and guided reflection, not information dump and knowledge test. I was reflecting a wee bit on my books (and writings in general), and realized that there’s somewhat of a gap when I talk about games, and mobile, and more.
Where is Clark?
MARCH 22, 2017
If you’re here in the Bay Area, it should be fun and informative. So, where am I this spring? I was at ATD’s Techknowledge in January, and as this is published I’m on my way to Long Beach for their Core 4 event (sold out; if you’re one of the lucky ones there, say hi!). I’m taking the train (and a bus); look forward to watching the terrain roll by and writing. But there’re a couple more events this spring.
Learning Through the Wild
AUGUST 10, 2016
Similarly, the staff at the camps also do a good job of advocating for the wilderness (as they would), and there are guidebooks available for perusal to learn more, as well as information around the dining rooms (and great food!).
The Grail of Effective and Engaging Learning Experiences
FEBRUARY 10, 2015
model-based guidance: the best guide for practice is a conceptual basis (not rote information). There’s a considerable gap between what we can be doing, and what we are doing. When you look at what’s out there, we see that there are several way in which we fall short of the mark.
DECEMBER 17, 2015
An important element is the flow of information within the model; ensuring that there are no barriers to making effective choices. Decisions, then, are about how to facilitate the most optimal flow of information without compromising organizational integrity.
MARCH 3, 2016
Still, mindmaps capture structural information in a visual way, that supports tapping into our powerful visual processing system. You can add information to them; as a visual tool, you can add extra graphical information, like tables or charts, to augment the map.
Working and learning out loud
DECEMBER 22, 2015
I’ve been thinking about some of the talk around the Future of Work, and in addition to the free flow of information I recently posted about from the Coherent Organization, I think working out loud is another component. What’s the benefit of getting feedback to improve versus what’s the downside of information getting out to competitors or exposing regulated data?
Content isn’t a silo
MARCH 2, 2016
Truly, if you want to be part of the strategic picture going forward, you have to work with information tools. I mentioned in my previous post that I was talking at the xAPI camp about content strategy, and on the way in I created a new diagram to convey a concept I wanted to discuss.
JULY 19, 2016
They are fans of Make It Stick (mentioned in my Deeper eLearning reading list ), so it was easy to help them recognize that good activities require learners retrieve the information in context , so each formative evaluation should be a situation requiring a decision. Last week I ran a workshop for an online university that is working to improve it’s learning design. Substantially. They’re ramping up their staff abilities, and we’d talked about how I could help.
APRIL 14, 2015
Just like I can look up the specs on the resolution of my computer screen, use that information, but have to look it up again next time. Last week on the #chat2lrn twitter chat, the topic was microlearning. It was apparently prompted by this post by Tom Spiglanin which does a pretty good job of defining it, but some conceptual confusion showed up in the chat that makes it clear there’s some work to be done.
A richer suite of support
MAY 25, 2016
While it’s easy to say that the role of formal learning wanes, and the role of informal learning ramps up, what are the types of support we might look to?
Scenarios and Conceptual Clarity
DECEMBER 10, 2015
You use some sort of sleight of hand, such as “a supervisor catches the mistake and rectifies it, informing you…” to make it all ok. I recently came across an article ostensibly about branching scenarios, but somehow the discussion largely missed the point.
Ambiguity Denial Syndrome?
JUNE 23, 2016
Instead we see one-shot development of information dumps and knowledge tests, which aren’t going to help organizations. Too many processes I see reflect industrial age thinking, and we’re in an information age.
Augmenting AR for Learning
SEPTEMBER 13, 2016
We’re hearing more and more about AR (Augmented Reality), and one of it’s core elements is layering information on top of the world. But in a conversation the other night, it occurred to me that we could push that information to be even more proactive in facilitating learning. Imagine that when we presented this information, we asked the learner to make an inference based upon the displayed model.
Designing Learning Like Professionals
AUGUST 12, 2015
For instance, there’re sound cognitive reasons why information dump and knowledge test won’t lead to learning. Information that’s not applied doesn’t stick, and application that’s not sufficient doesn’t stick. 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.
Rethinking Design: Curriculum
AUGUST 21, 2014
We’re more likely to remember information we’ve had to process rather than information we’ve just been presented with. In addition to yesterday’s post about pedagogy , I also mentioned the need to get deeper on curriculum as well.
MARCH 30, 2016
Social learning is: not about (just) formal: as suggested above, social extends from formal out to informal to being an essential part of how business gets done. Good social learning is: communicating by pointing to relevant new information. I was talking with my ITA colleagues, and we were discussing the state of awareness of social learning. And we were somewhat concerned that at least from some evidence, there’re some misconceptions around about social learning.
Aligning with us
MARCH 22, 2016
I think alignment is a big thing, both from the Coherent Organization perspective of having our flows of information aligned , and in processes that help us move forward, but with, well, our humanity.
Why Work Out Loud? (for #wolweek)
JUNE 18, 2015
They can provide pointers to useful information, they can provide tips about what worked, and didn’t, for them, and they’re better prepared for what will be forthcoming. Why should one work out loud (aka Show Your Work )? Certainly, there are risks involved. You could be wrong. You could have to share a mistake. Others might steal your ideas. So why would anyone want to be Working Out Loud ? Because the risks are trumped by the benefits.
Supporting our Brains
OCTOBER 13, 2015
We also have limited ability to carry information around for the same reasons, but we can create external representations (such as notes or scribbles) that can hold those thoughts for us. However, technology can remember arbitrary and abstract information completely.
Collaborative Modelling in AR (and VR)
SEPTEMBER 21, 2016
while viewing, not offline), we can find some powerful learning opportunities, both formal and informal. And for informal learning, having team or community members working to collaboratively annotate their environment or represent their understanding could solve problems and advance a community’s practices.
Social Media Policy?
JULY 1, 2015
While your systems may vary, your results should be sources for you to find information, present yourself in your various communities, and to share your thoughts. So what’s your social media policy? It’s not something you should do lightly, or haphazardly, it seems to me. In fact, such a policy really is part of your personal knowledge mastery.
Vale Jay Cross
NOVEMBER 7, 2015
It amazed me how he could remember all that information and point out things as we walked. He had a phenomenal memory; he read more than anyone I know, and synthesized the information to create an impressive intellect. His book Informal Learning had a major impact on the field.
Rethinking Design: Pedagogy
AUGUST 20, 2014
In typical approaches, you’d be presenting conceptual information (e.g. a decision tree), or a checklist, or something that requires them to use the information. And if the information doesn’t support doing, it’s probably not necessary.)
AUGUST 25, 2015
It means we should be looking to augment how we think, with tools and processes like performance support, helping us find information with powerful search. Particularly rote information. The trend to an event comprised of information dump and knowledge test we know doesn’t work. We’re in an information age, and industrial models just won’t cut it.
Better Learning in the Real World
SEPTEMBER 24, 2014
We’ll switch the emphasis from knowledge test to mini- and branching-scenarios for practice tasks, or we’ll have them take information resources and use them to generate work products (charts, tables, analyses) as processing. I tout the value of learning science and good design.
2015 top 10 tools for learning
JULY 7, 2015
Not making the top 10 but useful tools include Google Maps for directions, Yelp for eating, Good Reader as a way to read and annotate PDFs, and Safari, where I’ve bookmarked a number of sites I read every day like news (ABC and Google News), information on technology, and more. Jane Hart has been widely and wisely known for her top 100 Tools for Learning (you too can register your vote ).
FEBRUARY 17, 2016
One of the interesting things was a model he had that pitted your depth of information against your ability to implement. So I’d put someone high on the theory/information side as an academic or researcher, whether they’re in an institution or not.
Heading in the right direction
MAY 26, 2016
What I see in schools, classrooms, and corporations are information presentation and knowledge testing. Most of our educational approaches – K12, Higher Ed, and organizational – are fundamentally wrong. Which isn’t bad in and of itself, except that it won’t lead to new abilities to do ! And this bothers me. As a consequence, I took a stand trying to create a curricula that wasn’t about content, but instead about action.
JANUARY 19, 2016
Too often, some well-intentioned but under-aware designers wants to put some arbitrary information in their heads. I was on a case. I’m a performance detective, and that’s what I do. Someone wasn’t performing they way they were supposed to, and it was my job to figure out why. My client thought he knew. They always do. But I had to figure it out myself. Like always. Before I hit the bricks, I hit the books.
Learning in Context
MAY 4, 2016
We can have a rich model of learning around a system, so a detailed competency map, and then with a rich profile of the learner we can know what they know and don’t, and then when they’re at a point where there’s a gap between their knowledge and the desired, we can trigger some additional information. In a recent guest post, I wrote about the importance of context in learning.
Learning and frameworks
NOVEMBER 13, 2015
That’s why, by the way, that information dump and knowledge test isn’t a learning solution. People need to actively apply the information. It shifts from formal coaching to informal mentoring, personal exploration, and feedback from colleagues and fellow practitioners. There’s recently been a spate of attacks on 70:20:10 and moving beyond courses, and I have to admit I just don’t get it.
Reconciling two worlds
NOVEMBER 17, 2015
Traditional learning professionals have an opportunity to contribute to an information age approach, with an awareness of the bigger picture. A recent post by my colleague in the Internet Time Alliance, Jane Hart , has created quite the stir. In it, she talks about two worlds: an old world and a new world of workplace learning. And another colleague from the Serious eLearning Manifesto , Will Thalheimer, wrote a rather ‘spirited’ response.
Click to learn less
JULY 15, 2014
The point being that information is available but not directly. People aren’t good at remembering large bits of information. I think it comes from the fact that Subject Matter Experts (SMEs) don’t have access to most of what they actually do, but they do have access to all they know, so they tend to put out information. All too often, when I review content, I see a recurrent interaction.