May, 2012

Clark Quinn

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Reconciling Formal and Informal

Clark Quinn

Recently, there’s been a lot of talk about informal learning, which ends up sounding like formal learning, and this can be confusing. So I’ve been trying to reconcile these two viewpoints, and this is how I’m seeing it. There are really two viewpoints: that of the learning and development (L&D) professional, and that of the performer.

Informal 190
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Mobile Changes Everything?

Clark Quinn

As a prelude to a small webinar I’ll be doing next week (though it also serves to tee up the free Best of mLearnCon webinar I’ll be doing for the eLearning Guild next week as well, here’re some deliberately provocative thoughts on mobile: According to Tomi Ahonen , mobile is the fastest growing industry ever. But just because everyone has one, what does it mean ?

Mobile 189
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Flipping assessment

Clark Quinn

Inspired by Dave Cormier’s learning contract , and previous work at learner-defined syllabi and assessment, I had a thought about learner-created project evaluation rubrics. I’m sure this isn’t new, but I haven’t been tracking this space (so many interests, so little time), so it’s a new thought for me at any rate ;). It occurred to me that, at least for somewhat advanced learners (middle school and beyond?

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New Mobile Report Out

Clark Quinn

I’m happy to report that the eLearning Guild has just released this year’s mobile learning research report I authored for them (after doing the same last year). It’s free if you’re already a paid member of the Guild, which has other benefits (e.g. similar free access to other coming research reports, Thought Leader Webinars, etc).

Report 183
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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. This book provides a nice complement to Julie’s, focusing on straight facts about how we process the world.

Design 176
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Applying Expertise

Clark Quinn

I’m trying to get my mind around how the information we’re finding out about expertise matches to the types of problems people face. Clearly, you want to align your investments appropriately to situations you face. If you look across the literature on expertise, and the recent writing on how our brains work (c.f. Kahneman’s Thinking Fast and Slow ), you see an emerging picture of expertise.

Expertise 172
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Making rationale explicit

Clark Quinn

In discussing the activity-based learning model the other day, I realized that there had to be another layer to it. Just as a reflection by the learner on the product they produce as the outcome of an activity should be developed, there’s another way in which reflection should come into play. What I mean here is that there should be a reflection layer on top of the curricula and the content as well, this time by the instructor and administration.