Clark Quinn

MAY 30, 2012

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?

Assessment 189

Assessment Evalution Analysis Project 189

Clark Quinn

NOVEMBER 5, 2012

Last week I was on a panel about the API previously known as Tin Can at #DevLearn, and some thoughts crystallized. Touted as the successor to SCORM, it’s ridiculously simple: Subject Verb Object: e.g. “I did this”, such as ‘John Doe read Engaging Learning’ but also ‘Jane Doe took this picture’ And this has interesting implications.

DevLearn 188

DevLearn Portfolio Social Media Flash 188

Clark Quinn

MARCH 8, 2012

On the way to the recent Up To All Of Us un conference (#utaou), I hadn’t planned an agenda. However, I was growing through the diagrams that I’d created on my iPad, and discovered one that I’d frankly forgotten. Which was nice, because it allowed me to review it with fresh eyes, and it resonated. And I decided to put it out at the event to get feedback.

Portfolio 188

Portfolio Cognitive Learning Simulations 188

Clark Quinn

AUGUST 20, 2012

I’ve been revisiting performance support in preparation for the Guild’s Performance Support Symposium next month, and I’m seeing a connection between two models that really excite me. It’s abut how social and performance support are a natural connection. So, let’s start with a performance model. This model came from a look at how people act in the world and I was reminded of it during a conversation on informal learning.

Performance Support 187

Performance Support Performance Communities of Practice Picture 187

Clark Quinn

APRIL 20, 2012

Mayra Aixa Avilar (who I hope to meet someday, maybe at mLearnCon ?)pointed to this post saying “mLearning is starting to diverge from eLearning not only in specific meaning, but in approach and design as well”, and I want to politely disagree. Depends, of course, on what you mean by elearning, to start with. The clear implication is that elearning is about courses on the desktop.

Social Networks 187

Social Networks eLearning Performance Support Social Network 187

Clark Quinn

JUNE 20, 2012

Yesterday I was part of a session at the eLearning Guild’s mLearnCon mlearning conference on Making Mobile Work. For my session I put my tongue slightly in cheek and suggested that there were 5 phrases you need to master to Make mLearning Work. Here they are, for your contemplation. The first one is focused on addressing either or both of yourself or any other folks who aren’t yet behind the movement to mobile: How does your mobile device make you smarter?

Mobile 187

Mobile Metrics Performance Support eLearning Guild 187

Clark Quinn

SEPTEMBER 5, 2012

A few days ago, my colleague Jay Cross wrote a post on plagiarism , dealing with the fact that some of his work (even an example of some of our collaborative work) was being used without attribution. He preceded me in the use of Creative Commons licensing, but from his example (and Harold Jarche), I placed a BY – NC – SA license in the side bar.

License 186

License Creative Commons Site Examples 186

Clark Quinn

JUNE 14, 2012

When I started talking about mobile, I thought it was interesting adjunct to desktop computing. In fact, in my early (2000) article on mobile learning, I said “Soon there will be essentially no distinction between mLearning and elearning.” And I admit that I was wrong. At least partly. Let me explain. It depends on how you define elearning.

Camera 186

Camera Performance Support Mobile Google 186

Clark Quinn

JANUARY 10, 2012

I was defending Kirkpatrick’s levels the other day, and after being excoriated by my ITA colleagues, I realized there was not only a discrepancy between principle and practice, but between my interpretation and as it’s espoused. Perhaps I’ve been too generous. The general idea is that there are several levels at which you can evaluate interventions: whether the recipient considered the intervention appropriate or not.

Kirkpatrick 186

Kirkpatrick Metrics Performance Support Assessment 186

Clark Quinn

JANUARY 30, 2012

I recently wrote about elearning garbage , and in case I doubted my assessment, today’s task made my dilemma quite clear. I was asked to be one of the judges for an elearning contest. Seven courses were identified as ‘finalists’, and my task was the review each and assign points in several categories. Only one was worthy of release, and only one other even made a passing grade.

Examples 186

Examples eLearning Instructional Design Assessment 186

Clark Quinn

NOVEMBER 6, 2012

At the recent DevLearn, several of us gathered together in a Junto to talk about issues we felt were becoming important for our field. 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.

Cognitive 185

Cognitive Design Social Networks Performance Support 185

Clark Quinn

JANUARY 6, 2012

I’ve been using the tag ‘learning experience design strategy’ as a way to think about not taking the same old approaches of events über ales. The fact of the matter is that we’ve quite a lot of models and resources to draw upon, and we need to rethink what we’re doing. The problem is that it goes far beyond just a more enlightened instructional design, which of course we need.

Performance Support 186

Performance Support Performance Pedagogy Picture 186

Clark Quinn

MARCH 6, 2012

At the recent Up To All Of Us event (#utaou), someone asked about the 70:20:10 model. As you might expect, I mentioned that it’s a framework for thinking august supporting people at work, but it also occurred to me that there might be a reason folks have not addressed the 90, because, in the past, there might have been little that they could do.

Social Networks 185

Social Networks Wiki Mentoring Coaching 185

Clark Quinn

DECEMBER 7, 2012

In the webinar I did the day before yesterday, one of the questions I was asked was what I thought the future of mobile would be. My first response was that mobile wasn’t going away, and that we’d see more converged devices. I also opined that five years ago I couldn’t have predicted where we are now, and consequently it might be hard to think that far forward.

Mobile 183

Mobile Microphone Internationalization Predictions 183

Clark Quinn

MAY 10, 2012

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

Report Mobile eLearning Guild Summary 183

Clark Quinn

APRIL 23, 2012

Karl Kapp’s written another book, this time on gamification , and I certainly liked his previous book with Tony O’Driscoll on Virtual Worlds. This one’s got some great stuff in it too, and some other ideas that raise some hackles. Let me get one of the quibbles out of the way at the start: I hate the title “The Gamification of Learning and Instruction” (to the point I previously wrote a post arguing instead for ‘ engagification ‘).

Gamification 183

Gamification Instructional Instruction Case Study 183

Clark Quinn

FEBRUARY 29, 2012

A recent phenomena is the MOOC, Massively Open Online Courses. I see two major manifestations: the type I have participated in briefly (mea culpa) as run by George Siemens, Stephen Downes, and co-conspirators, and the type being run by places like Stanford. Each share running large numbers of students, and laudable goals. Each also has flaws, in my mind, which illustrate some issues about education.

Cognitive 183

Cognitive Theory Learning Theory Social Media 183

Clark Quinn

SEPTEMBER 21, 2012

Among the many things my colleague Jane Hard does for our community is to compile the Top 100 Tools for learning each year. I think it’s a very interesting exercise, showing how we ourselves learn, and the fact that it’s been going on for a number of years provides interesting insight. Here are my tools, in no particular order: WordPress is how I host and write this Learnlets blog, thinking out loud.

Tools 183

Tools PPT Skype Write Blog 183

Clark Quinn

APRIL 4, 2012

Increasingly, as I look around, I see folks addressing learning technology tactics; they’ll make a mobile app, they’ll try out a simulation game, they’ll put in a portal. And there’s nothing wrong with doing each of these as a trial, a test run, some experience under the belt. However, in the longer term, you want to start doing so strategically.

Social 183

Social Social Learning Metrics Social Media 183

Clark Quinn

OCTOBER 8, 2012

I’ve been working on a project where we’re reviewing the curriculum before we design the learning outcome. The level of detail is admirable: courses are defined by objectives, which then drive learning objectives, from which are extracted key concepts to present. And I’m finding one approach that’s making this go really well.

Learning Objects 181

Learning Objects Learning Objectives Classes Classroom 181

Clark Quinn

OCTOBER 31, 2012

Jon Landau gave an inspiring keynote about the need to focus on the experience, and innovate to bring those visions to fruition, driving tech versus the other way around.

DevLearn 184

DevLearn Innovation Learning Strategy Strategy 184

Clark Quinn

OCTOBER 2, 2012

I’ve regularly told workshop and talk attendees that our learning goals are twofold. It may be time to amend that. Formally, our goals for learning interventions should be retention over time until needed and transfer to all appropriate situations (and no inappropriate ones). And these are important goals. If the learning’s atrophied by the time it’s needed, it’s of no use.

Cognitive 180

Cognitive Performance Support Learning Activities 180

Clark Quinn

OCTOBER 30, 2012

A student from Florida Gulf Coast University interviewed me on mobile. Here’s the (largely unedited) transcript she provided for me: What is your definition of mobile learning? Using a mobile device to make us more effective, either in the moment or developing us over time. A mobile device is a small portable device that is with us all the time and we are doing something with it because of where we are.

Mobile 179

Mobile HTML Performance Support Calendar 179

Clark Quinn

JUNE 19, 2012

BJ Fogg, known from his work on persuasive technology, talked about making persistent behavior change via tiny habits. Very interesting research with important implications both personally and commercially.

Behavior 179

Behavior Research Personal Personalization 179

Clark Quinn

MARCH 22, 2012

It’s hard to capture Erik Wahl’s dynamic presentation at the Learning Solutions conference (e.g. he painted three separate artworks during the presentation as music videos played).

Music 179

Music Conference Video Solution 179

Clark Quinn

OCTOBER 1, 2012

Among the things I’ve been doing lately is talking to folks who’ve got content and are thinking about the opportunities beyond books. This is a good thing, but I think it’s time to think even further. Because, frankly, the ebook formats are still too limited. It’s no longer about the content, it’s about the experience.

eBook 178

eBook Simulations HTML Embed 178

Clark Quinn

DECEMBER 3, 2012

David Jonassen passed away on Sunday. He had not only a big impact on the field of computers for learning, but also on learning itself. And he was a truly nice person. I had early on been a fan of his work, his writing on computers as cognitive tools was insightful. He resisted the notion of teaching computing, and instead saw computers as mind tools, enablers of thinking.

Cognitive 178

Cognitive Conference Problem Classes 178

Clark Quinn

JUNE 27, 2012

In a panel at #mlearncon, we were asked how instructional designers could accommodate mobile. Now, I believe that we really haven’t got our minds around a learning experience distributed across time, which our minds really require. I also think we still mistakenly think about performance support as separate from formal learning, but we don’t have a good way to integrate them.

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Integrate Design Instructional Design ADDIE 178

Clark Quinn

JULY 10, 2012

The last of the thoughts still percolating in my brain from #mlearncon finally emerged when I sat down to create a diagram to capture my thinking (one way I try to understand things is to write about them, but I also try to diagram them sometimes to help me map the emerging conceptual relationships into spatial relationships). I was thinking about was how to distinguish between emergent opportunities for driving learning experiences, and semantic ones.

Emergent 177

Emergent Pattern Analytics Learning 177

Clark Quinn

APRIL 9, 2012

I’ve been reflecting on the new learning model I proposed earlier , and want to share some elaborations with you. In this case, I want to elaborate on the notion of activities, and some associated properties. First, I think it’s important to recognize that gradually, learners will take more and more ownership of choosing activities. If you’re an adult past college, you choose (with, perhaps, some guidance and support) what professional development you do: you choose books to

Activities 177

Activities Storyboard Embed Mentoring 177

Clark Quinn

AUGUST 28, 2012

RJ Jacquez asks the question “ is elearning on tablets really mlearning “ And, of course, the answer is no, elearning on tablets is just elearning, and mlearning is something different. But it got me to thinking about where tablets do fit in the mlearning picture, in ways that go beyond what I’ve said in the past. I wasn’t going to bother to say why I answered no before I get to the point of my post, but then I noticed that more than half of the respondents say it is

Picture 176

Picture Press Mobile Performance Support 176

Clark Quinn

SEPTEMBER 13, 2012

A recent post on organizational cognitive load got me thinking (I like this quote: “major learning and performance initiatives will likely fail to achieve the hoped-for outcomes if we don’t consider that there is a theoretical limit to collective throughput for learning”). I do believe organizations have distributed thinking that they apply to solving problems.

Cognitive 176

Cognitive Social Networks Social Network Diversity Training 176

Clark Quinn

JUNE 7, 2012

Jane Hart, in her personable style, told a compelling story of the what, why, and how of informal learning. She suggested it was about self-directed learning, that it’s already happening, but that there are valuable ways the L&D group can assist and support.

Informal Learning 176

Informal Learning Support Personal Personalization 176

Clark Quinn

MAY 31, 2012

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

Design Guidelines Instructional Design Research 176

Clark Quinn

SEPTEMBER 24, 2012

I’ve had my head down on a major project, a bunch of upcoming speaking engagements, some writing I’ve agreed to do, and…(hence the relative paucity of blog posts). That project, however, has been interesting for a variety of reasons, and one really is worth sharing: ID isn’t easy. 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.

Wimpy 175

Wimpy Design Cognitive Write Blog 175

Clark Quinn

MARCH 1, 2012

I want to support David Kelly’s Learning Styles Awareness Day , but have written pretty much all I want to say on the matter. In short, yes, learners differ. And, as a conversation with someone reminded me, it helps for learners to look at how they learn, so as to find ways to optimize their chances for success. Yet: There’s no psychometrically-valid learning styles assessment out there.

Learning Styles 176

Learning Styles Brain Problem Conversation 176

Clark Quinn

FEBRUARY 2, 2012

As a followup to my last post , I was thinking how you would use the different modes of mobile (the Four C’s ): Content, Compute, Communicate, & Capture, to support the different layers of learning. Here I’ve made a first attempt at trying to matrix the 3 layers of learning (performance, learning, meta-learning) by the 4 C’s of mobile.

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Mobile Performance Support Communication Performance 176