Sticky Learning

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Design with, not for.

Sticky Learning

I've had a short phrase stuck in my head now for a few weeks, in fact it is stuck so well that I have found myself using it numerous times when speaking with clients. The phrase is: Design with, not for. . A simple philosophy, however so often it is the straightforward things that cut right to the heart of the matter! When designing learning we have a choice, to push our approach, emphases, content, style etc onto our learners and clients.

Design 40
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Touching the Earth Lightly - 10 thoughts for learning design

Sticky Learning

As someone who makes his livelihood by designing and facilitating learning experiences for businesses I should encourage all businesses to design bigger. Bigger, longer workshops, more complex online learning, more post-workshop mentoring and more assessments of all sorts - in all ways possible I should encourage business to design learning that works best for me.

Design 40
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The step-wise evolution of Social Learning

Sticky Learning

For a few months now this post has been bouncing around my head. It's been through a number of diferent forms until earlier today I read a science article that brought it all together for me. The article I read was titled, "Step-wise evolution of stable sociality in primates", I'll provide the link at the end of this post for those inclined to dig a little more deeply.

Social 40
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We are Learning Designers

Sticky Learning

Let me explain why I don't call myself an Instructional Designer - I do a lot more than design instruction! To me the word instructional brings forth notions of teacher led instruction in formal education settings. Chalk and Talk, Tell and Do, information being 'pushed' from the facilitator to the student. OK, I know that this is not what the majority of today's Instructional Designers actually do (they could even be offended by my description).

Design 40
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Learning and Design Thinking - an introduction

Sticky Learning

Just over a month ago I was given the opportunity to present a session on 'Learning and Design Thinking' at the Australian Institute of Training and Development's 2012 conference in Sydney, Australia. I structured the session by following my own introduction to Design Thinking over the last 5 or so years, whilst at the same time providing attendees with a background to Design Thinking ideas and methods that can support innovative Learning Design.

Design 40
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Learning & Design Thinking

Sticky Learning

This post and the later part(s) (I'll post later) are designed to accompany the visuals (below) from my session at the AITD 2012 conference. The posts are more or less the words that went along with my presentation, adding depth and detail to the quick succession of images in the presentation. My advice though is to begin by going through the presentation visuals, then after having a look through, come back to the following text to help you get a broader picture of the overall messages and ideas

Design 40
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Thoughts on informal learning

Sticky Learning

It doesn't matter if you are old/young, experienced/inexperienced. Performing well in your career is never a static knowledge/skills position. To continue to perform well requires continuing skills and knowledge growth, we are always beginners. The way we grow IS mostly through informal channels, whether we are 18 or 58. Perhaps the curse of knowledge is that as we grow older we only remember the formal learning of our younger years.