Clark Quinn

JANUARY 6, 2021

The notion is, this continual active cognitive challenge keeps your thinking ability from decaying. On the other hand, habits are helpful. And, in general, habits can help us make sure we do certain things that are good for us. You’re actively problem-solving, versus throwing yourself off balance at a bad time.

Cognitive 220

Cognitive Emergent Activities Problem 220

Clark Quinn

JUNE 18, 2008

I'm really hoping that folks will help me out by: a. The last time I posted something like this it was a HUGE help and I significantly redesigned the exercise which probably saved me a lot of grief. See comments in Conference Session Breakout - which convinced me not to do it as a breakout activity. but I digress.

Exercise 100

Exercise Help Design Knowledge Work 100

Clark Quinn

SEPTEMBER 1, 2020

But this has bugged me, so I naturally tried to make a diagram that helps me think about it. In the other, you’re actively working with someone to generate a new interpretation. Or you could be part of a Community of Practice and actively trying to improve something.

Collaboration 215

Collaboration Wink Cognitive PKM 215

Clark Quinn

NOVEMBER 24, 2022

There are some definite learnings, which we hope to bring forward, both for the conference (should we run it again, which we intend), and for the Learning & Development Accelerator (LDA; the sponsoring org, of which I’m co-director with Matt Richter) activities as well. So here are some thoughts on the conference outcomes.

Conference 206

Conference Calendar Reputation Network 206

Clark Quinn

FEBRUARY 8, 2022

The larger the organization and the scope of activity, the greater the need for some external validity check. From the other side, I think a certificate or credentials help the learner signify what they’ve accomplished.

Pedagogy 242

Pedagogy Quality Forum Social Networks 242

Clark Quinn

JUNE 28, 2022

Specifically, how do we engage people already actively designing? All along, there are small changes that will help integrate learning science elegantly with engagement. Learning Experience Design (LXD), I argue, is the elegant integration of learning science with engagement. All well and good, of course, but how do you introduce it?

Design 300

Design Cognitive Analysis Integrate 300

Clark Quinn

SEPTEMBER 21, 2021

That’s only true, however, if we are aware and actively address it. I’m happy to help, but can only do so if you reach out. Leveraging what we know about cognitive science can provide us with structures and approaches that accommodate these factors. The post Complexity in Learning Design appeared first on Learnlets.

Cognitive 325

Cognitive Instructional Design Design ADDIE 325

Clark Quinn

MARCH 14, 2023

Emotionally, it requires an initial hook and then maintaining commitment through the experience via relevant activities. That’s my goal, of course: to help them bake learning science and engagement into their processes and products. This requires, cognitively, sufficient practice and an appropriate spread of contexts.

Productivity 198

Productivity Product Cognitive Integrate 198

Clark Quinn

FEBRUARY 4, 2020

I’m not asking you to buy it, unless it helps, but you need to be aware of the myths. Well, first, please help. One was so-called ‘brain training’, in this case activating right-left brain simultaneously. And I was asked to do it, so there’s a clear need. What to do? If you see a myth, call it out.

eLearning Guild 248

eLearning Guild Brain Social Networks LinkedIn 248

Clark Quinn

APRIL 11, 2023

We know that activating relevant knowledge is important cognitively, but I suggest that it won’t stick as well unless you’ve piqued their awareness. It can help learners relax, trust that the environment’s safe, reducing anxiety. So here I ponder comic openings. Even before you open up cognitively!

Open 213

Open Cognitive Alternatives Trust 213

Clark Quinn

APRIL 27, 2021

Rackham argues that perhaps AI can help here. First, help students self-evaluate (which has the benefits of them understanding what’s involved). Second, instrumenting environments (say, for instance, with xAPI) in which these activities are performed. The question is how to assess them reliably.

Evalution 210

Evalution Skills Metrics Lecture 210

Clark Quinn

APRIL 21, 2020

Heat-shock proteins : special proteins are released under threat to help protect other proteins. For each of these there are organizational corollaries that we can consider, and then we can look at how technology and learning & development can help. And that builds those bonds that will help an organization weather tough times.

Lesson 211

Lesson Collaboration Trust Organization 211

Clark Quinn

DECEMBER 3, 2019

However, I’m unpacking a couple of them, and I thought it’d be helpful to ensure that I am clear about them, and so that you are too. Otherwise we get ‘inert knowledge’, knowledge that we can pass a test on, but will never even activate in a relevant problem situation. For active, I mean they must commit.

Alternatives 131

Alternatives Pattern Problem Engineering 131

Clark Quinn

JULY 5, 2020

Andrew is determined that learning and development should be an integral part of business activity. “If LnD help them learn, they won’t need learning. . Therefore, to be required, LnD shouldn’t help them learn. . The Internet Time Alliance Jay Cross Memorial Award for 2020 is presented to Andrew Jacobs. Can’t sell?

Internet 183

Internet Twitter Coaching Social 183

Clark Quinn

DECEMBER 26, 2018

Leveling-up learners to a baseline happens before engaging in the key learning activities. Major activities can be solo if the material is more dedicated to training, but ideally are social particularly when complex understandings are required (mostly).

Cognitive 154

Cognitive Design Roles Lesson 154

Clark Quinn

AUGUST 21, 2014

The notion is that we need to redefine curriculum as a way to get away from a content base, and start moving to an activity base. Information that a learner can recite is unlikely to be activated at a relevant time (“inert knowledge) unless it’s been applied, and the focus should be on the application, not the recitation.

Design 222

Design Cognitive Pedagogy Performance Support 222

Clark Quinn

AUGUST 20, 2014

In thinking through how to design courses that lead to both engaging experiences and meaningful outcomes, I’ve been working on the component activities. In both cases, models are key to helping them determine what needs to happen. Finally, the learners after class should be getting given elaborative activities.

Pedagogy 171

Pedagogy Design Cognitive Simulations 171

Clark Quinn

OCTOBER 30, 2018

In the course of the one that was just launched , we identified a number of competencies across the suite of L&D activities. This included (in addition the more traditional activities) looking at how to foster innovation. Well, two things, I think: one is to help raise awareness, the other is to provide support.

Innovation 165

Innovation Suite Culture Benefits 165

Clark Quinn

FEBRUARY 6, 2019

Well, if we take the result that innovation comes from collective constructive friction instead of the individual brainstorm, then meaningful social media activity would be one indicator. Just ‘activity’ in the social systems has been one initial measure. Increasing either the quantity of quality discussions would be one.

Metrics 170

Metrics Innovation xapi Problem 170

Clark Quinn

OCTOBER 5, 2021

When I evaluate learning technologies, for instance, I look to see how well they do things like provide meaningful practice: active and contextualized. Available as a book and workshop. ;) In both cases, I’m trying to help us stop making boring courses that people want to avoid, and suggest that this can be done for most any topic.

Cognitive 286

Cognitive Virtual World Brain Second Life 286

Clark Quinn

JULY 5, 2019

She’s active in social media, for instance. I’m pleased that we can honor her and her work helping organizations work more productively and fluidly. I didn’t know much about her work then, but have subsequently seen it in a variety of places.

Social Media 140

Social Media Exercise Organizational Learning Internet 140

Clark Quinn

AUGUST 2, 2023

I’ll suggest that turning the ideas into models , connected causal stories, helps. When I do presentations and write articles for others, they’re the result of the time I’ve spent here. That takes time. But it pays off. So, it’s about understanding how things work, not just ‘knowing’ things.

Cognitive 223

Cognitive PKM Apple Write Blog 223

Clark Quinn

MARCH 17, 2020

But this has really helped convey the necessity. There’s a lot of financial activity that’s not going to be happening (dining, for instance). There’s a segment of the population that’s at higher risk, and that’s who we’re needing to help. We’re talking considerably more than that.

Emergent 164

Emergent Behavior Association Community 164

Clark Quinn

JANUARY 27, 2016

At a neural level, we’re generating patterns of activation in conjunction, which strengthens the relationships between these patterns, increasing the likelihood that they’ll get activated when relevant. That’s why context helps as well as concept (e.g. Reactivating learning is important.

Cognitive 120

Cognitive Pipes Pattern Learning 120

Clark Quinn

NOVEMBER 13, 2018

Obviously, there’s more to it than just that, so it’s about seeking actively but also setting up systems to continually feed you new, potentially tangential thoughts. Then, it’s about being able to process the inputs in ways that help you understand, or do, something new. And how to evaluate what you get.

Skills 163

Skills Develop PKM Learning 163

Clark Quinn

OCTOBER 18, 2018

What would be a series of activities that would develop understanding. Since all are different, it helps if this is individual. The point I want to make is that the processing flow , the progression from activity to activity, matters. try a simple example of performing. try a more complex example (perhaps in a group).

Cognitive 133

Cognitive Simulations Summary Performance Support 133

Clark Quinn

AUGUST 6, 2015

To me there are two main components: what you actively seek, and what comes to you. What you actively seek really is your searching abilities. This is personal information management, and it requires active management, as sources change. If you hear X over here, and Y over there, you should try to actively reconcile it (e.g.

Streaming 100

Streaming Mentoring Search Learning 100

Clark Quinn

NOVEMBER 6, 2014

However, as the article noted, research has shown that taking verbatim notes doesn’t help. You have to actively reprocess the information, extracting structure through outlines or networks, and paraphrasing what you hear instead of parroting it. You need to be actively engaged. Note-taking also helps keep that engagement.

Cognitive 175

Cognitive Network Brain Audio 175

Clark Quinn

MAY 26, 2016

I elaborated it in some subsequent posts, trying to make clear that the activities could be connected and social, so that you could be developing something over time, and also that the output of the activity produced products – both the work and thoughts on the work – that serve as a portfolio. I’m happy to help!

Cognitive 102

Cognitive Portfolio Social Engineering 102

Clark Quinn

MAY 29, 2012

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.

Activities 165

Activities Association Productivity Product 165

Clark Quinn

MAY 11, 2021

Lectures, information dump & knowledge test, in general content presentation doesn’t lead to meaningful change in behavior in the absence of activity. Instead, trust (and ensure) that your designers know more about learning than the SME, and have practices to help ameliorate the problem. SMEs know what needs to be learned.

Augmented Reality 312

Augmented Reality Predictions Behavior Second Life 312

Clark Quinn

MAY 21, 2019

I’m asking for your help: is this the right suite, and if not, what do you want? We also know what’s largely lacking, and how to help. So the offer involves any combination of the following things: Workshop : we actively explore and bring to bring it to life the necessary knowledge, and then practice applying it.

Change 158

Change eLearning Guild DevLearn Coaching 158

Clark Quinn

MARCH 8, 2012

I want to start thinking about a learning experience as a series of activities, not a progression of content. This, by the way, has a direct relation to Project Tin Can , a proposal to supersede SCORM, allowing a greater variety of activities: Actor – Verb – Object, or I – did – this. (For This unpacks.

Portfolio 188

Portfolio Cognitive Learning Simulations 188

Clark Quinn

JANUARY 26, 2021

This internal vocabulary can be shortcuts, and help us minimize what we need to say to still communicate. So, too, would be Michael Allen’s SAM (Successive Approximation Model) and CCAF (Context-Challenge-Activity-Feedback). And, to be clear, there’s internal and external vocabulary. Brevity is the soul of wit, after all.

PKM 186

PKM microlearning Mobile Performance Support 186

Clark Quinn

MARCH 1, 2016

And it occurred to me that I hadn’t seen a good diagram that helped explain how this all worked. What I was trying to capture was how xAPI tracked activity, and that could then be used for insight. From there, we can compare that activity with results. And, second does this help, at all?

xapi 100

xapi Mentoring Coaching Picture 100

Clark Quinn

APRIL 12, 2012

It’s come up in a couple of ways how my (in progress) activity-based framework for learning is related to other models, e.g. performance-based learning. At core is the reasoning that meaningful activities have myriad benefits. First, there’s already an activity-based learning out of India!

Pedagogy 195

Pedagogy Design Cognitive Performance Support 195

Clark Quinn

NOVEMBER 3, 2015

She talked about some new frameworks that helped move to a more enlightened learning design that was more activity-centric, and a performance support tool for instructors. LTC Ho Mee Yin told the mstory of rethinking the learning design for the Singapore Armed Forces.

Performance Support 100

Performance Support Activities Performance Support 100