Clark Quinn

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Meta-Learning Tools?

Clark Quinn

Coupled with tools that support learning streams, personal learning could be boosted. So tools like Axonify, Anders Pink, and EdCast all have varying models about making knowledge available and streaming bits and pieces over time.

Tools 102
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Meta-learn what?

Clark Quinn

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. Then, you also want to set up a stream of information that comes to you. What streams of information? Several things come into play. One is knowing where to look.

Streaming 100
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Facilitating Knowledge Work #wolweek

Clark Quinn

I’m trying to be concrete about different types of activities you might do in the Sense section as I think representations such as diagrams are valuable but very different than active application via prototyping and testing. (And And yes, I’m really stretching to keep the alliteration of the R’s.

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Working virtually

Clark Quinn

Both, however, handle video streams without a problem. We’re sharing safely, considering ideas fairly, taking time to reflect, and actively seeking diversity. I like Zoom a bit better because when you open the chat or the list of participants, it expands the window. In Blue Jeans, it covers a bit of the screen.

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Brainstorming, Cognition, #lrnchat, and Innovative Thinking

Clark Quinn

What Gamestorming is, I found out, is a really nice way to frame some common activities that help facilitate creative thinking. In a simultaneous medium like #lrnchat, everyone can contribute as fast as they can, and the only limitations are on the participants ability to process the stream and contribute (which are, admittedly, finite).

Cognitive 170
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Revisiting 70:20:10

Clark Quinn

Last week, the Debunker Club (led by Will Thalheimer) held a twitter debate on 70:20:10 (the tweet stream can be downloaded if you’re curious). And some folks clearly believe that good instructional design should include the social and the activity, so the framework is a distraction.

Ratio 130
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Presenting in a networked age

Clark Quinn

Alternatively, they can be doing other things, like checking email, surfing the web, or other, unrelated, activities. Are these activities valuable to the listener? Related activities help, but unrelated activities will hinder the ability to process. Are they valuable to the presenter?

Network 159