Clark Quinn

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Information to Miniscenarios

Clark Quinn

There’s the right one, and then alternatives. Regardless, you want to make these alternatives available as possible responses. You’ll want to address the difficultly of discrimination between alternatives as a way to manipulate the challenge of the task; it should be appropriate to the learners’ level.

Informal 289
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Alternate Pedagogies and Experiences

Clark Quinn

In the traditional view, we activate the learner’s interest, we present them with the concept, we provide examples, we have them practice (with feedback), and we conclude the learning experience. This approach also provides the necessary structure to support adaptive systems, which can present different objects at different times.

Pedagogy 189
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Gamification or…

Clark Quinn

So here’re some thoughts on gamification or the alternative. Then, consider an alternative: they do successively more challenging scenarios. They’re competency-based, providing explicit levels of capability. So, that’s my take on gamification or alternates. For instance, how to deal with customers.

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Getting Wiser

Clark Quinn

And, two recent articles provide a little insight about getting wiser. That is, except the ‘west’ It’s claimed that we (er, the western world in general) focus on happiness, and there may be an alternative. Rather, thinking about what wisdom is and trying to be wise would be more accurate ;). Not all’s perfect.

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What’s In It For Them?

Clark Quinn

I do think it’s important, but in recent work I’ve found an interesting alternative. We don’t think everyone will be appropriate for every thing we’re providing. This is a suite of offerings, different for different potential clients.

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Where are we going most wrong?

Clark Quinn

Another possibility is that we’re not providing the right support. We’re not providing useful models and examples instead of a content dump with what’s to hand. We might fail to do the proper performance consulting. Thus, we’d be developing learning solutions that aren’t going to meet the need.

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Learners as learning evaluators

Clark Quinn

While it’s ideal to have an instructor in the loop to provide feedback, the asynchronous part means that’s hard to arrange. One alternative, occasionally seen, is to have the learner evaluate their response. One alternative, occasionally seen, is to have the learner evaluate their response. Is there another solution?

Evalution 223