Clark Quinn

FEBRUARY 3, 2021

Here, I’ll talk about Introductions, Examples, Practice, and Closings. I like to use what I call a ‘motivating’ example, that shows the consequences from having (or not) the skill(s) addressed. I like to use what I call a ‘motivating’ example, that shows the consequences from having (or not) the skill(s) addressed.

Cognitive 227

Cognitive Communities of Practice Open Suite 227

Clark Quinn

JUNE 8, 2021

She writes about new facets of cognition that open up a whole area for our understanding. In the areas I know and have talked about, e.g. emergent and distributed cognition, she gets it right, which leads me to believe the rest is similarly spot on. So, the first book I want to recommend is Annie Murphy Paul’s The Extended Mind.

Cognitive 210

Cognitive Statistics Social Media Predictions 210

Clark Quinn

APRIL 21, 2022

The book is grounded in his early experience writing learning games, then researching cognition and engagement, and ongoing exploration and application of learning, technology, and design to creating solutions and strategies. The book explains why and how, with good examples.”. I hope that suggests why I think it’s important.

Cognitive 272

Cognitive Write Blog eBook Press 272

Clark Quinn

JUNE 13, 2023

The first category I thought of was the basics of cognitive science: perception, consciousness & context, elaboration, retrieval, etc. Here I mean the role of models, examples, emotion, etc. Particularly the things that are our adaptions to the flaws in our cognitive architecture, but as learners and as designers.

Cognitive 152

Cognitive Skills Instructional Design Calendar 152

Clark Quinn

MARCH 2, 2021

In examples, for instance, you could leave a placeholder for referencing the model, and for the underlying thinking. And, just as we should be using them to assist our performers (even doing backwards design to design the tools first then any learning), we should be using them to overcome our own cognitive limitations.

Performance Support 232

Performance Support Support Cognitive Templates 232

Clark Quinn

JANUARY 17, 2023

For one, you can look at Alan Schoenfeld’s work on showing his thinking as portrayed in Collins & Brown’s Cognitive Apprenticeship. Similarly, the benefits are clear in the worked examples research of John Sweller. First, showing underlying thinking is helpful.

Cognitive 206

Cognitive Issue Ideas Research 206

Clark Quinn

JULY 17, 2019

For instance, the work on worked examples comes from John Sweller’s Cognitive Load theory. It’s an eclectic mix including the above mentioned, Cognitive Flexibility, Elaboration, ARCS, and more. My answer to theory or research is theory. Here’s why. Theory generates experiments which refine theory.

Theory 183

Theory Research Cognitive Diversity Training 183

Clark Quinn

MARCH 8, 2022

There’s evidence of this, for one from the results of research by the Cognitive Technology group at the University of Southern California showing experts can’t access about 70% of what they do! There may be a lack of examples, and the thinking behind the examples I do see isn’t there.

Expert 272

Expert Cognitive Expertise Problem 272

Clark Quinn

SEPTEMBER 19, 2023

Despite their utility, grounding in fundamental cognition, and value in learning, they continue to be absent or misunderstood in our learning interventions. For example, feedback loops are a mental model. Then we use examples to demonstrate models in context, showing how the abstract concepts map to real world elements.

Wikipedia 182

Wikipedia Cognitive Toolkit Predictions 182

Clark Quinn

NOVEMBER 29, 2022

Yet, I realize I haven’t been doing that as much as I should, or perhaps not as effectively and mindfully as I should So here’re some reflections on sharing my thinking, or ‘exposing myself’ Worked examples, as we know from John Sweller, are most effective when they come before practice.

Cognitive 170

Cognitive Expertise Conference Expert 170

Clark Quinn

OCTOBER 24, 2018

in what was effectively ‘applied cognitive science’, but games continued to play a role in my career. One of the concerns was that things were changing fast even then (Flash was still very much in play, for example ;). So I tied it to cognitive principles, as our brains aren’t changing that fast.

Cognitive 165

Cognitive Games Learning Flash 165

Clark Quinn

NOVEMBER 26, 2019

My better half recently got a sample of special butter. And, of course, cognition, learning, engagement, and design. A gift from a co-worker (an interesting story), and led me to reflect on the link between passion and learning. M’lady’s co-worker is a fan of good butter. This may seem odd, but think about it a bit.

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Cognitive Examples Sample Learning 162

Clark Quinn

SEPTEMBER 24, 2019

Our cognitive architecture is designed to do this; to help us adapt to the first-level world we evolved in. This makes the case for tools that help scaffold these gaps in our cognition. The simple rationale, of course, is that there are things our brains are good at, and things they’re not. And, in particular, for design.

Cognitive 148

Cognitive Tools Storyboard DevLearn 148

Clark Quinn

JANUARY 24, 2023

For example a code solution, or a proposed social response. I’m suggesting that this extra support, while it might add some cognitive load to the process, also reduces the load by supporting attention to the important aspects. The challenge is the result of two conflicting challenges.

Evalution 223

Evalution Learner Cognitive Asynchronous 223

Clark Quinn

OCTOBER 6, 2020

I dug into that and all the learning styles literature, and cognitive factor analysis, and content models around learning objectives, and revisited my interest in intelligent tutoring, and more. We’d swap out examples on marketing for people selling services versus those selling products, for instance.

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Personal Personalization Cognitive Learning Objects 289

Clark Quinn

FEBRUARY 4, 2021

In most respects, when we do analysis, we’re largely focusing on the necessary cognitive elements. And the associated models, and examples. Here, I’ll talk about analysis, brainstorming, and tuning. That is, what the learner needs to do, what the learner already knows. If we’re really being good, we collect misconceptions as well.

Cognitive 244

Cognitive Analysis Agile Diversity Training 244

Clark Quinn

SEPTEMBER 22, 2020

So here’s a response, in defense of cognitive psychology. is in Cognitive Psychology, so I may be defensive and biased, but I’ll try to present scrutable evidence. Take, for example, cognitive load. And even if they are, they are likely more comprehensible from a cognitive perspective than a neural.

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Cognitive Theory Problem Brain 255

Clark Quinn

FEBRUARY 27, 2018

Consciousness is an interesting artifact of our cognitive architecture. That includes models to explain and predict outcomes, and cognitive annotated examples to model the appropriate solution. And no, (despite being a native Californian ;) I’m not talking about social or environmental or higher consciousness.

Cognitive 126

Cognitive Expertise Brain Predictions 126

Clark Quinn

OCTOBER 29, 2019

In terms of the various ways in which we can support the gaps in our cognition, one of the terms is ‘templates’ And it’s worth discussing what a template is, and considering them at a variety of levels. For example, there are the tarted-up quiz show formats. I want to suggest we should have templates for good.

Templates 115

Templates Cognitive Pattern Quiz 115

Clark Quinn

FEBRUARY 21, 2018

Yet when I try to push them to the next level of engagement (cognitive and emotional), they’re uninterested. I recently sampled one system promoting their advanced memory model. I recently sampled one system promoting their advanced memory model. That’s not a good example to be showing.

Learning Technologies 102

Learning Technologies Technology Cognitive Examples 102

Clark Quinn

FEBRUARY 22, 2009

I see several reliable problems with examples, and they aren’t even the deepest problems. Then, when they do exist, too often they’re cookie-cutter examples, that don’t delve into the necessary elements that make examples successful, let alone are intrinsically interesting, yet we know what these elements are!

Examples 100

Examples Cognitive Expert Problem 100

Clark Quinn

JUNE 9, 2020

If we don’t focus on the right objectives, manage attention, set challenge appropriately, provide the right models and examples, and most of all have the right practice, we’re wasting our time. Our information processing cycle, and the artifacts of our cognitive architecture.

Cognitive 174

Cognitive Asynchronous Conference Learning 174

Clark Quinn

JULY 17, 2018

In particular, Cognitive Apprenticeship (my favorite model; Collins & Brown), or other theories like Elaboration Theory (Reigeluth), Pebble in a Pond (Merrill), or 4 Component ID (Van Merriënboer). Ideally, with your sample population. The second approach I recommend is theory. Finally, you test.

Design 112

Design Cognitive Simulations Theory 112

Clark Quinn

JANUARY 27, 2016

Recontextualization : here we’re showing another example. A good example, with a challenging situation that the learner recognizes, a clear goal, and cognitive annotation showing the underlying thinking, will serve to strengthen the learning.

Cognitive 120

Cognitive Pipes Pattern Learning 120

Clark Quinn

MARCH 28, 2017

A few posts ago, I wrote about how we might be rushing too fast into cognitive computing. Not that there’s anything wrong with augmenting us, but I was wondering if we’d be better off focusing on developing our non-cognitive systems first.

Cognitive 100

Cognitive Design Games Learning Styles 100

Clark Quinn

SEPTEMBER 3, 2019

Yes, cognitive science studies both learning and engagement, but in my experience the two aren’t integrated specifically well. Then it should take the necessary steps such as sufficient spaced meaningful practice resourced with appropriate models and examples and specifically feedback. So here’s my thinking.

Strategy 146

Strategy Cognitive Toys Performance Support 146

Clark Quinn

JUNE 17, 2021

I’m also doing two live sessions (at different times) on some of the new results from cognitive science. I’ve been seeing more and more examples of well-designed content that’s still lacking in engagement, and this workshop is all about that. For one, I’ll be speaking on learning science implications.

Asynchronous 148

Asynchronous Cognitive Conference DevLearn 148

Clark Quinn

DECEMBER 6, 2016

In it, I talked about getting more meaningful objectives, writing practice that actually develops meaningful outcomes, and content (concepts & examples) aligned to support effective practice. Learning solutions for performance and for education both still need to respect our neural and cognitive architecture.

Cognitive 100

Cognitive Brain Learning Tutorial 100

Clark Quinn

OCTOBER 7, 2013

And there are substantial cognitive benefits from learners working together. A second teacher seems to believe examples aren’t useful. What’s missing are meaningful examples of applying the concepts to problems. Um, examples help. What a horrible belief in kids!

Cognitive 164

Cognitive Problem Quiz Standards 164

Clark Quinn

SEPTEMBER 20, 2013

In the former, it’s about two things: getting the real cognitive underpinning right, and the emotional content, both integrated in a natural and elegant way. Then we elaborate with model-based concepts and story-based examples. So you start with your objectives (at a high enough level, addressing real business needs).

Cognitive 140

Cognitive ISPI Wiki Performance Support 140

Clark Quinn

OCTOBER 18, 2018

You might have (say, after a model of the process, and examples) a sequence of : critique someone else’s performance. try a simple example of performing. try a more complex example (perhaps in a group). …(more examples of performing). try a very complex (read: typical) example. draw a flow diagram.

Cognitive 133

Cognitive Simulations Summary Performance Support 133

Clark Quinn

DECEMBER 28, 2017

Examples: the link between concepts and application. I’m trying to go deep , that is to unpack the levels of cognitive depth to explain how the Quinnov 8 elements work. Practice: making practice meaningful. Models: the conceptual frameworks that guide performance. Engagement: wrapping the front and back to create experiences.

Cognitive 116

Cognitive Course Online eLearning Consultant 116

Clark Quinn

FEBRUARY 17, 2015

This surprised me, as I’ve been quite outspoken about the need for engagement (for one small example, writing a book about it!). research by John Bransford on anchored cognition), but arbitrary contextualization isn’t as good as intrinsically interesting contexts. You want compelling examples.

Cognitive 100

Cognitive Performance Support Sound Research 100

Clark Quinn

JUNE 26, 2013

Starting with meaningful objectives, using model-based concepts, contextualized examples, meaningful practice, all that increases the probability. That’s why I went from calling it cognitive engineering to cognitive design. That’s why I went from calling it cognitive engineering to cognitive design.

Exercise 140

Exercise Cognitive Design Engineering 140

Clark Quinn

JULY 6, 2017

Practicing what she preaches, and using the book itself recursively as an example, she uses simple words and trimmed down prose to focus on what you need to know, and guidance to generalize it. Still, there’s less on cognitive models to guide performance than I would like.

Cognitive 0

Cognitive Write Blog eLearning Strategy Exercise 0

Clark Quinn

MARCH 6, 2018

For example, his Guide to eLearning is as good a guide to designing elearning as you can get (that and Julie Dirksen’s Design for How People Learn , both appropriately in their second edition). Those are activities, just not cognitively challenging ones.

Activities 116

Activities Cognitive Guide Design 116

Clark Quinn

NOVEMBER 10, 2015

What should be the elements of content are an introduction to the learning experience, a presentation of the concept(s), examples that illustrate applying the concept to contexts, and a closing of the experience. The problem is that our cognitive architecture is prone to mistakes in execution.

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Content Cognitive Templates Instructional Design 100