Upside Learning
FEBRUARY 8, 2024
We’re focusing on learning impact here, so they’re not being directly addressed. Still, cognitive science and design practices give us guidance there, as needed. So, we need to space learning, reactivating the learning, across days, which isn’t like much of what we actually see in most organizational learning.
CLO Magazine
DECEMBER 23, 2016
For instance, there’s quite a lot of hype about neuroscience implications for learning, but researchers are quick to point out that most of the important results come from another level. There are levels of analysis; neural is one, but the next level up is the cognitive level. The Cognitive Umbrella.
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Thinkdom
FEBRUARY 29, 2024
Modern science, especially in learning & development, has come a long way in the last couple of decades. ,, Learning & behavioural sciences overlap more than we initially thought. Let’s first understand how human beings learn and then focus on some strategies that we can use to make professional learning stick.
Clark Quinn
JULY 17, 2019
For instance, the work on worked examples comes from John Sweller’s Cognitive Load theory. The approach I discuss in things like my Learning Experience Design workshops is a synthesis of theories as well. It’s an eclectic mix including the above mentioned, Cognitive Flexibility, Elaboration, ARCS, and more.
Clark Quinn
AUGUST 10, 2021
In it, I point out that the myth about attention span came from a misinterpreted study, and that our cognitive architecture doesn’t change that fast. Also, in general, learning doesn’t work as well when it’s just ‘fun’, unless it’s “hard fun” Enlightening isn’t any better.
Clark Quinn
DECEMBER 12, 2018
This is harder than the ‘information dump and knowledge test’ that too often characterizes organizational learning, which brings up two issues: 1) formal learning should be reserved for when it absolutely, positively has to be in the head, and 2) putting information in the world when possible. .
Clark Quinn
DECEMBER 6, 2016
Education tends to be about long term learning relationships (typically at least a half year to several years), versus the short-term relationships (e.g. an hour to several days) in organizational learning. Our brains learn in particular ways that are unaffected by the curricular needs.
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