Clark Quinn

AUGUST 29, 2008

Donald Clark raises an issue on his blog about confounding informal with Web 2.0, The formal learning probably takes more resources, over time, as there’s more development required. However, how much have we invested in the informal? and a major component of informal), you need to systematically support informal.Â

Ratio 100

Ratio Budget Informal Performance Support 100

Clark Quinn

DECEMBER 22, 2020

We worry about resources and the ways people can get access to them. And we move from the siloed access to these resources, through an intermediate stage of some focused development, to a user-centric access based upon the users needs (not the originators location), ending at a dynamic matching of need to resource. .

Performance Support 295

Performance Support Performance Metrics Organizational Learning 295

Clark Quinn

SEPTEMBER 21, 2021

the human information processing system model*), the underlying picture is of a more interactive system. Marcia Conner, in her book Learn More Now mentioned how neuropeptides passed information around the body. In short, learning is about more than just information dump and knowledge test.

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Cognitive Instructional Design Design ADDIE 325

Clark Quinn

JANUARY 11, 2022

To be fair, suggesting that L&D take responsibility for informal learning could be considered a stretch. My argument is simply that informal learning has practices and policies that can optimize outcomes, and that it’s a necessary component of success going forward. (I We should anyway!

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Performance Support Performance Picture Consulting 282

Clark Quinn

MARCH 7, 2023

Then, for any particular gap, we look for the root cause: is it a lack of skill, lack of knowledge, lack of resources, lack of motivation, … ? We could also be the ones who design performance support and facilitate informal learning (who better?). Where are we lacking? We design courses.

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Performance Support Consulting Performance Analysis 262

Clark Quinn

MAY 4, 2021

Courses can’t address problems like the wrong incentives, or a lack of resources. Informal learning isn’t our job. Informal learning is the key to innovation, and innovation is a necessary differentiation. There are many reasons for performance problems, and a reliable solution is to throw a course at it.

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Metrics LMS Job Innovation 275

Clark Quinn

FEBRUARY 1, 2022

It’s not just design processes that reflect evidence-informed principles, though it includes that. It’s also, however, ways to identify and track problems, attach organizational costs and solution costs, and choose where to invest resources. It includes front-end analysis, but also ongoing-monitoring.

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Performance Support Performance Strategy Association LMS 272

Clark Quinn

APRIL 26, 2022

Giving people information will lead them to change. That is, information dump and knowledge-test courses. See above; there are lots of reasons why performance may not be up to scratch: lack of resources, wrong incentives, bad messaging, the list goes on. While we know this isn’t true, it still seems to be prevalent.

Metrics 262

Metrics Performance Support Pedagogy Behavior 262

Clark Quinn

APRIL 18, 2023

I think the field has fallen into a superstition that information dump and knowledge test is learning! Then we can have the resources to pay attention, reflecting that the details matter. As a respondent noted, we don’t always even test memory! Yet our goals should be (retention and) transfer.

Pedagogy 232

Pedagogy PDF Instructional Instruction 232

Clark Quinn

MARCH 22, 2022

Informal learning? Informal Learning. Here, I was thinking more about the utility to achieve goals rather than the way L&D allocates resources. Informal Learning. Informal Learning. For reasons that aren’t quite clear (even to me), I was thinking about where, on a continuum, do L&D elements fit?

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Performance Support Alternatives Performance Collaboration 212

Clark Quinn

SEPTEMBER 30, 2020

Our brains are bad at remembering rote, abstract, arbitrary, and voluminous information.) We should be facilitating informal learning as well. There are a fair bit of resources out there already. We shouldn’t be using courses when job aids will suffice, as cognitive science tells us. So what can you do?

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Cognitive Brain Learning Instructional Design 289

Clark Quinn

SEPTEMBER 21, 2022

We had a comic skit writer, and cartoonists, to augment our resources. The lessons learned, of course, have continued to inform me, including, for instance, my calls for content systems. We collaborated on an online course on speaking to the media. It never flew, however, as we didn’t partner it with a viable business model.

Project 227

Project Press Performance Support Engineering 227

Clark Quinn

AUGUST 10, 2021

The first one is pretty blatant: There are numerous resources that suggest our attention spans are shrinking. There are, of course, no such resources pointed to. Also, the resources that proposed this have been debunked. Vendors , please please please stop with the under-informed marketing, and present helpful posts.

Market 310

Market Cognitive microlearning Mashups 310

Clark Quinn

JUNE 14, 2022

However, when you stop trying to use courses for everything, you’ll have more resources to do courses right. Our design process needs to start gathering different information. For that matter, you’ll actually be achieving outcomes, which is a justification for the effort.

Cognitive 286

Cognitive Metrics Exercise Instructional Design 286

Clark Quinn

JANUARY 10, 2023

If there’s a resource people can use to solve the problem rather, than learning, that is probably a better answer. That is, in almost any instance, if the information can be in the world, perhaps it should. One reason for this is learning, done properly, is hard.

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Learning Instructional Design Conversation Solution 141

Clark Quinn

OCTOBER 24, 2023

For many years, it was a great resource, both personal and professional! I want to yell “it’s dead, what you hear are no longer valid opinions” I get that it’s hard, and lots of folks are still there, but… It had become, and I hear that it continues to be, an increasing swamp of bad information.

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Social Networks Twitter LinkedIn Facebook 190

Clark Quinn

JUNE 13, 2023

I think (strongly) that if you know the basics of the Human Information Processing (HIP) loop, you have a foundation to understand so much more. Thus, you need things like good project management (scheduling, resource allocation, risk management, etc), for one.

Cognitive 152

Cognitive Skills Instructional Design Calendar 152

Clark Quinn

JULY 18, 2013

If we find the answer, we should update the resources to help other people find the answer rather than having to rediscover it. When we have an information need, we might need directories to people with various expertise (associated with Communities of Practice, presumably).

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Performance Support Support Communities of Practice Association 178

Clark Quinn

JANUARY 15, 2019

” Curation of resources for quality and relevance is a good thing, but is the organization is the best arbiter? Similarly, the resources to support progression in the community should come from the community, both within and outside the organization. This can be achieved using AI-curated real-time briefings.”

Community 154

Community Communities of Practice Learning Objects Trust 154

Clark Quinn

APRIL 21, 2022

While there are increasing resources available on the learning science side, the other side is somewhat neglected. Here’s the marketing blurb: Learning Experience Design is, as author Clark Quinn puts it, about “the elegant integration of learning science with engagement”. Note: as Editor-In-Chief, I’m biased.)

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Cognitive Write Blog eBook Press 272

Clark Quinn

AUGUST 22, 2019

Jesse James Garrett has a lovely diagram that represents this for information architecture. This again is a matter of marshaling the appropriate resources against the business case. Thus, we don’t have and properly allocate the resources to do the job right when it does positively absolutely has to be in the head.

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Comparison Quality Issue eLearning Tools 147

Clark Quinn

SEPTEMBER 11, 2018

You can also search for information, using DuckDuckGo or Google, or going straight to Wikipedia or other appropriate information resources you know. To make sense of the information, you can do either or both of representing your understanding and experimenting. And there’re are different details in each.

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Personal Learning Personal Personalization Cognitive 127

Clark Quinn

MAY 12, 2020

If, of course, we extend L&D to support informal learning (and I suggest we should ), there’s another opportunity. Until schools also develop effective communication and collaboration skills, L&D would be useful.

Communities of Practice 222

Communities of Practice Community Roles Alternatives 222

Clark Quinn

FEBRUARY 12, 2019

There’s a time when someone takes a result, doesn’t put it into context, and leads you to bad information. As a consequence, the article gave what I consider to be bad information. Taking an under-informed view can lead you to misinterpret research, and consequently lead you to bad prescriptions. Brainstorming.

Evalution 165

Evalution Research Instructional Instruction 165

Clark Quinn

SEPTEMBER 24, 2014

In my own work, I’m not resourced to do it the way I would and should do it. I have been talking to a few different people recently who basically are resourced to do it the right way. And we can do it with a smart team that aren’t learning scientists but are informed, in a longer but still reasonable schedule.

Cognitive 173

Cognitive Simulations Learning Objects Analysis 173

Clark Quinn

JANUARY 13, 2021

While I’ve tried to boil down learning science into the necessary core, there are other resources. This is a four week course, with videos to present the information, then live sessions to practice application, and takeaway assignments from the Learning Development Accelerator. The next session starts on 10 February.

Cognitive 187

Cognitive Picture Performance Support Mobile 187

Clark Quinn

JULY 23, 2013

It intrigued me, but my response was that while it’s not just about saving resources, using people is more appealing in general and given the expenses for developing performance support it should be a secondary response. However, it was structured to support getting the information, but not structured for effective use.

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Performance Support Support Performance eLearning Strategy 185

Clark Quinn

JANUARY 3, 2013

As I originally structured it, you worked backwards (1) from the ultimate performance you need to put information in the head, and in the world, and then designed forward (2) the combined learning experience, and the performance resource. It occurred to me that when you design your resource(s), that has to happen first.

Design 167

Design Performance Support Resources Environment 167

Clark Quinn

MAY 16, 2013

With GPS chips in many devices, and other information potentially useful (what wifi networks you’re near and their location is known), we’ve been able to do lots. We can also lay over information (c.f. We can also lay over information (c.f. Most of mobile context is about where we are.

Augmented Reality 154

Augmented Reality Calendar Mobile Google 154

Clark Quinn

APRIL 4, 2011

We have located and assembled a huge collection of informal learning content. Repositories of informal learning content. such as this will underpin much of the social and informal learning over the. Sign up today for the ITA Informal Learning Collection! “Without content there is no learning. next 5 years.&#.

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Low Cost Internet CLO Performance Support 166

Clark Quinn

AUGUST 13, 2013

Earlier, I posted about working backward and forward, and err on the side of putting information in the world first , and only put things in the head as a last resort (because formal learning is expensive ). The conversation had to do with not developing resources at all, except core ones. Something we were pushing about a decade ago.

Social Networks 154

Social Networks Social Network Performance Support Network 154

Clark Quinn

AUGUST 20, 2012

This model came from a look at how people act in the world and I was reminded of it during a conversation on informal learning. I propose that when we have a breakdown, ideally we find the answer, either as an information resource, or from a person with the answer. So, let’s start with a performance model.

Performance Support 187

Performance Support Performance Communities of Practice Picture 187

Clark Quinn

AUGUST 20, 2014

In typical approaches, you’d be presenting conceptual information (e.g. Here, I’m looking to make the task of processing the information to generate something, whether a document, presentation, or whatever, and that the processing is close to the way the information will be used.

Pedagogy 171

Pedagogy Design Cognitive Simulations 171

Clark Quinn

AUGUST 26, 2013

We should then figure out what information can be in the world (whether a resource or in other’s heads), and what has to be in the performer’s repertoire. It can just be information in the world, such as a job aid or checklist , or an interactive decision support tool.

Cognitive 162

Cognitive Performance Support Support Performance 162

Clark Quinn

JULY 11, 2019

That could be trying to put information into the world if possible. Avoiding taxing our mental resources is good. Connecting and operating a simple device isn’t very complex. Addressing complex product complaints can be much more complex. Certainly we need more support if it’s more complex.

Brain 174

Brain Blended Learning Performance Support Pattern 174

Clark Quinn

MAY 25, 2016

While it’s easy to say that the role of formal learning wanes, and the role of informal learning ramps up, what are the types of support we might look to? The underlying point is that as individuals gather expertise the value of formal learning drops, and the value of informal learning increases. Ok, but what does that mean ?

Performance Support 108

Performance Support Suite Support Simulations 108

Clark Quinn

NOVEMBER 14, 2018

For one, I get concerned that talking about content foregrounds ‘information’ And that’s a problem. It won’t be when we’re all on the same page about good learning design, practice foregrounded and concepts and examples as learning resources, not the goal. Just what do mean by ‘content’?

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Content Learning Objects Report Problem 140