Sticky Learning

OCTOBER 20, 2013

There's always a lot of talk in the L&D community and in businesses about how to meaningfully evaluate learning. For years the evaluation of learning in workplaces has been driven by the Kirkpatrick model and it's 4 levels. Let's all agree (for a moment) and call this 'good'. But, the world of learning at work has changed. The rise of collaborative, networked learning doesn't fit so well with Kirkpatrick-style evaluation.

Evalution 40

Evalution Kirkpatrick Learning Learner 40

Sticky Learning

MAY 22, 2014

Jane Hart raises an excellent point with her post, Learning without Design. It's a really interesting question as I think a lot of the focus on design (in the L&D world) comes from traditional 'instructional design' approaches where the formal instruction is 'designed' to be delivered to a learner – almost as if the learning is the missing piece of a puzzle in the learner’s mind and correct design will (somehow) allow this piece to be placed in the proper spot…so that voila, we have successf

Performance 40

Performance Design Instructional Design Instructional 40

Sticky Learning

FEBRUARY 1, 2016

One of the lovely things about life is seeing your children grow up and show interest in the world around them. A few days ago my 10 year old son looked over my shoulder as I was reading a blog post by Charles Jennings titled From Courses to Campaigns : using the 70:20:10 approach. Tom is becoming interested in the work that I do, so he asked the obvious question, 'Dad, what does 70:20:10 mean?".

Beginner 40

Beginner Classroom Coaching Ideas 40

Sticky Learning

NOVEMBER 30, 2010

I've had a short phrase stuck in my head now for a few weeks, in fact it is stuck so well that I have found myself using it numerous times when speaking with clients. The phrase is: Design with, not for. . A simple philosophy, however so often it is the straightforward things that cut right to the heart of the matter! When designing learning we have a choice, to push our approach, emphases, content, style etc onto our learners and clients.

Design 40

Design Learner Ideas Culture 40

Sticky Learning

MAY 10, 2011

As someone who makes his livelihood by designing and facilitating learning experiences for businesses I should encourage all businesses to design bigger. Bigger, longer workshops, more complex online learning, more post-workshop mentoring and more assessments of all sorts - in all ways possible I should encourage business to design learning that works best for me.

Design 40

Design Learning Learner Mentoring 40

Sticky Learning

NOVEMBER 14, 2011

For a few months now this post has been bouncing around my head. It's been through a number of diferent forms until earlier today I read a science article that brought it all together for me. The article I read was titled, "Step-wise evolution of stable sociality in primates", I'll provide the link at the end of this post for those inclined to dig a little more deeply.

Social Learning 40

Social Learning Social Learning Internet 40

Sticky Learning

DECEMBER 14, 2011

Let me explain why I don't call myself an Instructional Designer - I do a lot more than design instruction! To me the word instructional brings forth notions of teacher led instruction in formal education settings. Chalk and Talk, Tell and Do, information being 'pushed' from the facilitator to the student. OK, I know that this is not what the majority of today's Instructional Designers actually do (they could even be offended by my description).

Design 40

Design Instructional Design Learning Instructional 40

Sticky Learning

MAY 31, 2012

Just over a month ago I was given the opportunity to present a session on 'Learning and Design Thinking' at the Australian Institute of Training and Development's 2012 conference in Sydney, Australia. I structured the session by following my own introduction to Design Thinking over the last 5 or so years, whilst at the same time providing attendees with a background to Design Thinking ideas and methods that can support innovative Learning Design.

Design 40

Design Learning Ideas Conference 40

Sticky Learning

JUNE 12, 2012

This post and the later part(s) (I'll post later) are designed to accompany the visuals (below) from my session at the AITD 2012 conference. The posts are more or less the words that went along with my presentation, adding depth and detail to the quick succession of images in the presentation. My advice though is to begin by going through the presentation visuals, then after having a look through, come back to the following text to help you get a broader picture of the overall messages and ideas

Design 40

Design Learning Learner Conference 40

Sticky Learning

JULY 24, 2013

It doesn't matter if you are old/young, experienced/inexperienced. Performing well in your career is never a static knowledge/skills position. To continue to perform well requires continuing skills and knowledge growth, we are always beginners. The way we grow IS mostly through informal channels, whether we are 18 or 58. Perhaps the curse of knowledge is that as we grow older we only remember the formal learning of our younger years.

Informal Learning 40

Informal Learning Informal Learning Beginner 40

Sticky Learning

OCTOBER 20, 2013

There's always a lot of talk in the L&D community and in businesses about how to meaningfully evaluate learning. For years the evaluation of learning in workplaces has been driven by the Kirkpatrick model and it's 4 levels. Let's all agree (for a moment) and call this 'good'. But, the world of learning at work has changed. The rise of collaborative, networked learning doesn't fit so well with Kirkpatrick-style evaluation.

Evalution 40

Evalution Kirkpatrick Learning Learner 40

Sticky Learning

MAY 22, 2014

Jane Hart raises an excellent point with her post, Learning without Design. It's a really interesting question as I think a lot of the focus on design (in the L&D world) comes from traditional 'instructional design' approaches where the formal instruction is 'designed' to be delivered to a learner – almost as if the learning is the missing piece of a puzzle in the learner’s mind and correct design will (somehow) allow this piece to be placed in the proper spot…so that voila, we have successf

Performance 40

Performance Design Instructional Design Instructional 40

Sticky Learning

FEBRUARY 1, 2016

One of the lovely things about life is seeing your children grow up and show interest in the world around them. A few days ago my 10 year old son looked over my shoulder as I was reading a blog post by Charles Jennings titled From Courses to Campaigns : using the 70:20:10 approach. Tom is becoming interested in the work that I do, so he asked the obvious question, 'Dad, what does 70:20:10 mean?".

Beginner 40

Beginner Classroom Coaching Ideas 40

Sticky Learning

FEBRUARY 1, 2016

One of the lovely things about life is seeing your children grow up and show interest in the world around them. A few days ago my 10 year old son looked over my shoulder as I was reading a blog post by Charles Jennings titled From Courses to Campaigns : using the 70:20:10 approach. Tom is becoming interested in the work that I do, so he asked the obvious question, 'Dad, what does 70:20:10 mean?".

Beginner 40

Beginner Classroom Coaching Ideas 40

Sticky Learning

MAY 22, 2014

'Jane Hart raises an excellent point with her post, Learning without Design. It''s a really interesting question as I think a lot of the focus on design (in the L&D world) comes from traditional ''instructional design'' approaches where the formal instruction is ''designed'' to be delivered to a learner – almost as if the learning is the missing piece of a puzzle in the learner’s mind and correct design will (somehow) allow this piece to be placed in the proper spot…so that voila, we have su

Performance 68

Performance Design Instructional Design Instructional 68

Sticky Learning

OCTOBER 20, 2013

'There''s always a lot of talk in the L&D community and in businesses about how to meaningfully evaluate learning. For years the evaluation of learning in workplaces has been driven by the Kirkpatrick model and it''s 4 levels. Let''s all agree (for a moment) and call this ''good''. But, the world of learning at work has changed. The rise of collaborative, networked learning doesn''t fit so well with Kirkpatrick-style evaluation.

Evalution 64

Evalution Kirkpatrick Learning Learner 64

Sticky Learning

JULY 24, 2013

'It doesn''t matter if you are old/young, experienced/inexperienced. Performing well in your career is never a static knowledge/skills position. To continue to perform well requires continuing skills and knowledge growth, we are always beginners. The way we grow IS mostly through informal channels, whether we are 18 or 58. Perhaps the curse of knowledge is that as we grow older we only remember the formal learning of our younger years.

Informal Learning 89

Informal Learning Informal Learning Beginner 89

Sticky Learning

OCTOBER 2, 2012

I enjoy the design process, working creatively with clients to design ways to help their teams perform more effectively. The bottom line however is delivery - learning designers must be good project planners and managers. When I begin a learning design project I follow a 3-stage design process. Discovery. Design. Delivery. The first two stages look more 'designery', they look (and are) creative.

Design 56

Design Project Learning Performance 56

Sticky Learning

JUNE 12, 2012

This post and the subsequent part(s) over the next week or so are designed to accompany the visuals (below) from my session at the AITD 2012 conference. The posts are more or less the words that went along with my presentation, adding depth and detail to the quick succession of images in the presentation. My advice though is to begin by going through the presentation visuals, then after having a look through, come back to the following text to help you get a broader picture of the overall messag

Design 72

Design Learning Learner Conference 72

Sticky Learning

MAY 31, 2012

Just over a month ago I was given the opportunity to present a session on 'Learning and Design Thinking' at the Australian Institute of Training and Development's 2012 conference in Sydney, Australia. I structured the session by following my own introduction to Design Thinking over the last 10 or so years, whilst at the same time providing attendees with a background to Design Thinking ideas and methods that can support innovative Learning Design.

Design 63

Design Learning Conference Ideas 63

Sticky Learning

DECEMBER 14, 2011

Let me explain why I don't call myself an Instructional Designer - I do a lot more than design instruction! To me the word instructional brings forth notions of teacher led instruction in formal education settings. Chalk and Talk, Tell and Do, information being 'pushed' from the facilitator to the student. OK, I know that this is not what the majority of today's Instructional Designers actually do (they could even be offended by my description).

Design 64

Design Instructional Design Learning Instructional 64

Sticky Learning

NOVEMBER 14, 2011

For a few months now this post has been bouncing around my head. It's been through a number of diferent forms until earlier today I read a science article that brought it all together for me. The article I read was titled, "Step-wise evolution of stable sociality in primates", I'll provide the link at the end of this post for those inclined to dig a little more deeply.

Social Learning 74

Social Learning Social Learning Internet 74

Sticky Learning

MAY 10, 2011

As someone who makes his livelihood by designing and facilitating learning experiences for businesses I should encourage all businesses to design bigger. Bigger, longer workshops, more complex online learning, more post-workshop mentoring and more assessments of all sorts - in all ways possible I should encourage business to design learning that works best for me.

Learning 73

Learning Learner Mentoring Design 73

Sticky Learning

NOVEMBER 30, 2010

I've had a short phrase stuck in my head now for a few weeks, in fact it is stuck so well that I have found myself using it numerous times when speaking with clients. The phrase is: Design with, not for. . A simple philosophy, however so often it is the straightforward things that cut right to the heart of the matter! When designing learning we have a choice, to push our approach, emphases, content, style etc onto our learners and clients.

Design 79

Design Learner Tagging Culture 79

Sticky Learning

NOVEMBER 28, 2010

Another year comes towards to an end and its been another year of great reading for anyone with an interest in learning. Once again I have read from a wide range of areas, all with something to add to how I think of learning. Below you'll find my top recommendations for the year along with a short summary of what I got out of reading each book. I haven't put these in a top ten order this year, there were so many contenders for the number one spot!

Case Study 100

Case Study Learning eLearning Tools PowerPoint 100

Sticky Learning

NOVEMBER 18, 2010

A few months ago I came across an excellent and free resource that I have now used parts of when designing learning solutions for clients, it's called "Design with Intent" and is the creation of Dan Lockton (a PhD student at Brunel University, Professor David Harrison (Professor of Design Research at Brunel University) and Professor Neville Stanton from the University of and two of his professors at the same University.

Design 67

Design Wiki Learning Cognitive 67

Sticky Learning

SEPTEMBER 26, 2010

Let's begin with some context to this post! Like many of my blog posts the ideas come when two or more ideas collide in my head and I think, Mmm, that's interesting. Writing the blog post itself is one of the ways I get my thoughts in (some sort of) order. Right now I'm reading an excellent book, The New Social Learning by Marcia Conner and Tony Bingham.

Social Learning 81

Social Learning Social Learning Social Media 81

Sticky Learning

SEPTEMBER 5, 2010

I have to begin here by saying, I've never been a fan of lists, I like things a little more 'free-form', I find lists stifling. Lists put an artificial order on things, they say, after doing/reading this, the next 'logical' point is X. To make matters worse, we tend to prioritise lists by placing numbers next to each point, we tell the reader, 'point 1 before point 2, before point 3.'.

Learning 75

Learning Juice PowerPoint Ideas 75

Sticky Learning

AUGUST 18, 2010

Stickylearning got stuck! If you've been reading my blog since it began early two years ago you will know that I like to read. I like to challenge how I think about things, books and blogs are a couple of ways I get new ideas to think about. Well this has been all well and good however (and I can't entirely blame the book here) I read a book in May/June that got me thinking so much I haven't blogged since.

Informal Learning 69

Informal Learning Informal Learning Write Blog 69

Sticky Learning

MAY 13, 2010

OK, here's my short follow up post as promised in my last post on the recent AITD conference! Let's get to the point, I went to the conference primarily because of sessions keynotes and workshops on the use of social media in learning - a real interest of mine. (as you saw in my last post I did enjoy the conference!) I was however prepared to use Twitter during the conference, I've followed other people at conferences related to learning and have always found something of interest to me, followi

Conference 79

Conference Learning 2.0 Social Media Tagging 79

Sticky Learning

MAY 12, 2010

A couple of weeks ago I flew up to Sydney for a few days to attend the Australian Institute of Training and Development's 2010 conference. I'd seen the program 6 months earlier and thought that there were a few sessions that looked pretty interesting. I'll give you a bit of a summary in this post and will provide a link to my Twitter feed for the conference, I think that will help to flesh out how I found some of the sessions!

Summary 71

Summary Conference Ideas eLearning Tools 71

Sticky Learning

APRIL 17, 2010

What is destinationism? Destinationism - probably not a real word so lets explain what I'm getting at! I have a 4 year old boy who is really beginning to love playing with Lego, alot like his Dad used to do! Looking at the Lego that's on sale these days however, I've noticed one key difference between Lego when I was a boy and today, let me explain.

Learner 79

Learner Skills Design Problem 79

Sticky Learning

MARCH 21, 2010

A week ago I read an interesting newspaper review of a theatrical 'show' called Wondermart. As I read the article I was intrigued, it sounded interesting and I could already begin to imagine that it could have some relevance for learning! Now let's begin on the right track, Wondermart is nothing like any theatre event I've attended. Quite simply it is an MP3 track that you download to your MP3 player (iPhone in may case) and then at a time and place that suits you, you listen to the audio track

Virtual World 64

Virtual World Instructional Instruction Learner 64

Sticky Learning

MARCH 13, 2010

A quick post to review today's excellent TEDx day. For those who don't know of TEDx or TED, a quick explanation. TED stands for Technology, Entertainment, Design and is an event originally held in the US where notable thinkers spoke in these three areas spoke to other (invited) like-minded people in a spirit of "Ideas worth spreading". In more recent times talks have themselves spread beyond the three original areas to now encompass innovative and important ideas from any area and the talks them

Diversity Training 73

Diversity Training Learning Metrics Ideas 73

Sticky Learning

MARCH 3, 2010

OK, this is a post written as I'm thinking. I was just reading comments from my post on Autonomous/Formal/Informal Learning and thought I'd put some of my thoughts down in a post as they come! Let's see how it goes? My thinking is this - formal/informal/autonomous/individual - they are all labels, descriptive in their own way. Part of the problem though is that they may all mean slightly different things to different people.

Learning 72

Learning Informal Learning Activities Tagging 72

Sticky Learning

FEBRUARY 8, 2010

In my previous post I asked the question, 'Is Autonomous Learning the same as Informal Learning?' I'd been reading Daniel Pink's new book Drive and my mind had turned to thinking about autonomy, learning and motivation. The post itself was a fair reflection of this thought, but not the end. Over the last week I've kept being drawn back to questions about, and relationships between, informal/formal/autonomous learning.

Learning 75

Learning Learner Social Networks Newsletter 75

Sticky Learning

FEBRUARY 2, 2010

Formal learning and informal learning. I get the idea here, there is learning that is structured and there is learning that happens outside of structured environments. Marcia Conner's explanation of informal learning is a good starting point in understanding the thinking underlying informal learning. I have also written previously on informal learning in these three posts: Informal/Social Learning - Concertina Style.

Informal Learning 66

Informal Learning Informal Learning Wikipedia 66